By Merlin Thompson
Who Are We Teaching? Real Life Students
By Merlin B. Thompson, PhD, MA, BMus
Every student who enters our studio brings a unique combination of characteristics: their own personality, experiences, interests, strengths, and challenges. They arrive with their own ways of thinking, learning, communicating, and engaging with music. Teaching this diversity of real life students is one of the most rewarding aspects of our profession.
At the same time, music teaching has a lengthy history of focusing on the “ideal” student—the student who practices consistently, follows instructions readily, progresses at a predictable pace, and achieves every goal we set. Social media and professional development advertisements frequently reinforce this notion, promoting strategies for attracting or creating “ideal” students. But today’s music students are not idealized versions of learners. They are real life individuals.
Just take a quick survey of your studio and most likely you’ll see that diversity in action. Where some students learn quickly; others need more time. Some approach music with confidence and enthusiasm; others are cautious and hesitant. Some have abundant opportunities to practice, while others navigate busy schedules, competing priorities, or challenging circumstances. Some thrive with structure and routine, while others flourish through creativity and exploration. Some of our students dream of professional careers in music. Others simply enjoy making music as part of a rich and fulfilling life. Some are young beginners. Others are adult learners returning to music after many years away.
All Students Want… What I’ve seen in my own studio is how – despite the different characteristics in my students – all students share something important. They want to be seen, valued, and respected. They want to feel welcome. They want opportunities to engage with music in ways that are meaningful to them. Recognizing students as real life individuals may require a shifting in our teaching. Rather than measuring success against a fixed ideal, we prioritize understanding who our students are and what they need. We gather information, listen carefully, adapt our approach, and collaborate with students to support their growth. Students come from different backgrounds, possess different motivations, and experience different pathways through music. Just as we would never expect Elton John and Lang Lang to create the same musical experience, we should not expect our students to follow identical journeys.
One of the most rewarding aspects of teaching real life students is the way their individuality enriches our own teaching. Each student brings fresh ideas, unexpected insights, and unique musical interests. Like my student Anna whose interest in chord formations continuously takes her composing journey in uncharted directions. Or my student Lucas who recently chose Fur Elise as his choice for soul food. Or my student Patrick who includes music making in his life as the pick-me-up he can depend on. Students often reveal insights, possibilities, and interests we might never have unearthed on our own.
Flexibility is key… Real life students rarely fit neatly into predetermined plans. They require us to listen attentively, respond thoughtfully, and remain open to adjustment. Sometimes that means revisiting foundational skills. Sometimes it means changing direction mid-lesson. Sometimes it means allowing students to take the lead. Flexibility becomes an essential teaching skill. Our role is to support each student’s evolving relationship with music and help them discover what music can mean in their lives.
When students know they are seen as individuals worthy of our care, attention, and respect, I appreciate how they’re far more likely to develop a lasting connection with music. And that may be the greatest privilege of all.
How does working with real life students shape your teaching?
What have you learned about music making from your own real life students?
Bio: Dr. Merlin B. Thompson is the driving vision behind Teach Music 21C, a forward-thinking music teacher community transforming the way music is taught and experienced. Merlin is an award-winning music educator, scholar, and internationally-recognized authority on music studio teaching with nearly five decades of experience across Canada, USA, Australia, New Zealand, China, and Finland. Author of “More than Music Lessons”, mentor, and sought-after clinician, Merlin helps music teachers expand and enhance their teaching approach with tools and strategies deeply rooted in students’ lived personal musical experience. www.TeachMusic21C.com
