| Despite what you may think, a child's failure at the | | | | after-school pursuit that is part of their general activity |
| piano is often due to a myopic point of view on the | | | | schedule. They don't know or care where Carnegie |
| part of the teacher. Most piano methods are too | | | | Hall is. If you make piano too difficult, as all methods do, |
| difficult for younger children, especially those involving | | | | children will shift their attention to something else |
| use of reading music exclusively. | | | | before the teacher can even begin to introduce the |
| Conventional piano lessons have a quit rate of 90%. | | | | basic ideas. |
| Even with an inspired and creative teacher, it may not | | | | Unless a child has previously shown aptitude at reading |
| be enough to interest your child in playing the piano. | | | | music, or is driven by a passion to be a piano virtuoso |
| What can be done to make children more interested in | | | | and has demonstrable facility with the conventional |
| pursuing the piano? | | | | methods, you owe it to them to try a simple, |
| We suggest you try a "starter" piano method that | | | | transparent "starter" piano method that will give |
| doesn't involve reading music immediately. | | | | children time to get used to the idea of the piano |
| Rather than read complicated music at first, children | | | | without being forced to deal with the complexities of |
| are encouraged to freely explore fun, familiar songs, | | | | reading music. |
| leading to increased enthusiasm. | | | | Go slow in the beginning and it will yield better results in |
| In general, children regard the piano as an elective, | | | | the end. |