After one week back to teaching in the studio, I am reminded of the value of trying new ideas and approaches to connect with each student and engage them in the learning process in a meaningful and enjoyable way. The end result is that I love teaching more and they love their piano lessons more. A win-win! Here are a couple of new ideas we’re trying in the studio this year:
In keeping with our rhythm theme for this year’s practice incentive theme, I downloaded The Most Addicting Sheep Game app and it has been a huge hit! What a fun way to practice finding and keeping the pulse in music. We spent about 5 minutes making rhythm the coolest part of the lesson and then moved on to other assignments (perhaps with a bit better beat in our music!).
Have you ever wondered what to do with those high school students who love music, but struggle to make the time to devote consistent practice to their instrument? Well, this year two such students happen to be my boys. So, after a bit of brainstorming I decided to try something new to keep them engaged in learning and playing, but without the pressure of daily practice and progress. I printed each of them a For the Love of Music workbook and we spend about an hour each week going through it together. They are enjoying watching the video clips featuring a couple of my former students and deepening their own understanding of music. The only stipulation in addition to attending our weekly session is that they have to have something prepared to play for the monthly group class. It can be something learned by ear or from printed music, as long as it’s on the piano and ready to perform. Less pressure on them and less expectation from me and we’re all loving piano lessons more than before!
Andrew J. Young says
Natalie
Great ideas as always. I’ll check out the Most Addicted Sheep Game when I can. Looks like a great idea.
You’re amazing.
Biplab Poddar says
wow nice idea. My younger brother like this sheep game. what a cool game.
I just love music since my childhood
Before I started taking piano, I had always imagined the Conservatory students to have it so good – I mean, for their homework, they get to play guitar, or jam on their saxophone, or sing songs! What fun! Compared to sitting in lab for four hours studying the optical properties of minerals, or discussing Lucretian theories of democracy and politics, I would play piano any day.
But after almost three years of piano at Orpheus Academy, I understand just how naive this is. Playing music for credit is not “easy” or “fun” or “magical” or “lucky.” Mostly, it’s really freaking’ hard. It requires you to pick apart your piece, play every little segment over and over, dissect it, tinker with it, cry over it, feel completely lame about it, then get over yourself and start practicing again. You have to be precise and diligent, creative and robotic. And then – after all of this – you have to re-discover the emotional beauty in the piece, and use it in your performance.