Karla Hastings

Discussing the benefits of using Soft Mozart to develop brain function and also the benefits of using the Anybody  Can Play Soft Mozart curriculum in the preschool setting

Years ago, when I first read the Irvine Study about the benefits of early musical training, it was like reading about myself since I was performing in public at the age of three and had enjoyed all those benefits of early applied musical training in my own life.  

I never envisioned myself as a piano teacher, so my college degree was in languages.  When I did decide to teach piano I was determined to find a way to effectively teach great numbers of young students in order to give them the gifts of early musical training that I had so enjoyed all my life, so started piano programs in pre-schools – first locally, then finally internationally with a major piano company.   I was often asked how I learned to teach young children so successfully and my reply was always the same!  I had good consultants – most of which were 3 or 4 years old!  In today’s world young children this age are interested in computer games, so it is up to us to respond to this interest, using this technology whenever possible when teaching. 

Since the Irvine Study multiple studies have again shown the great benefits of early music training and it is quite easy to list reasons why piano lessons would enhance these: 

1. The mind has to read and respond to treble and bass notation simultaneously.
2. The hands need to develop muscular memory for the size of the keys, intervals, direction of notes, standard fingering….
3. The brain needs to automatically track hand location and finger placement.
4. Rhythm must be done properly.
5. Memory must be trained so it can retain large quantities of instantly retrievable information.
6. The list goes on…… 

In recent years many books have also been written about types of learning and why some individuals attain incredible abilities.  Without going into the scientific explanations of the physical processes involved, there is what has been termed “deep practice.”  In the same time space, deep practice accomplishes ten times the skill level of regular practice.  Briefly, deep practice involves an extremely motivated individual attempting to learn a skill at the top of his/her level of ability – a skill difficult enough to cause problems in the learning process.  

Upon encountering the first difficulty this individual must ponder how the portion of this skill should be done, figure out how to do it, then slowly try to do it correctly.  Time after time, the learner must again ponder what should be done, then slowly, generally VERY slowly attempt to master this portion of the skill until it is accomplished, then can be done more and more quickly and accurately until it is perfected.  

So what does this have to do with practicing the piano?   How is it possible to teach a young child to function in this way?  It is called Soft Mozart! 

Soft Mozart is an interactive computer curriculum that teaches one how to play the piano.  I first realized it promoted deep practice when I watched a mildly interested six-year-old piano student use it for the first time.  First she picked out a song from the list, then listened to it several times with a rather intent look on her face…seemingly fascinated by the way it sounded.  She then picked the staff she wished to use and began to play, making a mistake a few notes into the piece.  She had a confused look on her face, looked intently at the staff in front of her as well as the keys on the keyboard, corrected her mistake, then started the piece over again.  

She continued to do this until she was able to play more and more of the song with perfect accuracy.  Each time she made a mistake, she looked intently at the staff and keys, then started over again.  Sometimes she had the computer play the song again for her. She never stopped working.  After only 20 minutes she could practically play the entire piece – a piece much more advanced than her normal lesson pieces – and with much greater dexterity!  I was amazed watching her, but just kept silent.  I was witnessing deep practice happening before my eyes with a six-year-old who was led into it by the format of Soft Mozart! 

Of course with a younger child it may be necessary to lead the child into the process.  If a young child makes a mistake and the computer program will not allow the child to continue, then the adult helping need only ask the child what happened and together they can “figure it out”.  Ask the child if he/she wants to hear the song again.  Show the child how to make the computer play the song again, start the song over, etc.  If the same mistake is made, ask the child what happened.  If the child does not know, figure it out together again.  Try again to find out if “brain” and “fingers” remember what to do.  Personifying parts of the body helps children from becoming stressed.  One can always say that “fingers” forgot again….need to explain to “fingers” what to do, thereby again having the child verbalize what needs to be done.

 Discussing the benefits of using Soft Mozart to develop brain function and also the benefits of using the Anybody  Can Play Soft Mozart curriculum in the preschool setting 

Soft Mozart is infinitely patient, so children are able to function completely at their own pace.  Each step of the way, cute little characters help the child figure out a mistake or problem and correct it.  All pre-school staff members realize children learn by doing, but in a setting with multiple children it is difficult to give every child the needed individual attention to make this a reality.  The Soft Mozart program makes it possible for schools and pre-schools to give this needed individual attention to multiple numbers of children - each child able to learn by doing, getting totally individual attention.  All the staff needs to do is teach the class as a whole the basics of the program….which button turns it on, which plays the song for them, which starts the song over again, etc.  Fortunately most children are familiar with computers and video games, so in addition to everything else, the children already have some of the necessary skills and already love to play on computers! 

Motivation is never an issue in the pre-school setting.  The children always want to do what others are doing. In addition, older children are always willing and ready to help with the particulars of computer operation and even tend to be patient mentors for the younger children.  Older children who normally would not be that interested in learning to play the piano also get quite motivated to learn when they see children much younger than they are and learning to play songs on the piano! What a wonderful way to “learn to learn” correctly and efficiently while gaining a lifetime of making and enjoying music. 

There are millions of very young children world-wide who spend most of their days in the pre-school environment.  These are critical years – years when applied music training (that is, actually learning to play an instrument) can greatly benefit them in math, science and language skills – skills that last their entire lifetime.  With Soft Mozart these children can not only benefit from learning how to play the piano, but learning to learn properly as well.