The Pianist’s Motivations

PATHWAYS FOR LIVING • Feature by ANDREW EALES
Setting our Piano Journey in its Living Context…


  • What is it that motivates us as pianists?
  • Why did we start learning to play the piano? ..
  • And why do we continue to play?
  • What are our piano goals for the future? ..
  • And how do they excite us?
  • How can we motivate and inspire our students?

Ask these questions to a hundred pianists, and there’s a good chance you will hear a hundred different answers – but some common themes will most likely emerge.

In this article I am going to consider the many and complex motivations we all experience in life, focussing in on the difference between intrinsic and extrinsic motivations, and how each pertains to our piano playing.

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“You Composed This!”

Guest post by Garreth Brooke

Those of us who grew up hearing stories of the young prodigy Mozart composing his first music aged 5, or Beethoven composing the 9th whilst already deaf, may be forgiven for sometimes assuming that composing is something rarified and mysterious, inaccessible for us ordinary folk.

But if the recent explosion of wonderful original solo piano compositions from the likes of Barbara Arens, June Armstrong, Alison Mathews and Nikolas Sideris and many others that have been featured on Pianodao teaches us nothing else, it is that composition is not reserved just for the transcendent few.

What’s more, there are many resources available that you can use to guide you through introducing composition to students.

These resources, combined with an encouraging attitude and a sense of humour, can make composing a really fun and educational activity that both you and your students will enjoy. Best of all, none of these resources require you the teacher to be a composer. All you need is an encouraging attitude and a willingness to experiment.

Below you will find a list of resources that will help you to introduce yourself and your students to composing, as well as some tips from Barbara, June, Alison and Nikolas.

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Developing Performance Skills

Guest post by 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.

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