Category: Questions

Professional Development, Questions

Forum Q&A | Being A Member of MTNA or Other Professional Organizations

Joy Morin

Our last Forum Q&A from two weeks ago (due to the conference) was all about dealing with rhythmic “simplification” of familiar tunes with students.  If you haven’t read all the great responses yet, be sure to do so by clicking here!  As always, it’s never to late to contribute your own thoughts if you haven’t already.

This week, I’d like to start a discussion about professional organizations (such as MTNA for the U.S. — international teachers, please tell us about what your country offers!).

Are you a member of a professional organization?  If so, for how long have you been a member?  Is it worth it?  What is your favorite thing about being a member of MTNA or any other professional music teachers association?  What other benefits can you list?  Why do you consider it important to be a member?

If you are not currently a member of a professional organization, would you like to be in the future?  What questions do you have about becoming a member?

Comment away!

Questions, repertoire / methods, Rhythm, Teaching Piano

Q&A Forum | Rhythmic “Simplification” in Arrangements of Familiar Tunes

Joy Morin

For last week’s Forum Q&A, I broached a few questions about memorization and many of you left comments regarding whether or not to require memorization for performances within your studio — but not many of you addressed my initial question about whether you consider the skill of memorization is essential to piano playing (i.e., do you think it is necessary/required for concert pianists to play by memory?  Why or why not?).  I discussed this topic further in yesterday’s post, which you can view here.  As always, it’s never too late to add your thoughts to this ongoing discussion.  =)

Today, however, marks the introduction of a new topic for discussion:

Many popular piano methods today include (as they should) arrangements of familiar tunes for students to learn.  This is great, because many students LOVE learning how to play tunes they are familiar with!  (Side note: click here to view a post regarding some thoughts on what makes a great piano method.)  However, these arrangements sometimes present a problem:

Oftentimes in arrangements, the rhythm of the tune is altered and “simplified” in order to accomodate the rhythmic values that the student has/hasn’t learned yet.  This is all fine and dandy, but as a teacher, what do you do when a student comes back the next week playing the rhythm “wrong”?

To give one example that frequently occurs with beginner students, I’ve heard many students return playing the rhythm of “Ode to Joy” with dotted-quarter-eighth rhythms instead of playing all quarter notes (despite the fact that we sightread it together with the rhythm as written).  How do you handle this situation: do you “fix” the student’s rhythm to match what is on the page even though it goes against their intuition, or do you “let it go?”

I’m sure many of us piano teachers have been in this situation before!  Share your experiences in the comments below.

Photo Credit: Rick Harris | CC 2.0

improving as a teacher, Memorization, Performances, Questions

Forum Q&A | Memorization for Performances: Required or Optional?

Joy Morin

Last week we discussed how to teach legato pedaling to students, and we got a few great responses – click here to check them out!  As always, feel free to add your thoughts to the discussion!

This week, we are considering the topic of memorization.  I’ve seen great discussions about this topic on many websites and forums, and thought we’d explore it here too (hopefully with a different twist)!  Here goes:

First, do you consider memorization to be an integral part of piano playing?  Meaning, would you say that a concert pianist should or must perform by memory?  And do you therefore also require your students to perform by memory, or are you more flexible with your students depending on their goals?  What kind of memorization policy have you found works best for your studio?

Leave your thoughts in the comments below!

Photo Credit: hsingy | CC 2.0

improving as a teacher, Practicing, Questions

Forum Q&A | How do you teach legato pedaling?

Joy Morin

Last week, we discussed standardized testing – the advantages and disadvantages, do you require it, and why, etc..  Click here to read the comments that were left!  As always, it’s never too late to add your thoughts so feel free to jump into the conversation.

This week, we are going to talk about pedaling.  Pedaling is such an important part of learning the piano, but arguably one of the most challenging things to learn for some students. The timing for pedaling must be just right: it can’t be too early, else you’ll have a break in the sound; but it can’t be too late otherwise the previous harmonies with intermingle with the current ones.

So, here’s the question:

How do YOU teach pedaling?  Do you have any tips, analogies, or exercises you use with your students in order to teach proper legato pedaling (also sometimes called syncopated pedaling)?  How did your piano teacher you how to pedal when you were a first learning?

Share your thoughts below!  I am anxious to learn some new tips for better ways to teach pedaling!

Photo Credit: House of Sims | CC 2.0

Music Theory, Performances, Questions

Q&A Forum | Do your students undergo standardized testing?

Joy Morin

Last week we had some great replies to the question about what level of recital music to assign. Here’s our new forum question for this week!  I have really enjoyed hearing you responses the last few weeks.  Keep it up!

Do your students undergo standardized testing?  Why or why not?  If you do, which testing(s) do you use (MTNA testing for your state in the U.S., RCM/NMCP, Piano Guild, etc.)?  Do you require it of all your students or is it optional?  What benefits do you see in doing testing –not doing testing, as the case may be?

I’m looking forward to hearing your responses on this one (as usual)!!  Leave your thoughts in the comments below.

Photo Credit: vanz | CC 2.0

Have an idea for a Q&A Forum question?  Please send me an email admin[at]colorinmypiano.com.


Performances, Questions, repertoire / methods

Forum Q&A | Recital Music: Assign Easy, Hard, or Just Right?

Joy Morin

Ready for another installment of a Forum Q&A?  Okay!

A couple of weeks ago we discussed what to do when a student performance “bombs.”  This week, we’ll return to the topic of recitals and talk about assigning repertoire:

When assignment recital repertoire to students, do you generally assign something challenging since they have a lot of time to work on it?  Or do you assign something that is a little bit easy for them, so they can easily succeed at polishing and memorizing the piece?  Or do you simply assign a piece that is right at their current level?

Share your thoughts below!

Photo Credit: meddygarnet | CC 2.0

Questions, Teaching Piano

Forum Q&A | Teaching Adults Versus Children/Teens

Joy Morin

These week’s Forum Q&A was prompted by a comment by Kaylee on the facebook page.  Kaylee asked for advice about teaching an adult student who is older than she is.  If you have advice to offer, please visit the facebook page and leave a comment!

But for this Forum Q&A, we will focus on the general question about the differences between teaching adults versus children/teens:

What differences are there between teaching adult students and children/teens? What adjustments to your approach must be made when teaching adults?  What method books or repertoire do you like to use with adults students?

Contribute your thoughts in the comments below!

Photo Credit: klipsch_soundman | CC 2.0

Performances, Questions

Forum Q&A: What To Do When a Student’s Performance “Bombs”

Joy Morin

In the entries for last week’s giveaway I received a lot a wonderful feedback regarding Color In My Piano.  Upon request, I’d like to start increasing the number of forum questions.  Hooray!  Rather than having a monthly question, I will try to pose a new question at least every other week (and maybe every week, if I can come up with enough questions!).

If you have suggestions for questions you’d love to see featured, please let me know by sending me an email via the Contact page.  Forum questions should be fairly short in length and should be a general question rather than a request for specific advice about a situation you are current dealing with.  (While I don’t mind being asked for advice and often do feature these questions on my blog, they are not considered “Forum Q&A” questions unless they are stated in a general sort of way.)

So without further ado, here’s our next Forum Q&A:

What do you do when a student’s performance “bombs?” I’m sure we’ve all experienced it: a student has a major memory slip and ends up in tears after the recital.  What words of counsel and advice can you give a student afterwards to console and encourage them?  What specifically would you say to a younger student as opposed to an older student?  What kind of things can you do with the student to help avoid this from happening again?

Please leave your responses in the comments below.  I look forward to hearing all of your thoughts!

Photo Credit: Juanedc | CC 2.0

improving as a teacher, Questions, Studio Business

The January Forum: What are your teaching goals for 2011?

Joy Morin

Last month’s discussion forum brought out some great comments from you all! Most of you agreed that the teacher should play something on student recitals when possible, as long as the piece is not overly showy.

The dicussion topic for the January Forum:

Do you have any teaching goals for 2011? What changes or improvements would you like to make in your studio this year?  What other goals do you have for yourself or your students?

The beginning of a new year is a great time to reassess and set attainable goals.  Here are a few quick ideas just to get you brainstorming…

  • Improve the studio business end-0f-things.
  • Focus more on technique.
  • Focus more on functional skills.
  • Gain 5 more students.
  • Incorporate more interactive games/activities in the lesson.
  • Better communication with parents/students.
  • Tailor lessons to individual students more.
  • Get organized.

Good luck!

Photo Credit: somethingmarissa | CC 2.0

Questions

The December Forum: Should the Teacher Perform at Studio Recitals?

Joy Morin

Discussion topic for the December Forum:

At studio recitals, should the teacher perform a piece? Will it inspire students and will families enjoy hearing the teacher play?  Or will the students/families get the impression that the teacher is showing off and blowing the students’ performances out of the water?  What is your take on this issue?

Please take a moment to share your thoughts in the comments below!

Photo Credit: HenryStradford | CC 2.0

Questions, Technique

The November Forum: Analogies for Finger/Hand Shape

Joy Morin

This month’s discussion topic:

Analogies for Finger/Hand Shape at the Piano

How do you teach students how their fingers/hands should look when they play?  Do you use any analogies, such as: “pretend you are holding a bubble”?  What do you find works, and what doesn’t?  Please share your tips!

Leave your thoughts in the comments below!

Have an idea for a topic you’d love to see discussed for a monthly forum?  Please email it off for consideration to admin[at]colorinmypiano.com!

Photo credit: emilianohorcada | CC 2.0

Questions

The August Forum: How do you keep your students motivated?

Joy Morin

This month’s discussion topic:

How do you motivate your students?  How do you keep them coming back year after year? How do you keep them exciting about taking lessons?  How do you keep them practicing? What have you found works for your students?  Have some things worked better for some students, but not for others?

Please take a moment to contribute your thoughts and ideas!

Photo credit: Wikimedia Commons