I am delighted to tell readers that I have accepted an invitation to join the Principal Tutor team for the European Piano Teachers’ Association (EPTA) UK Piano Teachers’ Course.
I will be joining the esteemed colleagues that I am pictured with above (photo by Jennie Parke Matheson) – from the left, Ilga Pitkevica, Sally Cathcart, me, Lucinda Mackworth-Young, Graham Fitch and Heli Ignatius-Fleet.
The PTC is a part-time course, designed to suit those with other commitments, running with the academic year from October through to June. It consists of four residential weekends, two single Sundays and independent study and assignments spread throughout the year.
Continue reading EPTA Piano Teachers’ Course
“100 Totally Mad Really Easy Piano Songs for Kids” is an exciting collection of songs written especially for the young pianist. Wacky and original material makes learning fun, while progressively building skills in piano technique and music reading, providing a wide range of content suitable for use from the first lesson up until around Grade 1.
The use of songs – and hence singing – makes this an ideal resource for helping children developing their musicianship and aural engagement. And the quirky sense of humour that pervades the songs is sure to have huge appeal, hooking children into a lifetime of musical enjoyment.
It is without doubt one of the most innovative and imaginative alternatives to the conventional Tutor Book approach that I’ve come across. So it was a delight to catch up with the book’s author/composer, Chris Dann, and ask him all about the book – and the other resources he has produced.
But first, I wanted to find about more about Chris’s own musical journey…
Continue reading Interview with “Totally Mad” composer Chris Dann
Guest author – Roberta Wolff
Success Criteria to Develop and Enhance Students’ Performing Skills.
The season of exams, festivals and Spring Concerts is approaching so today I am sharing a simple but powerful approach to help students take their piece from practice room to stage.
The tools we will use are success criteria which leave almost no room for ‘failure’, and which develop confidence, and a sense of control and awareness as students practise the art of performance.
Continue reading Developing Performance Skills
While the vast majority of my students (and their parents) over the last quarter century have been appreciative and respectful, as well as being generous toward other students in my practice, there’s been a very small minority who seemed to have different priorities.
In this article I will examine what happens when a student or parent treats piano lessons purely as a commodity. I hope that teachers will come away feeling more able to spot the signs, and better empowered to develop a piano teaching practice that works well for the benefit of all.
For the purposes of this article I will call these parents and students ‘super-consumers’. If my portrayal is somewhat a caricature, it is for the purpose of emphasis, so that you can spot the problem signs more quickly and easily.
Continue reading Piano Lessons: More than a commodity
Guest post by Garreth Brooke
“Like many other piano teachers I have studied music but not pedagogy…
When I first began teaching after finishing my music degree this did not seem such a problem, and certainly it did not stop me from finding work or my students from telling me that I’m a good teacher. Increasingly, however, I’ve realised that if I want to be a great piano teacher I need to be trained both as a pianist and as a teacher. It doesn’t matter how much we know about music or how well we can play, we have to also understand how to communicate that knowledge effectively to our students.
A 2014 survey on the UK-based Cross-Eyed Pianist blog of private piano teachers revealed that less than half of the respondents had teaching diplomas, and only 30% had training in music pedagogy. This is understandable. Piano teaching often comes as a result of a passion for playing the piano, not because we have always wanted to be a teacher. I’m certainly true in that regard, and indeed actively avoided teaching until forced to by circumstance, when I realised to my surprise that I thoroughly enjoyed it.
In an ideal world, once we realise we want to be a piano teacher, we’d all be able to afford to take 3 years off and get a degree in music pedagogy but unfortunately that’s rarely – if ever – realistic. Luckily there are several options for part time study for teachers who are based in the UK or who use the UK examination boards, including studying for a diploma with an exam board like ABRSM or Trinity, getting a qualification from a pedagogical group like Suzuki or Kodaly, attending the EPTA’s Practical Piano Teaching course, or signing up for the Curious Piano Teachers.
None of these, however, allow you to get a qualification from a recognised examination board from the comfort of your own home and I was therefore excited to learn about the RCM’s Online Piano Teacher Specialist Course. (NB for Brits – this is the Canadian Royal Conservatory of Music, not the Royal College of Music).
I eagerly signed up and I am just beginning week 3 of a 10 week course, and I’m thrilled to have been invited to share my first impressions with you on Pianodao.
Continue reading Online Piano Teacher Training with the RCM
Guest post by Karen Marshall
I was first introduced to singing rounds as a very young child at Primary school…
It was much later in life that I realised their potential for instrumental use. I can remember being quite miffed that – even though I learnt three instruments – I’d not played one round during any of my instrumental lessons.
I try to incorporate rounds into my piano teaching along with using them constantly in my choir and whole school singing assemblies (I work as a music specialist in a Primary School along side piano teaching).
Continue reading Using Rounds in Piano Teaching