I love a good Winston Churchill quote, and here’s one of my favorites:
“However beautiful the strategy, you should occasionally look at the results.”
Let’s take note reading as an example. Most of us have our tried-and-true methods of teaching students their lines and spaces. There are numerous note spellers, flash cards, mnemonic devices, . . . → Read More: Churchill, Maslow, and the Hula Dance Wrist Technique
Sorry it’s been awhile, but the semester’s recitals are over, so let the writing resume! Let’s talk about accuracy:
Let’s face it, accurate playing is important. And let’s be honest, when we tell students “the audience didn’t notice,” we’re lying. Big time. Audiences DO notice! They might not recognize that a particular note was . . . → Read More: Nothing but Net
Music engraving is an interest of mine. I’ve always been amazed at how the quality of engraving affects the readability of a piece of music. I recently discovered a piece that I like very much, but which I feel is poorly engraved.
The piece is “Shifty-Eyed Blues” by Phillip Keveren. It’s a great early-intermediate jazz . . . → Read More: Engraving
Being a piano teacher, most of my work is after school hours, so in the mornings, I’ve taken a job accompanying ballet classes at the local university. It’s been a fascinating experience, and I wanted to share some things that I think have some relevance to the piano lesson.
Ballet classes are typically structured in . . . → Read More: A Lesson from Ballet Class, Part 1
There is a piece in the Piano Adventures method that I’m willing to bet a lot of people gloss over or skip altogether. It’s in Level 1, and it’s called “Bongo Drummers.”
The piece introduces the three G’s on the grand staff – low G, bass G, and treble G. Students are to play a . . . → Read More: Don’t Skip Bongo Drummers
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 . . . → Read More: The Holy Grail of Piano Teaching
Responding to Wendy Stevens’ question “What is your favorite gadget or gizmo to use in teaching?” on Facebook today, my response included a Monster Puppet, a scarf, and juggling balls. There wasn’t quite enough room in the comments section, so I figured I’d elaborate here!
Monster Puppet – It’s just a puppet. I stick it . . . → Read More: Juggling Balls
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 . . . → 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 . . . → 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 . . . → Read More: WHY?