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It’s not the mountain we conquer but ourselves

This quote by the renowned mountaineer Sir Edmund Hillary speaks to the internal journey one embarks on when pursuing a challenging goal.

Hillary used this metaphor in the context of climbing Mount Everest, but it applies equally well to musicians. The art of music is not merely about mastering an instrument, performing in front of an audience, or writing a hit song. It is about overcoming internal barriers self-doubt, fear, discipline, and emotional vulnerability – that stand in the way of artistic expression.

Edmund Hillary and Tenzing Norgay preparing to depart on their successful summit climb of Mount Everest, 28 May 1953

One of the primary struggles for musicians is the challenge of self-doubt. Every musician, whether a novice, advanced amateur or a professional, must contend with moments of uncertainty. For some, this doubt may manifest as imposter syndrome, where one questions one’s own ability or talent, or whether they deserve the success they have achieved. For others, it may be the fear that their work will never be “good enough” to be shared with the world. In this sense, the “mountain” musicians must climb is not just about technical proficiency or public recognition, but the climb to overcome the negative internal voices that can stifle creativity. By conquering this self-doubt, musicians can unlock their true potential, allowing themselves to create without fear of judgment.

The discipline required to become a skilled musician is another form of internal conquest. Mastery of an instrument or voice demands relentless, consistent and deep practice; repetition; and a willingness to push through frustration. Often, musicians must sacrifice time, leisure, and social life to hone their craft. It can take years of dedication before they reach a level where their skills truly reflect their artistic vision. This is not an external struggle against a physical obstacle but rather an internal one. The musician must cultivate patience, perseverance, and a deep sense of commitment. In this context, conquering oneself involves overcoming laziness, distractions, and the temptation to give up when progress feels slow.

In addition, musicians face the challenge of emotional vulnerability. Music is an intensely personal and emotional art form, and for many, sharing their music with others feels like exposing their deepest self and private feelings. The act of performing in front of an audience or releasing a recording to the public can be terrifying, as it opens the door to criticism and rejection. Yet, it is only by confronting this fear that musicians can truly connect with their audience. The vulnerability inherent in music-making is a reminder that the greatest battles are often fought within us. By conquering the own fear of judgment, musicians can find the courage to be authentic and, in doing so, create art that resonates with others.

Lastly, the idea of self-conquest in music also relates to the search for personal identity. Musicians often struggle to find their unique voice, especially in a highly competitive industry that pressures them to conform to popular trends while also demanding distinctness and a “unique selling point’. This requires a deep level of introspection and self-awareness. The journey to discover one’s true musical voice is a struggle with the self – overcoming the desire to imitate others and having the confidence to present something original.

Just as Edmund Hillary’s victory was not merely reaching the top of Everest but proving to himself what he was capable of, so a musician’s greatest achievement is conquering the inner obstacles that impede growth. Ultimately, music, like mountaineering, is a journey of self-discovery, where the external challenges serve as a backdrop to the internal conquest.

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Watching Masterchef The Professionals, a series to which I am rather addicted (mainly because my son is a professional chef), I have noticed a certain expression from chef Marcus Wareing during the preliminary Skills Test section of the competition.

In this round, contestants’ culinary skills and nous are tested with a set of technical challenges, most of which should be second-nature to any well-trained chef – filleting fish, shucking oysters, boning out a joint of meat, making meringue or hollandaise sauce, for example. For some, this is a daunting round where weaknesses are exposed or nerves get the better of the contestant. For others, it proves their mettle and demonstrates that not only have they been properly trained (and keep their skills well-honed), but also that they are able to adapt their skillset and intuitive culinary common sense to an unfamiliar recipe or set of ingredients. When a chef succeeds in this, Marcus Wareing will often say, with an approving nod, “Chef’s head“.

So I’m coining the expression ‘Pianist’s Head’ to apply to those situations when we might encounter music which is unfamiliar or outside our comfort zone, which might at first appear daunting, challenging or even almost impossible, but which, with some consideration, drawing on our musical knowledge, experience and intuition – our Pianist’s Head – is achievable. Having a good Pianist’s Head upon your shoulders will stand you in good stead for successful sight-reading and the ability to learn music more quickly.

No repertoire is ever learnt in isolation – or at least it shouldn’t be – and everything is connected. Musical skills, just like culinary skills, once learnt and practiced, can and should be applied to different situations. No learning should ever be done in a vacuum: a single piece of music is not just that one piece, it is a path to other pieces via accrued technical proficiency, musical knowledge and artistry. Early students and less advanced pianists often see the pieces they are learning in terms of stand alone works which have little or no relevance to other music they are working on, or are going to learn. This is also particularly true of scales, arpeggios and other technical exercises which may be studied in isolation instead of appreciating their relevance not just in understanding keys and key relationships, but also in actual pieces of music. This was something I was not taught when having piano lessons as a child, and it’s the fault of the teacher, not the student, if the usefulness and relevance of such technical work is not highlighted.

Chopin knew this: it is said that he studied Bach’s Well-Tempered Clavier every day, appreciating the music’s relevance to his own musical development, his composing and his teaching. If you can successfully manage Bach’s ornamentation, for example, your Pianist’s Head should allow you to cope with Chopin’s trills and fioriture.

Your Pianist’s Head skills will develop the more time you spend with varied repertoire and your willingness to take an open-minded, lateral thinking approach to learning and playing music to an point where these skills become intuitive and you won’t even know you’re applying them!

To develop and maintain your Pianist’s Head, approach each new/unfamiliar piece of music with the thought, “what do I know already and how can I apply experience from other repertoire to this piece?“. For example, if you’ve encountered a similar passage or technical challenge elsewhere you’ll know how to approach it this time.

Understand and appreciate the composer’s particular stylistic characteristics, idioms, soundworld, and quirks. This can be developed not only through playing other music by the same composer but also by listening and studying scores away from the instrument. And as your Pianist’s Head develops, you’ll find yourself making intuitive decisions about how to approach repertoire based on sound technical knowledge and musical insight.

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I haven’t touched the piano for months. I have a beautiful early 20th-century Bechstein model A grand piano which has been sitting, untouched, in my piano room/office. There is music open on the stand – Schubert’s Piano Sonata in A, D664 – suggesting intent, but I have not played it seriously in over six months.

Why? Lack of motivation, lack of time, yes. But also something which I think is particular to the amateur musician – the knowledge that, unlike the professional musician who must practice regularly to maintain their skill and artistry, one can come back to the instrument at any time and pick up where one left off.

But it can be hard and the first line of that wise saying of violinist Jascha Heifertz – “If I don’t practice one day, I know it…” holds true as much for the amateur as for the  professional musician. The more time passes, the harder it becomes to start over again.

But it’s not impossible.

Rekindling the habit of practicing and playing the piano after a pause, however long, can be both challenging and rewarding. The key to a successful return lies in setting realistic goals, cultivating patience, and reviving your passion for music. Here’s a guide to help you navigate this journey back to the piano:

Set Realistic Goals

One of the first steps in returning to piano practice is setting achievable goals. Begin by assessing your current skill level and recognising that you may not be able to play at the same proficiency as before. Setting short-term goals that focus on gradual improvement, such as playing music that is already well-learnt or attempting a short piece or study, help you reacquaint yourself with the instrument, build confidence and provide a clear sense of progress.

Establish a Routine

Consistency is crucial in developing any skill, and piano playing is no exception. Create a practice schedule that fits comfortably into your daily routine. Practice “little and often”: even 15 to 30 minutes a day can make a significant difference over time. Ensure your practice sessions are regular, but also be flexible and kind to yourself if the demands of daily life/work interrupt your schedule.

Revisit Familiar Pieces

Playing pieces you were once comfortable with can be immensely satisfying and a great confidence booster. It allows you to gauge how much you remember and where you need to focus your practice. These familiar pieces can act as a bridge, easing you back into more challenging repertoire while providing a sense of accomplishment.

Explore New Repertoire

While revisiting old favourites is comforting, exploring new music can really reignite your interest. Choose pieces that inspire you and reflect your musical tastes. Don’t feel you have to learn certain pieces because they are good for you; play the music that interests you. Learning new repertoire not only keeps practice sessions interesting but also broadens your musical horizons and challenges your skills in different ways.

Seek Guidance and Support

If you have taken a long break from the instrument, consider taking lessons, even if only temporarily. A teacher can provide personalised guidance, help you set realistic goals, and correct any bad habits that may have formed during your hiatus. Additionally, joining a music meetup group can offer support, motivation, and opportunities to share your progress with others.

Be Patient and Positive

Returning to your instrument after a break requires patience and a positive mindset. Progress may be slow at first, and you might feel frustrated by the gap between your past abilities and your current performance. Set realistic goals and celebrate small victories – and, above all, remind yourself of the joy that playing the piano brings. With time and persistence, your skills will improve, and the music will flow more naturally.

Enjoy the Process

Ultimately, the journey back to the piano should be enjoyable. Embrace the process of relearning and rediscovering your love for the instrument. Allow yourself to experiment, make mistakes, and have fun. Remember, the ultimate goal is the joy and fulfilment that comes from making music.

Happy practicing!

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A few months ago, I met the parent of one of my former piano students at an event. I was pleased to hear that the student (we’ll call her Jane) was now studying English Literature at one of the UK’s top universities, but the most gratifying piece of news was that she was still playing the piano and enjoying it. Jane’s mum told me that she liked to download music from the internet and play it for the sheer pleasure of doing so. “You gave her a love of music”, Jane’s mum said, “and that’s the most important thing!”.

I was so touched to hear this, as I think any teacher would be. Because surely our fundamental role, as teachers, is to encourage a love of music?

(This is one of the pieces Jane played for her Grade 5 exam, which she passed with a high merit)

Jane started having lessons with me as quite a young child, and at that age (5 or 6) she was very quiet and lacked confidence. But gradually, as her piano skills developed and blossomed, so too did her confidence, to the extent that she began to play with real poise, beautiful tone production, and above all a sense of real pleasure in the music she was learning.

Piano teachers – indeed all music teachers – have the unique opportunity to shape not only the musicianship and technical ability but also the lifelong relationship that their students have with music.

Here are 5 tips for encouraging a love of music in students:

1. Create a Positive Learning Environment

A nurturing atmosphere allows students to feel safe to explore and express themselves through their playing, and a place where students feel comfortable sharing their thoughts, questions, and concerns. By actively listening and addressing individual needs, teachers can build a strong rapport with their students and create an environment that nurtures a genuine connection with music.

2. Share the Passion

Enthusiasm is contagious A piano teacher who exudes enthusiasm for music can ignite a similar fervour in their students. Enthusiastic teachers inspire curiosity and a desire to explore beyond the confines of the lesson, encouraging students to discover their own musical tastes and interests.

3. Treat your students as individuals

Every student is unique, with distinct musical tastes and preferences – yet too often teachers take a “once size fits all approach” which does not take this into account. Customise your teaching to suit each student by getting to know what kind of repertoire they prefer, their particular strengths and weaknesses, and their approach to learning. In other words, show that you really “know” each and every student personally.

4. Connect music to everyday life

Classical music in particular suffers from an image problem and many young people today regard it as old-fashioned, highbrow or simply not for them. Show students how to relate musical concepts to real-life experiences, emotions, and events, and how music fits into everyday life, such as in film or TV soundtracks. By illustrating the universal nature of music and its ability to communicate feelings, teachers can instil a sense of purpose in their students, fostering a connection between the notes on the page and their own emotions.

Dance of the Knights (theme from The Apprentice TV show)

5. Encourage individual creativity and expression

Beyond technical proficiency, a true love of music involves the ability to express oneself creatively. Piano teachers can inspire this by encouraging students to experiment with interpretation, dynamics, and even composition. Allowing students to infuse their personality into their playing brings a sense of ownership and pride in their music and this sense of empowerment and personal autonomy contributes to a lasting passion for music that extends beyond the confines of the instrument.


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