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“And once the storm is over, you won’t remember how you made it through, how you managed to survive. You won’t even be sure whether the storm is really over.
But one thing is certain. When you come out of the storm, you won’t be the same person who walked in. That’s what this storm’s all about.”
Haruki Murakami, Kafka on the Shore
As I write this, we are starting to consider and look forward to the relaxation of lockdown rules in the coming weeks, with a hope that schools will resume in March and most other activities by Easter. Being cautious, I had anticipated the probability of a return of face-to-face lessons by mid-summer, but it now seems possible that life will begin returning to some-kind-of-normal sooner. Hooray!
But what will we all have learnt in the last year?
How will we have changed in general, and as piano players?
And in what ways will the teaching and learning of the piano have been fundamentally and permanently altered?
Let’s consider the “Post-Pandemic Piano Player”…
Continue reading The Post-Pandemic Piano Player
Guest Post by Lindsey Berwin
From a very young age, my ambition was to forge a career which in some way involved the piano.
After completing my A levels, I was fortunate enough to spend four rewarding years studying at the Royal Academy of Music. However the one area of formal musical training that was missing from my time spent there was composition.
As a result, when I began my piano teaching career and decided to embark on a journey into this unknown territory, it was very much an exploratory one. It began with me gingerly feeling my way, but it very quickly became one of excitement for both myself and my pupils!
Continue reading Compose Yourself!
Sheet Music Review
MUSIC FROM CHOPIN’S LAND.
In 2020 I was commissioned to record five short films showcasing piano music from PWM Edition. Captivated by the music, I asked to see a wider selection. This series was written independently to introduce this wonderful Polish repertoire to a wider audience…
At the start of this series I gave an account of my surprise 2020 visit to Poland, and in subsequent articles I have discussed some of the best piano music I discovered on my trip, together with the tutorial films that I and a team of international colleagues created to showcase this music to the piano teaching community worldwide.
As the series draws to a close, I would like to share a couple more books that were featured in the PWM promotion, as well as a series of three special collections which actually bear the project name, Music from Chopin’s Land.
And then the punchline! I will end this final post in the series with a short reflection on the lasting lessons I have learnt about piano pedagogy following on from my visit to Chopin’s land…
So, firstly, a few extra reviews and videos for your interest and enjoyment…
Continue reading Last Post “…from Chopin’s Land”
Active Repertoire Project
For piano players, like everyone else, 2020 has been a huge struggle.
We have needed to re-evaluate our goals and quickly change many of our plans. But in the midst of the turmoil, many of us have found a renewed enthusiasm for piano playing, while many more have returned to the piano or taken up playing for the first time.
We enter 2021 with growing numbers of pianists and teachers embracing a fresh direction and revitalised piano goals.
Whether disenchanted with a dull exam-driven formula or eager to disentangle from over-prescriptive methodology, many are now hungry for a more inspired musical approach.
We want to embrace a more motivated, positive version of ourselves at the piano!
Thankfully, there is an answer…
Continue reading Active Repertoire: The 2021 Challenge
The Pianist’s Reflections Series
At time of writing, many around the world recently celebrated Diwali, the festival of lights which signifies victory over darkness, and a beacon of hope that speaks to the heart of our present condition.
Digging out and dipping into my copy of the Bhagavad Gita, one of India’s most important sacred texts, the following verse jumped off the page:
“Those who are motivated only by desire for the fruits of action are miserable, for they are constantly anxious about the results of what they do.”
Bhagavad Gita (2.48)
This set me wondering:
Continue reading Making Peace with your Inner Musician
to what extent do ‘results’ cause anxiety in my own life?
“If we begin to think about our goals in life as destinations, as points to which we must arrive, this thinking begins to cut out all that makes a point worth having.
It is as if instead of giving you a full banana to eat, I gave you just the two tiny ends of the banana – and that would not be, in any sense, a satisfactory meal”.
Alan Watts: What is Tao?
Over the many years I have been teaching the piano to children, one of the most common enquiries from parents is this:
“What goal can my child be working towards?”
More often than not, it turns out that they would like me to move their child onto an exam-driven footing rather than simply allowing them to wander more freely in the meadows of musical wonderment.
Interestingly enough, far fewer adult learners make this point.
We should consider why, and how useful goal setting actually is…
Continue reading Rediscovering the Magic of Piano
Pathways for Teaching
With these striking words, contemporary Daoist author Deng Ming-Dao invites us to consider how our personal qualities can help us be the best people, and by extension, the best teachers that we can be:
“Those who follow Dao believe in using sixteen attributes on behalf of others: mercy, gentleness, patience, non attachment, control, skill, joy, spiritual love, humility, reflection, restfulness, seriousness, effort, controlled emotion, magnanimity, and concentration. Whenever you need to help another, draw on these qualities.”
Deng Ming-Dao, 365 Tao Daily Meditations, 188 (Harper Collins)
So let’s be clear from the start: what is on offer here is the secret of how to be successful in helping others, in any context. A lot of us will devote much of a lifetime to discovering the answers which are presented right here.
But how about applying this directly to our work as piano teachers?
In this post I am going to look at each of these attributes in turn, briefly exploring the powerful links that exist between a teacher’s character and the quality and effectiveness of their teaching…
Continue reading 16 Attributes of a Good Teacher
In Part One of this major feature I interviewed Music Teachers’ Board Chief Examiner Mark Kesel. The article certainly generated a lot of interest, and as a piano teacher I am myself very excited by the innovation and stimulating vision promised by the MTB.
For one thing, the idea of being able to take a graded exam any day of the year is a real boon for those of us who don’t want to spend months working on and listening to the same three pieces ad infinitum. I feel that this simple innovation could revolutionise teaching and learning, providing scope for students to develop better momentum, engagement, and to progress far more quickly without being held back by the schedule of an exam board
Combine this with the no-fuss ability to take graded exams using a simple app in the lesson, and the fact that the MTB allow candidates to play any three pieces of their own choice so long as they are appropriate for the grade, and here is an exciting opportunity for learners to move away from an exam-driven mentality and embrace their own personalised piano journey, without losing the benefits of independent, fully accredited assessments along the way.
But I’m not one to simply jump on every latest trend or fad; ABRSM have been a friend on my musical journey for more than 40 years and I have used their exams almost exclusively with my students. Were ABRSM continuing to meet the needs of my students, I wouldn’t lightly make a decision to switch board.
When looking for advice and support, the Pianodao Tea Room is the natural place to ask, its members always willing to share their experiences in a friendly way. I knew several members had tried MTB exams with their students in recent months, and several were willing to share their experiences…
Here then are four teacher interviews I arranged, which answered my own questions and will, I hope, help you find answers to yours…
Continue reading Discovering MTB Exams (part 2)
An Interview with MTB Chief Examiner Mark Kesel
For music teachers and students struggling through the last five months, with the UK in lockdown, there has been a significant preoccupation with the problem that music examining boards have been struggling to adapt to the situation.
On the social media platforms and forums where I am active, I have seen regular and very significant complaints about all three of the traditional boards here in the UK. But throughout these challenges, one fully accredited music exam board has stood out from the crowd by a country mile.
Many teachers hadn’t even heard of the Music Teachers’ Board at the start of the year. But this changed overnight with the appearance of effective targeted advertisements online trumpeting a bold claim:
“MTB’s Grade 1-8 exams are to continue without disruption during this difficult period.”
The progression from intrigue to full commitment has been startling, many teachers who were formally loyal to ABRSM or one of the other boards posting online to praise the MTB Exams having tried them out and had hugely positive experiences.
Determined to get to the bottom of this, I tracked down MTB’s Chief Examiner Mark Kesel for this remote interview. And in a second feature I talk to some of those teachers who have tried out these exams with their students, asking them about their experiences.
So buckle up and enjoy the ride…
Continue reading Discovering MTB Exams (part 1)