Some of you may remember my embarrassing confession earlier this year and my resolve to ensure that every one of my students becomes a fluent reader of music at the piano. I am happy to report that all of our hard work in the spring paid off! When I used our NoteStars game to evaluate where they were at this week, every student was still able to quickly and accurately identify and locate every note on the staff. They are also exhibiting a much greater level of independence in learning new music, which is exciting for all of us!
In our continuing quest toward playing the piano well, this year I am honing in on rhythm skills. Since note identification and rhythm are arguably the two most fundamental pieces of knowledge necessary to read music fluently, I want to equip each student to precisely execute any rhythm they come across in their music. Toward this end I have assigned each of them one part in an ensemble from the 4 Afro-Caribbean Songs for 5 Right Hands at 1 Piano book that I mentioned last week. (Note that you can download for free 4 of the parts from each song on the publisher’s website!) I introduced each piece by having the students look over it and tell me everything they could about the printed music. Then we discussed the time signature and used a rhythm instrument to play and count through the rhythm of the piece. At the end, I asked students which measure of rhythm was the hardest, then we worked specifically on that rhythm to make sure the student understood how to count it. I also had them count to see how many times that exact same rhythm was used in the piece, which led to the observation that musical pieces are usually comprised of repeating rhythm patterns. (Sometimes it’s amazing the things that I take for granted that students know or have somehow figured out on their own even though I haven’t made it a point to teach it to them!)
Part of my new resolve as a teacher is to take full responsibility for ensuring that my students have truly learned what I’m teaching them. Inspired by the following quote, my aim is to cause them to know the material and to essentially make it impossible for them to study piano with me and leave a lesson not having learned what I set out to teach them. It is such a wonderful responsibility and privilege to be a teacher!
“Teachers have redefined teaching as ‘the coherent speaking of an adult located at the head of the class to a passive gathering of students.’ They believe their primary responsibility is to cover the material in an organized manner.
They think about teaching as what they do–their focus is upon themselves. Many teachers cover their material and leave the room thinking they have taught. But if you gave their students a pop quiz, you would find out they hardly learned a thing. The divorce between teaching and learning is tragic and the root of many of our educational woes.
Obviously, the students are responsible to learn the material–but the teacher is responsible to cause them to know the material.”