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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 Okay, I have to get this off my chest. For years now, we’ve all been reading about how piano lessons benefit children. There are plenty of lists that describe the benefits of music study, and MENC even has a database to help music teachers convince their administrators to give them the resources they need to do . . . → Read More: The Real Benefits of Piano Study This one is self-explanatory. Hand the pencil over to your students and make them do the writing. It sounds inconsequential, but it’s amazing what a difference it makes when the words on a student’s music and assignment sheet are written by them. It helps give students a sense of ownership over their studies. They magically begin . . . → Read More: DIY In-service Part 7, Give them the Pencil Let’s face it, we rarely have time to practice enough, and most of the music we give our students is well below our own performance level. But, even if you can play circles around Beethoven Op. 110, spend some time and really practice the F major sonatina you plan to teach that day. Make it sound . . . → Read More: DIY In-service Part 6, Practice the Easy Stuff |
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