Piano Technique Concerns with Beginner Students

Many beginner level piano students struggle to learn. They find easy playing difficult, because they play the piano with poor technique.

Beginner level piano students need to have some basic understanding of the purpose of good piano technique. This helps them understand when it’s time to take their difficulties to their piano teacher.

Here’s a post that, I hope, explains all of this, in brief. Continue reading Piano Technique Concerns with Beginner Students

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Remedial teaching in piano lessons

The changing face of piano lessons

My early years as a piano teacher were about teaching music. My young students got music concepts easily. They ran rings around me those first few years, until I had enough teaching experience. Because they could remember what was taught even without practise and I’d get fooled into thinking they’d done their work!

They were flexible thinkers and asked questions when they couldn’t understand. I had a few students with learning issues later, and I wrote a post about them –  ‘Coping with the overscheduled child in piano class’.  But mostly, it was just about teaching music.

It’s so very different these days, as a lot of beginner level piano teachers now need to be skilled in remedial  teaching. Because the percentage of children who struggle with learning and comprehension grows each year. Teachers in different parts of the world often notice the same trend. Continue reading Remedial teaching in piano lessons

What young beginners learn in piano class

Brain gym in piano class

Playing the piano needs different parts of the brain to work together simultaneously.

Young piano students in their first year learn to :

  • Read written music and play the correct pitch & rhythm, at a steady pace with an appropriate tempo.
  • Play soft, loud, 46 brain-619060_640legato (joining the notes) or staccato (with notes detached).
  • Sing so they learn phrasing, and can identify mistakes in pitch.
  • Listen and hear what’s good and what needs to be worked on.
  • Accept correction even when their work is excellent. This is because standards of achievement need to move higher over time, for progress.
  • Practise on their own at home with parent support, growing more independent as they grow up.

Continue reading What young beginners learn in piano class

A quick easy fix for focus issues

When thinking is an effort at age 8 to 13

These children come to piano class and learn the theory and technique that’s necessary to play a piece. Then the piece starts to sound good to them as it’s kind of put together from beginning to end. So, they then start to practise by repetition, mind shut to such an extent, that they have totally forgotten the theory and technique (though they play correctly). They’re totally blank and can’t answer basic theory questions. They can’t even recall what was taught earlier – even simple basic stuff.

When I first started teaching in Andheri (Mumbai), my first batch of students did not practise. They had such excellent memories that they could and did in the beginning, fool me into thinking they’d done their work. Until I learned to understand their abilities and assess their work accordingly.

I mainly taught in Bandra (Mumbai) from 2011 to 2015, but took on a few students in Khargar off and on. I had a few students in Bandra who could not think and I wrote a post about it ‘Coping with the over-scheduled child in piano class’

I still have a couple of students in Bandra, but I teach full-time in Khargar. Teachers in different parts of the world are seeing an increasing number of students who can’t think and reason.

If it were just piano class, it would be fine, because piano teachers don't expect all kids to have developed musical skills.  But I knew my students well and talking to parents makes me realise that it was not just piano class where this happened.

 

Lessons from the monsoon madness

This year in July, all my 9 year olds and one 12 year old had a mental shutdown. I was teaching to blank faces from students who, until now, had been progressing well. They’re beginners who have been with me for about a year.

My students who could sit perfectly still earlier, were fidgeting and needed lots of off the bench activities. They were fidgety at home too, and talking to their Mum’s made me realise that the unusually heavy monsoon took away their play time, so they had no activity.

I asked one student’s parents to enrol their child in a hobby class with sports activity  and there was a noticeable change within a few weeks. It got better with all of my students as the monsoon eased and they were able to get back to physical activity – regular play or sports classes.

 

A quick fix to get your child thinking – in and out of piano class

Just get children moving. If your child’s play time does not have enough physical activity, then a sports related hobby class or  a 1 hour walk 3 days a week works fine.

I’m really amazed that something so simple worked! 

That even during the weeks of poor practise, these students could remember what was done earlier and could demonstrate it and explain it to me.

 

 

Aiming low = reaching high?

 Blog pic Why aiming low can lead to reaching highThe tried and tested path to success

“Aim higher than you want to reach. You may miss your target, but you will still reach your original goal”

This way of thinking has worked very well for me and many of my  piano students who wanted sucess easy. Who wanted to do just barely enough that was required to play their pieces well, who fell short when they played for an audience and then realised they needed to aim higher.

But it’s not working with my batch of new students, whether they’re young children, teens or adults.

The hard work required just does not happen  in the first year of piano class and students often get disheartened. Because everything is so far out of reach.

 

How my practise goals made me evaluate my teaching goals

I started out last year, in  April 2015 with My Personal Sight-reading Challenge. I’m a piano teacher by profession and I face a difficulty that all piano teachers face, which is getting time to practise.

Practising the piano is very necessary, if teachers want to improve the quality of their teaching. And yet we spend so much time  teaching, planning lessons and reading up on how to communicate effectively. We study teaching techniques and are involved in a host of other activities that are necessary to manage our teaching studios.

I started out my sight-reading challenge last year, with the goal of making a small commitment to myself  to play everyday, and it worked. You can read about it in The impact of 100 minutes of practise

I realized that having a very small goal that was achievable in a short period of time, got me going to the piano many times a day, and got me learning a lot more pieces than I usually do. And this made me think about what goals I set for myself, when I’m teaching my students.

 

The value of quantity

A few of my students took The 10 easy piece challenge. They learned 10 easy pieces upto set achievement levels, we recorded them and uploaded them online. Achievement levels set depended on the student’s weak area, and many of these were way below ‘performance’ level (the level of playing at which a student has mastered the piece).

The students were thrilled because they got good feedback at piano class. It was fairly easy for them and therefore getting piano practise done was not too hard a task for their parents.

These students suddenly moved from being the ones who did not get anything done, to the ones who were doing exceedingly well, and their parents were very proud of them. Their parents would motivate them by reminding them of how capable they were and they’re excited about piano class.

Progress was not always a straight line, and there were regular slips. Mostly though, it’s moving forward, and some students are now trying to do 10 more pieces.

Having small easy goals make students pay attention to their weak spots in new pieces, so that they don’t make the same mistake there.

The steps they take forward are very small. So small, that I need to point them out so parents notice them. That makes achievement is possible.

What makes them important, is that the student is taking them independently, without my help.

There’s value to quantity, that is, to learning more repertoire. It’s the only way for piano students to really master their instrument. Here are a couple of very interesting posts that every teacher, piano parent and student should read.

  1. The surprising power of quantity by Elissa Milne
  2. Which promotes greater learning – higher standards or lower standards  by Dr Noa Kageyama

 

 

 

Teaching my first Skype piano class

I first tried online piano teaching with my Bandra students. It’s 2 hours away from where I live and during the monsoon this can extend to upto 3 hours at peak time, due to water logging, traffic jams & rail break-downs. I visit there once a week and teach a couple of students while I’m there.

I needed a break from the long commute for a little while and one of my students, a 9 year old boy, tried online lessons via Skype. The first class took longer than planned due to set-up & connectivity issues, but the next was great! I was surprised to see benefits to online teaching that had not occurred to me until I tried it.

Online teaching is usually the less preferred option because :

  1. It restricts the teacher’s ability to demonstrate playing technique and correct the student when there’s wrong technique, posture, etc.
  2. Playing duets, which students really enjoy, can be a problem if there’s a time lag.
  3. Introducing off the bench activities with children require a little bit of effort and innovation.
  4. Connectivity  or set-up issues can result in a longer than planned class.
  5. Young students need parents around to manage the set-up & be around so that there are no distractions.
  6. Both the teacher & the student need to be very organised. With stationery, books & all material required for the class on hand.
  7. Teachers may need to email homework assignments to avoid confusion.
  8. It suits self-motivated older students or adults who are regular with practise.

The difference in the impact of the medium (online vs in-studio class) made me feel quite out of my comfort zone for the first few classes and I had to put in quite some effort to change my teaching style to suit online teaching. I could see the benefits to online teaching that did not occur to me until I tried it. They’re  benefits that in-studio teaching does not have, and they’re huge!

Here’s a list of the benefits to online piano lessons :

  • Keeping attendance regular : My students reschedule class quite often, because there’s no adult to bring them to class. I have a 100% make-up policy, but there’s a problem. If the break between classes is too long, practise quality goes down, and if the break is too short and the student does not get enough time to practise.  Having an online class can take care of this.
  • Kids find the online medium exciting : My student was very interested in anything with technology. So practise (with parent support) was not just regular, it was excellent!
  • Super Attentiveness : He listened very carefully to what I was saying, or demonstrating. I think the online medium made him pay more attention to visual and auditory clues. He’s usually a very interested and cooperative student, and yet I was amazed at just how much more focused he was during the class. He was like this at both classes, but the second class went better, because his Mum helped him with the set-up, so it was quick, and without delays.
  • I was able to see the way my student sits at home. I saw bad posture, an inappropriate piano stool, height & distance from the keyboard.

Learning new ways

Online teaching needs a slightly different skill set to in-studio teaching. I had to plan my lesson very differently, and work on the following :

  1. Explaining & demonstrating in this medium needed new skills & a flexible set-up, so that I could take my camera closer to the piano or away, as needed.
  2. Introducing the fun element was a challenge at first. Off-the bench activities needed to be replaced by fun, at-the-bench activities.
  3. I needed parent help for a ‘run around’ break so my student could get rid of excess energy. To ensure that the run ended with my student back at the piano stool, and not running to another activity!

 

Combination (in-studio plus online) lessons

I still like teaching in-studio, and will continue to teach that way. However, I’m excited about online teaching, as a supplement to regular in-studio classes. The benefits at my first few online classes made me interested enough to learn new skills to improve my online teaching skills.

Preschool piano teaching with WunderKeys

WunderKeys is a Preschool Piano Program for children between 3 to 5 years of age. It gets  children familiar with the piano keyboard, and helps them to develop skills they will need later, when they complete the course and move on to a beginner piano method book.

 

My first experience with WunderKeys

I started teaching WunderKeys with just one student and was amazed at how exciting she found the stories in the lesson book.

The rhymes and math songs are practised in spoken English and counting from 1 to 10. They also help the student develop 4 important skills which are essential for students of music:

  1. Rhythm – singing and dancing in time to accompaniment
  2. Pitch – singing the correct tune
  3. Finger dexterity – the finger exercises with the rhymes are designed specially for this
  4. Identification of different fingers – each finger is a different ‘friend’ from the lesson book. Kids love the finger friends, so they find it easy to identify different fingers

My student liked the pattern recognition exercises, but loved to create her own original pattern and then copy it. Her favourite activity by far was the card games. She did not realise she was practising counting and memorisation when we did these at the end of class.

The student-teacher piano duets teach young piano students to play with 2 or 3 fingers at a time. It’s a game to the student. To the piano teacher, it’s an exercise that helps the student get familiar with the pattern of black and white keys on the piano keyboard.

 

What’s different about WunderKeys?

Unlike a lot of other pre-school piano courses, this course is designed for solo teaching (one student at a time) and teachers can teach at the students pace, repeating activities until the student has learned them well.

The story reading, songs and rhymes reinforce spoken English being taught at kindergarten level, and that’s why it’s particularly well suited to children who study in English medium schools but don’t have exposure to spoken English at home.

WunderKeys combines the fun of a group hobby class, with the learning focus that students can only get, with one-on-one teacher time.

 

Are you and your child ready for WunderKeys?

  1. Is your child 3 to 5 years old?
  2. Can your child understand simple instructions in English?
  3. Is your child comfortable speaking simple sentences in English?
  4. Does your child enjoy listening to music?
  5. Is your child interested in playing around on your keyboard / piano at home?
  6. Can the parent spend a few minutes a day with the homework?
  7. Can any family member play one song and one rhyme daily, for the student to listen to at home (mp3’s that can be played on a phone, computer or music system) ?

WunderKeys homework takes just a few minutes a day, so it’s not a problem for working parents. Children get used to the idea that daily homework is fun, and later, when they start beginner piano method books, daily piano practise is then easy to implement.

 

After a few months of class

My student’s initial shyness during the first few WunderKeys lessons disappeared and she began to talk a little more and ask for activities she liked. She was interested and attentive throughout the class, and would sing and dance with abandon.

It’s been sometime. My student is on WunderKeys Book 2 and likes to play the piano for 10 minutes at every class.

She comes to class because it’s a fun activity, while I teach her, because of the educational value of all the fun that’s WunderKeys