Teach Me a Song

I know many teachers get asked this by those who don't play piano, Can you teach me a song?  I know many teachers would answer with no.  They've learned by experience that there is too much to know about piano to successfully play a song without some prior knowledge.  But I jumped in anyway.  I created a chord diagram on my computer, placing dots on the correct keys for each chord.  (She has taught herself guitar, so is she has used chord charts of sorts.) We went over the notes to the melody, and touched on the rhythm of a familiar song.  It won't be easy, but if she applies herself and takes it a section at a time, she'll succeed.  And the great thing, it inspired her to go ahead and sign up for lessons to learn how to play like she really wants to.  I'm looking forward to helping her reach her goals!

Practice Incentive Revisited

I still really want to do a practice incentive, but an elaborate theme is out.  I don't have the energy to keep track of it.  I also don't want my students competing against each other.  Some will clearly come out on top, some could possibly give up.  So why not meet an individual goal instead.  Each student can set their own reasonable plan.  I'm keeping it simple, just a weekly total of practicing. They're already working to memorize songs and master their theory for exams in April.   If they meet their goal, they work towards the prize.  If they don't, they have to work harder the next week to catch up.  But it's their own goal, they committed to it.  They don't have to catch up with anyone but themselves.  And if it works, we can set a higher bar for the next incentive. 

Another New

For several years now I've been part of a hand bell choir.  We've had adult choirs, children's choirs, youth choirs, blended choirs.  Now we get to try something new.  A beginning choir.... with me directing it!  I've learned a lot about teaching music over the past couple of years, but this will be a real test, teaching an entire group of young students, dealing with behaviour, having the energy to stay on top of it all....  I guess it goes back to the old addage, what doesn't kill you makes you stronger.  And more organized.  I think I need to carry a filing cabinet on my back now.  But wow, what an opportunity, to take a group of people who may barely know a quarter note from a crescendo and teach them how to play a song from start to finish...  whew!

New Student Results

The meeting went well today, I am very excited to begin teaching a new student!  She is very enthusiastic and has her parents' support.  I decided on the Faber Primer & Theory books, as I had extra copies on hand, and also I hope to try out their new sight reading book which can be started about half way through the lesson book.  She seems to have a diligent spirit and understands she must practice to improve.  I put that a little more directly to her as an individual student this time, asking her how much time she thought she could practice in a week.  She asked if a half hour a day was enough!  :)  (If I could get some of my students to practice 1/3 of that I'd be happy... they'd be happier too!)  Mom chimed in offering a particular time in the evening she would have available.  I look forward to seeing what the future holds for this sweet young lady.

New Year, New Student!

It's a very exciting thing to get a call from a prospective student.  There are many piano teachers in the local area who have lost students, and few who have gained many back.  I'm not sure why: the economy, losing interest in learning an instrument, too many activities to juggle, interest in instruments besides piano (guitar seems to be on the rise around here).  This is my first new student since last April.  It was almost like starting over again, just preparing what to do for our first meeting!  I had to review some ideas, and dig up the forms I need to fill out and give to parents.   I was also a bit surprised how difficult it was for me to decide what method book to offer.  I have a few to choose from, and ultimately will decide based on how ready she is,what prior musical experience she has, and what seems to fit her personality best.  (I am also happy to finally write "she," lol.  All but one of my students are "he's" right now!)  And I have found a repertoire series I think I like.  Students are required to memorize orginally composed music from various eras for their annual exams (which is another topic altogether, but I highly encourage all my students to participate).  I have perused the Alfred Masterworks Classics Series, Level 1-2 and Level 3.  Each book has enough to last the student for a couple of years, and they cost under $10.  The music is interesting and varied.  So when they are ready, I will add that to the method book, perhaps eventually dropping the methd books altogether by level 3 or so.  I hope to generate interest in a very straightforward theory series by Kjos publishers (Keith Snell).  They can start the preparatory book at Level 2.  It isn't full of illustrations or games though, so it may not work for everyone.  Another frustrating aspect to choosing curriculum is the fact that we have no local music store to pick up a copy here and there.  I have to order online, or make a trip to a town an hour away, so I usually wait until I need enough books to make it worth it.  So when a new student does come along, I have to scramble to make sure I have something on hand for them.  I may consider stock piling my favorite preparatory books, once I decide on them!  (I do like Faber Accelerated for older beginners. I am also looking into Helen Marlais' series.)  So now I wait anxiously for our first meeting on Thursday!  :)

Practice Incentive

Struggling with students not practicing is nothing new to the piano teacher.  Even my students who love to play are not actually playing their lesson assignments.  They continue to progress though over students who don't play anything at all through the week.  I read a recent blog that suggested that practicing just 20 minutes a day will make you a better pianist at the end of a year.  I'm challenging my beginning students with practicing even just 10 minutes a day... it's better than nothing at all.  And if students who love to "doodle" at the piano just add 10 minutes of practice their lesson, those songs will improve.  How nice they will see it is to move on to new things! 

The next idea I am struggling with is whether or not to add a practice incentive.  I don't like dangling a prize to get a student to do something.  The reward is, yes, being able to do that (or know that) now.  But, kids do seem to respond when there's something motivating them.  I have a rather elaborate idea, but I don't want it to overwhelm my students and become the focus, or discourage them if they don't live up to it.  So I am praying a while longer to see where the Lord leads.  I do have one student who I promised a piece of ice cream cake to if he learned his five finger positions!  So.... off to deliberate again....

New Year, New Goals

Time to get organized!  I spent New Year's weekend looking over what's coming next for my students.  We have an exciting recital, "The Ribbon Festval," in March, in which students can play a solo of their choice, a duet, as well as enter art work and a TShirt contest!  I selected duet partners and pieces based mainly on convenience this year and got them all started on thier piece to give us plenty of time to polish and practice together.  They can select their solo over the next few weeks as they find a song that stands out to them. 

The next "big" event is the OMTA syllabus examination the end of April.  Students are quizzed over theory and must perform three memorized pieces for an adjudicator.  This I'm a bit more nervous about.  The repertoire must meet certain criteria and I hope my students will all be able to have them down over the next few months.  This is my first time entering students, so I am trying to find a balance between preparedness and paranoia!  I would rather have my five students prepared a bit early - we can always change something later - than to have them not prepared in time at all.  So I am introducing all the pieces I suggest to them now, starting with the more difficult pieces, and will go from there. 

Being a new year, the tradition is to set a new goal.  With goals now set for the students, someone has asked what will you do - or quit doing - in your studio in the new year.  This year I hope to quit doubting myself.  As a new teacher, I wonder if I really have what it takes.  I'm not sure what the criteria really is for "it"....!  My students seem to like me, they keep progressing in their abilities, and the parents keep paying me.  When I started homeschooling my children, I feared my abilities then too, and took it "one year at a time".... that was 13 years ago!  So prayerfully  I will look back one day too, and say, "Whew, I did it!"  And when April is done and my students complete their exams, I can say, "Whew, you did it!" to them!