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I suppose it’s about time I said something about sight-reading. I’ve actually thought a lot about it over the last several years – it’s a hot topic for piano teachers, and plenty of ink and air has been spent on it in magazines and at conferences. The best article in recent memory is Kenneth Saxon’s “The Science . . . → Read More: The Holy Grail of Piano Teaching Here’s the problem: every student is different. When preparing students for recitals, the challenge is to set them up so that they reach their “peak” at the performance. If they don’t have enough time to prepare properly, then the final week before the recital is likely to be stressful and unenjoyable (as well as the performance itself!) . . . → Read More: Recital Preparation I just got back from Iowa Music Teachers Association conference in Ames, IA. I got see a lot of neat things, chat with some really cool people, and eat too much. I also had a 2.5 hour drive, which means I had lots of time to think. This post is the result of the drive home. There’s . . . → Read More: The Art of Teaching Sorry about the hiatus, but the semester has ended, so let the writing resume! I remember some years ago being told by my mother that when children ask “why,” it’s not a real question. When they ask “Why do I have to eat my vegetables?”, it’s not because they desire information regarding the health benefits of peas, . . . → Read More: WHY? Back in my idealistic student days, there was something of a movement going on in pedagogy where teachers were defining “piano” as “quiet” instead of “soft.” The idea made good academic sense – forte meant loud, and the opposite of loud is quiet, so we started using “loud” and “quiet” instead of “loud” and “soft.” I’m changing . . . → Read More: Toilet Paper Dynamics |
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