http://www.youtube.com/watch?v=8O2V5khQ-4A

Click here to read about the three games we played after the recital.

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The recital took place in my home.  Whenever my college music history textbooks mentioned Schubertiads, I used to dream about the idea of having informal music performance parties in my home.  Since my studio is still small, I thought having our Christmas recital in my home would be so fun!  About 25 people attended, which is probably close the max that I can fit.  Next year I’ll have to find another location, or hold the party with just the students.  But it was nice and cozy this year!

We kicked off the party with the recital portion, and then we played three music games:

1. Christmas Carol Rhythm Matchups — This game from Jennifer Fink’s Pianimation blog was a great hit with students!  Students worked together in a huddle on the floor to match the rhythms to the Christmas song lyrics.  They were able to successfully complete all three levels of difficulty!  Even the youngest beginners were able to match a few.  I ended up with three students who played “Jolly Old Saint Nicholas” during the recital because I have so many little beginners right now.  They were definitely able to help match that pair!  :)
2. Make Me A Rhythm! game — This is a game I found on a forum and shared about a few weeks ago.  This game wasn’t a total success, I’ll admit.  My students were very, very shy about asking other students to be note values as they composed a rhythm.  After all, this is the first time they’ve met each other.  Next time I use this game, I’ll use it with a smaller group (maybe in a setting where students are present without their parents), or with a group of people who know each other better.  It wasn’t a total flop though.  It’s a great game for visual learners.  The “composer” had to think about how many beats they had left in their measure.  Once each rhythm was composed, we clapped it together to see how the composers’ rhythm sounded.  It was fun, it just went slowly since students took a long time to choose.
3. Music Bingo — I LOVE Susan Paradis’ version of Music Bingo.  You won’t find a nicer version of Music Bingo anywhere!   I’ve used Susan’s version of Music Bingo in previous years for other events (see some photos here).  Both the students and parents really enjoyed playing this game!

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Now I’m focusing on the last stages of planning for my Studio Christmas Party on Saturday.  A couple of parents have volunteered to bring goodies, so I just need to make a few things.  I found some great food ideas on Pinterest.  (I love Pinterest! Are any of you on Pinterest?  Feel free to follow me, and I’ll be sure to follow you back!) 

Cinnamon Roll Pulls

Doesn’t this look scrumptious?!  It’s made using a loaf of store-bought sourdough bread, and then plenty of honey butter, cinnamon, and sugar.  The icing is optional.  I like this recipe because it’s easy for one thing, but also because it should go a long way.  There’s enough for everyone to have a piece or two.  Here’s the blog where you can read the recipe.

Crockpot Hot Chocolate

Instead of having a punch bowl, I decided to make hot chocolate — kept warm in my Crockpot!  If I will probably need to double the recipe, so I’ll make the second batch on the stovetop and then pour it into the Crockpot as needed.  Here’s where you can find the recipe.  I’ll also offer water and tea to drink.

Lastly, I’m also thinking of having a fruit salad.  The parents will likely be bringing fudge and cookies, so we need something healthy to balance everything out.  :)

Oh, and there’s one last Pinterest find that I’d like to share.  I don’t think I’ll be using it for this party, but I’ll probably use this for the reception at the Spring recital (what an ingenius idea!):

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This December, I’m planning a studio Christmas Party for my students. I’ve never done anything like this before, but I am excited about it. My goal is to plan some music games, make some desserts with cheese and crackers, and hold an informal recital portion too. Each student will play one or two Christmas pieces for each other. I’m hoping to include some piano duets too, and I will probably play a Christmas arrangement myself at the end. Another idea I had was to have each student research the history of their carol and verbally introduce their piece.

I’m so excited for the Christmas season!

Photo Credit: allison.hare | CC 2.0

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• Name: Shauna Leavitt
• Area: Herndon, VA
• Website: http://www.leavittpianostudio.com/

Please tell us about your piano and/or teaching background:

Background:  I started teaching when I was 16 with the assistance of my mother who runs a successful piano studio in Utah.  I taught upstairs while she taught downstairs and whenever I needed help, she was always there to mentor me along.  I was fortunate to grow up near Brigham Young University where I studied with wonderful Professors there (Dr. Douglas Humpherys and Dr. Robert Smith).  When I started attending Dr. Humpherys’ weekly college master-classes, I knew that I wanted to be a piano major when I went to college. 

I received my B.S. in Music from Utah State University (piano performance and pedagogy) and studied with Gary Amano, Ralph van der Beek, and Dennis Hirst.  With the encouragement and preparation from Dennis, I went on to receive my M.M. (piano performance and pedagogy) from Arizona State University and studied with Dr. Baruch Meir. 

Piano:  I have a beautiful Boston Grand that my husband bought me a couple years ago.  He says that it’s my birthday, mother’s day, and Christmas present for the next several years.  Ha ha!  I upgraded a couple years ago after I sold my upright Perzina.  I also have a Yahmaha Clavinova that comes in quite handy for duets and concertos.

What is your teaching philosophy in a nutshell?

I think my teaching philosophy changes as the years go on, but in a nutshell my main purpose is to implant in each student a love of music.  My goal is to help students become excellent readers so they can play for enjoyment in the future.  I hope to instill in them a sense of confidence in who they are and what they can achieve no matter what their skill level is.  This is important because it can translate to other activities they are involved such as a subject in school or a sport.  I feel it’s important to be positive, encouraging, and patient.  Lastly, I try to be adaptable and mold my curriculum based on what works best for each student.

What is your favorite thing about teaching piano? 

Watching student’s progress and seeing their confidence build as they achieve their goals.  I love the power of motivation and enjoy finding what helps each student inch toward success.

Last Spring I started paying my students with music money whenever they passed off their pieces, performed for an audience, and kept a practice log.  After my Spring recital, I held a studio party and set up a “store.” They could spend their money on a variety of prizes and play music theory games.  It was a hit, especially with the little ones.

How do you stay inspired as a piano teacher? 

Lately, it’s been tapping into blogs like this!

What are your goals for improving as a piano teacher in the future?

I’m planning on becoming an MTNA certified teacher this year.  I know it will be a lot of work but many of the project requirements I have completed during my school days.  I love to learn and by becoming certified it will benefit my students as I study and make goals toward my professional development.  On a lighter note, I’m going to learn this arrangement of the Harry Potter theme for my upcoming Halloween recital and dress up like Harry.  I find that practicing helps me be a better teacher because I’m constantly aware of the effort and dedication that’s required.

Tell us about your recitals. 

Each October I hold a Halloween recital where students dress up in costume to match the character of their piece.  It’s a great studio opener and motivator for the year without a lot of pressure.  Sometimes it takes a little imagination to rename their pieces to match their costume – but that’s what makes it fun! The audience votes for ‘best costumes’ and I award prizes.  Students really look forward to this recital and so do I.

What is your favorite music book to use with your students?  

I recently blogged about my favorite theory books that I use – visit http://www.keystonotes.blogspot.com

What is your favorite music-related book?

This is one of my favorites: Spiritual Lives of the Great Composers.

Tell us about a rewarding or humorous moment in your piano teaching career.

Humorous:  Just yesterday I suggested to one my students to play a little faster this time and she replied, “No thank you.” How can you argue with that?!

Rewarding:  A few years ago I was hired by Keogh Health Foundation to direct a statewide piano competition in Arizona.   The winners from each three divisions performed at the foundation’s ‘First Friday Gala’ at the Arizona Biltmore to help raise money for families without health care. Directing this competition was difficult but incredibly rewarding.  This opportunity was a boost to my professional development and education. Some of the judges that I worked with were former teachers and others were professors I greatly admire.   I felt like their colleague.  To associate and collaborate with them on a professional level was incredibly rewarding.  As an added bonus, one of my students performed for Dr. Humpherys in a Master Class.

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Thanks so much to Shauna for taking to time to share about herself!  It is great getting to know you!!

If you are willing to share and complete an interview, I’d love to hear from you!  Please send me a message via the Contact page by clicking here.

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Please tell us about your piano and/or teaching background.

I teach part-time, with a studio of 20 – 25 students, and am also a church musician in Washington, DC.  For over twenty years I’ve taught piano and organ, as well as K – 12 class-room music, and worked extensively with children and adults in church choirs.   Additionally, there was a stretch as a creative home-schooling mom, but now I’m the parent of a college student.   My education was at  Hartt School of Music,  Indiana University, and The Levine School where I earned a certificate in Piano Pedagogy.  I’ve been privileged to study with wonderful piano teachers, including Jeffrey Chappell and Alexander Farkas.

Do you have any clever teaching tips you’d love to share with us?

A Suzuki colleague once told me that she taught her students ”as fast as possible but as slowly as necessary”.   I try to keep that in mind in every practice session, class or lesson.

Tell us about your recitals.

My goal is to create recitals that have a connecting point for all of the students.   That way each feels his or her contribution is important to the group effort and they can look forward to the event without undue nervousness because everybody’s in it together.   I’ve discovered this sense of “belonging” or having a “reason to be there”  is just as important for my preteens and teen students as for the younger ones.   This year we’re doing:

• A Music Art Event – Each student will prepare one “character piece” , such as Avalanche by Heller or Reflections in the Pool, by Goldston.  One month before the recital students meet for an art workshop, creating visual art that reflects their musical pieces, either representationally or abstractly.  The creations will be displayed at the recital, and the printed program will be a puzzle of match-the-performer-to-the-piece of music/art.
• Peter and the Wolf – A story recital for the younger students using Wesley Schaum’s arrangement.  The program will also include ”Student Composers” - 6th graders and up will compose and play their own music.
• J. S. Bach and friends – A program of music and fun facts about Bach, his family, and other composers of the time, using piano, organ and harpsichord.

With only 20 – 25 students, I’m able to keep programs to one hour or less while having all ages and levels together.  Parents comment on how this inspires both beginning and advanced students.  The story recitals are also wonderful for young siblings.

What is your favorite teaching game to use with your students? 

A standard that I return to again and again with beginners and even intermediate students for support doing repetitions is my famous ”Dice Game”  Equipment needed:  a little bowl and a die (these are never far from my piano).  Divide a short piece of music into 5 numbered sections that need work, or choose 5 things to practice.  Roll the die and play whatever section it says.  If the student rolls 6, that means “You Pick”.  It’s also possible to choose 4 things to practice and have 5 be “play the whole thing”.   I use the game both in lessons and for home assignments.  The game should be played until every number has been rolled.  This will take a fair amount of time, and ends up being excellent practice!  Some ways to vary the game are:

•         play the section
•         play it with no mistakes
•         play the section 3 times with no mistakes
•         play the section 2 times in a row with no mistakes
•         etc – there are many ways to use the game.

What is your favorite supplementary book to use with your students?

One book that I’ve been very happy to share with both adults and teens is “The Jobim Collection” (easy piano).   The collection, for advanced beginner/early intermediate students,  includes Quiet Nights of Quiet Stars as well as other sambas and bossa novas  in accessible and harmonically satisfying arrangements.  Hal Leonard HL 00316035

What is your favorite piano related book?

“Piano Lessons” by Noah Adams – a beautifully written memoir by the NPR commentator about one year of learning to play piano as an adult.

Does your studio have a minimum practice requirement?

30 minutes six days per week, except for very young beginners.  Does everyone meet it?  Well, a few are still working toward this goal :)

Do you use stickers or other motivations devices?

Funny you should ask.  For years I avoided stickers or any rewards, thinking all motivation needed to be intrinsic.  Then a sophisticated 17-year-old transfer student taught me to use stickers because her previous teacher always had.  The stickers were not so much a way of rewarding as a moment for us both to pause and say, “Good Job!”.   Now I have an elaborate sticker system to help both students and myself keep track of accomplishments in sight-reading, improvising, repertoire, technique and special projects such as recitals.  It keeps the music work moving forward nicely.

Thanks so much for sharing with us, Diane!  

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If anyone has more questions for Diane, you can contact her via email at dianeheath[at]verizon.net.  Or, leave your responses in the comments below!

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Q: How do I decide what kind of music to have students play? 

I would suggest buying separate sheet music rather than the usual pieces in their method books.  There’s something special about having a separate sheet music for the recital.  I even like to write on the sheet music something like: “Johnny’s 1st Recital – May 1, 2011.”  It is an extra expense for students which I personally feel is worth it. 

Q: How much time should I give students to work on their recital piece?  

It depends on the difficulty of the recital pieces you plan to assign, but I don’t think 6-8 weeks is too long for students to prepare their pieces for a performance, especially if you want them (all or some of them) to perform by memory.  If your teaching style is heavy on performance, your students might be able to be ready in a shorter time, but if you’re not sure how they’ll do, I’d play it safe and give them plenty of time.  Personally, I like my students to have at least 2 or 3 weeks that they are able to perform their piece by memory for me during the lesson.  So that leaves just 3 to 5 weeks to learn and memorize the piece.  You can explain to your students that this piece is “special” and they need to work on it a long time in order to get it as musical as possible.  It is much better for students to have too much time to polish the piece than not enough.  Of course, even with plenty of time to prepare, you may still have some procrastinators.  Despite all your preventative efforts, you might still have a student’s performance “crash and burn.”  It’s okay if that happens!  It’s a learning experience for everyone involved (including the teacher).

Q: Should I have beginner/elementary level students play more than one piece since they are so short? 

Absolutely!  Also consider playing the duet parts with them.  You can ask the student which way they prefer, but usually they will choose to have you play along since it “makes them sound good.”  (Parents love it too.)

Q: Should I play a piece on the recital too, or would I look like a show-off?

I personally feel that teachers should play something on their recitals, especially if students rarely have the opportunity to hear you perform.  It does not have to be a long, showy piece.  Even a Chopin nocturne or a hymn arrangement, played very well and musically, would be a wonderful thing to hear.   It is all about setting an example to your students — that they can play even when they are adults someday if they want to, and that you know how to successfully prepare, memorize, and perform pieces too.  It’s also important for the students and parents to be regularly reminded of your qualifications as a musician and performer.  To see more opinions on this matter, see this post.

Q: Do I need to have a theme for the recital?

You don’t have to have a theme unless you want to.  Many teachers have great success with it.  I think it requires more time to plan a themed recital — but they can be a lot of fun.  Traditional recitals are great too — it’s good for students to hear a variety of styles and pieces.

Q: How do I decide the program order?  

I used to always make the program order by student level, beginners to advanced.  I now think it’s better to mix up all the ages and levels into other random groupings (by historical period, for example).  Otherwise, it gets difficult to know where to put a precocious but young student, for example.   The mix of ages and levels helps the focus of the recital to be a sharing/celebration of music and not a comparison of who is “doing the best.”  Another thing to consider — carefully choose a strong performer to put at the beginning of the program, and one at the end of the program.  It is nice to get a positive start to the recital, and to finish strong.  Visit the Printables page to view a few templates that can be used to type up recital programs.

Q: I also have guitar students, and I haven’t quite figured out yet what to do with them.

That’s great!  I think I would mix up the guitar and piano students in the program order — not necessarily every-other, but in groups of threes or fours.  Just make sure you have a good set-up — chairs/stands/benches all ready to go.  I recommend having the students sit in the front row during the program, in program order, so they can easily tell when it is their turn to play.  Mark their seats with a printed program that has their name written on the top of it.  If they want to go sit with their parents after they play their piece, they can.

Q: Where have you had your recitals?  Any particular places I should consider?

My past recitals have mostly been held at churches, mainly because they were free or very affordable to use.  I did try a school classroom once, but found it to be crowded.  I look for someplace that has a grand piano that can be moved to the center of the stage/front.  It is nice for the students (and impressive to the parents) to get to have the opportunity to perform on a grand piano, especially if you don’t have one in your studio.  If your own church is not suitable for a recital for one reason or another, you can ask some of your students/parents what their churches are like.  I used one of my student’s church for two years in a row because it worked so well there.  Sometimes music stores have a recital hall you can rent, however, they can be pretty expensive.

Q: Have you charged a fee in the past for recitals?

Many teachers charge a recital fee.  Personally, I dislike charging and going around collecting yet another fee from students/parents, so I consider it a yearly studio expense and factor it into the annual tuition rate.  And, of course, you can declare your recital expenses on your taxes which is helpful.  Of course, I have always kept my recital expenses very low.  My student’s church that I mentioned earlier cost $25 to use (an honorarium to the janitor), and then I baked two dozen cookies, and I bought punch, paper plates/cups/napkins, etc..  I also bought two dozen roses so I could award each student with a rose at the end of the performance — a nice touch which was great for the photos afterwards.  Many teachers give out awards or certificates that correspond to their incentive program.  It’s a great time to do it if you have something like that going on in your studio.

Q: Do I need to hold a reception afterwards?

Having some sort of small reception is a nice gesture.  It does not have to be extravagant.  I think you have to read your students/parents and consider what they will best appreciate.  If you teach in an upper-class area, you might want to do a big bash; but if you are in a middle- to lower-class area, keep it simple but nice!  As I mentioned, I brought enough punch and cookies for everyone, but I also politely asked students/parents in a newsletter if anyone would like to volunteer to bring goodies to the recital.  I usually had 2 or 3 parents bring something, which was helpful to get some variety in the goodies.  At the beginning and end of the recital, you can announce the reception and invite the students/parents to stay around for goodies and photos.  Click here for a post with ideas for what to say at studio recitals.  

Q: Do I need to have a dress rehearsal?

Ideally, yes!  It doesn’t have to be held at the recital location if that is not feasible, but at least have your students all perform their pieces for each other during a group lesson.  One year, I decided to have them do their dress rehearsal at a local assisted living facility.  That year, one of my students could not make it to the recital because of her sibling’s wedding (and I couldn’t move the date just for one student), so it was really nice that at least she could perform her piece at the assisted living facility.  And the folks there always enjoy the music!

Q: What else do I need to do to prepare for the big day?  

Create a planning checklist for yourself of all the things that must be done in the weeks/days preceding the recital.  There are certain things that must be arranged in advance, and there are things that must be bought and taken along on the big day.  Here is a list to get you started.

Ask you own questions or offer your own recital tips in the comments below!

Photo Credit: Raybdbomb | CC 2.0

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During this session, the presenters told us all about the benefits, feasibility, and equipment needed to broadcast your student recitals live on the internet.

Streaming your student recitals online can allow you to reach distant friends and relatives, publicize your studio, and help find an audience for your niche.

Streaming means you are broadcasting a live video feed online for people to view.  Streaming = one way (but you can reach unlimited amounts of people), while video conferencing = two way conversation (can reach a limited amount of people). 

There are a few services to choose from if you decide to set up your own “TV channel” of sorts using a video streaming service.  They allow you to broadcast one “show” or a “series.”  And they allow you to archive your “shows” for “reruns” later on.  Most of these services allow you to choose from a free or an upgraded paid service option.

• justin.tv | You can view Mario Ajero’s page at justin.tv/pianopodcast.
• livestream.com | includes a chat feature and an embed feature so you can show the video stream on your own website.
• ustream.tv | another option.

While you can set up a video stream with no less than your laptop’s internal camera and microphone, you may wish to upgrade some of your equipment in order to achieve better sound/audio quality.

• External Microphone | can be connected to your computer using a USB cable.  (Example: the Shure PG 27 or PG 42.)
• HD Webcam | anything higher than 720p is considered high definition (HD).  (Example: Logitech HD Pro Webcam 910.)
• Camcorder | costs more than a webcam, but has good quality and can be used to record video on its own for other purposes.

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• NCKP 2011 | (7) Liszt & the Keyboard, by Alan Walker

My fellow teachers and I bought roses to give out to all the students who performed that evening.  It was so fun to watch the students faces as they each received their rose and gave it a big sniff.  They felt like real performers!

In other news, my husband and I finally have living arrangements in Ohio!  We will be renting a cute little three-bedroom house.  It will be so exciting to set up my piano studio……but first we have to deal with the great fun of packing and moving.  We will be staying with family for a few weeks until the landlords finish a few last-minute projects inside the house.  By the middle of June, we hope to be totally moved into the new place.

Meanwhile, I have a feeling that my blog posts may become few and far between over the next few weeks.  Bear with me!  I’ll be back eventually with plenty to share, I’m sure.  :)

Stay tuned — I’ll be announcing the winner of the Fearless Fortissimo giveaway momentarily…

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Have you held your spring recital yet?  If you haven’t, here’s a new recital program template you are free to use if you like!

I currently have two recital templates on my Printables page and they are very popular downloads.  This one is in color, although it still looks pretty good in black and white if you plan to print it that way.

To download: Visit the Printables > Other Resources page and scroll down to “Piano Recital Program Template #3.”  I saved it as a “docx” this time, and I hope you all are still able to open it even if you don’t have the latest version of Microsoft Word.  Please let me know if you run into problems.

If your spring recital has already occurred, how did it go?  I’d love to hear all about it!

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