“I can’t do it!” “I won’t do it!” “It’s too hard!”
Have you ever heard this from a student? One minute you have a sunny, happy child sitting at their instrument. The next, storm clouds and even threat of waterworks. And all you did was to place a new piece of music in front of them. Or remind them of a technique on which they’ve been working.
You want me to do WHAT?
If distraction doesn’t work , and neither do our words of reassurance or encouragement, how can we help them get past the tunnel vision that comes with feeling overwhelmed? How can we empower them to see solutions instead of the pessimism of believing they are bound to fail? (try this iPad tool for a distraction technique: Piano Maestro)
Dane shows how he’d look if he felt overwhelmed
Here are 5 ways to help a student get past “It’s too hard!”
1. Pull out a piece you know the student will love. Maybe it’s a little beyond her level, but she has a passionfor this piece.
2. Wait—don’t show the new song to her yet. Copy the piece. Cut apart the treble and bass lines. Start with either one. Place Post-its over every measure but one. Reveal only one measure at a time. If necessary, re-cover the ones she’s already done.
3. Stay low-key. Be blasé. Act as if it doesn’t really matter to you—she can play it or not, it’s up to her. The reward is the look on her face when she recognizes the song.
4. If the problem is the stress students feel when they hear themselves flubbing up, have them try out a measure on their lap. Then they’ll have gotten through it pain-free before trying it on their instrument.
5. Use humor. Example: a piano student got stressed about lightening up a heavy hand. I’d tried images of a bird lighting, a feather floating down on the keys… those only caused frustration. But when I said to imagine a hippo plummeting to the keys, he found it hilarious, and the problem was solved! Now all I have to do is sketch a hippo head on the page (or use hippo stickers) and his hands are balanced and light.
Next time you hear “It’s too hard!” give one (or all) of these a try.
After you received your undergrad music degree, performed a stellar recital of the classics, turned in that
lofty thesis, passed a professional accreditation exam or somehow earned shiny, new initials behind your name, you probably felt a great sense of achievement. Perhaps you felt like I did? After I received my Master of Arts in Piano Performance and Pedagogy, I felt my career was professionally wrapped up and ready to launch. Although my intent is not to discount the importance of the academic achievements listed above, I’m wondering if you–like me–had your bubble burst, your box tipped upside down and your bow unraveled when you entered the real world of piano teaching? Yes, I could play and teach Beethoven and Ravel, I could design a sequential curriculum for early learners but when asked to read from a lead sheet, my skills fell embarrassingly short. Read more…
Do you have students who constantly feel ‘the need to look’ at their hands when sight reading and learning music on the piano? Perhaps they try to memorise the music quickly before they have learnt it sufficiently, then make many mistakes when playing it because they have forgotten what is actually in the music?
Do these students also regularly lose their place in the music and therefore get annoyed with their playing? The answer would be “Oh yes they do” in my experience.
I needed a solution that works well for me and my students in order to stop ‘the need to look’ at their hands.
My friend Mary was cornered by a 4th grade student one day, who told her, “You’re pretty smart, for a music teacher.”
Mary asked the little girl why she thought most music teachers weren’t so smart.
“Because you only teach singing and playing instruments. Can you multiply? Can you divide? Can you do fractions?”
How would you answer this little girl?
Does this tell us something about our compartmentalized world? The little girl was learning music but should she have been taught the connections music has with everything else?
Should music teachers make these connections obvious? Or are we so intent on making music fun and doable, or on accomplishing specific tasks involved in learning a skill or satisfying a curriculum, that we don’t have time or mental space to tie things together as we teach?
I find that making connections in music learning to people’s work lives, to school subjects, to decisionmaking, to learning, help people learn music better. But I can’t say I methodically connect all the dots. Do you?
Below are some connections meant as food for thought for music teachers. (And please, add any subjects or angles that you feel are missing!) Read more…
It will be hard to outdo the Christmas gift given to my student families last year. The savvy keepsake came to me when I saw that it was possible to link a video to a QR code and print the codes on stickers.
FYI: A QR code (short for Quick Response) is a specific matrix bar code (or two-dimensional code), readable by dedicated QR bar code readers and camera phones. The code consists of black modules arranged in a square pattern on a white background. The information encoded on a QR code can be text, a URL link or other data like a video.
I bribe my students with Music Money. (Read more about it here.) They are given the chance to shop and spend their hard-earned cash various times during the year at my studio store and as a result, they accumulate many trinkets and gifts. Because of this bribery system, it seemed appropriate to give the parents of my students a gift instead for the holiday season. A handmade item crafted by their adored, budding musician seemed appropriate and definitely more meaningful than any store-bought item. This line of thought triggered the idea of students designing cards with QR code stickers for their parents. more
Piano Marvel drastically improves practice quality by using gaming technology to keep students focused on goal oriented practicing. It allows teachers to track daily practice and more easily involve parents with learning through weekly automated emails of students practice and progress reports. Your students will have fun perfecting a piece while accelerating their rhythm accuracy and sight reading skills.
Music Teacher’s Helper and Piano Marvel are friends, so right now you can receive a 30-day free trial and 20% discount by using the following code when signing up: 3EEED31A
Piano Marvel has been around since 2009 and their newest version has just been released with many improvements. Here are some notable updates:
A better way for your students to try it out – free access for the initial Level 1. When your students reach Level 2 they can choose to upgrade to premium to access those songs. All the premium features will be open access for the first 30 days of their account.
Everything was conspiring against me. Especially my music teacher. Right then as he commanded me to “sing”, I was thinking unspeakable thoughts of hatred towards him.
Why did I need to sing in the school choir? After all I was an instrumentalist. I’d managed to survive all these years of mumbling at the back during class singing so why did everything need to get so ugly?
And there I stood! The whole choir of immature boys and girls just waiting to poke fun at me. Why couldn’t I just run around the corridors naked? Surely that would be less embarrassing?
But he made me do it! Oh how I seethed with anger at the time. But when I look back now, he probably gave me one of the greatest gifts to my musicianship!
So why sing?
Reason 1: Helps You Express Yourself Better
When you can’t articulate into words what you mean to another musician, singing simply fills in the gaps. The more frequently you sing to express musical ideas, the more relaxed and “normal” this method becomes. I love to promote a safe environment in my studio where everyone feels relaxed enough to communicate through singing their musical intentions without Read more…
I heard from the music school that a new student had signed up, so as usual, I called him to find out what level he was at, what he wanted, what his email was so I could send him a link to register with Music Teachers Helper.
It became clear soon into my phone call that this new student was hesitating at the music school’s requirement that he sign up for 4 lessons to get started.
“I think I only want one or two to get started,” he said.
I told him that it was a good idea to give it a few lessons to get started and see how it worked, though of course if it didn’t seem a good fit, it was fine to drop out.
“I think really I only want one lesson,” he said.
I said, well, we can get started with some basics in the first lesson, but the second lesson is where I see what he took in, how he did, and where to take it from there.
Doesn’t look like I’m discussing music apps for ear training? Please bear with me…
If I could, I would head to our local Lifetime Fitness Center everyday. A habit or a hobby–not sure which–I try to squeeze in a workout as much as possible. One of the main reasons is because I like to build muscle and keep the metabolism up so I can eat my husband’s scrumptious cooking. The other reason I workout? Because I’m addicted to step class (among other classes) thanks to an outstanding instructor named Heidi.
This is a resort-like fitness center one-stop-light-away from our house!
She can “holler” at us with her New Orleans’ drawl and yet everyone remains extremely loyal to her group instruction because she works us hard and we see results. In addition, Heidi cues and designs steps and combos like no one else which makes for an exceptionally good workout for the body as well as the brain. Yep, step class, the trend started by Jane Fonda years ago-gulp–many more years than I’d care to admit.
I stepped right along with this video before my young boys popped out of bed.
Why am I talking about my exercise regimen in a piano-related blog? Because I’m amazed at how a Heidi-cue will prompt me to move my feet to the beat for 8 to 16 counts. When Heidi says “V around the world” or “ham-string-straddle-knee hop” I know which foot to use, which way to go on which beat. Of course, this was after enduring the first class or two adjusting to Heidi’s lingo and that 12-inch step in front of me. I, along with my husband, as he is now a huge fan of the class as well–have become imprinted with Heidi’s cues and combos and are forever faithful to following her every command.
Heidi and my husband after a one-hour step class
So, if my body responds to verbal cues accompanied by just a few visual aids from Heidi on the stage, it seems my ears could also train my fingers in a similar fashion. Why don’t I seem as committed to building my ears and fingers on the bench like I am to strengthening my biceps and quads at the gym? If my ears can train my body, why can’t they train my fingers?
I believe there is one simple reason for weak ears: because I’m lazy. My eyes have dictated every move to my 10 fingers for so long, that my ears sit back with their feet up and moan whenever they are called into action. Unfortunately, my well-trained eyes have made my ears dull, insecure and withdrawn. Read more…