Joy Morin is a piano teacher in Ohio. She enjoys keeping her teaching fresh with new ideas & resources.
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I received nearly 300 responses to my survey about offering an online piano course for piano teachers. I was so encouraged by your comments that I immediately began writing the course material to be able to offer a 6-week course this summer. Thanks so much for your feedback! I am SO excited about this endeavor.
Here is the official announcement:
Here is how the online course will work:
- Registrants will receive a username and login to the course page. Each week on Sunday, new coursework is added to the website. Each week’s material will focus on a different topic. After downloading the PDFs, you can study the coursework from your computer or tablet. Many supplemental PDF examples, forms, and other resources will also be available for download.
- Completed assignments can be emailed to Joy if you are interested in receiving feedback. All assignments are optional, allowing you the flexibility to decide how your time is best spent.
- Every Friday during the course, you will be invited to participate in a live video chat via Google Hangout. This is your chance to ask questions and interact with Joy and others who are taking the course. (Non-registrants are invited to observe the Google Hangout occurring live from Joy’s YouTube channel, or watch the recorded video afterwards.)
- A forum will be available on the website, allowing you to post questions or participate in discussions with other registrants at any time.
This summer’s 6-week course is intended for piano teachers seeking to learn more about business topics, piano methods, pedagogy, and much more. This jam-packed course is perfect for the new piano teacher as well as for the experienced piano teachers who looking to revitalize their teaching. You won’t be disappointed!
Here is the list of weekly topics I hope to cover between June 9 – July 28:
- Business Sense – business structures, bookkeeping, taxes, marketing, and more.
- Developing Music Literacy in Students – teaching objectives, learning styles, and a history and overview of current piano methods.
- Finding and Choosing Repertoire – leveling, publishers, anthologies, and more.
- Lesson/Curriculum Planning – leading the lesson, making assignment sheets, and planning long-term for students.
- More info coming soon!
- More info coming soon!
The dates and topics are somewhat tentative and the cost has not yet been set. Please stay tuned as the details continue to fall into place. :)
Registration opens in May and will be open to only 10 teachers (I want to be sure to have time to give feedback to all the registrant’s assignments. I will probably offer the course again in the Fall if there is enough interest.). Visit institute.joymorin.com to learn more and sign-up for the email list for the latest updates about this course and future courses.
A reader recently sent me the kindest email telling me about how her recent “Mozart party” went with her students. They used the Mozart Great Composers & Their Music lapbook that is available in my shop. It was so fun to read about how Mary’s Mozart lesson went!
The Mozart Party was a success! We watched about 15-20 min. of a video Meet the Composers w/ Mozart, I played Rondo ala Turka, Mozart’s Twinkle Variations, (just three of them) and the Overture to Figaro for them…made some posters/listening maps to go along w/ pieces., and then it was “Scrapbook” time. I used the term “scrapbook” rather than “lapbook” just for familiarity’s sake.
There were 16 students, from Kindergarten through 7th grade! They really enjoyed putting together their scrapbooks, and your suggestions were so helpful, especially “Pass out one page at a time.” The older kids were quite independent, using the model I made as a guide. Little ones needed more direction, but no one was lost or frustrated…as far as I could tell. It took anywhere from 45 min. to an hour, just as you suggested, for everyone to finish.
Thank you again for putting this together. The entire package was thoughtfully researched and composed, it used a nice variety of “crafting” techniques (accordian folds and such), and my students enjoyed both the process and the product. Parents were pleased also, and I even received feedback that some grandparents were impressed!
Wishing you the best,
If anyone has questions about using this lapbooking curriculum for a group class or camp, please feel free to ask. I’d be happy to answer your questions!
Summer is going to be here before we know it! I have been spending time lately planning my summer lessons/camps.
And guess what: I have also been contemplating the possibility of offering an online summer course for piano teachers. You all know how passionate I am about pedagogy and piano teaching. And I love to share! :)
What do you think? Would you be willing to give me some feedback about the idea?
If you are willing to help out, please complete the survey. There are just eight questions, so it won’t require much of your time. I appreciate it!
This year at our Spring Recital, I decided to ask a friend to take photos. I just received the photos from her and I love how this group photo turned out!
Bruce Berr is the author of many well-loved articles featured in the Clavier Companion magazine as well as the American Music Teachers magazine (the magazine for MTNA members). His session described his method of teaching students how to identify form through hearing and studying the emotional elements in musical works. It was fascinating to see how form can be so clearly heard by paying attention to what Mr. Berr referred to as the piece’s “energyscape.”
Mr. Berr showed a diagram of layered slurs representing the micro and macro elements of form we can study: the sub-phrases, phrases, sections, and finally, the entire piece. It is important to get a large overview of the piece first. Attention to detail is crucial, but ought not be at the expense of seeing the big picture.
The energyscape is the found by paying attention to the energy levels (aka “temperature”) throughout a piece. Sonata Form, for example, tends to have its own unique temperature pattern. Read More
Sunday morning, I attended a wonderful exhibiter showcase by Randall Faber, co-author with Nancy Faber of the Piano Adventures method. Mr. Faber’s sessions are always wonderfully pedagogical and inspirational, and this one was no different!
Randall Faber: Ages and Stages: Adventures At All Levels
Mr. Faber began by discussing the “adventure” part of the Piano Adventure method’s title. “Adventure” comes from “adventura” which means “optimism; destined to be great.” Another related word, “advent,” means “anticipation or looking forward to something coming to fruition.”
Where are our students on the adventure? We can take the time to celebrate: “Wow, we finished the purple books and now you get to be in the red books!” Late beginner students can begin with the “Accelerated” version of the Piano Adventures books.
For young beginners, there is the “My First Piano Adventures” books. The focus of these books is play-based or “adventure” learning. Mr. Faber showed a triangle diagram with the corners marked: “fun, foray, and feedback,” which he called the “play” dynamic.
For some students, practicing is probably the least fun part of study — especially scales. We often think of technique as merely scales and finger movement. But technique in the Piano Adventures is about artistry and building larger physical gestures that support finger movement. Read More
The next Pedagogy Saturday session was an excellent session by Hans Boepple discussing issues and strategies related to practicing. Below are my notes.
The core of our pursuit in music is based on that solo activity called practicing. At the lesson, the teacher should help the student set attainable goals. When students do their homework, they know exactly what the assignment is and what they have to do in order to finish their work. For piano study — do our students know what exactly they are doing when they practice? An assignment sheet can be a great tool in this regard.
At the lesson, ask: So, tell me about your practice. The student should be able to respond and tell you how far they got with last week’s goals/assignments. The teacher listens and assesses the previous week’s work and then makes the plan for the next week.
It would be silly, of course, for students to come back without following the set assignment goals. It would be like going to the doctor for a follow-up without having followed the directions from the doctor to cure your ailment.
As students become more advanced, they will learn more and more how to solve problems by themselves. Read More
MTNA 2014 has been awesome so far! My friend and I took the MegaBus to Chicago on Friday and we attending the option Pedagogy Saturday. I attend mostly sessions from the Technique and Artistry Track. The first session that day was given by the ever-dynamic Ingrid Clarfield!
Ingrid Clarfield: From Hot Cross Buns to Les Adieux
Ingrid began by playing Hot Cross Buns on the black keys in the most musical way. She joked that she was sure that we all woke up early at 8am hoping to hear Hot Cross Buns. :)
From the first lesson, we want our students playing musically and beautifully:
- Listening to end of slurs.
- Building through repeated notes.
Ingrid then demonstrated a variety of repertoire that fit under the following categories:
(1) Slurs and Arm Circles
Ingrid made her signature teaching move: adding entertaining lyrics to the piece/exercise. :) Hanon is wonderful for teaching arm circles. The lyrics: “I can make a big fat circle” for at a slow tempo, and later then later: “I can make a little circle.” It is important to teach the arms to be involved from the beginning.
(2) Motivic Repetitions — the 1-2-3 we so often see in music.
To learn voicing, Ingrid recommended practicing the two voices with two hands at first in order to get the right sound in your ear, and then play it within the same hand.
(3) Thinking in terms of Orchestration (String Quartet or Orchestra).
Be sure to have students listen to good recordings so they know what good musicians and their instruments sound like. Then you can have students orchestrate their pieces by writing the instruments they hear in their piano score. It doesn’t matter much what they pick as much as that they have thought about it.
(4) Timing for Surprising (or “sick”) Harmonies.
Find and mark surprising harmonies. Play the passage to students with the surprising harmony removed and replace by the expected harmony. This will allow students to better hear and enjoy the harmony and perhaps add some rubato to it.
The examples of teaching pieces that Ingrid demonstrated in connection to each category were extremly enlightening. For example, there is a great example of a surprising harmony in Fur Elise that many students play through with little acknowledgment.
Having students think in terms of these categories is extremely helpful in getting students to play musically from the very beginning of their studies.
The MTNA 2014 conference begins this weekend and I am very much looking forward to it! (Will I see you there?)
I plan to take notes from the sessions on my iPad Mini. With this in mind, I decided to invest in a keyboard case for it. Here is the one I picked: the ZAGGkeys Folio.
Over the past few months, I have received many inquiries asking when the Level 3 Rhythm Cards will be available in the Shop. I am so pleased to announce that they are here!
As with the other items in my Shop, the rhythm cards are a PDF download that includes the license to print from the PDF as much as desired for use with your own students. The Level 3 PDF contains 22 pages of rhythm cards (5 on a page), for a total of 110 cards. These cards work great for a variety of games (such as Swat-A-Rhythm, the Rhythm Train Game, or the BANG! game) and also work well to send home with students as part of their weekly assignments.
Each card contains a three- or four-measure rhythm example. The rhythm examples in Level 3 use ties, sixteenth rests, and various combinations of sixteenth notes with eighth notes. The time signatures used are 3/4, 4/4, 6/8, 9/8, and 12/8 time.