Successful Preparation for a Music Career Your child has fallen in love with music and has decided that they'd like to pursue a career in music. What are their options? How can you best advise them, especially if you don't have music expertise yourself? If you haven't already arranged for them to take private lessons, do it now. All music degree plans require that the music major has applied expertise on at least one instrument (the voice is considered a musical instrument as well). Support their attempts at improving and attaining membership in auditioned honor groups. These musical experiences are valuable performing opportunities, and auditioning is a learned skill that must be experienced as often as possible. Consider getting them a lesson with the teacher at the college they are considering attending. The relationship with the private teacher is of major importance in any college degree plan. Encourage them to develop their singing voice and their ability to sight-sing all their music. While they may not plan on teaching vocal music, they will be required to take sight-singing as a major component in their music degree plan. This is not just a 'necessary evil'. A musician needs a well-trained ear and should be able to internally hear complex music. A skilled musician should not have to rely on an instrument as a mechanical aid to read music - the more independent they are from any instrument in reading music, the easier time they will have in music theory and sight-singing classes in college. Have them ask their private teacher for assistance in this aspect. Encourage them to broaden their knowledge of literature through listening to recordings and live musical performances. A nearby college music program will have many free performances. Search out performances of local professional orchestras, bands and choirs. Take a trip to another city where there is a major established orchestra or School of Music. Encourage them to become knowledable in music technology, especially recording technology. Computers have created a whole new world in the recording industry, and today's musicians have a distinct advantage if they have an understanding of the hardware and software available for this use. A website can be a helpful tool in all music careers, from education to performance. If they are considering a career as a music educator, encourage them to take a course in Kodály music education at some point during their college education. This music education concept can be applied in all disciplines and supports music literacy at all levels. Kodály-inspired music educators work to improve their own music literacy throughout their career, in addition to providing appropriate challenges for all their students. |
Musical Equipment Infancy through Early Childhood ~ (ages birth through 7) This is a time of exploration. Young children should be provided with musical models that: Help them develop their first musical instrument - their voice. Provide a variety of beautiful, accurate and authentic sounds. Inspire the imagination. Open them to the wonder of new music. Invest in and allow them to explore: A good-quality CD player (CD suggestions here) Musical toys that create beautiful sounds (stay away from electronic musical toys in general) Acoustic string and percussion instruments A piano - and keep it in tune! Allow them to make their own instruments from plastic eggs, paper towel tubes, shoe boxes, rulers, rubber bands, dried grains or pebbles, etc. Exploration of kitchen items is excellent too - encourage them to explore the softer sounds and listen for the difference between the wooden spoon on the metal pot, and the metal spoon on the metal pot. Empty paper towel tubes are less irritating to the ear and disposable after being explored. Encourage them to rub, tap and shake everything. What happens when they sing into the item? Elementary - Middle School Some 4 or 5 year-olds are ready for formal study - but very few. You must gauge your own child's abilities. Between the ages of 4 and 8, ask them frequently if they like one instrument more than any other. If one instrument continues to emerge (over the course of a year or two), they may be ready for formal study, depending on: Their size The size of the instrument they are interested in The recommended starting age for this instrument Their willingness to sit and attend for longer than 20 minutes at a time Their musical readiness skills Most importantly - students of any age should exhibit musical readiness characteristics before beginning private lessons on any instrument. Visit my FAQ page for more details on this and other details about beginning instrumental instruction. Many private teachers will not consider accepting students that do not read books yet, but this is not true for every teacher. Caution: Students can develop poor playing habits on an instrument by being allowed unlimited unsupervised exploration for years before beginning formal lessons. This can be EXTREMELY detrimental to future good instrumental skills. Be careful about allowing a child to play around with "real" instruments for too many years without taking lessons. Some instruments are available in smaller 'student' models, such as the guitar, the flute, the harp, and the orchestral string instruments. Most band/wind instruments are best studied when the student is more physically mature, and is totally ready for formal private study with a qualified instructor. If and when you decide to place your child in private lessons or a school music program, consult their instructor or school band/orchestra teacher about which instrument to get for them. If you do decide to purchase an instrument for your child BEFORE enrolling them in private lessons or a school program, stay away from discount stores, pawn shops and garage sales!! Consult your local music dealer and rent or purchase a new or refurbished instrument. If you have an old instrument in the closet that was used years ago, you must take it to the repair shop for evaluation. There are many intricacies in every musical instrument - which means that there are many things that can go wrong and cause the instrument to play poorly or not at all. You need to establish a relationship with a local music dealer, because you will need their services for periodic maintenance - reputable music stores offer affordable rental and repair services that assist in supporting your child's efforts. In addition, most music stores have access to lists of reputable private teachers that will be qualified to teach your child proper fundamental playing technique. Learning to play on an instrument that is in need of repair is like learning to drive a car with no brakes! Stepping Up - Preparing for High School and Beyond Purchasing a step-up instrument is a necessity for students who have progressed past the beginner level and are interested in continuing in high school, college and professional musical ensembles. Your best option is to consult an expert on the instrument that your child plays. If your child is taking private lessons, ask their private teacher which brand and model instrument they recommend for your child. The choices are numerous, and the while the music store employee will be very helpful, they are not the only expert you should rely upon. If your child is not taking private lessons, consult your child's band director. If they do not already possess expertise on your child's instrument, they will often call a professional colleague and get the best recommendations from a specialist. Do not attempt to purchase a step-up instrument on your own without doing some research and consulting a specialist. You may purchase an instrument that will not carry your child as far as you'd hoped - this financial investment is worthy of a generous investment of your time as well. It is my opinion that when you step up, you should purchase an instrument that is as close to professional quality as you can afford. Most instruments come in several "levels" of models: Beginner, Intermediate, Advanced and Professional. While it may be a temptation to purchase the next level up from Beginner model because the price is right, it is not always the best choice. When possible, purchase the advanced-professional instrument if you are positive that your child will be using this instrument in college. Comparison shopping means comparison play-testing. Although it is fun to surprise a child with a shiny new instrument as a gift, this is not the recommended method for purchasing a step-up instrument. Take your child with you so they can compare and play-test at least two instruments. Plan on spending 30 minutes or more at a minimum. Better yet, ask the store to allow you to take two instruments home with you to comparison-test over the course of a week. If possible, allow a private teacher to hear the two instruments in a blind comparison during a private lesson. The more time spent with an instrument, the more can be learned about its overall strengths and weaknesses. This choice should never be made by looking at an instrument sitting in its case! |
Private Lessons Make sure that the private teacher you choose is highly-qualified and well-trained in teaching and performing on your child's instrument of choice. A highly-qualified private teacher is well worth every penny that you will spend on private lessons. They will be spending 30 to 60 minutes alone with your child each week, identifying your child's musical strengths and weaknesses and assigning work that will target and improve the weaknesses. A good private teacher has the ethical responsibility to only teach private lessons on instruments where they have specialized expertise and extensive and thorough training. A novice musician can do more harm than good, by teaching your child bad habits that may limit their musical progress or, even worse, hamper their progress by teaching damaging techniques. Steer clear of private teachers that teach lessons on more than two different instruments. Be sure to ask your child's potential private teacher about their training on the particular instrument that your child will study; a general music degree, or a degree in another instrument is not sufficient. When is your child ready for private lessons? Here are several identifying factors: They enjoy practicing and they practice their instrument daily without a lot of reminding. They are naturally competitive and desire to improve quickly. They are struggling to keep up, despite a good practice record and a positive attitude. They intend on continuing in music ensembles past high school. They are considering a career in music. Please visit my FAQ page to read more about how and when to begin giving your child private music lessons. |
School Music Curricula The music curriculum in your child's school is vital to their musical development. In these days of budget cuts, it is imperative for parents to be in communication with their child's school. Articulate to administrators for the need for every school to have a high-quality, sequential music program that provides all children with the opportunity to develop their innate musical potential. When readiness skills are in place, formal instrumental study may take place. A young musician should participate in quality large and small ensemble experiences during their developing years. Private lessons should be an integral part of a quality music education, but the child's experience will be incomplete if they are not actively engaged in music making with other people. School music programs fill this need. Many public and private schools in the northwest Florida region have outstanding music programs. It is important for parents to look carefully at the offerings that their child's school is providing. Below you will find the recommendations of the Music Educators National Conference. Compare these carefully to the offerings in your child's school. Standards for school music curricula according to the Pre-K and Kindergarten: * At least 12 percent of the contact time with children in every prekindergarten and kindergarten is devoted to experiences with music. * Music instruction in every prekindergarten and kindergarten is provided by teachers who have received formal training in early-childhood music. A music specialist qualified in early-childhood education is available as a consultant. Elementary (1-5) * Every student receives general music instruction each week for at least ninety minutes, excluding time devoted to elective instrumental or choral instruction. Music is woven into the curriculum throughout the school day. * Instruction by music specialists is provided in periods of not less than twenty minutes nor more than thirty minutes in grades 1 and 2 and in periods of not less than twenty-five minutes nor more than forty- five minutes in grades 3 through 6. * In order that every student may receive adequate instruction, at least one general music teacher is available for every 400 students at the elementary level. * All music educators are musicians/teachers who are certified to teach music, have extensive specialized knowledge and training, and are fully qualified for their instructional assignments in music. Middle School (6-8) * Beginning and intermediate instruction is available on woodwind, string, brass, and percussion instruments. * The music program in the middle school builds sequentially on the music program in the elementary school and provides the foundation for the music program in the high school. * General music is required of all students through grade 8. * At least one course with no prerequisites is available. * Choral and instrumental ensembles and classes are offered during the school day and are scheduled so that all members of each ensemble meet as a unit throughout the year or have equivalent time under an alternative scheduling arrangement. When enrollment justifies, the school offers at least two bands, two orchestras, and two choruses, differentiated by the experience or age level of their members, or, in the case of choruses, by their composition (e.g., treble voices, lower voices, mixed voices). Other choral and instrumental ensembles or classes are offered that reflect the musical interests of the community when clearly identifiable. * See my FAQ page for more information on beginning band. High School (9-12) * Beginning, intermediate, and advanced choral and instrumental instruction is available. Instruction is also provided on instruments that reflect the musical interests of the community when clearly identifiable. * Choral and instrumental ensembles and classes are offered during the school day and are scheduled so that all members of each ensemble meet as a unit throughout the year or have equivalent time under an alternative scheduling arrangement. When enrollment justifies, the school offers at least two bands, two orchestras, and two choruses, differentiated by the experience or age level of their members, or, in the case of choruses, by their composition (e.g., treble voices, lower voices, mixed voices). Other choral and instrumental ensembles or classes are offered that reflect the musical interests of the community when clearly identifiable. * The music program in the high school builds sequentially on the music program in the middle school and provides the foundation for lifelong participation in and enjoyment of music. * One semester-length music course other than band, orchestra, and chorus is offered for each four hundred students in the school. At least one of these courses has no prerequisites. * Every music course meets at least every other day in periods of at least forty-five minutes. * At least one performing organization other than band, orchestra, and chorus (e.g., jazz ensemble, madrigal singers, show choir, gospel choir) is available for each three hundred students in the school. * In schools not utilizing block scheduling, the school day includes no fewer than eight instructional periods. Every effort is made to avoid scheduling single-section courses in music against single-section courses in required subjects. * Music educators are involved in placement decisions and are fully informed about the needs of each student. From the MENC Website |
Musical Parenting Choices Ann Leffard, Kodály-Inspired Music Educator |
I'd like to help develop my child's musical potential ... what's next? |
I especially would like to hear from you if you believe this website has had a postive effect on your child's learning. |
School Music Curricula The music curriculum in your child's school is vital to their musical development. In these days of budget cuts, it is imperative for parents to be in communication with their child's school. Articulate to administrators for the need for every school to have a high-quality, sequential music program that provides all children with the opportunity to develop their innate musical potential. When readiness skills are in place, formal instrumental study may take place. A young musician should participate in quality large and small ensemble experiences during their developing years. Private lessons should be an integral part of a quality music education, but the child's experience will be incomplete if they are not actively engaged in music making with other people. School music programs fill this need. Many public and private schools in the northwest Florida region have outstanding music programs. It is important for parents to look carefully at the offerings that their child's school is providing. Below you will find the recommendations of the Music Educators National Conference. Compare these carefully to the offerings in your child's school. Standards for school music curricula according to the Pre-K and Kindergarten: * At least 12 percent of the contact time with children in every prekindergarten and kindergarten is devoted to experiences with music. * Music instruction in every prekindergarten and kindergarten is provided by teachers who have received formal training in early-childhood music. A music specialist qualified in early-childhood education is available as a consultant. Elementary (1-5) * Every student receives general music instruction each week for at least ninety minutes, excluding time devoted to elective instrumental or choral instruction. Music is woven into the curriculum throughout the school day. * Instruction by music specialists is provided in periods of not less than twenty minutes nor more than thirty minutes in grades 1 and 2 and in periods of not less than twenty-five minutes nor more than forty- five minutes in grades 3 through 6. * In order that every student may receive adequate instruction, at least one general music teacher is available for every 400 students at the elementary level. * All music educators are musicians/teachers who are certified to teach music, have extensive specialized knowledge and training, and are fully qualified for their instructional assignments in music. Middle School (6-8) * Beginning and intermediate instruction is available on woodwind, string, brass, and percussion instruments. * The music program in the middle school builds sequentially on the music program in the elementary school and provides the foundation for the music program in the high school. * General music is required of all students through grade 8. * At least one course with no prerequisites is available. * Choral and instrumental ensembles and classes are offered during the school day and are scheduled so that all members of each ensemble meet as a unit throughout the year or have equivalent time under an alternative scheduling arrangement. When enrollment justifies, the school offers at least two bands, two orchestras, and two choruses, differentiated by the experience or age level of their members, or, in the case of choruses, by their composition (e.g., treble voices, lower voices, mixed voices). Other choral and instrumental ensembles or classes are offered that reflect the musical interests of the community when clearly identifiable. * See my FAQ page for more information on beginning band. High School (9-12) * Beginning, intermediate, and advanced choral and instrumental instruction is available. Instruction is also provided on instruments that reflect the musical interests of the community when clearly identifiable. * Choral and instrumental ensembles and classes are offered during the school day and are scheduled so that all members of each ensemble meet as a unit throughout the year or have equivalent time under an alternative scheduling arrangement. When enrollment justifies, the school offers at least two bands, two orchestras, and two choruses, differentiated by the experience or age level of their members, or, in the case of choruses, by their composition (e.g., treble voices, lower voices, mixed voices). Other choral and instrumental ensembles or classes are offered that reflect the musical interests of the community when clearly identifiable. * The music program in the high school builds sequentially on the music program in the middle school and provides the foundation for lifelong participation in and enjoyment of music. * One semester-length music course other than band, orchestra, and chorus is offered for each four hundred students in the school. At least one of these courses has no prerequisites. * Every music course meets at least every other day in periods of at least forty-five minutes. * At least one performing organization other than band, orchestra, and chorus (e.g., jazz ensemble, madrigal singers, show choir, gospel choir) is available for each three hundred students in the school. * In schools not utilizing block scheduling, the school day includes no fewer than eight instructional periods. Every effort is made to avoid scheduling single-section courses in music against single-section courses in required subjects. * Music educators are involved in placement decisions and are fully informed about the needs of each student. From the MENC Website |
Private Lessons Make sure that the private teacher you choose is highly-qualified and well-trained in teaching and performing on your child's instrument of choice. A highly-qualified private teacher is well worth every penny that you will spend on private lessons. They will be spending 30 to 60 minutes alone with your child each week, identifying your child's musical strengths and weaknesses and assigning work that will target and improve the weaknesses. A good private teacher has the ethical responsibility to only teach private lessons on instruments where they have specialized expertise and extensive and thorough training. A novice musician can do more harm than good, by teaching your child bad habits that may limit their musical progress or, even worse, hamper their progress by teaching damaging techniques. Steer clear of private teachers that teach lessons on more than two different instruments. Be sure to ask your child's potential private teacher about their training on the particular instrument that your child will study; a general music degree, or a degree in another instrument is not sufficient. When is your child ready for private lessons? Here are several identifying factors: They enjoy practicing and they practice their instrument daily without a lot of reminding. They are naturally competitive and desire to improve quickly. They are struggling to keep up, despite a good practice record and a positive attitude. They intend on continuing in music ensembles past high school. They are considering a career in music. Please visit my FAQ page to read more about how and when to begin giving your child private music lessons. |
The first five years of your child's life are the most important years for establishing their musical development. Therefore, parents are their children's first music teachers! Research is beginning to provide proof that the brain operates on a "Use It or Lose It" strategy; developing brain cells that are actively used and discarding brain cells that are not. It is not impossible for an older child or adult to learn musical skills that were not learned in early childhood, but the brain is more "hard-wired" after the first 9 years, and therefore more easily influenced by musical experiences from the third prenatal trimester to the age of 9 years. |
Musical Equipment Infancy through Early Childhood ~ (ages birth through 7) This is a time of exploration. Young children should be provided with musical models that: Help them develop their first musical instrument - their voice. Provide a variety of beautiful, accurate and authentic sounds. Inspire the imagination. Open them to the wonder of new music. Invest in and allow them to explore: A good-quality CD player (CD suggestions here) Musical toys that create beautiful sounds (stay away from electronic musical toys in general) Acoustic string and percussion instruments A piano - and keep it in tune! Allow them to make their own instruments from plastic eggs, paper towel tubes, shoe boxes, rulers, rubber bands, dried grains or pebbles, etc. Exploration of kitchen items is excellent too - encourage them to explore the softer sounds and listen for the difference between the wooden spoon on the metal pot, and the metal spoon on the metal pot. Empty paper towel tubes are less irritating to the ear and disposable after being explored. Encourage them to rub, tap and shake everything. What happens when they sing into the item? Elementary - Middle School Some 4 or 5 year-olds are ready for formal study - but very few. You must gauge your own child's abilities. Between the ages of 4 and 8, ask them frequently if they like one instrument more than any other. If one instrument continues to emerge (over the course of a year or two), they may be ready for formal study, depending on: Their size The size of the instrument they are interested in The recommended starting age for this instrument Their willingness to sit and attend for longer than 20 minutes at a time Their musical readiness skills Most importantly - students of any age should exhibit musical readiness characteristics before beginning private lessons on any instrument. Visit my FAQ page for more details on this and other details about beginning instrumental instruction. Many private teachers will not consider accepting students that do not read books yet, but this is not true for every teacher. Caution: Students can develop poor playing habits on an instrument by being allowed unlimited unsupervised exploration for years before beginning formal lessons. This can be EXTREMELY detrimental to future good instrumental skills. Be careful about allowing a child to play around with "real" instruments for too many years without taking lessons. Some instruments are available in smaller 'student' models, such as the guitar, the flute, the harp, and the orchestral string instruments. Most band/wind instruments are best studied when the student is more physically mature, and is totally ready for formal private study with a qualified instructor. If and when you decide to place your child in private lessons or a school music program, consult their instructor or school band/orchestra teacher about which instrument to get for them. If you do decide to purchase an instrument for your child BEFORE enrolling them in private lessons or a school program, stay away from discount stores, pawn shops and garage sales!! Consult your local music dealer and rent or purchase a new or refurbished instrument. If you have an old instrument in the closet that was used years ago, you must take it to the repair shop for evaluation. There are many intricacies in every musical instrument - which means that there are many things that can go wrong and cause the instrument to play poorly or not at all. You need to establish a relationship with a local music dealer, because you will need their services for periodic maintenance - reputable music stores offer affordable rental and repair services that assist in supporting your child's efforts. In addition, most music stores have access to lists of reputable private teachers that will be qualified to teach your child proper fundamental playing technique. Learning to play on an instrument that is in need of repair is like learning to drive a car with no brakes! Stepping Up - Preparing for High School and Beyond Purchasing a step-up instrument is a necessity for students who have progressed past the beginner level and are interested in continuing in high school, college and professional musical ensembles. Your best option is to consult an expert on the instrument that your child plays. If your child is taking private lessons, ask their private teacher which brand and model instrument they recommend for your child. The choices are numerous, and the while the music store employee will be very helpful, they are not the only expert you should rely upon. If your child is not taking private lessons, consult your child's band director. If they do not already possess expertise on your child's instrument, they will often call a professional colleague and get the best recommendations from a specialist. Do not attempt to purchase a step-up instrument on your own without doing some research and consulting a specialist. You may purchase an instrument that will not carry your child as far as you'd hoped - this financial investment is worthy of a generous investment of your time as well. It is my opinion that when you step up, you should purchase an instrument that is as close to professional quality as you can afford. Most instruments come in several "levels" of models: Beginner, Intermediate, Advanced and Professional. While it may be a temptation to purchase the next level up from Beginner model because the price is right, it is not always the best choice. When possible, purchase the advanced-professional instrument if you are positive that your child will be using this instrument in college. Comparison shopping means comparison play-testing. Although it is fun to surprise a child with a shiny new instrument as a gift, this is not the recommended method for purchasing a step-up instrument. Take your child with you so they can compare and play-test at least two instruments. Plan on spending 30 minutes or more at a minimum. Better yet, ask the store to allow you to take two instruments home with you to comparison-test over the course of a week. If possible, allow a private teacher to hear the two instruments in a blind comparison during a private lesson. The more time spent with an instrument, the more can be learned about its overall strengths and weaknesses. This choice should never be made by looking at an instrument sitting in its case! |
Successful Preparation for a Music Career Your child has fallen in love with music and has decided that they'd like to pursue a career in music. What are their options? How can you best advise them, especially if you don't have music expertise yourself? If you haven't already arranged for them to take private lessons, do it now. All music degree plans require that the music major has applied expertise on at least one instrument (the voice is considered a musical instrument as well). Support their attempts at improving and attaining membership in auditioned honor groups. These musical experiences are valuable performing opportunities, and auditioning is a learned skill that must be experienced as often as possible. Consider getting them a lesson with the teacher at the college they are considering attending. The relationship with the private teacher is of major importance in any college degree plan. Encourage them to develop their singing voice and their ability to sight-sing all their music. While they may not plan on teaching vocal music, they will be required to take sight-singing as a major component in their music degree plan. This is not just a 'necessary evil'. A musician needs a well-trained ear and should be able to internally hear complex music. A skilled musician should not have to rely on an instrument as a mechanical aid to read music - the more independent they are from any instrument in reading music, the easier time they will have in music theory and sight-singing classes in college. Have them ask their private teacher for assistance in this aspect. Encourage them to broaden their knowledge of literature through listening to recordings and live musical performances. A nearby college music program will have many free performances. Search out performances of local professional orchestras, bands and choirs. Take a trip to another city where there is a major established orchestra or School of Music. Encourage them to become knowledable in music technology, especially recording technology. Computers have created a whole new world in the recording industry, and today's musicians have a distinct advantage if they have an understanding of the hardware and software available for this use. A website can be a helpful tool in all music careers, from education to performance. If they are considering a career as a music educator, encourage them to take a course in Kodály music education at some point during their college education. This music education concept can be applied in all disciplines and supports music literacy at all levels. Kodály-inspired music educators work to improve their own music literacy throughout their career, in addition to providing appropriate challenges for all their students. |
Being an Audience Participant Everyone will be in audiences throughout their life. Parents can make a huge difference in their child's music education by providing numerous opportunities for audience participation, and by modeling good audience behavior for their child. Listening means allowing all who are present to hear everything as uninterrupted as possible. Talking during the music is unacceptable. Short comments can be made to your neighbor only during moments of applause. Conversations should be saved for during intermissions. Do not open candies with crinkly, noisy wrappers. Gum-chewing can be very noisy as well. Feel free to move in your chair, but excessive movement can be distracting - loud toe-tapping or rhythmic clapping are acceptable only in certain circumstances. If you are unsure, do not be the person who is first to start these things! Turn off all cell phones and pagers - most auditoriums have a phone number for emergencies, and the ushers will come get you in the event that you must be contacted during a performance. View your program when the house lights are up - after the house has been darkened, just enjoy the show. Applaud to show appreciation - to not applaud is not supportive and can actually be rude. At school performances, you are applauding for the effort of the students, so not applauding when everyone else is applauding is definitely rude. Standing ovations are for when you feel the performance has been especially moving or outstanding. Shouting "Bravo" or "Brava" at the conclusion of a performance is appropriate during applause, but please use words such as these in moderation. Excessive shouting, whistling or screaming is not appropriate at indoor concerts. Never shout out a performer's name at a school concert. Stay seated during the music except in cases of real emergency. Restrooms and concessions are there for intermissions. Getting up and moving about during the music interrupts the vision and listening of the other audience members. Plan ahead and use the restroom before the performance begins. If you feel that you are about to be ill, this is the "real emergency" that I referred to earlier! This includes a coughing fit that you just cannot quell. The other is the case of the crying child.... Crying children should always be taken to the lobby immediately. Do not wait and hope they will get quiet, as this is extremely rude to the other audience members. Babies and young children should ideally be left at home with the babysitter. If you have brought a young child to a concert hoping to expose them to great music, leave the concert when they no longer show any interest. Their attention spans are short - they will undoubtedly be willing to come to more concerts in the future if you are sensitive to their interest and developmental level. |
