Book Review : The Art of Piano Fingering

18986566_10155382987668792_172304223_oThe Art of Piano Fingering by Rami Bar-Niv is a wonderfully detailed exploration of piano fingering. It’s become my textbook for when I get stuck with fingering and need to study it in relation to playing technique, hand size and the kind of effect that a passage of piano music requires the pianist to produce.

Rami Bar-Niv is one of Israel’s most acclaimed pianists. He’s a composer and has performed and taught all over the world, giving masterclasses, lectures, workshops and private lessons.

His book starts with the basics of fingering and covers scales, chords and the basics of hand position,  so that piano students can follow it easily. Much of the book deals with advanced fingering. It’s written clearly and concise, so that a student can learn and understand advanced fingering and related playing technique.

And yet detailed enough that it will help the professional, both pianist and teacher. 

  • There’s alternative fingering for different sized hands, for varied effects & articulation.
  • Really interesting discussions on playing technique, focusing on the use of the hand & wrist, with photographs that are very clear and easy to follow.
  • Some sections have finger exercises to help with practising different fingering.
  • Lots of actual examples of advanced level fingering from pieces!

‘The Art of  Piano Fingering’ is on my reading list right now, and it’s going to be there for a long time. Because it’s a book I want to take my time with, so I can explore the ideas I find and understand them well. It’s available in hardcopy and you can get it here.

If you’re looking to really understand and study piano fingering, this is the book for you.




Parent support in piano class

The need for parent support

Parent support for piano practise with young piano students is a huge issue. With teachers, because they know the likelihood of any student actually progressing beyond the beginner level depends on this. Even the musically talented student.

For piano parents it’s time and commitment and something more for them to add to their already busy schedules.

As I write this post, I’ve been teaching the piano for roughly 15 years. During all of these years, I’ve had less than a handful of students who practised without parent support.

Learning the piano is very challenging for children of any age and my experience has been that the child who sticks almost always is the child who has parent support.

Taking the ‘lonely’ out of piano practise

For most children the biggest issue during the first couple of years is getting into a routine and making practise a part of their daily lives. The piano can be a lonely instrument and children who don’t have company often don’t practise. Children need a parent around – initially to remind them to read the homework book and practise accordingly, to listen and  mostly so they have company. 

Children who have opportunities to perform and belong to schools or communities where music is encouraged tend to be more motivated. As are children who have friends who play an instrument. Participation in group classes or concerts arranged by the piano teacher is important as this provides performance opportunities and helps students make ‘piano friends.’

That hardworking child who practises WRONG

If you’re a parent with a child who loves practising the piano, who practises daily and keeps getting poor feedback, then this paragraph is for you. It’s quite possible, that you can’t understand why – because you hear playing that sounds good to you, you can see how sincere your child is and how much effort your child puts in.

Taking a look at the homework book, will tell you a lot. You will find :

  1. Homework assignments not done
  2. Section practise requested by the teacher is not done
  3. Your child ‘plays’ taking very long to work on something, when all was needed is to use the practise techniques outlined by the teacher and spend less effort achieving the same result.

Children who enjoy practise often get so lost doing practise homework they enjoy, they forget to read the homework book. They practise what they like and what they remember and simply forget the rest.

Learning 'how to practise' is important for progress. This is the 
area in which beginner & intermediate level piano students of any age
pay poor attention.

For parents who need a class where children work without support..

If you are a piano parent  with a student who does not practise regularly (and by practise, I mean doing the homework that the piano teacher has assigned) and this goes on for sometime, it’s worth looking at the kind of class you’ve enrolled your child in.

Piano teachers generally ask these students to take a break from piano class and enrol again when they’re ready to practise, because a ‘regular piano class’  simply does not work with erratic practise.

What your child needs is a different kind of class, with more frequency – maybe 2/3 classes a week. A class which is mostly a  ‘practise’ class, where there’s a lot of repetition. New topics need to be introduced very slowly, so that erratic practise works. It helps if one of these is a group class which includes music activities and work on rhythm. Piano playing will progress at a slow comfortable pace and your child will find it easy to cope.

Parent support for ‘regular piano class’

The term ‘regular piano class’ is how I describe class that teaches piano playing techniques, reading written music, how music theory goes into playing, the chord approach to piano playing & how to practise.

This is a lot to do in a 1 or 1&1/2 hour weekly class, and daily practise and completing homework assignments is essential. This almost always needs some level of parent support and involvement.

It’s not forever, as children grow up habituated to regular practise – with the resources to organise their practise, and use practise techniques to make their practise more effective. This usually happens between the ages of 14 to 16, depending on the personality of the student and the kind of goals the student has chosen to work towards.

To all you piano parents who are making the time to support your child, there’s light at the end of the tunnel. Children gradually learn independence until they finally take responsibility for their own goals.

WunderKeys – a preschool piano course

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

 

Mixed feelings

…as I stop teaching in Bandra. I miss my lovely lot of students there and yet, I’m feeling the relief… now that I don’t have to do that crazy commute that took a good 5 hours out of each day.

 

I’m looking forward to taking on more students in Khargar, to getting time to get to know my  neighbours and to time at home.

 

So, for now, it’s goodbye to all my Bandra students and their very very supportive families. I wish you well.

A tribute to the Piano Mom’s

Children love to perform, but mostly do not like to practise. The first year of learning often goes slow, until their parents realise that daily practise is not going to happen, unless they (the parents) spend time with their kids and make it happen.

With my students, it’s almost always the Mom. It does not seem to matter what pressures she has – work, managing the home, looking after older family members – she still makes the effort. She’s around when her child practises, listening and appreciating good playing, and making sure her child knows she loves listening…..Sometimes, she even convinces her young child, that she can only truly relax when her child practises. So, i have children coming into class telling me they just have to play daily – cos their Mom needs it to relax!

She does this because, she understands that her child will gain some long term value from learning to play the piano – not just the achievement of learning to play, but the confidence and personality growth. She also understands, that eventually, her child will develop a passion for music, and will learn to play and practise without supervision.

Piano Mom works with the teacher, communicating with her regularly, when things don’t go smooth. She makes the effort, even when she and the teacher have differences of opinion, on what her child needs to progress. She works at understanding the teacher, and eventually finding a middle path.

It takes her anything between a month or a year of her child learning, to make her realise that she needs to put time aside, to support her child and she then, rearranges her schedule, to make this possible.

A heartfelt THANK YOU to you all – I really appreciate all the time and effort you put in..