Reach for the Stars Darlene Irwin     January 05, 2015

The holidays are over and life is slowly returning to normal. 

I’m sure that everyone is anticipating the return to teaching this week. I think that one of the biggest challenges teachers face is trying to keep students motivated and excited about practicing, especially after they have had a break from their normal routine. 

I have several incentives in my studio to help motivate my students. Some of these have already been outlined in a previous blog post entitled “Stickers, Charts & Rice Krispie Squares—Strategies for Practice Motivation”.

My students record their weekly practicing on their assignment page in their Student Music Organizer. If they have met their practice goals, then they receive a special Sticker of the Week. They can also put a special sticker on the wall chart in the studio. And I have treat week every 5 weeks.

All of this helps to keep them on track with their goals. However, I was concerned that they weren’t always focusing on and completing their weekly assignments. And so I came up with a fun program that I called 'Reach for the Stars'.

This program works especially well with junior students. It’s important to note that it is not mandatory. I give each participating student a 'Reach for the Stars' Information Sheet explaining exactly what I require for each star.  Some of the requirements may not apply to all students. For example, some students may not be yet working on technique. I take all of this into account when assigning stars.

Here’s how it works: 

Each week, a student receives a coloured star at the end of their lesson. The colour they receive will depend on how well they have prepared for their lesson (SUPER GOLD, Gold, Silver, Blue or Red). I assign points to each coloured star and keep track of their scores throughout the year using a special 'Reach for the Stars' Tracking Chart. (Click here to download my original Excel file).  I do not share their actual accumulated scores with each other.....this information is kept confidential. However, my students do know exactly what I expect from them each week because I write detailed notes in their Organizers. 

I usually start this program in October after we’ve had a few lessons together. However, it works just as well starting in January and running until June. The important thing is that they are not competing with each other, but with themselves and how well they have prepared for their lesson each week at their particular level. That way a beginner has equal opportunity to receive a Super Gold Star if they complete their weekly assignments.

Here are the criteria for each star:

SUPER GOLD (20 points)

• A Super Gold star is saved for something amazing.
• There has been an extra special effort.
• Something has really impressed me.
• (Extra theory, pieces memorized, musical playing that gives me goose bumps) 
• A very organized, musical and well-prepared lesson. 

Gold (15 points)

• There has been a Special effort. 
• ALL assigned pieces are played VERY WELL. Some may be memorized.
• Playing is excellent and musical. 
• Theory is completed and well done.
• Assigned scales are played well with correct fingering.
• All required practice time is completed and noted on their chart (see Organizer).

Blue (10 points)

• There has been a moderate effort.  
• Assigned pieces are better but some still need work.
• Theory is completed or almost completed.
• Assigned scales have improved but some still need work.
• Required practice time is completed or is almost completed.
• 1 point deducted if theory is not completed.

Red (7 Points)

• There has been some effort, but there is room for improvement.
• Most assigned pieces need more work.
• Theory may not have been completed. 
• Assigned scales need more work.
• Required practice may not have been completed.

I have a very cool Musical Treasure Box in the studio filled with goodies. The Dollar Store is a great place to buy things for the Treasure Box. My Treasure Box was a gift from a student.....it looks like a musical book! This gives students an added incentive to try their best each week. Students can pick something from the Musical Treasure box each time they accumulate three gold or super gold stars (they don’t have to be in consecutive weeks).

At the end of the year I total all of their earned points. I then give Star Awards at the recital in June. First place receives a small trophy. I give ribbons for 2nd, 3rd, 4th and 5th place. I will give ties if the scores are close. Every student receives a participation ribbon.

'Reach for the Stars' is a fun way to start the New Year with a fresh and interesting approach. This program helps my students stay motivated. It also helps them gain confidence for upcoming performances and exams. They really try to accomplish what is expected each week. They think about what they are practicing instead of just playing something to fill in time and they strive for perfection in their work. In short, they start to find the music hiding in the notes!

Have fun trying something new in the New Year…..have fun Reaching for the Stars. 

♥︎ Remember - Great Music Comes From the Heart ♥︎

Photo credit: "Star Walkers" by Paul Kline

Who Lives in the Doghouse? Darlene Irwin     September 07, 2014

It's September...time for music lessons to start again. I'm sure that many of us have new students who are just starting piano lessons. It's so important that their first lesson be a very positive and enjoyable experience. I'd like to share with you a fun game that I play at their first piano lesson. My younger students really enjoy this activity and they are learning so much while they are having fun. I call this game "Who Lives in the Doghouse?"

Here's how it works:

• Using the right hand, have the student tuck their thumb, 4th and 5th fingers together so that you only have fingers 2 and 3 showing (like 2 stork legs)!
  
• Have them play all the '2-black keys' on the piano with fingers 2 and 3. Start on the right side of the piano and go to the left.
• As they play, ask them what they notice about the sound (the notes start high and get lower and lower). Remind them to drop the arm weight forward into the keys as they play so they make a nice sound.
• When they have finished playing the 2-black keys, have them tuck the thumb and 5th finger behind fingers 2,3 and 4 on the left hand and have them use those fingers to play all the '3-black keys', starting on the left side of the keyboard and going to the right. Again, have them listen to the sounds of the notes and tell you what they notice.
• The next step is to make 7 ‘doghouses’! They especially love this part! Take 7 various coloured 3x5" file cards and folding them in half. I have the student decorate these with dog stickers. Place a doghouse over each of the '2-black keys’ on the keyboard.

• At this point, I ask the question…."Who lives in the doghouse?” And they answer - "The dog, of course!!"
• I then tell them that the white key between the 2-black keys is called a D.....D for Dog!
• In the right hand, have them place their thumb behind the first joint of the 3rd finger and play all the 'Dogs' on the piano. Start with the low, grouchy dogs and play up to the high dogs!
• The thumb behind the 3rd finger helps to support the joint so that it doesn’t collapse. It also gives a nice, rounded hand position and helps them to feel the arm weight drop into the keys. Take care that they don’t raise the 5th finger as they play.
• Next I ask ”OK….what note comes BEFORE D in the alphabet?"  They usually have to think about this one for a bit!!
• Finally they say C. I tell them that the note to the left of D is the Cat (C)! He lives under the dog house because the dog won't let him inside!! Have them play all the Cat's on the keyboard.
• "Now...what note comes AFTER D”? “That’s easy….E!” “E is for Elephant. He won't fit inside the doghouse, so he lives on top of it!!” Have them play all the E's on the piano.
• You can alternate between starting high or starting low on the piano.
• I call the "3-Black keys" the big house! “What note comes before C?” “B is for Boy. The boy lives on the roof of the big house because he feeds the cat!”
• The rest of the game goes like this.....Father (F) went to Africa and came back with an elephant! He lives in the basement of the big house so he can feed the elephant!
• The Grandma (G) lives downstairs in the big house because she doesn’t like the stairs. However, the Aunt (A) lives upstairs.
• I usually embellish the story as we go along! They like to add to the story as well. Students also love to ‘practice’ their doghouses at home!

My beginner student came for her second lesson this morning. Her mother said that she absolutely LOVED the doghouses! She had placed cat stickers on the back side of the cards. When I asked her why, she said "Because the cat lives beside the doghouse!" 

I play this game with my students for several lessons until they have a solid knowledge of the keys on the piano. My older students tell me they still remember their first piano lesson when we played this game! It’s a great way to make the first lesson special. Have fun making doghouses!

♥︎ Remember - Great Music Comes From the Heart ♥︎