Some children grow up to become lifelong musicians while others can’t wait to abandon their instrument as soon as the lessons stop. I don’t think it’s simply about talent, I think it’s often about the environment they grow up in.
Julie, the other half of OLDER, for example, didn’t grow up in a house where music was a passive experience – no it was woven into everyday life. Her mother was a trained pianist, reaching Grade 8, and later became a music teacher. Singing wasn’t something reserved for special occasions — it was simply part of growing up.
From an early age, Julie was surrounded by music in some shape or form. From singing ’round robin’ harmonies over breakfast, to finding the correct pitch and developing good vocal technique throughout childhood. It wasn’t about creating a child star, rather simply sharing a love of music.
Living rurally also meant getting involved with music wherever opportunities arose to basically socialise. Through youth group she had a go at playing drums, learning basic rhythms and timing. She also picked up the guitar and learned enough chords to accompany a few songs. But despite trying several instruments, one thing became obvious – it was her voice that had the natural talent.
By the age of sixteen she was singing at weddings. Today she’s still happiest behind a microphone, where her lead vocals and harmonies have become an essential part of our music.
Nobody decided for her that singing had to be her future. She was simply surrounded by music, given opportunities to explore, and naturally gravitated towards the place where she felt most at home. That’s an important distinction. There is absolutely nothing wrong with music lessons and for many children they become the beginning of a wonderful lifelong passion. But for others, being pushed into an instrument can make music feel like another school subject rather than something to enjoy.
The real value of growing up in a musical household isn’t necessarily producing professional performers. It’s creating an environment where music feels normal. Children hear it, join in, experiment, and discover what they enjoy without fear of getting it wrong.
Some will become accomplished pianists, others will pick up a guitar much later in life. Some, like Julie, will discover that the most powerful instrument they own has been with them all along, their voice.
Instead of asking, “What instrument should my child learn?” maybe we should be asking, “How can I surround them with music?” The rest has a remarkable way of taking care of itself.
