Re-teaching a Student

I've had one particular student who has been learning very quickly and seems to be inclined to music perhaps above many of my other students.  While he used to go off and learn his assigned piece by the following week, he is now struggling with even simple pieces.  He is spending more of his time playing his own improvisations rather than practicing his lesson plan.  He is also losing learned technique, including hand position and timing.  I can see now where letting some of the "little" things go has compiled into a "big" thing now.  We have a big recital in less than two weeks, followed by syllabus exams 6 weeks after that.  Those 6 weeks will be spent redirecting, rehoning, and reiterating, to the parents as well, the need for practicing what's been given, and playing it how it's been taught.  The next couple of weeks for me will be spent researching refreshing ways to (re)teach and (re)motivate him!

Why Only One Post in February?

Only one post in February, and now it's March 1st and I have three posts!  I've wondered myself what was keeping me away last month.  At this time on Thursdays mornings the past few weeks, I was rehearsing with my duet partnet for a teacher's recital which was on Feb. 26.  Now that it's over, I have a few more chunks of time available.  In conjunction with the post about how important recitals are, I think they are equally important for a teacher to be participating in.  I'm very thankful for the opportunity, though it nearly drained me!  Most of my spare time was spent practicing or rehearsing.  I certainly can see where my weaknesses are, and thank my colleagues for their patience as I develop those areas.  I can also relate better to my students and what they go through in preparation for a public performance.  I will take a few weeks break, but in late spring will begin preparing for the September recital.  It won't be easy, but I believe I need to be an example to my students and be willing to work hard and grow as well.  And wow, there's a lot of room for improvement...!

Ribbon Festival & the Importance of Recitals

I wrote a lengthy paragraph on my second blog (Firm Foundation Piano Page - geared more for my students and their families), so I don't want to repeat myself again here.  But I want to express my appreciation as a teacher for the opportunity to have recitals for my students to participate in, which are so important for the growth and devlopment as a pianist.  Being a member of the OMTA, I can be a part of things on a much larger scale than I would ever be able to do on my own.  Our local chapter offers on the state level the Baroque Festival, Ensemble Festival, Syllabus exams, and the Ribbon Festival, exclusive to Newport.  About a dozen teachers (or less) participate, and well over 100 students perform throughout the day.  It really gets students excited about playing, and gets them thinking about what they'll do for the next year!  At this point I don't have an official policy on recital participation.  So far, everyone has been willing to participate.  I also host my own studio recital in June, which allows my students and families to get to know one another in a smaller setting.  Recitals are such a great excuse to partner up for duets, polish pieces they're practicing, explore new things to "wow" the audience, work on concert etiquette, etc. etc.  I know I am excited to see the joy each student has sharing the songs they've worked so hard on, and it's so fun being not only a parent now, but having my own students participating... wow! 

Bring on the Stopwatch!

One of my younger students has a fairly short attention span.  He's bright and learning quickly, but he doesn't care to sit and do what he's told to do for very long unless his interest is piqued.  We finished up going through our assigned songs, ran quickly through a new one, and had nearly half the lesson left to go.  So my box of flash cards and the stopwatch around my neck came out.  First we timed how long he could go through the 10 notes, then we timed how many notes he could name in a minute.  This was the first time I'd done that with him, and he actually took a breath in the middle of it and said, "This is fun!"  Hooray!  I am definitely seeing the value of being flexible in my teaching, and of keeping various activities around.  I'll be searching for more challenges like this to add to my "bag of tricks!"

Fearless Fortissimo

http://www.teachpianotoday.com/piano-music-for-boys/
I'd like to share this link and give a brief review of The Adventures of Fearless Fortissimo (Piano Music For Boys).  I have one ambitious student (boy) who gets quite bored with standard literature.  These progressive pieces have been an enjoyable change for him.  He started out with an elementary piece, and worked out most of the intermediate piece on his own.  He loves playing chords with melody, and having the chance to move up and down the keyboard.  It's been great how the music has unlocked his curiosity and inspired him to discover more on his own.  The arrangments start out with early elementary, which would be appropriate for a student in about a Level One method book, followed by an elementary level, and finally an intermediate level that produces a full sound, but is easier to learn than it may look.  Each piece has a different character.  I would love to get through the series and hear the story this student can tell with these compositions!

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.