Note from Natalie: Be sure to enter the drawing for your own copy of Anna’s newest album, “Where Glory Dwells.”
The motivation behind everything we do in our studios as piano teachers is to inspire our students to excellence. However, I find that it is not crucial if my students are inspired with me.
The students that thrive are the ones that are inspired with themselves, and with the teacher who mines the depths of their individual creativity to create beauty.
We do this in our repertoire, of course – as we work to interpret our music expressively. But the turning point for many of my students being inspired with their music occurs when they improvise and compose – and are able to express themselves. Sometimes it’s because they see me do it in the albums I have released. But more often than not, it’s more because they simply want to express themselves, and they want to do that on their own level, and in their own way.
As I’ve worked to cultivate more inspiration in my students through encouraging their own creativity, I’ve sifted through countless books, blogs, podcasts, lectures, and classes in regards to improvisation. Along the way, I formed a sequence of principles that guide me as I build a creative skill set into each one of my students. Obviously, the lesson plans behind these concepts are much more complex, and if you’d like to see them in more detail, send me a message through my website (www.annaferraromusic.com/contact). Here, I’ve outlined the most important of these principles into this two-part blog series for your enjoyment and benefit.
1) Improvise and compose yourself
As with all parts of teaching piano, never ask your students to do something that you yourself cannot do. Before you think about bringing improvisation and composition into your lessons, you need to be proficient at it yourself. Check out Greg Howlett’s piano improvisation courses, or Forrest Kinney’s “Pattern Play” series – work through the materials and see what works for you. Browse the internet and Youtube for ideas and demonstrations from folks who are doing this on their pianos every day. Choose from there what you would like your students to do.
2) Begin with duets
Many of the methods in use today incorporate regular duets between teacher and student. As you do these, ask your students to create their own endings, or bridges from one piece into the next, using the patterns they have just played. You can also create from scratch – beginning with a simple texture of your own in the bass (ex. quarter notes on a C major chord). Have the student listen for a moment, then invite them to join in when they are ready. Be sure to give them a specific instruction – “please play half notes that match my beat on ONLY the white keys.” Next, “please use quarter notes and eighth notes together, on just the white keys.” As the student finds enjoyment and confidence in each mini step, invite them to join you on the next step, as you gradually increase complexity.
3) Start by creating in group classes
Think about it. Students take private lessons. They practice on their own or with a parent/guardian. They perform solo pieces. And at the end of the week, piano is a rather “private thing.” No wonder some students feel more fueled at basketball practice – they’re on a team, and together, the team does great things! Regular group classes help students realize that they are not alone, and can be the springboard to launching your studio to a new level of enthusiasm and creativity. They are also encouraging for parents, as the parents observe the progress of other students, and see that they are not alone either. When it comes to creating songs and brainstorming ideas for compositions, students can glean from fellow students. Invite these brainstorming sessions into your group classes. It’s inspiring to be a part of a creative team, and more fun!
4) Invite curiosity about songs
Converse with each student in their private lesson and the group setting about the content of their songs. Together, analyze the building blocks of the piece they just played. Here are a few examples to get started: Which scale was used? Which chords were played? Why were these dynamic marks chosen? How does the pedaling pattern tie the piece together? How did they feel as they played it? What pictures come into their minds as they look at the title? For very young students, look at the finger patterns and numbers, the simple 5-note scales that are used, etc. Ask your students, “since you have those same tools, can you play me a two-measure pattern similar to this one?”
While these elementary suggestions seem small, they are a feasible and encouraging way for you to develop creativity and inspiration in your students. Remember, it’s not crucial if your students are inspired with you. You want them to be inspired with themselves! We’ll discuss some of the tools you can use in the next part of this blog series…
Please note: Some links above are affiliate links that enable us to receive a small commission from purchases made through them. We are so grateful for the support of teachers and musicians who use our affiliate links to help offset the costs of running Music Matters Blog and providing free resources for music teachers!
Leave a Reply