The joys of making music recreationally: observations regarding recreational music making.

Although the term "Recreational Music Making" (RMM) already was familiar to many of the attendees at Pedagogy Saturday, the following definition was provided for those not acquainted with the acronym:

Recreational Music Making (RMM) is "a new strategy for enabling people who never before considered themselves 'musical' to discover the joy and wellness benefits of playing a musical instrument."--Karl Bruhn and Dr. Barry Bittman

RMM teachers learn that non-stressful classes for adult students are also non-stressful for teachers. According to the National Institute of Mental Health, 70-80 percent of doctor office visits are due to stress-related illnesses. RMM piano classes are proving to be an ideal way to alleviate stress if the teacher is relaxed and provides a safe environment for students learning to play the piano.

At Pedagogy Saturday, I reported on the logistics of my RMM classes. I work with two pianos, placed side-by-side. Six or more students are seated in a semi-circle facing the pianos. The students rotate at the pianos, depending on the concept being taught. All solo playing is voluntary. The classes are 55 minutes, and students re-enroll every eight weeks. I use MIDI disk accompaniments in class, and most of the students practice at home with CD accompaniments.

The classes are grouped according to skill level: beginner, early level, intermediate and advanced. The repertoire gradually becomes more challenging. Students vote on the books they want to learn during each eight-week session. Each class uses the same books so everyone can be engaged in the learning. Their home practice assignments may vary, however. In addition to repertoire, the students learn how to analyze their pieces, harmonize melodies and sight read music that is appropriate to their skill level.

I have often been asked to compare my RMM teaching and my traditional teaching. I have found these differences:

* My traditional teaching has an emphasis on performance; in contrast, solo performance is not required in my RMM teaching. I have learned, however, that RMM students do want to perform as long as it is their choice. Eventually almost all of the students play solos for their class, as well as performing solos and duets at an RMM Player's Club, which meets every other month.

* My traditional teaching has a specific curriculum, but my RMM curriculum is more flexible. It leans toward being student-centered rather than teacher-centered.

* Although I have found myself to be the prime motivator of my traditional piano students' progress, in RMM classes I have found adults to be more accountable for their own progress (or the lack of it).

* I also learned not to focus unduly on technique in my RMM classes initially, because technical skills do improve gradually as students observe their peers' technical progress.

There may be an assumption that "stress-free" implies that students do not practice and that they do not learn how to read music or to play a variety of repertoire. That absolutely is not true. I have been amazed at how much some of the students do practice. And, although they do want to learn to play chords and lead sheets, they primarily want to learn how to read traditional notation so they can play the music of their dreams.

A survey of RMM teachers by the National Piano Foundation indicated that RMM teaching was the most rewarding of participants' entire careers. It helped them to relax with their traditional teaching, and this kind of teaching filled a void they didn't know they had.

In addition to their other attributes, RMM classes are dream fulfillment opportunities for adults in today's stressful world. Dara Torres, a 40-year-old Olympic swimming medalist in Beijing, reminds us that "There's no age limit on dreams." The musician Quincy Jones has noted that "When you're over the hill, that's when you pick up speed."

A 2006 U.S. Gallup Poll found that 82 percent of all respondents wished they had learned to play a musical instrument. With RMM classes, we have an incredible opportunity to address this wish. However, we need to eliminate the word talent in conjunction with music making. I have found that anyone who wants to play the piano will play the piano. Talent is just diligent practice.

If we teachers had waited to start RMM classes until all our "ducks were in a row," there might not be many RMM programs today. Just as ducks get their webbed-feet wet without knowing everything about the water, the same is true for many of us who are going down the RMM teaching path. Making music can be like a runner's high without doing the running. The same runner's high is available to teachers who teach RMM adults. I encourage you to take advantage of this experience ASAP.

Brenda Dillon, the former project director for the National Piano Foundation, serves as an advisory bored member to the Frances Clark Center and education consultant for Roland US. hi addition to writing articles and developing Recreational Music Making materials, she does extensive teacher training throughout the United States.