A couple of weeks ago, I shared this poster on the Student Music Organizer Facebook page.
Clear your mind of CAN'T
It made me think of a story that I remember my mother reading to me when I was very young. I'm sure that everyone is familiar with the beloved children's book entitles "The Little Engine that Could" by Watty Piper (Published in 1954 by Platt & Monk. Illustrated by George & Doris Hauman). An early published version called, "The Story of the Engine that Thought it Could", appeared in the New York Tribune on April 8th, 1906, as part of a sermon by the Rev. Charles S. Wing.
Part of an early version goes as follows:
A little railroad engine was employed about a station yard for such work as it was built for, pulling a few cars on and off the switches. One morning it was waiting for the next call when a long train of freight-cars asked a large engine in the roundhouse to take it over the hill.
"I think I can," puffed the little locomotive, and put itself in front of the great heavy train. As it went on the little engine kept bravely puffing faster and faster, "I think I can, I think I can, I think I can."
As it neared the top of the grade, which had so discouraged the larger engines, it went more slowly. However, it still kept saying, "I—think—I—can, I—think—I—can." It reached the top by drawing on bravery and then went on down the grade, congratulating itself by saying, "I thought I could, I thought I could."
(found on Wilkipedia).
And then I began to think about how I could relate this story to the Power of Positive Thinking in everyday teaching.
Here are some positive ideas that have made a difference for me in my own studio:
- Always greet a student pleasantly at each lesson. It's important to be ready for them and to give them your undivided attention.
- Listen to them and make them feel that they are important. Everyone gets discouraged from time to time. Help them through that. Encourage, encourage, encourage! I always remember an old saying that my grandmother used to say to me: "You can catch more flies with honey than with vinegar"!! It's important to be positive at each and every lesson.
- Have a studio motto and post it where parents and students can see it! Your motto should reflect your teaching philosophy. My studio motto is "Great Music Comes from the Heart".
- New music helps! Talk to the parents, buy a new book with music that is at their level that they enjoy. Find out what moves them musically and let them play that as well as their other pieces.
- Work to each students strengths. If a student has a great sense of rhythm and absolutely loves jazzy pieces, then let them play jazz! When I am picking a new piece for a student, I make sure that they feel as if they are part of the process. I usually give them a choice of 2 or 3 pieces that I think they will like. I'm always looking for that sparkle in their eyes when they hear something that they like. I want them to come back the next week and say "I LOVED that song"!!
- If a piece is not working for a student after a few weeks, find something different that teaches the same concepts. They don't have to always play a minuet to learn balance, phrasing and tonal control. That's not to say that they shouldn't learn minuets!! However, lots of other pieces can also teach the same things. i.e. In Dreams (from Lord of the Rings) or Colors of the Wind (from Pocahontas).
- Many popular pieces have very tricky syncopated rhythms.These pieces are great at helping students with their counting. Students love to play the jazz pieces of Christopher Norton. A lot of these pieces have backtracks that you can download from his website. They love playing with a band behind them! It is also a great way to teach them how to play with the beat!
- Have them learn something different that no one else in the studio has played. That always makes them feel special. (see previous blog post entitled: "Spicing up your Studio with New Repertoire")
- Have your students try to figure out a simple melody from a familiar pieces by ear (Twinkle Twinkle Little Star works well). Teach them some basic chords (I, IV and V) and then show them how to turn these chords into a simple accompaniments that they can work out on their own.
- Teach them a 'new' scale like the Pentatonic or Whole Tone Scale. Then have them try composing a song of their own using one of these scales. You could also have them draw a picture or write a story for their piece. You could use the extra manuscript pages and extra notes pages in the back of The Student Music Organizer for this. They could then perform that piece at a recital or master class.
- I always encourage my students to memorize their piece for a performance. They will play it much better if it is memorized. However, I do allow them to take their music up with them until they feel ready to play without the score. They need to feel comfortable playing without the music and that takes time for some students. I want them to have a positive experience and sometimes all they need is to have the music in front of them as a security blanket. Lots of times they don't even look at it! When they are ready, then they can try to perform from memory.
- Each student handles the stress of performing in a different way. When I was young, I had the privilege of studying with an amazing teacher. Her name was Patricia Bloomfield Holt. She was a well-known Canadian composer and a respected Royal Conservatory of Music teacher and examiner for many years. However, at the time, I didn't know any of that. I knew her simply as Mrs. Holt. She was very strict, but I also knew that she cared about me and that she wanted the best for me. Most importantly, she didn't give up on me. And because of that, she changed the course of my life. I will always remember her saying that I was NEVER to say the word 'nervous" (she called it the 'N' word). Instead, we had to say that we were 'excited'. I remember lots of times being VERY excited!! But somehow, that change of mindset made it easier for me to perform.
This needlepoint hangs on the wall of my studio. It was a gift from a student.
My goal has always been to have my students learn to love music. Not all students will do exams or festivals. But all students can develop a love of music. When they have finished their formal lessons, I want them to be able to play this thing called the piano. I want them to have an appreciation for classical music, for pop and jazz and all kinds of music I want them to have something that they can enjoy and carry with them for the rest of their lives.
We, as music teachers, have the best job! We can introduce our students to the wonderful and amazing world of music. We can instill in our students a love of music that will last a lifetime. We can give them the gift of music. But to do this, it is important that we also have a positive attitude with our students. We need to patiently find ways to 'reach' them. Each student is different, with their own musical tastes and interests. We need to believe in them and teach each student at their own pace. We also need to give them opportunities to feel successful. As we approach each student in this way, we can help them to feel like that little engine....."I thought I could, I thought I could." or, even better: I knew I could, I knew I could!
Have you ever fallen into the rut of teaching the same old songs to your students. I know that, on occasion, I have had that problem. Another common problem among teachers is that we tend to buy new music and then put it away in our library and forget about it!
This year, I have tried very hard to introduce new material in my teaching. I went through my library and picked out several collections that I thought might be appropriate for the students that I am teaching at this time. I played through these collections and then tagged pieces that I thought students might like. I kept that small pile of books by the piano in the studio. Then, when a student was ready to try a new piece, I tried to match that student with one of these new pieces. I found that when I showed that I was excited to try something different, then the students were willing to try it! Then, after discussing this with the parents, I went to my local music store and ordered several new books for students. They were so excited to get a new book! Several students have chosen some of these works for upcoming performances and exams.
Here are some points to keep in mind when choosing new repertoire for students:
- Try to avoid giving the same pieces to students in the same grade. Instead, make a point of trying something new and different with each student. It's great for the student but it's also wonderful and challenging for the teacher to try teaching something that you have never taught before. As teachers, we should never stop learning! My students love it when I tell them that I have NEVER taught this piece to any other student!
- Students feel special that they are playing something that no one else in the studio has played before. They can then share these pieces at upcoming master classes, festivals or recitals. My students love to hear new and different works. Many times I've had other students ask if they could try that song as well!
- Try some unusual works with a more modern notation. Students respond well to modern works if you, as a teacher, show enthusiasm for these pieces. Some examples would be Olie the Goalie by Stephen Chatman (Pre-Grade 1 level). The entire score is written on a drawing of a goalie with bits of the score under each hockey puck! Or how about trying Night Sounds by Stephen Chatman. Students actually get to meow like a cat, snort like a pig and hoot like an owl!! They even get to improvise one whole section. This piece was a huge hit at our last master class.
- Support local artists.There are many wonderful composers in Canada and in the United States who are continuing to provide us with interesting and varied works. You could have your student write to their special composer and let them know how much they enjoyed playing their piece. I'm sure that the composers would love to hear from them! The student could also do a little research to find out some information about their composer! Students are always amazed to find out that lots of composers are actually alive and still writing!!
- Examiners love to hear different pieces as well. Explore whatever syllabus you are using and choose something unusual and unique for their modern piece or for their study. (i.e. the Royal Conservatory of Music allows this as a Teacher's choice for a study). This makes for a much more interesting exam!
- Students love to play jazzy songs that have a great beat. My students have especially enjoyed pieces from the Connections for Piano by Christopher Norton. There are 8 books in total from Grades 1 to 8. Each song has a downloadable backtrack which makes it even more fun to play! Some suggestions might me Half a Chance (Grade 3), Nefertiti Blues (Grade 7) or Country Sentimental (Grade 8).
- Make the music come alive by having them write a story or draw a picture. Then have them try to tell their story musically. The younger students especially enjoy doing this. This works especially well for pieces like Starfish at night, Cobwebs, Summer Lightning, March of the Terrible Trolls or Icky Spider. There are extra pages in the back of the Student Music Organizer that could be used for this.
Here is a list of some of the varied and fun pieces that my students have tried over the past couple of years:
Early Elementary
Elementary
Late Elementary/ Early Intermediate
Intermediate/Early Advanced
Have fun teaching some different and interesting material. Your students will thank you and you will enjoy teaching something new and fresh.
Please feel free to share any new, interesting and different pieces that your students have enjoyed learning. We would love to hear from you.
Musical Update:
My students were so excited to perform in our Master Class this past Monday evening. Everyone agreed that this was the best one yet! They had fun sharing their music with each other. This class was our annual pajama party.
The students who performed were at many different levels. A few were beginners. Three had just finished their piano exams (two Grade 7's and one Grade 8) and quite a few participated in the O.R.M.T.A. evaluation day. One student is preparing for University auditions and another has just finished that process. Some performed from memory, especially those who have an upcoming performance. Others took the music up with them and then didn't even look at it. They just didn't feel comfortable performing without the score.
I asked some of my students what they liked about Master Classes. Here are some of their comments:
- The best thing about Master Classes is the food! I also like to listen to different songs. I guess you could say that I like everything about them! (10 year old girl, Pre-Grade 1 level)
- I love master classes because it makes performing fun. There is no stress at all. It's like Nike.....you just do it! (17 year old boy, Grade 10 level)
- I really like the food!! And I love when people play different and unusual pieces. I also really like the pajama parties because it makes music fun. (13 year old girl, Grade 5 level).
- I think that Master Classes are more fun than recitals. I like getting to know the other students. I also really like hearing what they are playing. (12 year old boy, Grade 8 level)
- I get to hear lots of different songs. I really like hearing the older kids play. I also like hearings songs that I've already done. That way, I know I'm getting better! (10 year old boy, Grade 1 level)
Remember, when planning a studio master class, less is more! In this class, the pieces were not too long, everyone had the opportunity to play something and the class ended on time. The class was about 60 minutes long, which left about 30 minutes for socializing, The students especially enjoyed the snacks! Parents take turns providing refreshments for each class.
A fun time was had by all and we're already starting to pick pieces for our next Master Class in May!
Master classes are a great way to help students to feel more comfortable performing in a relaxed and informal setting.
My students have been very busy over the last few weeks preparing for our next master class this coming Monday. See below for the chart that I will be using for this master class. There is also a free download of the Excel file that I use for organizing my master classes.
Typically, a master class is a group class where students come together to play for each other and their teacher. It's a wonderful way to foster a sense of community among students in a studio. Students are able to associate with others who share their love of music. Many times I've had a student come for a lesson after a master class asking to play a piece that they have heard some one else play! It also gives younger students a chance to feel comfortable performing in front of others before playing in a larger recital.
A master class is also a great way for a teacher to assess the performance readiness of a piece. It gives students a chance to 'test' their memory. This is especially helpful if they are preparing for exams, festival classes or auditions. I usually have 3 regular master classes a year—one in the fall, one in the winter and one in the spring. This is over and above the two more formal recitals we hold during the year.
Here are some ideas for a successful master class:
- Don't make the class too long. My master classes are usually around 90 minutes. This gives about an hour for performances and teacher comments with some time left at the end of the class for the students to socialize. It's a good idea to mix up the longer songs and the shorter songs... don't save all the longs pieces for last!
- It's always important to have refreshments at the end. The parents can take turns bringing snacks for the students.
- One piece per student is probably enough. Try not to have too many long songs, especially if there are younger students in the class. I try to have the students perform a variety of music, including some popular selections.
- Students can work on 'The 12 Points of Performance'. These points are found on the back of our Sight Reading Cards and at the front of The Student Music Organizer. Students can practice what to do from the time they stand up to perform until they sit back down. These points really help students maintain focus throughout a performance.
- I don't make memorization mandatory, but I do encourage it. Then they can choose to try it from memory or not. Many times, they do not even look at the score! This way, they don't have to play from memory until they are feeling ready to do so.
- Make sure you start and end on time. Parents especially appreciate this!
- Parents are generally not invited to attend. A master class should be more informal than a recital. That way the students feel as if this is their special time with the teacher.
- Make the class fun by having a theme night. The photo above shows one of my fall master classes. We had Musical Costume Party! Students could dress in black and white to match the piano keys or they could dress in a costume to match their piece!
- In the winter, you could have a musical pyjama party. The younger students really like to bring their stuffed animals as an audience!
- I like to have a class on 'Music Monday' (held on the first Monday in May). This is an official event in Canada, where it started 10 years ago. There are now similar events in the US, Australia, Britain and Hungary. Students are encouraged to "fill the skies with music". This year, Music Monday is scheduled for May 5th. You can even register your master class as an official event on the Music Monday website. My students love to feel as if they are a part of this amazing event!
- Extra Master Classes can be scheduled during the year for students doing exams. That way, they have an opportunity to play their pieces as a concert group. I also have them play some of their technique... we have a Scale-a-thon. I call a student's name and a scale or chord and they have to run up to the piano and play it! The reward for playing well is an M&M. By the end of the game, they have a bag full!
Master classes can be a fun and effective way to help students share the joy of music.
