Taking responsibility for quality piano practise

Some of my most supportive piano parents initially went through phases when they got upset with feedback. Until they understood that the kind of goals both they and their child were aiming at needed a different kind of effort to what they had in mind.

Sometimes right sometimes wrong

‘It just happens sometimes’ That’s what many piano students say, when they get something right and I ask them how it happened. So is it just luck then? And if it is, how does a student replicate correct playing?

When working on a piece that’s still a work-in-process during class, I sometimes record the first playing. Then practise it with my student, and ask them to play it again at the end. And there’s a vast difference in the quality of the first and last playing. And that’s how quality practise works – there’s is a clear difference what’s been practised, no matter how small the difference is.

Just playing, just being a good student who tries, is not enough for progress. It’s definitely not enough, for the students who strive to improve and are clearly fixed on the goal of playing better.

 

Practise lessons from the diary of a housekeeper

My maid is on leave this month. She does a few small chores for me once a week, that make my life easier and give me some free time. I wasn’t successful at getting a replacement. I could say that I’ve had bad luck. But that’s not the case. Many of the other families she works for have got substitutes.

I haven’t. Because there’s payback to getting a substitute, that is not acceptable to me right now. I will need to be flexible with work time slots and adjust if the maid is late. I know from past experience, that anything from 30 minutes, to a couple of hours late, to not arriving at work at all, is the norm here.  While I might be lucky and get a maid who arrives on time, I’m not willing to take a chance on my daily routine disrupted.

So there’s something I’ve done, to be in the situation I’m in. It’s not luck. It didn’t just happen.

And because it’s my responsibility, I have the power to change the situation if I want. And that’s exactly what quality piano practise is about. Taking responsibility for results.

There’s payback either way, because right now, I have my daily work flow running smoothly, but I’m having to do a lot of extra chores that I would rather not do. And that’s another lesson – that there are no free rides. Not in life, nor in piano piano practise.

 

Work hard or work smart? A cause of parent teacher discord.

Piano students don’t know what they did that made their piece better, as at first, they play without conscious thought to how they practise. When a teacher works differently, using some practise technique, the student often forgets to use this technique at home, thinking it’s done and no longer needs attention. These students spend more time getting things done than necessary, getting some progress, but often not reaching standards of playing that they are capable of, because their practise just takes too long to fit it all in.

Young  students who are approaching intermediate level should be learning how to practise. They need it for progress, because their school and coaching class schedule simply does not support long hours of practise. And students who can’t fit practise into the time they have available often give up learning the piano.

Parents need to understand this, because we live in a culture that rewards hard work and there are parents who expect excellent feedback for long practise hours and get upset when it does not happen. Even when it’s contrary to what the student is being taught.

Not every parent understands the value of practise techniques until their child has tried it out and they can see the results. A piece that sounds wonderful and ready to most of my piano parents is often far from ready for performing. It takes year of listening for them to be able to accurately assess piano playing.

Breaking it down

The piano teacher can help the student see what made that good playing ‘happen’ by breaking it down in piano class, writing it out in the homework book and taking class videos for the student where needed.

Young children often need parent support, to get them to read the homework book, and look at videos, because children take time to understand the relevance of a practise technique. And mostly, because young piano students just want to play. Reading homework assignments is often quite unimportant to them.

Getting parent support for this kind of practise for my students usually starts with getting parents to understand and to be willing to try. And then, finding a way that helps busy parents who want to be involved,  work this in with their schedule.

It’s quite a thrill to see results. Shorter practise hours and more effective practise. Students taking responsibility for their piano practise, and having that attitude overflow into other areas of their lives.

 

 

 

 

 

 

 

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 weekly, will tell you a lot, because 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, and this is the area which beginner piano students of any age pay poor attention to. 
This is why even intermediate piano students often need parent support.

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 stop 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 classes a week, out of which one is a group class – 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. This does not lead to much progress, but it will keep your child playing the piano. There’s a very high possibility that your child will find some music that appeals and will keep playing.

 

Parent support for ‘regular piano class’

When I talk about regular piano class I refer to a 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.

15 easy steps to a really effective piano class

 

  1. Arrive at class on time. Leave home budgeting time for traffic jams and other delays, so you walk in relaxed. You will learn better.
  2. Take all your books to class – that includes your homework book & theory book. Check you’ve not left your books on the piano keyboard at home before you leave for class.
  3. Practise.
  4. Carry your reading glasses/spectacles with you.
  5. Attend class or remember to reschedule if you need to miss. Else you will not get a make-up class.
  6. Leave a little extra time in your daily schedule so there’s time when you need flex or  just want to relax a little in between. Practise needs to be done with a relaxed frame of mind to be really effective.
  7. Practise – don’t just play. Practise daily.
  8. Play games or enroll in a sports class for exercise. Getting enough physical activity improves focus.
  9. Pack all your books up after class and make sure you take them home.
  10. Read your homework  book when you practise and follow your teacher’s instructions.
  11. Set a practise schedule with a choice of 2 or 3 practise slots, so you can change your practise time to suit your moods
  12. PRACTISE
  13. Play for your family, and participate in student concerts whenever you get an opportunity.
  14. Play a little to relax even on busy days.
  15. Did I say practise daily? Yes, that’s the most important thing to do. Prraaacctise!

😀

 

When focus is a problem in piano class

A brief glimpse of the teacher’s struggle

The piano teacher points to a note and asks the student to name it. The student answers  correct, if you consider that he/she is looking at a note somewhere else, and answering. And it’s the same with written instructions like ‘Name the first note at the top left of the page.’

The teacher needs to ask this child to point out the note he/she is talking about, and will then see that her student knows everything but is just not paying attention, so is looking in the wrong place and answering. There’s a lot more kids like this in recent years.

 

The first year of piano class

This student had difficulty paying attention from the very first class and it took the teacher a few classes to figure out the problem. He/she needed very patient teaching, lots of questions, asked in different ways, so it got his/her attention.

Practise at home needed parent support and a daily home routine was very essential, and things improved. The student was doing very well, both at school and at piano class, until  a month of busy, when the daily home routine fell into disarray.

 

Is it ADD

One might say that this student has some symptoms of ADD (Attention Deficit Disorder), only that there’s nothing wrong with this child. Apart from the fact that he/she needs the amount of parent time, play time, plus a routine and structure to the day, that most children of my generation had on a regular basis, because it was the way things were done then.

ADD and ADHD are real, and both teachers and parents need to be aware, to catch it. But  when all it takes to get these kids to be super attentive, is a regular dose of old style parenting, my feeling is that not ADD, but a lifestyle issue.

 

Looking at the child in piano class

Many teachers and parents can make the mistake of thinking it’s a discipline problem, and may try to change the child’s behaviour by scolding, lecturing, shouting and punishing. A piano teacher often gets parents, who have already reached that point at which this is starting to happen at home.

And this does not work. It beats the child up inside, because this child is usually very sweet, cooperative and willing to try, if someone takes the time to look deep enough. It’s important that the piano teacher is patient, and gives the student time to open up, and then figure out how to get the student to move forward.

These students are talented, bright and interested, and often so enthusiastic about playing that they come to class with a brain working on overtime with lots of different ideas. Starting piano class listening to music made a big big difference, and helped these kids focus better.

 

The role of music in creating a mood.

Many of my young students are the first in their families to learn to play the piano and don’t have exposure to music at home. And that is a part of  the problem with focus in piano class, and I think, a way forward. Because listening to music is a wonderful way to deal with moods and emotion and is very therapeutic.

It’s pretty simple to make listening to music a part of a child’s daily routine, and help parents with 2 important tasks that most parents struggle with –

  1. Wake up time – play upbeat music 15 minutes before scheduled wake up time
  2. Bed time – play quiet music before bed time

Children also need to be able to play music on their own, and it’s worth investing in a reasonably priced music system.

Today’s busy lifestyle and lack of family time puts kids under pressure. There are many working parents, who manage to find a balance, but there are a lot who don’t. A lot more children as compared to earlier, are being brought up by maids, while their parents are away at work. It’s putting pressure on children and it’s something we need to think about.

 

Related Articles :

This is your brain on music

What is ADD

ADDitude magazine for help with ADHD

How routine helps children

 

Teaching parents the value of struggle – and how it’s helping

Parent support is very necessary for young beginner level piano students – to see that kids practise daily and to see that they use the homework book and follow instructions.

Unfortunately, parents often use this time to show their child what is correct (instead of showing them what they have forgotten to read, to find the answer themselves.) And that’s a problem, because that stops the student from thinking.

I think it’s because parents sometimes think the goal is to ‘achieve’ or ‘do something right’ and don’t realise that quality learning is not just about whether a child ‘get’s it’ but also about ‘how the child reaches there

Children are often learning by rote in schools, and it’s very common for children with no learning disabilities to be slow at reasoning at first, simply because it’s new.

So, when parents attend class with their young beginner kids, I’m demonstrating teaching techniques to them, and at the end, I’m explaining why I take so much time with a small little thing – why I’m asking the student to find the answers – why I’m making the student read the lesson book or theory book and think – why I’m teaching young kids to run around between playing pieces………And how this helps the child focus and foster’s independence in learning, and studying. It starts with piano class, and flows into other areas of the child’s life.

I’m also explaining that having fun, jumping around and running around is a part of piano practise, and showing them how to deal with this at home.

When children struggle with a concept, parents sometimes get impatient and some even interrupt and scold the child, because they think the child’s not paying attention. This is an opportunity for the teacher – to explain to the parent that the child is trying very hard – and that it’s genuinely difficult…..

Parents often don’t see how difficult something is, possibly because they don’t play the piano and don’t understand.. or very often, because they may find something easy that their child finds hard (sitting still, or paying attention, is a classic example.)

When the piano teacher praises tiny achievements, and talks about how hard the student is trying, it helps parents see their child in a different light…and feel proud of their child – and this motivates the young piano student to try even harder.

The learning process is about a struggle to learn, and kids whose parents are patient enough to support them in this struggle develop maturity and confidence in themselves.

Here’s an interesting article ‘The upside of failure – the downside of success – and how to keep improving, no matter what’

 

What your piano fees pay for

Parents often think that piano teaching is just a 1 hour class once a week for the teacher.

Here’s a print from a brochure I keep handy, for parents of all new students to read….It helps parents see that the piano teaching is a ‘profession’ as well as a vocation for the teacher – as opposed to being a ‘hobby’ for the teacher…..and therefore, contributes to better teacher-parent relationships.

Your fees pay for :

  • My  academic degrees, diplomas, and work experience
  • The cost of my ongoing education –  attending master-classes  & workshops on piano playing and teaching. I study piano playing, music theory, teaching techniques and psychology. It’s a continuous and life-long effort, as there’s so much to learn.
  • The cost of time spent on planning your child’s lesson.
  • The cost of teaching materials and reference books that are necessary for piano class.
  • The wear and tear on my piano – a teacher’s piano’s gets used a lot more, and therefore, gets worn out and needs replacement sooner than a student’s piano. Plus there’s the regular cost of tuning and repairs.
  • The class itself – my time as well as the cost of the infrastructure needed to maintain a class
  • The cost and time involved in my trips to buy books
  • The costs I incur, to attend workshops relating to Trinity, ABRSM and any other piano examination boards.

Teacher’s please feel free to use this – either as is, or with modifications that you think necessary.. here’s the link that made me realise the importance of educating parents about fees Where does my tuition go

Learning goals change over time and piano parents need to expect it

“But my child achieved this level of playing and learning last year, and you said it was excellent….this year you say it’s not good enough.”

This is something many piano teachers will hear from parents, and it can be the cause of a lot of discord when parents want progress in piano class, but don’t realise how this impacts their child’s learning goals.

Goals escalate slowly over time .. from very small easily achievable goals, to goals which need more work, focus and independent learning.

Why the teacher praises small achievements

A child who is just starting to grasp something, needs to be able to spot even small signs of improvement. These small achievements are what motivate the child to go on working at the same piece day after day. This is what helps the child develop a sense of confidence, and enjoy learning.

A goal achieved means that your child has moved forward, along a long long road to being a pianist.

When the teacher starts to want more : and achievement is not so easy

The students has achieved a level of competence in the goal set and now needs to look and doing something more. The teacher now expects a certain level of competence in some basic concepts and needs to communicate to parents, that their child has grown and is now ready to move on and therefore the goals are higher, and a little harder to achieve.
Children often need parent support, at this stage, to understand that everything takes more time, and needs more work than earlier, but it’s not because they’re doing poorly, but because they’re capable of moving on to a higher level of learning.

I realise it’s important to talk to parents about the relationship between escalating goals and escalating achievement, because not all parents think about it, and sometimes parents can make the mistake of thinking that their child’s doing poorly.