How to Walk onto the Stage of Carnegie Hall Without Stage Fright










Nine and and a half years ago, in July of 2002, I cut out a couple paragraphs from a New Yorker article and taped it up on our kitchen cupboard. In it is the simple secret of how to instill confidence in your child or in a pianist who will debut at Carnegie Hall.

Never praise abilities, praise efforts.

Never tell your child, self, wife or student that she is talented, smart, or naturally gifted. Tell her, she is such a hard worker.

Never say to a pianist that he is so good at sight reading, tell him that he worked hard at sight reading and it paid off. Don't these sound similar? But no, no and no - they are polar opposites, like northern polar bears and southern penguins, we feel they are from the same region, but they live on opposite ends of the earth.

Do not tell a violinist that she has real talent, tell her that her hard work on her vibrato really paid off. This is a dangerously important distinction.

And secondly, it is better to praise small achievements than broad accomplishments. You really worked hard on this trill in the second movement; you're getting good at filling the cat bowl; I noticed how quietly you have been closing doors lately, you've been trying hard not to slam them; you're relaxing your shoulders now when you play the piano, you've put a lot into it.

If you want to walk on the stage of Carnegie Hall without stage fright, you need to start encouraging yourself way before that night. You need to make it a habit to tell yourself that you are a hard worker. Not in a magic phrase way. But find little things you worked at, notice them and encourage yourself. Surround yourself with friends who will do the same for you. "I love the way you worked on phrasing in the beginning of the slow movement, it sounds beautiful."

Here is the article snippet from my cupboard. . .

Carol Dweck, a psychologist at Columbia University, has found that people generally hold one of two fairly firm beliefs about their intelligence: they consider it either a fixed trait or something that is malleable and be developed over time. Five years ago, Dweck did a study at the University of Hong Kong, where all classes are conducted in English. She and her colleagues approached a large group of social-science students, told them their English-proficiency scores, and asked them if they wanted to take a course to improve their language skills.

One would expect all those who scored poorly to sign up for the remedial course. The University of Hong Kong is a demanding institution, and it is hard to do well in the social sciences without strong English skills.

Curiously, however, only the ones who believed in malleable intelligence expressed interest in the class. The students who believe that intelligence was a fixed trait were so concerned about appearing to be deficient that they preferred to stay at home. "Students who hold a fixed view of their intelligence care so much about looking smart that they act dumb," Dweck writes, "for what could be dumber than giving up a chance to learn something that is essential for your own success."

In a similar experiment, Dweck gave a class of preadolescent students a test filled with challenging problems. After they were finished, one group was praised for its effort and another group for its intelligence. Those praised for their intelligence were reluctant to tackle difficult tasks, and their performance on subsequent tests soon began to suffer.

Then Dweck asked the children to write a letter to students at another school, describing their experience in the study. She discovered something remarkable; forty per cent of those students who were praised for their intelligence lied about how they had scored on the test, adjusting their grade upward.

They weren't naturally deceptive people, and they weren't any less intelligent or self-confident than anyone else. They simply did what people do when they are immersed in an environment that celebrates them solely for their innate "talent." They began to define themselves by their description, and when times get tough and that self-image is threatened they have difficulty with the consequences. They will not take the remedial course. . . They'd sooner die.
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Yes, every musician in or out of music school knows you have to practice like a little, red-tailed demon, talent alone gets you nowhere. But it is the self-encouragement of noticing our little victories, and how we talk with each other that make a difference. Are we saying, "Oh, you're so talented! You're going to go far." or "Wow! you really worked on your dynamics in that piece."?

You made it to the end of this article, you really showed determination. Keep up your good work!