Apply apply, no reply?
If you’re the piano student who listens, follows instructions and basically does what your teacher asks you to, and are getting nowhere, then this post is for you.
A student like this came to his piano lesson the other day. He’d been practising at home, but it really didn’t sound like it, as not much had been accomplished during that time.
Just one practise session at class and there was a difference in the quality of his practise. In terms of his posture, hand shape, playing gently rather than banging on the keys, and playing smoothly. A section with mistakes that had been corrected in the last piano lesson was still troubling him and we worked on it slowly and carefully and he played it correctly in pretty much one go.
So what happened differently at piano lessons?
The difference was that in piano lessons, I listened, observed and gave him some feedback. He did not just repeat, playing the same thing again and again, the way he does at home.
Instead, he played, I assessed his playing and he thought about it. THEN, he played again.
Did he actually follow my practise instructions?
All, except for the big one – to think and assess in between repetitions. And that was what got him stuck in actually practising errors again and again.
The mistake piano students practising at home often make is focusing on the ‘playing’ part of piano practise, forgetting the ‘aural’ and ‘mental’ activity that is needed before repetition.
Another factor to consider
Why is the aural and mental activity so hard for some piano students to ‘get’, and so easy for others? This is a question I constantly ask myself, in an effort to get through to my students, and here’s some part of the problem…
For many beginner piano students, the only exposure they have to piano music is at piano lessons. Many of my new students don’t even listen to music daily, or listen to an extremely limited variety of music.
And that’s a HUGE factor, because these students often learn in a very bookish way and the ‘feeling rhythm’ or ‘hearing/singing pitch in their minds’, so important for progress, is neglected.
Sadly, students and parents often don’t understand that the piano is learning a new language, and needs language exposure/listening to music to learn. That it’s not always about practise or being ‘good’ and working, but about a learning environment that supports music and makes time for regular and disciplined practise at home.
The missing link in piano practise at home is the listening, assessing and thinking
- Self-assessment, so the student realises what needs correction. And so that the next repetition is better.
- The student also needs to notice what went well, so that it can be remembered and built upon. This is how students gain confidence in their ability to teach themselves.
The problem here often is that the student thinks he/she is playing right and the focus needed for the ‘playing’ part of practise occupies the student fully.
One very easy way for students to learn to ‘observe’ themselves and know what they actually did – rather than what they thought they did – is for them to record their practise.
Just once in a way is good enough. Even just once, at the first session of piano practise after their lesson, when the piano teacher’s guidance and assessment during lessons is still fresh.
Recording is just a tool to help students develop awareness. And they learn pretty quick once they know what to look for.
An important factor in effective piano teaching is the ability we piano teachers have to teach our students to teach themselves. This independence in learning to play the piano often flows into other areas of a piano student’s life, and it’s a joy to see.