In this article, I highlight the practical application of Neuro-Linguistic Programming (NLP) techniques in the context of music education and private music instruction, sharing a powerful teaching experience that shows the potential of NLP principles such as reframing, disassociation, creating new associations, and anchoring with positive experiences. This article aims to shed light on how these techniques can enhance the student-music relationship and offer new avenues for educators to inspire their students. Additionally, I provide valuable resources for further exploration of NLP in music education.

Introduction:

As a music educator deeply committed to nurturing my students’ passion for music and helping them establish a profound connection with the compositions they perform, I embarked on an intriguing journey of integrating Neuro-Linguistic Programming (NLP) techniques into my teaching methodology. NLP has been a passion for my own self-improvement for a very long time. This article is just a glimpse into the transformative power NLP can have in music education and offers a comprehensive exploration of the techniques I personally used.

The Transformative Teaching Moment:

One of my students came to her piano lesson and she said: “I do not want to practice this piece anymore; I do not like it.”  I agreed with her dislike of the piece and I asked her to actually express her feelings and emotions directly to the piece. I said to her: “You can surely look into another piece of music, but I would like to take the score in your hand and to say to the piece that you hate it.”  Her reaction was more than just a dislike; it was a vehement rejection of the composition. I encouraged her to physically and vocally confront the pages of music. “I hate you! I do not like you! I do not want to play you! I do not want to practice you!” she yelled at the sheet music. Of course, she was a bit surprised and amused by what I was asking her to do. Then I asked her if she knew a bit more about the piece she was hating so much. We read the story behind that piece of music, then I played on my phone a performance of that piece. This act, though seemingly dramatic, was a pivotal step in transforming her perception. Now, let me explain what I was doing and the reason behind this odd request.

The NLP Framework:

This teaching episode was steered by key principles of NLP, which is known for its effectiveness in altering perceptions and behaviors:

1. Reframing: By openly acknowledging and expressing aloud her dislike for the piece she was playing, my student could externalize her feelings. This expression was important for reframing her perspective. It moved the problem from an internal, emotional level to an external, manageable one, from having no control over the piece, to actually taking control of what to practice.
2. Disassociation: The act of verbally expressing disdain helped create a clear separation between my student’s frustration with the piece and the musical piece. This separation is a critical aspect of what in NLP is called disassociation, because it allows a reduction in the intensity of negative feelings. It’s like stepping outside of oneself and observing the problem from a new perspective.
3. Creating New Associations: After this emotional release, the next step was to re-introduce the composition in a different light. I shared the story behind the music, its context, and narrative. This approach aimed to replace her negative associations with positive, intriguing ones, reshaping her attitude towards the piece.
4. Anchoring with Positive Experiences: Finally, to solidify this new perception, I immersed her in the listening experience of the composition. This immersion was not just about listening; it was about feeling and understanding the piece on a deeper level. The student began to see the music not as an enemy, but as a friend she could spend some time with..

Through these stages, my student’s journey with the piece transformed dramatically. What started as a strong aversion turned into appreciation and even enjoyment. This transformation was not just about changing her mind about a piece of music; it was about empowering her with the tools to confront and reshape her perceptions.

The Profound Transformation:

The outcomes of this pedagogical experiment were nothing short of astonishing. The student, who had previously harbored a strong aversion to the composition, underwent a profound transformation. She said, “I actually love this piece!” This sudden transformative shift within minutes in perception shows the immense potential of NLP techniques in nurturing a profound and meaningful connection between students and the music they engage with, and their beliefs in general. Later, the student learned the entire piece within just a few weeks and she is currently performing it with joy.

This small learning experience not only affected her feelings towards this particular piece, but also her own perception towards pieces of music she has not learned yet. By showing her how her perception could change within a few minutes, I also challenged her own limited beliefs about her own ability to learn new pieces.

Useful Resources for Further Exploration:

For readers interested in exploring the application of NLP in music education, here are some valuable resources:

1. Accentuate the Positive: Music and Neuro-Linguistic Programming (interlude.hk)
2. Ready, R., & Burton, K. (2010). Neuro-linguistic Programming For Dummies (2nd ed.). Wiley. Retrieved: This accessible book offers a broader understanding of NLP principles and how they can be applied in various contexts, including education.
3. NLP Training Courses: Consider enrolling in NLP training courses or workshops to gain practical insights and skills. Organizations like the American Board of NLP offer certification programs.
4. Online NLP Communities: Join online communities and forums where educators discuss their experiences and share insights on applying NLP techniques in music education.

Conclusion:

The exploration of Neuro-Linguistic Programming techniques in music education can be a powerful toolset for educators seeking to inspire their students and deepen their connection with music. By guiding students through a journey of emotional expression and perspective change, educators can empower them to forge deep and meaningful connections with the music they perform.

 

About the author:

Dr. Antonella Di Giulio is a scholar, educator, and music professional with a Ph.D. in Music Theory and Historical Musicology. Her innovative research on music semiotics intersects with her work in education, where she has trained teachers for the Bertelmanns Foundation, presented workshops and professional development courses for educators and founded the online magazine, MusicaIQ. As a certified teacher trainer, clinician, entrepreneur, seasoned performer, and researcher, Antonella’s multifaceted background contributes to her comprehensive and insightful perspective on music, cognition, and education.

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