Little Musicians

Yesterday was the last day of our current session of our Early Explorers music class and it was such a blast that I just had to share!
Our theme was “All About Me.” We taught the children about all of the different parts of our bodies we use to make music and learned how we are each musicians!
We had this cute little musician on our flannel board that we put together one piece at a time, doing a fun song or activity to go with each of its features. Children got to take turns coming up to choose which body part we would learn about next.

 

For example, when the smile was chosen we talked about how music can sound happy or sad, and how it can make us feel happy or sad! We introduced our friend Major/Minor Frog (a last-minute idea that the kids loved). We listened to a piece by Mozart with alternating major/minor sections and the children enjoyed hopping around happily and catching flies during the major sections, and then being sad, grumpy frogs (who couldn’t find any flies to eat) during the minor sections. We saw some awesome frowny faces during the minor sections. They loved it!

By the end of the hour we had our little musician all put together! The children then got to color their own picture of themselves – they each got a blank outline to fill in/color (just like our little musician) and it said “I Am a Musician!”

 

What a fun class it was! The kids really enjoyed it. Preschool music classes are such a joy!

 

 

Book Review: A Century of Wisdom

Every once in awhile we get little reminders of why we as music teachers do what we do, and why music is so important in this world that we live in. One of those reminders came to me this week in the form of a book. I had the opportunity to read an excellent book, “A Century of Wisdom: Lessons from the Life of Alice Herz-Sommer, the World’s Oldest Living Holocaust Survivor.” After I picked it up I could hardly put it down!

The book chronicles through vignettes and personal accounts the amazing life of Alice Herz-Sommer, a Czechoslavakian pianist and piano teacher who survived the concentration camp Theresienstadt during the Holocaust. She went on to live and teach in Israel for many years, and now at the age of 108 she lives in London and still practices the piano for at least three hours daily – playing the works of Bach, Beethoven, Chopin, and Schubert.

Theresienstadt was a place where many “privileged” or educated Jews were sent during the Holocaust, before being shipped to Auschwitz. Notably, there were many musicians sent there, including Alice and her family. At one point there were at least four concert orchestras made up of Theresienstadt prisoners. Alice was allowed to practice for one hour each day (all by memory), and she gave many, many recitals and concerts. Hers is a story of how music literally helped to save her life. Music allowed her and others in the camp a reprieve from the horrible realities taking place. It is ironic that the Nazi guards ordered them to perform more frequently, and in allowing them their music they actually helped save them. It allowed them to escape their horrible reality and to be uplifted by the meaning in the music. The music was their “sustaining power,” their way of “remembering [their] inner selves, [their] values.” The music provided comfort and hope to not only the musicians performing, but to those listening.

Alice has lived her life, despite her horrible experiences, with optimism, energy and gusto. This book is an inspiration and a breath of fresh air. Despite its serious topic, it is uplifting and optimistic (just like Alice!). It talks about her experiences during the Holocaust, but also her fascinating childhood where she got associate with people such as Gustav Mahler, Franz Kafka, and Sigmund Freud; her happy post-war years in Israel as a pianist and teacher; and of course her most recent years and the music and good friends who continue to sustain her and bring her joy.

As a pianist and teacher myself, I quite enjoyed the sections that talked about Alice the piano teacher, the outstanding influence she has had on her students, and the importance of music in her life. As Alice said, “I am richer than the world’s richest people, because I am a musician.”

The book will be released March 20. I highly recommend it to any piano teacher, musician or music-lover!

Enjoy this video clip of Alice Herz-Sommer talking about the power of music to help keep them alive in the concentration camp. “Music was our food,” she says. 

Inspiration.

I wanted to share a few wonderful things I have discovered lately:

1. This fun blog, Music for Tots. I love this post about making a difference in someone’s life.

2. Another great piano blog, Gretchen’s Pianos, and this post that tells how sometimes “enthusiasm trumps experience!” Love it.

3. These. Although not exactly piano-related (hehe), these were my usual practice break treat in college, and they are a-mazing. Last week when my usual dark chocolate wasn’t available at the store I decided to try extra-dark….mmmmmm…

4. A great scale preparation exercise, or spider fingers – what a great idea! I love this blog by pianist/writer/teacher Amy Greer, who I first became familiar with by reading her column in American Music Teacher five years ago.

5. Dvorak piano quartets (or maybe quintets?)…so a couple of weeks ago I went to the grocery store at night after putting my son to bed. As I pulled out of the garage and turned on the classical music station I heard the most gorgeous music. After sitting in the grocery store parking lot for a few minutes and realizing that an entire new movement was just starting, I called my husband and asked him to google the radio station, listen online and find out the name of the piece! Well, he caught part of the name and we know it is either a Dvorak piano quartet or a quintet….quite possibly this one, but I’m still not sure. Either way, it’s gorgeous!

Teaching the Individual, Part 5: Communication & Attitude

This week we are discussing ways that we can maintain standards of excellence in our studios, while at the same time adapting our teaching styles to help each individual student succeed. For this final segment, I’d like to talk about the importance of communication and attitude.

Communication

Just as it is important to communicate with a new student about goals and expectations, it is just as important to keep communicating with them all along the way. Communicate with the parents to keep them involved, for they play an important role. Discuss with the student how they are doing on their goals. I think if we can keep a good line of communication going, students will feel like they can tell us when they absolutely loathe a piece we chose for them. They will be more likely to communicate honestly about how they are feeling about lessons, if they are enjoying them or if there needs to be some changes.

In what ways do you keep a good line of communication going with either the student or the parent?

Attitude

A couple of weeks ago I heard an inspirational address given on teaching. While this was directed specifically toward teachers in a religious setting, the speaker said a couple of things that really resonated with me as a piano teacher. He quoted David McCullough, the great author and lecturer, who said, “What matters most in learning is attitude. The attitude of the teacher.”

I think that if we can approach teaching each individual student with a good attitude, no matter the student’s ability level, goals or personality, we can truly succeed in teaching them the joy of music. Even if they never perform on a big stage, or any stage at all, we can teach them the joy that comes through making music, and hopefully give them a great, positive experience with music lessons.

Teaching Teenagers

Teaching teenagers – is it a joy or is it a frustration?

Joy

In my experience, it is either one or the other 🙂 Some of my absolute favorite students I have taught have been teenagers. I just love getting into the really “fun” repertoire, seeing my students really progress musically and really grow to love the piano (independently of their parents wanting them to take lessons), and I love the challenge of teaching more difficult (and more rewarding) repertoire. When teenagers are motivated, hard-working and make piano a priority, they can be a definite joy to teach! (I loved Mariel’s comment on my last post where she shared some ideas to help our students realize the importance of music and to help make piano a priority in their lives!)

Frustration

On the other hand, some of my very most challenging and frustrating students have also been teenagers. It can be so challenging when they are so busy with school and other extracurricular activities that they don’t make piano practice a priority. Picking repertoire is a definite challenge – for if the student hates their pieces, they will hate practicing and hate coming to lessons (and by extension you sometimes feel like they hate you!! not good!).

So what can we do as teachers to motivate our teenage students?

I decided that to really get into this topic, it would be helpful to actually talk to someone who has much more recently been a teenage piano student and get their perspective. So, I interviewed my little brother, Josh.

Josh Gibbons is an awesome guy, an amazing pianist and is a piano teacher, as well! Josh is 18 and just began college; he took piano lessons for many years. He recently performed Gershwin’s Rhapsody in Blue with his high school orchestra for Concerto Night. He absolutely loves to play the piano and it is a big part of his life.

Is it true you almost quit piano lessons at one point during high school?
Yes, it was more in early junior high though. There was a point where I just totally stopped practicing and didn’t care for it too much.

What was it about piano lessons that made you want to quit?
I was never really good at practicing, and I would easily get frustrated while learning a song. I felt overwhelmed sometimes with all of the songs I had and that it was taking a long time to learn them. I guess I just wasn’t patient enough.

Why did you continue your piano study?
First of all, I realized that my friends and everyone else liked it when I played the piano. But also, around that time, I changed how I played the songs. I realized how much you can change each song to how you want it, through the dynamics. I loved having the freedom to change the tempo how I wanted, making the song my own.I then started loving the songs I was playing and enjoyed piano a lot more.

Are you glad you kept taking piano lessons?
I’m very glad that I kept taking lessons. I definitely would regret it now if I had quit. I love having the opportunity to serve in my church through music and I’m sure it’ll be wonderful to have this skill when I serve my mission for my church. Also, the better I got, the more I enjoyed playing. If I had quit, I would be missing out on something that is a huge part of my life now. Looking back now, I have a great feeling of accomplishment that I kept taking lessons all these years.

What opportunities would you have missed out on if you had quit?
If I had quit, I wouldn’t have been able to learn the great pieces I’ve learned in the past couple of years, and I wouldn’t have played in Concerto Night. Playing in Concerto Night was definitely one of the biggest highlights from my high school experience. Also, I wouldn’t have been able to play with my church choir as the accompanist, which has made me even better. I probably wouldn’t have any friends either because who doesn’t like it when someone can play the piano?

What things about piano lessons made you want to keep playing?
My teacher definitely made a difference for me. I can’t recall one piano lesson that I went into, that I didn’t leave with a smile on my face. Even after a week of little practicing, my teacher was very encouraging. She taught me great lessons on how to be a better pianist but also lessons on how to be a better person. The piano lesson was a great way to start off the week.

What are some things you would suggest to teachers of teenagers to help keep other teenagers interested in lessons?
I would suggest to teachers to make a great connection between themselves and the student. I was a piano teacher myself, and I think I could have done a much better job of really connecting with the student so they could trust me and they would trust my advice. Also, don’t just teach straight piano. Let them know that you care about their life and what they are doing, and give them advice to help them in their life. Once the student knows that you really care about them becoming a better pianist, and just a better person in general, they will want to practice more for you. Also, make sure the student knows HOW to practice. Even today, I still feel like I’m not the best at practicing. It’s different for every student, however. For me, it was hard to practice straight for a long period of time. Try to help them find the best way for them to practice.

Josh and his teacher

Thank you Josh, for some wonderful insights! I think there are some great ideas he gave us that we can all work on to improve our teenage students’ experience with piano lessons. He said some interesting things – which lead to some great questions we can all ask ourselves about our teenage students:

  • Do your teenage students know how to practice?
  • Are they frustrated or overwhelmed with their pieces?
  • Do they know how to make a song musical and put their own expression into a piece through dynamics, articulations, etc.?
  • Do they have opportunities to perform for their friends and other peers who think it’s “cool” to play the piano?
  • Do they have opportunities to use their piano skills for accompanying or other things where they will feel like their skills are needed and appreciated?
  • Do we help our students feel encouraged and motivated?
  • Do we care about our students and what they are going through in their lives (which is a lot during the teenage years)? Do they look up to us and trust us?

What insights and ideas do you have to share? I’d love your comments!

laying a foundation: the joy of music

Tonight my sister and I were talking about teaching piano (she is also a piano teacher!). One thing we talked about was the challenges of transfer students. At times it can be challenging and slightly frustrating when you need to completely re-teach basic concepts, such as note names or rhythms.

This conversation got me thinking about my own teaching, particularly of young beginners. Do I teach them the things they need to know to become good musicians? Do I give them a good foundation that will help them succeed with other teachers they may study with?

Teachers of young beginners really do have a great responsibility. It is at the beginning that the student starts to form habits – good or bad – in their technique, their practicing, and their performance. A child’s first experience with piano lessons will probably remain with them for a long time. If they have a bad experience, they may not progress much, and probably will quit early on; if they have a good experience it will make all the difference in their success and their later piano study. If they learn how to practice early on, they will learn so much more and progress much more quickly. If their love for music is nurtured through a positive and engaging experience, they will likely be music-makers and music-lovers for life!

So how do we give our beginning students a good foundation? What are the things that are important? (I hope you take a second and take our poll this week, for it deals with this exact question!) I believe there are many factors, all important to some degree.

Image Credit

I believe that two very important ways that we can give our students a good foundation of piano study are:

  • fostering an appreciation and a love of music, and by 
  • making lessons a positive, fun experience that will give the student a good attitude toward piano study.

(I also believe that teaching them good technique and theory and practicing skills are of the utmost importance….we will talk about that later!)

Do we make lessons a fun and positive experience for our students? Do we plan fun and creative ways to teach and reinforce musical concepts? Do we introduce them to the joy that is found in music? I think these are great questions to ask ourselves periodically as we evaluate our teaching.

I think that Bonnie Jack said it so well in her post about teaching a first lesson. She talked about the importance of getting your students excited about piano lessons. She said, 

“Do something fun! Young children especially have eagerly looked forward to this day, filled with the wonder of music that is so evident to their little minds. Be careful to nurture that wonder, rather than squashing it with lengthy explanations and assignments. Get off the bench. Move to the music. Do not for a moment let this newly opened mind begin to believe that music is boring and unmoving.”

I love discussing teaching and sharing ideas with other music teachers, and have really been inspired lately by so many of your blogs, particularly by ideas of how to teach concepts in fun and engaging ways. I am excited to use many of these ideas in my own teaching, and really want to strive to make my teaching more fun and engaging, particularly for young beginners.
Amy Greer, a pianist and piano teacher who blogs at tenthousandstars.net, shared a wonderful quote by Kodaly that I love:

“If at the most susceptible age, from the age of 6 to 16, the child isn’t at least once moved by the life-giving power of great music, later he will hardly be influenced by it.  Many times one single experience opens the young soul to music for his whole life.  This experience shouldn’t be left to chance:  to obtain it is the duty of the schools.”  -Kodaly (1929)

I think of my two-year-old son who is so into music right now. He sings as he plays with his toys throughout the day; he dances around whenever there is music playing; he climbs up on the piano bench and loves to play the piano. I think of the joy that music already brings to his life, and how much that joy and appreciation will grow if my husband and I continue to nurture that love of music in him. I believe it is the same with our piano students – if we nurture that love of music (that I really think is inherent in young children) by making piano lessons fun and engaging and by bringing great music into their lives, we really can lay a strong musical foundation that will bless their lives for a long time.

the influence of a teacher

As I have the great opportunity of starting my piano studio over from scratch in a new city, I have been thinking a lot about things I want to change, things I want to improve and and things I want to do differently. I have thought a lot about my goals as a teacher, my teaching philosophy and what I am trying to accomplish as a teacher. I have thought about my own teachers and how they have not only taught me piano lessons but have helped me to become a better person.

Yesterday as I was going through a box of papers and books, I came upon this great quote, which I think is so applicable to us as teachers, and I wanted to share it!

I have come to the frightening conclusion
that I am the decisive element.
It is my personal approach
that creates the climate.
It is my daily mood that makes the weather.
I possess tremendous power to make
a life miserable or joyous.
I can be a tool of torture
or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides
whether a crisis will be escalated or de-escalated,
and a person humanized or de-humanized.
If we treat people as they are,
we make them worse.
If we treat people as they ought to be,
…we help them become what they are capable of
becoming.
-Goethe

Teaching Music Appreciation

Aside from producing talented, well-rounded pianists, shouldn’t our whole goal in teaching be to instill in our students an appreciation for and a love of music?

Most of my students have not been on the serious, college piano major track. Don’t get me wrong, I have had a few students who were amazingly talented and were very dedicated to their piano study, who I would not be surprised to see studying piano in college someday. They always practiced diligently, truly progressed week by week and played more challenging classical repertoire (which was such a joy to teach!). However, the majority of my students up until now have not been like that.

What is it that is important to give to our students who may not become super talented concert pianists or piano majors? I believe that one of the most important things you can leave with your students is a love and an appreciation for music and music-making. Give them a great, positive experience. Give them the tools they need to become proficient pianists, and give them the experiences needed to gain an appreciation for good music.

I want my students to be able to sit back and listen to a piece of music, and recognize the beauty in it. I want them to want to listen to piano music, and to really appreciate it. I want them to realize that classical music is fun and amazing, that the piano is a beautiful instrument and that music can be so powerful.

I want them to hear a piece and be inspired by it. I want them to come to me and say, “I heard this piece and really want to learn it!!” This is a piece I heard performed live by Leon Fleisher, and was so awed by it that I had to learn it. I opened my senior recital with this piece…

I hope that we can all strive in our individual studios to really instill a great appreciation for music in each of our students.

The Two Best Jobs

There is something so wonderful about music and music teaching that goes way beyond being just another “job,” don’t you agree? Once you’re in, and you experience the joy of performing and teaching and using your talents in so many ways to bless your life and the lives of others, you are in it for life. That really is how I feel about music. I am a musician, I am a teacher, and I always will be. I hope to one day be one of those amazing women still going strong and teaching piano and changing lives into their 80’s. Think of all the students you could teach in that amount of time, think of the joy of really seeing them progress, grow, move on and in turn teach and inspire others. I think what I’m trying to get at, is that being a music teacher is wonderful, and it is something that will always be a part of my life.

As will my role of being a mother. And even more so than teaching music, being a mother will always be an important and integral part of my life, and one that brings me so much joy and fulfillment. Think through the years of all the wonderful things you can do to bless your own family; think of all the things you can teach your children. Think of the joy you will experience as your children grow, learn, become potty-trained, develop talents, become wonderful people, and in turn have children of their own and raise and nurture them.

The roles of parent and music teacher are both important, far-reaching and so fulfilling. For many of us, they will most likely be integral parts of our lives for years and years to come. I do feel like this is the case for me; I also feel that at certain times in my life, one will be more important than the other (and vice versa) and will take the spotlight.

I currently have just a few students. My husband’s schedule is such that he is able to be with my little boy while I teach. (I love this!) I would rather my son play with his daddy during that time than hire a babysitter. So, as of now, it works wonderfully. Still, there are those days when my little buddy just wants to play with me, and when I tell him I have to teach a piano lesson he gets a little disappointed look on his face that just tugs at my heartstrings (anyone relate to this?).

Of course it is wonderful (and so needed) to have a little time off from being a mommy, and to pursue those things that you love. I know we all need and appreciate this time. I always feel so energized after teaching a lesson, it’s always a great reminder to me of why I chose this profession. But as I think about taking on more and more students in the future, I have to stop and think – when is it going to be too much? How much can I handle?

Each teacher and parent is different. Each of us has our own situations, priorities, needs, beliefs. What works for one teacher will not work for another.

I wanted to share my own personal feelings on the matter of balancing these two roles. Maybe some of my ideas will help give you some ideas of your own. Hopefully others will also share their experiences and their plans.

I have always decided and known that I would be a mother and a wife first, and a piano teacher second. It is just a no-brainer to me that that is what I want to do. Of course I love teaching and will continue to be a teacher for my entire life (picturing my 80-year-old self in a great piano studio, teaching lots of students, having lots of energy, maybe a Steinway or two…). But when it comes to choosing between the two, my family comes first.

I have decided that, no matter what, I will not teach in the afternoons when my children come home from school. It is so important for me to be there, to be available to hear about their day, to help with homework. I know that may sound crazy from a piano teacher’s perspective, because that is the traditional time when piano lessons usually happen! One thing that I’d like to address this week (probably in a later post) is ideas on when/how to teach at times OTHER than after school. I think that with a little creativity and ingenuity, there are really so many possibilites to make it work!

As a teacher with a husband who probably has a few years of grad school ahead of him, I am so excited that I have such a wonderful way to help support our family during that time. I plan to come up with a teaching schedule that minimizes the time spent away from my child, and allows me to teach enough to help support the family.

I have decided that, once my husband is done with school (who knows when that will exactly be :)) and as our children grow, I will probably take a hiatus from teaching for awhile. (I know, gasp!) That may mean no teaching at all, it may mean only occasionally taking on a student or two, it may be teaching a fellow-teacher’s children while they teach my children, who knows. I am not completely sure yet. BUT, just because I take a teaching hiatus does not mean I take a music hiatus. I will not let my piano skills go or leave the “piano world;” I will maintain my skills, continue learning and seeking higher education, remain a competent pianist and teacher (after all, being a mother is being a teacher). I will practice. I will perform for my children. I will help them in their piano/music study.

My goal and hope is that even though I may take a little teaching break (for a cause that, in my book, is the most important thing there is), I will be able to continue my education and training, maintain and improve my piano skills and be ready to continue teaching piano lessons for the rest of my life.

Now, we’d love to hear from you! How do you find a balance? What are your ideas and plans about how to be a parent and a piano teacher? What are some ideas for child care during lessons? For those of you who do have older children, how has teaching worked during these years?

teaching how to teach

Some of you will remember my post about one of my dear piano teachers, in which I mentioned that she emphatically stated at our first meeting, “I teach teachers.” I love that.

It is because of her dedication and love for teaching that I became a teacher. And it was also because of her help and constant encouragement. She actually found my very first student for me (her next-door neighbor). She encouraged me and gave me advice. But one of the most helpful things that she did was this: one week, instead of my regular lesson, she taught me a lesson on how to teach a first lesson.

Looking back on this, I think this was one of the best things she could have done for me. Teaching a first lesson can be nerve-wracking, especially if and when you don’t have a clue what you are doing. It was so helpful to have her sit down with me and go over exactly what you should do on a first lesson.

I have had the privilege of teaching one of my own students a lesson on how to teach a first lesson. By this time I had quite a bit of experience to draw from, including pedagogy classes in college, but I still used quite a bit of the same material that my teacher taught me that day. It was actually a really cool feeling to encourage one of my own students to teach, just as my teacher had encouraged me. I would highly recommend encouraging some of your students to teach by teaching them how to teach a first lesson – after all, sometimes we just need a little push in the right direction!

What or who encouraged you to begin teaching? Did you have any help in learning what to do at the first lesson?

Don’t forget to take this week’s poll – and you can actually vote for more than one answer this week!

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