Anastasia Rudchuk 

Professor Ding 

19 Dec. 2023

The Benefits of Extracurricular Activities

I have engaged in various extracurricular activities throughout my childhood. My biggest commitment has ben piano. I started piano lessons when I was in kindergarten, and kept playing through the end of the senior year in high school. On top of private lessons, I took chamber music lessons, and music theory lessons. One specific year that made a tremendous impact on me was eighth grade. My chamber music teacher that year was really strict and demanded that I deliver perfection during recitals. My private piano teacher was also really strict, so I had to meet her demands as well. I realized that I had to organize myself in such  way that I could satisfy both requirements, as well as stay on top of my school work that was important for pre-high school preparation. I decided that I would spend my time learning  my pieces in little increments to make sure I perfected them, and this would be help me in the long run because I wouldn’t have to go back and re-learn anything. This method proved to be successful, and both of my teachers were really happy with the outcomes that I produced. My experience in 8th grade helped me work on my time management skills that I took with me to high school. I would have midterm and final exams in high school in the span of two weeks for all of my classes, and I had to learn the material somehow, on top of any additional commitments I had. The time management skills I developed proved to be useful, and I know I will be able to use them even more now that I am pursuing post-secondary education. When choosing a topic for my research paper, I decided to use my personal story to research what other ways extracurricular activities help children develop necessary skills for functioning and being successful in the adult world. Through my research, I have discovered that engagement in extracurricular activities helps develop a wide array of personal character skills and practical skills that would make them more likely to succeed.

Extracurricular activities have been shown to increase the chances of a child pursuing a postsecondary degree by up to 10%(Lipscomb, 2007, p. 470), as well as having increased academic achievement rates. Along with this, children who participate in some kind of after school activity are shown or have better academic performance. This entails both the attendance and skill aspect. Children who participate in extracurricular activities throughout school are reported to have a higher attendance rate(Crimson Education), presumably because being successful at an activity requires the participant to be consistently present. Certain extracurricular activities participating in sports increases the likeness of success in math(Lipscomb, 2007).  Activities also boost so-called “executive skills” like time management and leadership(Crimson Education), which can be applied to a wide range of activities from sports to arts. Furthermore, participants have been shown to have a wide array of other developed skills useful for school, like persistence(Fredricks, 2011). Learning to follow instructions, being persistent, setting goals and staying motivated all contribute to helping a child stay successful in school(Christson, 1). All of these skills are developed because children learn that in order to succeed in their activity, they need to learn to motivate themselves and overcome challenges to move forward. The children also learn how to efficiently follow instructions, especially if their activities require them to engage in sports or rigorous ways of thinking and applying concepts. All of the skills developed transfer extremely well into the school setting, because children have to use this every single day and hour that they are at school. In the long run, this skill set will greatly transfer over to the workplace, as the same skills are required to work effectively at any kind of job. 

Extracurricular activities also develop a person’s character in many ways, such as self-esteem, handling criticism, problem-solving skills, resilience, better time management, and critical thinking skills. Students who participate in after-school activities report a higher level of self-concept. For example, activities can include going up to higher levels of difficulty and competition, where success gives the participant a great confidence boost. In fact, Dan Brennan, MD, who practices in California, says that higher self-esteem is one of the  most common benefits to be reported (Crimson Education). This is important for the person’s mental wellbeing, and shapes a positive outlook regarding themselves, leading them to be more confident in their abilities and less-self conscious about themselves as a person. Every type of activity also requires the child to face criticism or critiques, which they will need to know how to handle and apply throughout life. This skill is important for personal growth because the child will be less likely to develop the sense that they are infallible, while also normalizing and  accepting the fact that they too can make mistakes. Knowing how to handle criticism, and learning how to solve it is an important skill needed in every aspect of life in general.  This leads into problem-solving, which is another important skill that activities develop(Christson, 2). Participants need to find ways, either standard or outside-of-the-box, to come up with solutions to their problems. Every activity will make a person feel stumped or stuck, so knowing how to overcome various challenges broadens the horizon of solutions and develops the mind to immediately seek out a solution instead of giving up. This also leads to resilience, as the participants will seek out ways to progress within their activity and sports and build patience even at times of intense difficulties(Mountain Heights Academy). 

Furthermore, extracurricular activities increase the ability to manage time better. Along with work for the activities, the student needs to do schoolwork, meaning that they have to distribute their time as so to accommodate for all of the tasks that they were assigned to do. This can lead to the participant seeing a decrease in their likeness to procrastinate. Activities can also serve as a break away from school work, and can help the student come back to their work with a new mindset(Mountain Heights Academy. With this, the student also develops critical thinking skills, which are also important for being successful in life. The critical thinking skills, or “cognitive skills”(Crimson Education) are important for the workplace, and fall into the category of soft skills, which each successful employee has to have a set of. Critical thinking skills are also useful in daily life and decision-making, even if it has nothing to do with work or any other difficult responsibility. Overall, the character development skills developed by participating in extracurricular activities can be rendered extremely useful both in general life and professional life beyond education. Research has also shown that children who develop leadership skills are more likely to earn a higher paying job, and succeed at that job(Lipscomb, 2007).

Extracurricular activities also display numerous mental health benefits. Activities have shown to reduce the risk of the child suffering from anxiety and depression, both during school and later in life. This also has a direct correlation to screen-time, as the kids who participate in activities tend to spend, on average, two hours or less per day on their screens, as compared to children who do not participate in activities, spend more time on their screens, and report higher levels of anxiety and depression. The students participating in activities also reported to have a higher satisfaction with life and less issues with self-confidence(NIH). Research has also reported being less susceptible to drug and alcohol use, and creating and having positive life and emotional experiences that they carry with themselves into adulthood(Crimson Education). More specific activities such as sports, develop various benefits specific to sports themselves. Participants in sports report a lower risk of facing any kind of distress, as well as less distress regarding body and social image. Participants also report higher levels of physical and emotional well being than those who don’t participate in sports, or those not involved in any activities. Sports also provides children with an increased sense of community and belonging which in return benefits mental health. People always crave to belong in the society that they are in, and integrating oneself with the community and trying to build that sense of togetherness can benefit mental health because the person doesn’t feel left out. 

Finally, extracurricular activities also provide room for social development. It is shown that participants report a higher sense of belonging and support they have acquired through participation in activities(NIH). Activities also provide a sense of belonging and teamwork. Teamwork is essential for moving on further in life, whether it is at school or in the workplace. Problem-solving as a team is also beneficial because it provides a sense of collective teamwork, which most professions require from their employees. Activities also provide the opportunity to build relationships with adults who can later become mentors. It is really important to have some sort of guiding figure or a mentor who can provide advice and support for any obstacle, big decision, or path the the child decides to make and take for themselves in the future. Group activities tend to be more communication and team-building oriented, which successfully develop theses skills in participants. Activities more focused on solitary tasks provide room for the child to discover what really motivates them and how they can overcome certain challenges on their own. Communication skills with peers can provide children with long term friends and belonging based on similar interests and goals. This belonging provides the children with early networking that they can use later in life. 

In conclusion, extracurricular activities are shown to positively influence children in many different ways, ranging from academic, mental, character development, to social skills and a sense of community. Using my research, I have realized that my own experience in participating in an extracurricular activity has influenced me in many more ways than simply time management. I gained communication skills from communicating with my peers and music teachers, as well as gaining a sense of belonging in my won community. Participating in piano and chamber music recitals has helped me improve my self-worth and self-esteem, as well as provided me with the opportunity to develop my own ways of motivating myself in order to do well. I can incorporate all of the skills I have developed into later years where I will have to practice being motivated and communication in order to be successful nat my future endeavors. 

Bibliography

Source 1: “Utah Online Public School Grade 7-12 – Why Extracurricular Activities Are so Important.” Mountain Heights Academy, mountainheightsacademy.org/why-extracurricular-activities-are-so-important. Accessed 19 Dec. 2023. 

1. This source is a website for a fully online school in Utah. It provides general information about itself, with certain sections like I used for my research paper. 
2. It briefly provides the benefits of extracurricular activities in 9 sections. 
3. This work is written for parents who want to enroll their children in Mountain Heights Academy. 
4. It is relevant to my topic because it provides a brief overview that I can pull pieces from. 
5. There are no special or unique features, apart from that it is a website of a school. 
6. The only weakness is that they don’t provide or cite any sources of where they got their information from. 

Source 2: “Top 10 Benefits of Extracurricular Activities in High School – Crimson Education Us.” Top 10 Benefits of Extracurricular Activities in High School – Crimson Education US, www.crimsoneducation.org/us/blog/benefits-of-extracurricular-activities/#benefits. Accessed 19 Dec. 2023. 

1. Crimson Education is a website providing advice for teens who are considering building their resumes for college. 
2. It provides relevant advice in 10 sections. 
3. This work is written for both parents and teens, as it is written in more informal and personal language. 
4. This is relevant to my topic because it has sections explicit to my interest that I can build upon.
5. The source uses a quote from a medical professional. 
6. The source vaguely states “journal articles and research” without stating who wrote what and any specifics. 

Source 3: Lipscomb, Stephen. “Secondary School Extracurricular Involvement and Academic Achievement: A Fixed Effects Approach.” Economics of Education Review, Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: [email protected]; Web site: http://www.elsevier.com, 31 July 2007, eric.ed.gov/?id=EJ768335. 

1. This source is a research paper style source that provides insight as to why extracurricular activities are important throughout secondary school. 
2. This sources provides some explanation of the benefits of extracurricular activities, as well as providing charts of participation based on ethnic and grade-level demographics 
3. This work is a research paper style work, written for hard facts and research purposes 
4. This is relevant to my topic because it provides me with some key research for my essay.  
5. Special details include charts with equations on how the research computed their results. 
6. No weaknesses or biases. 

Source 4: The Benefits of Participating in Extracurricular Activities … – Ed, files.eric.ed.gov/fulltext/EJ1230758.pdf. Accessed 20 Dec. 2023. 

1. This purpose of this work is to showcase research done in terms of the benefits of extracurricular activities from a university in Canada. 
2. This source has 4 relevant sections that showcase how activities contribute to each category.
3. This source is written in a research-essay style format. Intended for people trying to gain hard facts and research based on various other people cited in the text. 
4. This is relevant to me because I used this as my based source in order to gather more sources, as well as build the base of my research paper in terms of structure. 
5. Specialities: References and an author’s biography. 
6. No biases or weaknesses. Strengths: citations and references

Source 5: (PDF) Participation in Extracurricular Activities in the Middle School …, www.researchgate.net/publication/225682563_Participation_in_Extracurricular_Activities_in_the_Middle_School_Years_Are_There_Developmental_Benefits_for_African_American_and_European_American_Youth. Accessed 19 Dec. 2023. 

1. This source is once again a research paper exploring whether extracurricular activities benefit African American and European American children. 
2. Source provides many citation regarding the sources the author gathered, as well as insight to how some of these sources gathered their own information. M
3. This is intended for research and gathering information. 
4. This is relevant because I looked over these sampled pages to find what was more relevant to my own paper. 
5. Specialities: citations and explanations of methods for gathering research as well as findings. 
6. No biases or weaknesses. Strength: citations. 

Source 6: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9464933/

1. This sources provides data and research on the effects of extracurricular activities based on mental health. 
2. This source provides data in various sections and provides methods of their research gatherings. 
3. This is work is intended to showcase research. 
4. This work is relevant because it provides me with an overview of their data and gatherings that I could use as part of the benefits of extracurricular activities. 
5. Specialties, provides methods and procedures, as well as sources, for their data. 
6. No biases or weaknesses. Strength: government source. 

1. My research question: in what ways to extra curricular activities influence children? 
2. Rhetorical thesis, through the use of pathos, ethos, style and tone, the authors convey their claims to the reader. 
3. I imagine my writing showcased in some kind of blog, or news article
4. Ideally, I would like to make it more in the research paper style because that reflects my writing style more,  and I think it conveys my research more effectively. The audience is geared towards adults who wants hard facts and benefits to consider putting their children in extracirrciular activities 

5. I think this is most effective way to showcase my research because I can show it through facts. 
6. I am trying to convince my audience that extracurricular activities are beneficial in many ways and develop many important life and character skills. 

Source 1: Christson 

1. “The Benefits of Participating in Extracurricular Activities” 
2. This sources details benefits into some categories, then includes a concluding paragraph: by breaking it down into seven sections: Abstract, Academic Achievement, Character Development, Social Development,  and Community Involvement. Overall, the author uses data to back up her claims and explains to the reader why extracurricular activities are beneficial and what specific traits they develop in participating children. 
3. The author’s thesis: extracurricular activities are beneficial and develop many useful characteristics. 
4. The subclaims are that students who participate in activists are more likely to pursue a post-secondary degree, be skilled in time management, and know how to handle criticism. In another section, she details how activists help kids build communal and leadership skills and teach them how to build up their own individual motivation. 
5. Furthermore, students involved in activities have a 10% increase in their expectations of attaining a college degree, as compared to non-participants(Lipscomb, 2007, p. 470)”(BU Journal of Education Studies, Volume 5, Issue 2,17) ; The participation in extracurricular activities builds students’ time management skills, leadership skills, self-confidence, resiliency, and ability to accept constructive criticism, which are all components important to character development” (BU Journal of Education Studies, Volume 5, Issue 2, 18); Different types of extracurricular activities have differential social skill benefits. Group activities build teamwork skills, communication skills, and relationship skills, but individual activities build independence and stimulate motivation (Metsäpelto & Pulkkinen, 2012)”(Christson, 19). 
6. Author relies on many sources, they are detailed in the “References” page. 

Source 2: Crimson Education 

1. “Benefits of Extracurricular Activities” 
2. This is a blog-type publication that walks the reader through what college admissions are looking for and how extracurricular activities could help. To my research, there are 9 relevant sections. These sections are quite vague on the research aspect. Overall, the authors detail the numerous benefits of extracurricular activities on a personal level. 
3. Thesis: Extracurricular activities are beneficial because they help with mental health and other personal benefits. 
4. Subclaims: Activities help with self-esteem, mental health, improved academic performance, exploring interests, and social opportunities. 
5. Relies primarily on uncited claims, like that activists help boost GPA, consistent attendance in schools, and improved study habits. Along with that , participating in these activities helps with overall life satisfaction and positive emotional experiences in adulthood, “Positive emotional experiences that carry into adulthood.” 

6. The authors do not cite specific sources. 

DISTRACTION/ATTENTION worksheet: 

1. On a scale of one to ten, I am at around an 8. 
2. I got distracted about 7 times while reading “My distraction Sickness” 
3. My Distraction sickness is informal and personal because the author uses personal stories. “A distracted student mind” is more research-style-like because of its formal tone and graphs(data). “In Defense of Distraction” is more so in the middle because it is filled with data but also feels like a conversation. 
4. His main argument is that focus is a paradox because there is no focus without distraction, and that distraction helps build multitasking skills. While I think his personal experience is convincing, I am not totally agreeing with his opinions because being distracted gets me sidetracked, and makes it harder to regain that focus. I wouldn’t say this makes me a better multitasker, it just hinders me from completing the work I have to do. 
5. I think there really is an epidemic of distraction because people aren’t able to focus as much on one single thing. It’s definitely getting to me too because I notice that I have progressively been losing focus easier and easier as the months go by. 

MOMA ASSIGNMENT: 

Two of the paintings I chose were painted by Rothko because they were the most unique yet imaginative to me. The two paintings, arguably, are contrasting based on their color schemes: one is with dark shades of blue and purple, the other is with shades of pale yellow and blue. Both paintings have 3 distinct stripes on them, which intrigues the viewer into imagining something of their own. The dark painting makes me imagine a sunset or sorts because although the specific colors aren’t found in nature alone, they can be made when the sun in rising or setting. The darkness reminds me more of sunset, though. This painting could also have something to do with emotion, as the blues and purples might signify some sort of heavy sadness or melancholic feeling because they are so saturated. The lighter painting, on the other hand, prompts me to imagine the beach because the yellow reminds me of the sand, and the blue of the ocean/sky. This painting evokes happy thoughts, as it is difficult to picture something negative with such pastel and bright colors. I think Rothko chose both of these color schemes to juxtapose his paintings, and prompt the viewer to see what they want to see in the painting. The choice to refrain from portraying something certain helps provide a sense of freedom to envision something that relates to you, not just what relates to the artist. 

THESIS: Extracurricular activities are shown to have numerous benefits to a child’s personal development, which can be used later on in life. 

Extracurricular activities have been shown to increase the chances of a child pursuing a postsecondary degree by up to 10%(Lipscomb, 2007, p. 470; BU Journal of Education Studies, Volume 5, Issue 2,17), as well as having increased academic achievement rates. Along with this, children who participate in some kind of after school activity are shown or have better academic performance. This entails both the attendance and skill aspect. Children who participate in extracurricular activities throughout school are reported to have a higher attendance rate(Crimson Education), presumably because being successful at an activity requires the participant to be consistently present. Activities also boost so-called “executive skills” like time management and leadership(Crimson Education), which can be applied to a wide range of activities from sports to arts. Furthermore, participants have been shown to have a wide array of other developed skills useful for school, such as persistence(Fredricks, 2011; BU Journal of Education Studies, Volume 5, Issue 2,17)  and problem solving(Wormington, Henderlong Corpus, Anderson, 2012; BU Journal of Education Studies, Volume 5, Issue 2,17), All of these skills are developed because children learn that in order to succeed in their activity, they need to learn to motivate themselves and overcome challenges to move forward. The children also learn how to efficiently follow instructions, especially if their activities require them to engage in sports or rigorous ways of thinking and applying concepts. All of the skills developed transfer extremely well into the school setting, because children have to use this every single day and hour that they are at school. In the long run, this skill set will greatly transfer over to the workplace, as the same skills are required to work effectively at any kind of job. 

Extracurricular activities also develop a person’s character in many ways, such as self-esteem, handling criticism, problem-solving skills, resilience, better time management, and critical thinking skills. Students who participate in after-school activities report a higher level of self-concept and self-esteem(Bloomfield and Barber, 2009; BU Journal of Education Studies, Volume 5, Issue 2,17). For example, activities can include going up to higher levels of difficulty and competition, where success gives the participant a great confidence boost(Crimson Education). This is important for the person’s mental wellbeing, and shapes a positive outlook regarding themselves, leading them to be more confident in their abilities and less-self conscious about themselves as a person. Every type of activity also requires the child to face criticism or critiques((Mckeyane, 2013; BU Journal of Education Studies, Volume 5, Issue 2,17 ), which they will need to know how to handle and apply throughout life. This skill is important for personal growth because the child will be less likely to develop the sense that they are infallible, while also normalizing and  accepting the fact that they too can make mistakes. Knowing how to handle criticism, and learning how to solve it is an important skill needed in every aspect of life in general.  This leads in to problem-solving, which is another important skill that activities develop, especially ones that require teamwork like athletics(Fredricks & Eccles, 2008; BU Journal of Education Studies, Volume 5, Issue 2,17). Participants need to find ways, either standard or outside-of-the-box, to come up with solutions to their problems, Every activity will make a person feel stumped or stuck, so knowing how to overcome various challenges broadens the horizon of solutions and develops the mind to immediately seek out a solution instead of giving up. This also leads to resilience, as the participants will seek out ways to progress within their activity and sports and build patience even at times of intense difficulties(Mountain Heights Academy). Furthermore, extracurricular activities increase the ability to manage time better. Along with work for the activities, the student needs to do schoolwork, meaning that they have to distribute their time as so to accommodate for all of the tasks that they were assigned to do. This can lead to the participant seeing a decrease in their likeness to procrastinate. Activities can also serve as a break away from school work, and can help the student come back to their work with a new mindset(Mountain Heights Academy. With this, the student also develops critical thinking skills, which are also important for being successful in life. The critical thinking skills, or “cognitive skills”(Crimson Education) are important for the workplace, and fall into the category of soft skills, which each successful employee has to have a set of. Critical thinking skills are also useful in daily life and decision-making, even if it has nothing to do with work or any other difficult responsibility. Overall, the character development skills developed by participating in extracurricular activities can be rendered extremely useful both in general life and professional life beyond education. 

Topic: Extracurricular activities; time management; playing an instrument

Potential Questions:

1. How do extracurricular activities develop time management skills? What other skills/characteristics could they develop? 
2. To what extent do extracurricular activities develop time management skills?
3. To what extent does learning an instrument develop a child’s sense of time management? 

Baldwin starts off his debate with discussing the sharecropper system, and the perceptions of yourself versus the people around you on the basis of skin color. He then talks about the disconnection from history that is taught in schools, and how  everyone, no matter their race, are still similar people with similar flaws. Baldwin ends his argument by reinforcing the ideas of identity, inclusion, and ancestors, saying that African-American participation in American society is crucial for the American Dream to continue existing. Baldwin uses pathos when he likens himself to his ancestors  by using “I” instead of “they. He does this to evoke a sense of emotion and realization in the people, with how he and people like him have helped build the American Dream yet are not accepted into their own society. 

Buckley’s strategies within the debate is to incorporate more humor so that the audience doesn’t have such a string hate toward him, and to make his opponent(Baldwin)seem more radical. He aims to treat Baldwin as a white man, and goes on about how the Irish and British fought for their respective rights as people. He then goes to talking about how to address racial hate: through concern while painting Baldwin as someone who wants to get rid of the foundations of the U.S. Buckley ends his arguments by saying that America’s mobility can greatly help the African-American community gain power. Buckley uses logos when talking about the teaching of Christianity and Dachau. He does this to lead to the idea of–in his opinion–the nonsense of trying to uproot a whole civilization because of what happened in the past, furthering his radical accusation of Baldwin. 

When children start school, their parents almost immediately look for extracurricular activities to put their children in. The activities can be educational, or just for overall fun and development. This can shape the child in many ways, such as mentally, physically, and emotionally. However, there are other hidden ways that extracurricular activities can influence children. The articles examined contribute their opinions using style, tone, and ethos. 

Claudette Chirstson organizes her article, The Benefits of Participating in Extracurricular Activities, by breaking it down into six sections: Abstract, Academic Achievement, Character Development, Social Development, Community Involvement, and the conclusion. In general, the tone and style of this article is academic and analytical, with Christson incorporating citations and reasoning to back up her claims. Her article is also written in third person, lacking a personal touch to her work. At the end of Christson’s article, there is a note about her education and current work experience, demonstrating ethos to establish her own credibility. 

The use of citations helps Christston establish logos, as well as using evidence and examples to support her claims. In her Academic Achievement section, Christson cites examples such as kids participating in athletic clubs showing better academic performance. She also mentions that kids that partake in activities are at a greater chance of pursuing higher education, providing statistics to back up her findings. In the Character Development section, the author describes how kids that do after school activities develop a unique sense of self and develop leadership and time management skills. These skills are important in the workplace and for self-identity. In her Social Development section, she describes how different activities can develop either communal skills, or independent motivation. 

Crimson Education’s blog, Benefits of Extracurricular Activities, breaks its opinion down into 9 relevant sections. These include networking, resumes, and essential life skills. The tone and style of the article are more informal and conversational, with the article being written in second person. The article is also meant to be informative, but not as academic as Christson’s article. The author of the blog also urges people to wisely consider the activities they choose, since it could have adverse effects. Overall, the author incorporates ethos by citing some external evidence to solidify their claims, but it is scarce. Crimson Education also has quotes by professors at Ivy League universities so the author’s ethos in their claims. 

Ultimately, both Claudette Christson and Crimson Education argue in favor of children participating in extracurricular activities. They do this but establish their credibility through citations and ethos. 

https://files.eric.ed.gov/fulltext/EJ1230758.pdf

https://www.crimsoneducation.org/us/blog/benefits-of-extracurricular-activities/#college-admissions

Anastasia Rudchuk 

Professor Ding 

English 2150 

22 Sep. 2023

Getting Through 

  My music teachers simply demanded perfection from me. Every. Single. One of them. My piano teacher assigned very difficult pieces for me to learn throughout the year, and my chamber music teacher was a strict one this time around. On top of that, school was putting immense pressure on me because my first regents exams loomed overhead. I sat in my room, looking at the red, autumn leaves, thinking about all of this work. Then, I tried to not think because it would overwhelm me even more. I decided to not stress about it too much, and thought that I would figure it out along the way. I turned out to be partially right. 

My daily routine became so mundane. First school, then go to piano and chamber classes once a week, then do homework on the train, and then spend the rest of my time practicing for my music lessons. I could not seem to catch a break; ever. I do not remember having any time for myself; I was always running around doing things. The work piled up even more, even though I met school deadlines at the expense of my own sleep. What happened behind school doors is a whole other story, and that story was also a big stress factor during that year. But anyway, the work felt never ending. My teachers would load up the work, and I would submit it, and then they loaded up even more. My piano teacher was really understanding about everything, and she knew that when I had the time, I would adequately fix everything that she had instructed me to correct. 

               The chamber music teacher, however, was tough and persistent. She was on my case through and through, and never gave up. At one point, I just did not have any more time to learn her pieces, and she became very angry. I tried to explain to her that I would do everything she told me to, but she would not budge. I think it might have actually been one of the most stressful moments throughout that whole year. I felt like the teacher was deafened by her own anger towards me, so my words weren’t being received. Her grip on me became tighter and I became frustrated with her, and with everything else. I did not want to argue with her anymore, so I decided to leave it and just focus on my upcoming piano recital. This recital turned out to be the thing I needed in order for the clouds of fury to finally clear. She attended the recital too, and according to her, I played really well, and she even commended me on it. Her words felt like rays of sunshine had just been cast down on me through the clouds of stress. From that moment on, she started believing me that I would do everything she told me, but an idea dawned on me and I had to put it into action immediately: I needed to create a plan for myself. I could not let my teacher’s praise just be empty words that will never be fulfilled again. I had to map out all of my responsibilities so that I could make all my teachers proud of me, and have some peace of mind. I had to figure out a way to get all my work done, but also do it well. I remembered that my piano teacher always said that I can spend more time learning something new now, but I would save time in the future because I already learned it well the first time. So I decided to do just that: I would set aside time for myself to learn my pieces in little increments and repeatedly play those increments so that they will be driven to perfection. 

            At first, all of this repetition seemed like it would take a long time, but I was actually surprised at how smoothly everything went. I would sit at the piano, playing for 2 hours a day as usual, but I was committing everything to memory much more quickly. I would sit down and try to play the same excerpt the next day, 3 days after that, a week after, and I still knew it as well as I did the first time. My piano teacher was right, I did end up saving time for myself in the long run. My method proved to be true because my chamber music teacher was finally happy. At last she was satisfied and our group was the only one that got selected to play at the music school’s open house, and have our interviews taken on stage by the director. At the very end of the school year, my chamber music teacher asked my group to perform at her recital for her private students, to show what hard work can achieve and sound like. Hearing her words of praise felt so rewarding and relieving. Apart from her class, I also used my technique for my private piano lessons and school work. It was also proven successful there. I do not think I have ever felt a greater sense of accomplishment than I did this year. I learned an important lesson, and it was one that I could use to ensure that something like the stress of this year could be avoided in the future.