A music lesson may happen once a week, but much of the learning happens in the days between lessons. It’s one of the things that makes music lessons a little different from many other activities your child participates in. A sports team may practice together several times each week. At music lessons, your child spends focused time with a teacher and then takes that learning home.
That’s where practice comes in.
If you’ve been hoping your child will simply remember to practice on their own, you’re certainly not alone. Many parents are surprised by how much support a young musician needs between lessons. We’ve found that when parents help create the structure around practice, students are much more likely to build the consistency that leads to progress.
The good news? You don’t need to be a musician to help.
One of the simplest ways to support your child is to create two Practice Spaces: one physical and one digital.
Practice Space #1: A Place That’s Ready for Them
We’ve talked before about the importance of creating a good place to practice. It doesn’t need to be elaborate or Pinterest-worthy.
What matters most is that it’s ready.
The instrument is accessible. Music and other materials are nearby. The space is comfortable enough to work in and free from unnecessary distractions. When it’s time to practice, your child doesn’t have to gather everything from three different rooms before playing the first note. Reducing those little barriers can make it much easier to begin.
Here’s something else to consider: your child’s best practice space may not be the quietest room in the house. If your child doesn’t want to practice alone, that doesn’t necessarily mean you’ve chosen the wrong practice space or that your child isn’t interested in music. We’ve found that many younger students simply want a parent nearby. They’ve been at school all day and may be craving connection. Or they may think they’re going to need help and feel more comfortable getting started when you are close.
That’s okay.
A piano in a room near the kitchen may work better for your family than an instrument tucked away in a perfectly quiet room where your child doesn’t want to be alone. The goal is to create a space that works for your child and your household.
Practice Space #2: The Digital Connection to the Lesson
Our Kathy’s Music students also have access to a digital tool called Practice Space.
Practice Space isn’t a game to play on a device. It’s a communication tool that connects the weekly lesson with the learning that happens at home.
After a lesson, students and parents can find the week’s assignment in Practice Space, including what to practice and specific tips from the teacher. Teachers may also include reminders, restate goals, or occasionally share a helpful link.
Unlike a traditional paper assignment notebook, the conversation doesn’t have to stop there. If a student has a question during the week, they can ask their teacher through Practice Space. The teacher can respond, helping the student get unstuck rather than waiting until the next lesson.
Families can also look back at previous assignments and see what a student has been working on over time. Practice Space can even keep track of practice streaks, which can be surprisingly motivating for new students who are beginning to see, I’ve been showing up consistently.
Families can access Practice Space through the website or through an app on a phone or tablet. You can choose what works best based on your child’s age and your family’s own rules around technology and screen time.
The important part isn’t which device you use. It’s building the habit of looking at the assignment consistently.
A Simple Rhythm for the Week
Once you know what the teacher has assigned, practice doesn’t need to become complicated.
Try thinking about the week this way:
Look. Check Practice Space together. What did the teacher ask your child to work on?
Divide it up. Everything doesn’t need to happen in one practice session. Decide what can be worked on in smaller, meaningful pieces throughout the week.
Practice. Return to those pieces more than once. Repetition over time is what helps new learning become more familiar.
Review and polish. As the next lesson approaches, go back to the week’s work. What is feeling easier? What could use another try?
Return with confidence. Your child doesn’t need to return with everything perfected. The goal is to arrive at the next lesson having spent enough time with the music that progress feels possible. That feeling matters!
When students can hear or feel that something is easier than it was a week ago, confidence begins to grow.
“But I Don’t Know How to Help!”
If you don’t play an instrument yourself, you may wonder how you’re supposed to help when your child says, “I don’t know how to do this.”
We’ve heard that concern from many parents. The good news is that you don’t need to know how to play the instrument to help your child take the next step.
Sometimes a child who says, “I don’t know how to do this,” really means, “This doesn’t feel easy to start.”
Try beginning with:
“Show me what you DO know.”
Let your child play something familiar. Then you might say:
“Let’s see if we can figure out how to start together.”
Check the assignment in Practice Space. Look for the teacher’s instructions or tips. If your child truly isn’t sure what to do, Practice Space gives them a way to ask the teacher. Your role isn’t to have all the answers. It’s to help your child get started, stay connected to the assignment, and keep returning to the work.
Your Participation Matters
As children grow, we want them to take increasing ownership of their music learning. Eventually, they can check their own assignments, organize their practice time, communicate with their teacher, and make more decisions about their learning.
We don’t expect young students to begin there.
We have found that students make more progress when parents are part of the experience.
That doesn’t mean you need to supervise every practice session or know how to play your child’s instrument. Your role is to help create the structure that makes consistent practice possible.
It could mean reminding your child to check Practice Space. It might mean protecting a few times during the week for practice. Sometimes it simply means sitting nearby while your child gets started.
Think of it this way:
The weekly lesson gives your child direction. Practice gives them the repetition they need to make progress. Your support helps create the conditions for both of those things to work together.
Set up the space. Check the assignment. Help your child begin.
Then give them the opportunity to discover what they can do when they keep coming back to the music.
-> Learn more about Private Lessons and enroll today.
Let’s build steady growth, one focused practice at a time.
Continue Your Music Journey:
• Preparing for the First Lesson
• Building Strong Practice Habits
• Why Performances Matter
