I happened to be listening to an interview/chat where an adult beginning cello student asked a professional “How far can I get?” The professional cellist had a difficult time answering the question in the way I felt. It needed depth and perhaps this was because the professional has not been in this same position; there was speculation involved.
I’ve been close to this position having played, left, and come back in a sense. I’ve sat alongside beginning adult cellists and I have taught the same. For better or worse, this is a complex discussion and it contains good news and bad news. I have some advice…
Age - it does make a difference for good and bad. Children are more adept at getting used to the physical awkwardness of working with a cello. They are generally faster learners and better memorizers. They also have an ability to jump into projects and pieces without having such a sense of pride, embarrassment, and self-criticism that adults can have. Depending on the age of the adult, physical demands, repetitive injuries can be more of a concern as compared to children and teens.
Adults have different advantages. As children grow, they have to also grow through different size instruments and acclimatize their bodies to such. Sometimes the instruments can be matched poorly to the child, either too big or too small and it creates setbacks. Personally, I’d rather the instrument be on the small side rather than too large. Sometimes children see moving up to a new size as a rite of passage. Generally, if you are an adult, one size fits and you don’t have to go through those adjustment periods. Granted for smaller adults I have recommended ¾ size or ⅞ size cellos of a higher quality rather than put them in a full-size instrument to match their physical aspects such as small hands and fingers.
If you are an adult that can think and analyze, and write down what you are doing and be introspective, your practice sessions are more likely to be much more effective than the child who just plays through their pieces over and over again which is all too typical. Adults are also more likely to listen, take the advice of their teachers, and apply it to their practice.
I knew a woman who decided to start taking cello in her mid to late 50s. Within 3 years, she was good enough to join the community orchestra, not that it wasn’t a struggle however. She seemed to have hit a plateau for some reason whether she wasn’t taking lessons anymore, not dedicating enough practice time, or eventually the physical demands were too much for her age. The cello is played with the least effort possible, but it does take a physical toll. As one gets older, there are age related issues that may cause injury more often and more severe. This is especially true for the beginning cellist as bad technique and tension are common hallmarks of the cycle of learning/unlearning and also injury.
The basic teaching structure is set up for children and teens in the sense that the goal is getting them through high school with enough technique and repertoire to audition at the university or conservatory level. After all, this is what teachers do primarily. As an adult, I remember taking lessons with my excellent teacher and wondering how I “fit in” because his high school/college level students were getting more experiences to play than I was just by the nature of the institutions they were involved in. I had to make myself, and not my teacher, responsible for providing my own performing opportunities.
Mindset - Mindset plays an important role in the adult beginner life. If you haven't gotten to read my blog on mindset, it has information you need to know. As mentioned before, adults are more familiar with classical music if they have been listening for a while and have been exposed to great music. When beginning an instrument, new students generally do not sound good and it is a phase that most if not all learners go through. It is difficult to come to terms and push through that phase when you are definitely aware that you don’t sound like that professional recording. It is discouraging and makes it easy to give up; that you’ll never get it right, that you’re not talented enough, etc. Might I point out the circulating meme that shows an iceberg floating in the water. People relate the very tip of the iceberg above the water as the quality of performance or achievement of a musician, but below the water is a massive amount of ice, many times larger than the portion seen above the water. This represents the hours, money, effort, lessons, set-backs, sounding terrible and overcoming that professional musicians go through. The professional ability is not magic, it is the result of hard work. Recognize all the “baby-steps” you have accomplished toward your goals. Even if it means that you didn’t squeak on the E note this week. The good news for adult musicians is that cognitively, you can understand this concept whereas this is difficult for younger students. You have to trust the process and keep pushing forward.
Lessons/Teachers - It is important to find a reputable teacher because good teachers can help you with correct positioning/technique which reduces the likeliness of injury. Not only that, they can streamline the curriculum and techniques to make sure you are spending time on essential skills and not on items that can be learned within the context of a solo piece. Time is of the essence in the case of the adult learner. Actually, time is of the essence for everyone so find a good teacher. Remember that your teacher will have primarily worked with children and teens so talk with your potential teachers and ask about their philosophies of adult learners. You want a teacher that support’s your efforts and doesn’t see your efforts or you as a waste of time. Good teachers can also help you make connections with other performers and teachers; the networking aspect is very important in music.
Time - I have had adult learners take up an instrument with a lot of passion for the first month, and then they stopped showing up for lessons, or would call for a lesson every 6 months etc. I am very reluctant to pick up adult learners for this reason, especially when giving lessons is not my primary income. It is always good to have an experience with a musical instrument for whatever length of time, but it is important to evaluate the endurance of your musical journey and compare it to the reality of your life. How much time do you have to practice and take lessons? Can you arrange the other responsibilities in your life to make room? It is important that you are honest with yourself and your teacher about your long-term prospects.
Money - It takes money to learn how to play an instrument. Not only does it cost more money to buy a quality instrument, bow, and case, you will generally pay more for higher quality teachers. As you improve your skills, you may find that you need a different teacher with a different philosophy or skill level. You may outgrow the instrument you own technically and need one that is easier for certain skills or has a better sound. You may have to travel to go to lessons or opportunities for performing. There are also summer camps and conferences that adult students are invited to attend. All of these things cost money so one must plan for this contingency.
So to answer the question, “How far can I go?” Obviously it is dependent upon the time you have allotted, the teacher you have, ability to fund your journey, your mindset, your age, and your ability to self-evaluate. What is your definition of “far?” Is your long-term goal to become a professional soloist? Is it to play in the local orchestra? Is it to play a particular piece? You create short-term goals based upon the long term and start from there. Make your goals rigorous, but achievable. Be willing to make adjustments to mindset, teachers, time spent, travel, etc.
To quote Invictus by William Ernest Henley, “It matters not how strait the gate, How charged with punishments the scroll, I am the master of my fate: I am the captain of my soul.” You are the master and captain. The combination of the aforementioned traits and resources determine how far you will go.