Of arts education and performance
Excerpt from the Allied Arts Council of Lethbridge ArtsBridge 19, Winter/Spring 2017 Written by Lottie Austin, (1957-2017) Joan Waterfield Memorial Recipient,YWCA Woman of Distinction and 2014 ProAm finalist, the Honens Piano Competition for Amateurs
My knowledge of the arts is greatest in the study of piano, which I’ve continued to pursue since my first lesson, at sevenyears old. Following university graduation with a Masters in Performance, and a career in teaching and performing, I began a new career in financial and estate planning. During this career transition, I discovered that the skills learned studying piano were easily transferable to the study of finance. Not only that, life lessons learned through the pursuit of perfecting performance in the arts, especially piano, has served me well in pursing portfolio performance for clients. It’s my belief that the pursuit of a performance art education is an education in using all our senses, developing the necessary skills, habits and beliefs to successfully seize the reins of life and to live it well.
The pursuit of music creates a plethora of skills: memory strength, tactile sensation, emotional response, physical strength and intellectual stimulation.
What other benefits does the study of music bring? By practicing and learning, even a small piece of music, teaches us to break down a goal into its small components - note by note, phrase by phrase to create the big picture, a whole work of music or an entire program. It teaches us good habits and stretches our brain’s plasticity. We learn goal setting and planning. We experience intellectual development and gain self-confidence, knowing that we can learn and perform; benefits that are transferred to other pursuits in life, unrelated to music. The confidence developed in learning music transfers to work and social situations
The study of music translates well to increasing the ability to find success outside music. Studies show intellectual brain development is strengthened. The performer must adapt to various locations and experiences. Imagine performing a piano work and during the performance, abruptly discovering that the piano doesn’t have all the keys required (yes, this has happened to me!), or some keys do not work (yes), or there is a memory lapse (yes!).
Adapt, adapt, adapt. This developed skill translates to work place changes, job changes (many new employees today will have multiple jobs during their career), and finding alternate work strategies when the expected process is unsuccessful.
Performance is a natural component of the study of music, which develops valuable life skills. The 7-yearold who plays for others learns that practice improves performance. The chorister singing in the choir develops the ability to listen to others, while singing their own part just as the pianist accompanying a singer or instrumentalist must listen acutely in order to adapt to any performance surprises. Performing increases our awareness of how nervous energy affects our abilities. This leads to analysis of the performance in order to do better next time. This selfevaluation following ’performing under pressure’ is a useful tool to apply in workplace performance. This skill developed over time, leads to a habit of self-evaluation, modification of methods and improved execution — keys to success in the workplace and in life.