14

Chapter

Characteristics
o
sarcasm;

least appredated

severity;

absence

indifference.

of laughter

by pupiIs :

and srniling,

When dealing with adolescents

we might learn a lot from this list. In
addition, it is often productive to take no notree of sullen behaviour but
simply to carry .on with business as usual. PupiIs are apt to get annoyed
ifyou drawattention
to their unco-operative
behaviour. Nevertheless,
it
may ultimately help them to 'snap out of it' if you do so in a Iight-hearted
manner! Of course, in dealing with adolescents,
a sense of humour
is essential.
Young musicians in this age range will probably fall into one of the
following groups.
Those who have been playing fot (manv) years They may be well
motivated, enjoy lessons and other musical activities and see music as
an important part of Iife, but not as a future career. Such pupils can, and
should, be encouraged to reach very high levels of playing. They will find
many opportunities available for playing at university or college and will
continue to derive pleasure from music all through their Jives.

Those who have also been playing fot (many) years but are now
thinking this may be the time to give up It is important to discuss the
situation. If a dedsion to terminate lessons is made, it must be the result
of careful consideration. As mentioned alreadv there may be other factors
to be taken into account which could alter the situation. These may be
summarized
as:
Q

Music

may

be too solitary:

provision

must

be found

to make

it

more social,
e

Too much is expected,

academie

given the number

and social). A lightening

of other commitments

(both

of the load may be necessary

for

a time.
o

The teacher

(most probably through

newangle.
The pupil is not enjoying the kind of music they are being taught.

The pupil

the right one for a particular

needs

a change

no fault of their own) may not be

pupil. A different

of ernphasis

teacher

- a move

may offer a

away

from

an

exam-centred
programme for example.
Talk these issues through, you may find a way to resoIve the situation
without the pupil giving up their music. Some young players may be
inspired by musie technoIogy. Many homes own a computer, and music
software is both interesting and stimulating. The reluctant players may
find a rea I interest in composing music to play on their own or with
friends. They might enjoy sequendng
or arrenging music, or they rnight
find the various interactive CD Roms provide a fun reason to practise!