Commitment and Motivation: Holistique Pianism No.4

Commitment is difficult to sustain, isn’t it?

Many of us make New Year’s resolutions. But how many of them are still alive by the end of the year?

I had been trying to lose weight for three years without success. It did not change until I returned to Japan for a summer holiday. It was simply too hot, and I was too busy to sit down, eat, and relax. All of my clothes felt too small, and I did not want to move up a size. I was certainly motivated, but nothing changed until the conditions themselves forced a change.

This is the reality.

Even strong motivation does not last forever, and this has very little to do with laziness.

So why do we place so much emphasis on commitment and motivation when it comes to piano lessons?

Of course, if someone does not want to learn an instrument, it will be difficult. But who is expected to be committed and motivated? And where do these feelings actually come from?

The words motivation and commitment feel heavily commercialized today. It is almost impossible to sell anything without them. We are drawn in by appealing images and catchy phrases that promise a kind of ideal outcome. Yet, once we begin, reality often does not match what we imagined.

This usually happens when expectations and reality do not align. We see something as better than it truly is, or we move forward without looking deeply enough. There are many reasons for this.

However, when it comes to our children, this gap becomes much harder to accept.

So let us slow down and look more carefully.

What are commitment and motivation in the context of piano lessons?

Passion may be the simplest way to describe commitment. It is a strong desire to achieve something. Willingness often grows from joy, excitement, and other positive emotions that make us feel fulfilled.

And yet, even when I feel genuinely committed, I still find it difficult to maintain strong motivation over time.

At some point, I began to ask myself a simple question.

Why does this happen?

Have you ever experienced unreasonable procrastination? It does not have to be about motivation. It can appear in many areas of life. I have experienced it myself, and I still do.

I wanted to understand why.

For a long time, I did not know where to begin.

Over the past year and a half, I have been studying with an exceptional pianist and pedagogue who is also a certified Alexander Technique instructor. Her approach is broad and versatile. Through her guidance, combined with Alexander Technique, I began to uncover many hidden stones beneath a carpet I did not even realize I had laid down.

Most of these discoveries had little to do with music itself. Yet they deeply affected how I function as a whole person.

Many unconscious patterns were gently addressed through discovery, recognition, and care. I feel lighter now, and at the same time, more grounded. Even as I write educational posts like this one, I continue to uncover things from a deeper place within myself.

It is remarkable how complex and fascinating the human mind is.

This kind of work involves looking closely at our emotions, searching for them, and then going even deeper. It takes time. Sometimes it unfolds slowly. Occasionally, it arrives suddenly and shakes us. More often, it feels like carefully peeling away a thin layer of onion skin.

Adults often find this process more challenging than children.

Still, change does happen.

So now, you may begin to see what I have been trying to share.

Commitment and motivation are not things we can give to someone. They are not something we impose from the outside. They already exist within us.

No. 1

Make piano lessons enjoyable for every child.

This does not mean giving students everything they want. It means communicating with them while also enjoying the piano together.

We can only continue doing something when we genuinely enjoy it.

And we naturally enjoy things that feel easy and approachable.

No. 2

Avoid giving too much at once.

As teachers, we all want each lesson to feel productive and to see visible growth. But human beings cannot process too many things at the same time. This is why we talk about priorities.

When students are given one clear focus, they are able to learn it. Repetition is often necessary until it becomes established. This means staying with a single theme for a longer period of time.

Another way to describe this is keeping the learning curve gentle and taking small steps.

No. 3

The early stages of a student’s lessons

As teachers, we are often focused on giving. We want to provide the best possible education. But it is important to pause and ask how the student feels and what they truly want.

Regardless of age or experience, we all have an instinctive sense of accomplishment. Trust that sense. Allow students to decide whether they feel ready or satisfied.

Even when we believe they could go further, if a student feels content, it is sometimes best to move on. When the time is right, they will find the next step on their own.

That moment of discovery is essential to growth.

We rarely do things simply because others believe they are good for us. We act when we ourselves feel it is right.

Too often, we try to spoon feed our students.

Over time, students discover their own commitment and motivation from within. They need support from both teachers and parents. Parental involvement plays an important role in creating a healthy learning environment, which I will discuss separately.

So this is my conclusion.

Commitment and motivation grow naturally from within. When the conditions are right, they emerge on their own, and learning can continue in a sustainable way.

Above all, learning music is enjoyable.

Being able to play an instrument is a joyful thing.