Matt Edwards

Associate Professor of Voice, Shenandoah Conservatory Artistic Director of the CCM Vocal Pedagogy Institute

Mix it up Monday: “Important to” vs. “Important for”

CCM Bannder no dates

scales-147219_960_720.pngI just returned from the 3rd annual Pan-American Vocology Association Symposium in Toronto, and I must say it was one of the best conferences I have been to in a while. There was such excitement and collegiality among the attendees and all seemed interested in the free and open exchange of science and pedagogy as we seek to improve the training of professional voice users throughout the world. One of the talks was by L.A. based teacher David Stroud, titled “Working with established contemporary singers.” He talked about the challenges of the fast paced market in L.A., where ongoing vocal training is not considered a necessity in the same way that is in academia or the NYC classical and musical theatre community. In a setting where the first lesson may be the last, David stressed the importance of separating the student’s needs into “important to” and “important for.”

Helen Sanderson Associates states “Things that are important to us help us to be happy, content and fulfilled,” while what is important for includes “only the things that help us to be healthy and safe, and a valued member of the community.” (source) Michael Smull of Helen Sanderson says that “no one does anything that is important for them willingly unless there is a piece of it that is important to them.” (watch the video here).

When a new student comes into the voice studio, it can be tempting to immediately focus on giving the student what is important for them. This is a noble goal since “do no harm” is a critical part of our work. However, in the fast paced world of L.A., David stresses that you have to focus on what is important to the student first. It is only after you have addressed what they want to work on that can you begin to address what they do not yet know they need. The world around us is speeding up and students throughout the country want quick fixes. So while this mentality may have been confined to big cities in the past, you are going to encounter it more frequently in the coming years no matter where you teach.

I talk about this same concept at the CCM Institute each summer. When we begin with what the student asks for, we build trust. As we gain the student’s trust, he/she is more likely to take our advice seriously and practice what we ask them to work on. So for instance, if the student says they want to improve their high notes, I try to give them some quick fixes in the first few lessons, even if I notice the rest of the system needs attention. When they see results, they get excited and I quickly gain their trust. When I have their trust, I begin pointing out other things that are important for them that they may not have noticed. Over the course of several months, I find a balance between the important to and important for. Students come to their lesson each week excited to learn and willing to engage in conversations about their needs and wants. I have also found this strategy to be effective with my long-term students. At the beginning of the lesson, I ask them what they want to work on today and I make sure that we touch on their wants in addition to their needs. Happy students are much more enjoyable and make faster progress than their frustrated counterparts.

How do you handle the balance between important to and important for in your studio? You can contribute to the conversation by posting in the comment section below. If you are not already following the blog, sign-up at the bottom of this page to receive an email each time there is a new post. If you enjoyed this article, please consider sharing it on social media. As always, thank you for reading and have a wonderful week of teaching.

~ Matt

2 comments on “Mix it up Monday: “Important to” vs. “Important for”

  1. Elizabeth Moss
    October 31, 2017

    I am late reading this post but wanted to say that I really believe this is such an important aspect of what we do. I have always tried to meet my students where they are and address their specific desires and goals right out of the gate, thus building trust and rapport for future work.This comes right along side the fact that not one glove fits all and approaching voice lessons solely with the “important for” methods may not cut the mustard.

    Like

  2. Yvonne
    November 6, 2017

    I honestly do not know why students go to an instructor, accept, are loyal, AND pay a person who is not interested in what they are interested in. I do not specialize in every genre but I am interested in what made students fall in love with music, what they immediately respond to, and what brings out their emotions and feelings. There’s much that can overlap between genres and they will do something in one that can advance another.

    Like

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

Information

This entry was posted on October 23, 2017 by in Misc. Thoughts.

Ranked the #1 New Release in "Vocal and Singing" on Amazon.com (October 2014), "So You Want To Sing Rock 'N' Roll?" covers voice science, vocal health, technique, style, and how to find your artistic voice in a way that is beneficial to both singers and teachers. Order your copy today!

%d bloggers like this: