Your Stories: Paul Harris

Your Stories  No.15

Paul Harris is one of the world’s most respected music educationalists. His compositions have delighted players and audiences around the world, and he has over 500 publications to his name. Paul is in great demand as a workshop and seminar leader in the UK, USA and the Far East.

Here he shares the story of how he discovered the piano as a child …

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The Pianist’s Generosity

The Pianist’s Reflections Series

In this month’s Pianodao reflection, being December and in keeping with the season, I’m going to consider generosity

Let me start by sharing this brilliant quote from my good friend Paul Harris, which nicely sets the scene for my thoughts on generosity:

“Performing is an act of giving.
If we perform with artistry and skill – at any level, and with unconditional generosity – then everyone is the better for it.”

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Improve your sight-reading!

Sheet music Review

“When pupils can sight-read, not only do they do well in exams but (rather more importantly) it allows them to learn pieces more quickly, which frees up much of our teaching time, allowing us to concentrate on developing the musician. Ultimately, it gives them independence: they are able to learn music on their own – the greatest gift we can give.”

So says best-selling author Paul Harris in the introduction to Improve your sight-reading: Teacher’s Book – latest addition to his ever growing Improve Your Sight-Reading series, just published by Faber Music.

Written to work alongside the well-known, long-published Improve your sight-reading ‘pupil’ books, the Teacher’s Book mirrors the introduction of keys and concepts in those, as well as offering useful tips for teachers.

Most important of all, the Teacher’s Book includes dozens of new progressive practice tests for each of Grades 1-5, which can be used in lessons to complement the use of the pupil books for home practice.

As such, the book offers the potential to elevate what was already a great resource into a more complete sight-reading system which bridges both lesson and home use.

Let’s find out how well it succeeds in this aim…

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A Piece a Week: Grade 3

Sheet Music Review

Reviewing Paul Harris’s A Piece A Week grade 1 and 2 books last year, I concluded:

“While not all players will have need of these books, a great many will benefit from using them, and A Piece A Week admirably fills a gap in the market for outstanding “quick study” material.

A Piece A Week lives up to the excellent standards Paul Harris and Faber Music have previously set, and for which they are so well known. I would say that the series is a genuine “must have” for all piano teachers.”

In the months since that review, I have started to use the books with students, and can confirm from experience that they succeed in all the respects that I previously hoped and noted. The books really are very good!

Indeed, the quick study format of A Piece a Week is establishing itself as one of my preferred ways of helping students develop their reading ability, which I find nicely complements my generally holistic, multi-sensory approach.

So before reading on, it would be a good idea to recap my previous review of the first two books, which gives a better idea of what the series is all about – you can read it here.

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A Voyage of Discovery

Guest Author  Paul Harris  explores how lessons might best unfold.

A lesson is a journey.

A lesson is a journey. But a rather special kind of journey: more a voyage of discovery. And we, as teachers, are both pilot and guide, working alongside our pupils, sometimes planning the route together, with the ultimate intention of teaching them to guide themselves. And what makes each journey – each lesson – so exciting, is that we don’t necessarily know either the route or exactly where we are heading … until we get there! But, crucially, we need to ensure that the journey is both enjoyable and productive.

As a wise man once said – you may be able to predict the teaching, but you can never predict the learning; so, even though you might have some idea of where you want to go, the lesson may wish to go somewhere else!

We do of course have a certain amount of control over a pupil’s progress through a lesson. So let’s have a look at how learning really should work.

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