Sheet Music Review
Bartók’s seminal collection For Children is, in my view, one of the few absolute essential classics of the piano pedagogy repertoire – a work which has in equal measure both charmed and challenged generations of young pianists, and seems as popular with my students today as ever.
Two new versions of this milestone have appeared in recent months: a single-volume complete edition from Boosey & Hawkes, and a brand new urtext edition from Henle Verlag in partnership with Editio Musica Budapest.
In this review I’m going to present each, with some concluding thoughts on their relative merits, and recommendations of which edition will suit whom.
Continue reading Bartók: For Children
Guest Post by Karen Marshall
Pushy Parent Syndrome
Is this something you are experiencing in your studio?
I recently attended a teacher meeting where a teacher was relaying her recent experiences with a very difficult parent of a young 6-year-old student. As I pondered the topic I realised that ‘pushy parent syndrome’, luckily, has not been something that I’ve recently encountered as regularly as in my young teaching years.
I felt it may be helpful to share some practices I’ve developed which have certainly made my teaching life far easier.
My approach is partly a conflict resolution one. I would add its a “work in progress” – I would never claim to have all the answers and I’m still learning constantly after over 25 years of piano teaching!
I say conflict resolution because a relationship between a teacher and parent has potential for conflict, simply because the parent purchases the lessons and the child receives them. The relationship is a triangle – if anyone has ever had a dotted line with two managers you will know first-hand the problems that can cause.
- The parent’s needs may be different to the child’s – conflict.
- The parent’s expectations may be different to the abilities of the child – conflict.
Before you know it, you are jam-sandwiched between the child and the parent. So, what are the practical things I try to employ to make things easier and – most importantly – best for the student whilst maintaining good professional practices?
Continue reading Working Positively with Parents
Are you ready for a fresh challenge?
Throughout 2017, the Active Repertoire Project has helped piano players from around the world build confidence and find more enjoyment playing the piano.
In 2018, I invite you to join this exciting project –
and let’s take it to the Next Level!
Download ACTIVE REPERTOIRE 2018 sheets here.
Continue reading Active Repertoire Challenge 2018
2017 has been a fabulous year in so many ways!
I want to start by thanking everyone who has supported me – personally and professionally – and the Pianodao site this year,
The site has welcomed 120,000 visits, coming from almost every country in the world (more than 90 – but there just a few central African countries still resisting the site’s charms!) and has been recognised as one of the top 20 piano blog sites worldwide.
Here are some highlights – specifically I will list the Top Ten Most Read Reviews of 2017, as well as the Top Ten Most Read Articles.
Phew! Here goes…
Continue reading Pianodao: Review of 2017
Guest Post by Roberta Wolff
In my previous post, which you can read here, I considered the importance of reflecting, both in teaching and learning. As such, it was a thoughtful and ‘serious’ article. However, that is not necessarily the best way to approach teaching reflection to our students. Nothing engages the student and gets the message across like a bit of creativity and fun.
This article, therefore, is focused on incorporating reflection as part of the lesson and practice process.
The trouble with reflection is that it often seems long-winded. All the amazing advice along the lines of think 10 times play once is actually very hard to carry out. Whereas, it is very easy to get locked into a cycle of thinking with your fingers – at least then it sounds like something is happening!
In teaching students to incorporate reflection, unconscious learning with the support of tools to interrupt the spell of trial and error practice is immensely productive and enjoyable.
The Musician’s tool bag, The Box and the Language of Reflection are all ways to unconsciously build in reflection time.
Continue reading The Musician’s Tool Bag