Usually around this time of year I write a report from the annual ABRSM Teacher Conference (for more info you can follow these links to the reports from 2016, 2017, 2018, and my 2018 interview with chief executive Michael Elliott).
This year I wasn’t a media guest at the conference, but in any case ABRSM chose to make their biggest announcements online. And two of those announcements are pretty significant…
This article offers a quick update on ABRSM’s new online booking service for exams, including some details teachers may have missed, as well as taking a look at their new online learning platform, Journeys: Guitar.
Continue reading ABRSM Goes Digital for 2020
The Winter Repertoire Challenge is ideal for players of all ages, and offers a great opportunity for developing your Active Repertoire at the piano. Are you up for it?
Continue reading Winter Repertoire Challenge
The Foundation Pianist, The Intermediate Pianist, The Advanced Pianist free resources:
Especially designed to accompany the award winning books or just for general use, Faber Music with Karen Marshall have designed free digital resources for teachers to use in their piano teaching.
Continue reading “Piano Trainer” Free Downloads
In addition to the embarrassment of riches already on offer at the Chetham’s International Summer School and Festival for Pianists (read all about it in my review here), organisers Kathryn Page and Murray McLachlan last year added a Piano Teacher Course to the menu.
Led in its first year by Margaret Murray McLeod, the course attracted some 35 teachers from around the world. This year Karen Marshall and Mark Tanner took the reins, and the organisers plan to involve different course leaders each year so that returning attendees can learn from a range of perspectives.
In the UK we have a rapidly growing number of well-regarded piano teacher training opportunities and courses (though sadly not a widely supported and accredited qualification), and the choice can be bewildering.
The availability of a credible training course with the benefits of a residential (rather than remote online) setting, held at such an ideal time in the calendar, and with such an impressive roster of world-class concert pianists on tap is certainly very appealing.
Could this be an obvious first choice for teachers looking for further training? As part of my visit to the Summer School, I was able to join the course for several sessions. Here’s what I found out…
Continue reading Chetham’s Piano Teaching Course
I recently came across an article by Elizabeth Gilbert of the University of West Virginia and Nina Strohminger of Yale University presenting their findings that only a third of published psychology research is reliable.
Another article confirms that in the field of biomedicine (the basis of so much news coverage of medical advances) less than 50% of research proves reliable when the “reproducibility factor” is applied.
And astonishingly, we read elsewhere that “just 11% of preclinical cancer research studies could be confirmed”.
We might well speculate as to why such a body of inaccurate “research” is being published; certainly there are important questions here. And let’s be clear that it is academics themselves who are drawing attention to the problem, and expressing frustration.
If psychological and medical research are this unreliable, shouldn’t we also be concerned about the “research” that underpins educational theories and methods?
Continue reading Can we really trust educational research?
Guest Post by Susan Bettaney
The Piano Duet form is an enriching experience which opens up a plethora of knowledge and repertoire dating back to the 18th Century, a ‘Pandora’s Box’ of a wondrous art form which evolved from the quills of the Great Composers ideal for the drawing rooms and salons of the times.
Continue reading Hooked on Duets
Pathways for Teaching
Over the years I’ve repeatedly encountered the suggestion that music should be taught in much the same way as we have tended to assume language is acquired.
Advocates of this theory point out that:
- Firstly as babies we hear words;
- Soon we start to mimic them;
- In time, we learn to speak fluently;
- Later (perhaps several years later), we are taught to read;
- And then to write.
I’m not a linguistics expert, but I suspect that this linear sequence is somewhat over-simplistic. In any case, it is adapted by some to propose this music education equivalent:
Hear → Sing → Play → Read → Write
It has long seemed to me that finding any direct or useful equivalent between musical learning and theories of language acquisition is more difficult than some suggest. And like many experienced teachers, I have observed that those taught according to this notion don’t always develop into good music readers.
In this short article I will flirt with the complexities here by asking three important questions:
- How do music and language seem to behave differently?
- How does informal learning prepare us for formal tuition?
- Does learning always follow the same one-way sequence?
As with the initial proposition, direct answers to such questions are elusive; perhaps it is sufficient to simply acknowledge their existence. But let’s take a brief trip to this hinterland together…
Continue reading Hear, Sing, Play, Read, Write?
ABRSM’S global standing has long been predicated on wide respect for their role as leaders in music education, setting and maintaining the “gold standards” that have been such a rich source of motivation and affirmation, inspiring generations of musicians worldwide.
But as they launch their latest Piano Scales Review, it increasingly seems they are ceding their authority, trading educational leadership for commercial popularity, led by market research.
In this post I will unpack some of their latest proposals against the backdrop of the bigger question of ABRSM’s historic role in setting and maintaining global standards in music education, noting both improvements and concerns.
Continue reading ABRSM’s Piano Scales Review
Please note: “Eva” is not this student’s real name.
However, her story is told here with permission, and with my gratitude.
Eva learnt piano as a child, but took a break in early adulthood. A few years ago she returned to playing. Since coming to me for lessons she has completed the higher ABRSM grades and gained a DipABRSM performance diploma.
Eva continues coming for a 90 minute consultation lesson once a month. Her focus is on expanding her repertoire, and at present she is working on Bach’s Partita No.1 in B flat major.
Continue reading Breathing with Bach
In this lesson, we address the importance of the breath in alleviating shoulder tension, using three dance movements from the Partita as example repertoire.
Guest Post by Amy Wakefield Taylor
Continue reading How to motivate the demotivated student
Lack of motivation in our students is a problem that all teachers of piano can expect to encounter at some point in their practice, so it seems important to develop strategies for tackling it…