Category: Teaching Piano

Early Childhood Music, Games, Group Classes, Music Camps, Music Theory, Printables, Teaching Piano

Just Added: Musical Alphabet Cards

Joy Morin

There are others who have shared alphabet card printables similar to what I’m posting today, but I’m adding mine to the mix anyway.  🙂  I wanted some that would work well to print onto colored cardstock paper.  Since I don’t have a color printer, this is an easy way I can still get colorful things to use with my students!

I used these cards with my new weekly Homeschool Music Class (just started last week, thanks to Sheryl’s recent post at her Notable Music Studio blog) and with my Piano Readiness Class.  My students LOVED making “musical alphabet snakes” in order to learn how the musical alphabet is different from the regular alphabet.  Included in the pdf is a card which outlines some other possible activities to do using the cards.  These activities work great in both group settings and private lessons.

Do you have some other activities to share that involve alphabet cards?  Share them in the comments!

To Download: visit the Printables > Other Resources page and scroll down to the M’s for Musical Alphabet Cards.

  Musical Alphabet Cards (275.9 KiB, 17,480 hits)

Conferences, improving as a teacher, Professional Development, Teaching Piano

OhioMTA Conference 2011 (2): Toxic or Terrific Teaching by Nicole Biggs

Joy Morin

The next session at the OhioMTA Conference was given by Dr. Nicole Biggs, the new piano professor at Bowling Green State University in my town:

Toxic or Terrific Teaching: Exploring the Strategies that Bring out the Best in our Students

Dr. Biggs began by pointing out that our goal as teachers is to inspire and motivate our students in such a way that they can go on independently without us.  Our goal in effect is to teach ourselves out of a job.

A potential problem for some of us as teachers is that we may unintentionally emulate the teaching models we experienced, whether good or bad.  It’s a challenge, but if we perhaps experienced “toxic teaching” during our own studies, we need to find ways to ensure these teaching strategies don’t filter into our own teaching.  We need to transform any toxic teaching strategies into terrific teaching strategies.   Continue reading “OhioMTA Conference 2011 (2): Toxic or Terrific Teaching by Nicole Biggs” →

Teaching Piano

Easy Black Key Improvisation

Joy Morin

Today, I’m at the Ohio Music Teachers Association conference (affiliated with MTNA) all day!  Yes, in case you are wondering, I will be posting notes from the sessions I attend later this week.  🙂

But for now, I wanted to share a quick video of a black key improvisation from a recent piano lesson with one of my new students.  This is only the third time we’ve tried an improvisation together, and each time I’ve noticed that Andelus instinctively creates a motif or theme that she uses throughout the improvisation, which is great because it creates a natural sense of unity for the composition!  (Great job, Andelus!)

For this improvisation, the only discussion beforehand was “You may play any of the black keys,” and “Let’s make a happy, upbeat improvisation!”  Enjoy!!

httpv://www.youtube.com/watch?v=QmO8C9QZL30

Continue reading “Easy Black Key Improvisation” →

improving as a teacher, Studio Business, Teaching Piano

Forum Q&A | The Role of the Parent

Joy Morin

I apologize for being a bit MIA around the blog lately.  I have a couple of projects that I am working on right now for my local MTNA association.  One of them is designing a website.  It’s about half-way done and if you’re interested in taking a sneak peek, you can click here to see it.  🙂

Anyway, our last Forum Q&A was a discussion about accepting and then teaching adult students at the students’ homes.  We also hit on a few other situations, like females teaching male adult students at the teacher’s home.  There was a good overall consensus about handling such situations.  It’s so great to get advice and support from others, so thank you all for your contributions to the discussion!  (As always, it’s never too late to comment if you haven’t already!)

Here’s the question for today:

What is the ideal role for the parents when it comes to piano lessons?  If a parent asks about what they can be doing to help and support their child, what is your answer?  Do you require or encourage parents to sit in on lessons?  Do you require parents to help young beginners practice?  Do you hold yearly or semesterly meetings with parents to discuss progress?  

Leave your thoughts in the comments below.

Photo Credit: woodleywonderworks | CC 2.0

Early Childhood Music, Games, Group Classes, Music Camps, Printables, Rhythm, Teaching Piano

Just Added: Rainy Rhythm Game

Joy Morin

I’ve mentioned before that during grad school, I took an Early Childhood Music course.  One of the things we discussed was using the “sound before sight” philosophy – where the student is exposed to and experiences the concepts before being taught the name or the written notation.  I’ve been doing my best to use this philosophy of teaching music with my Piano Readiness students.

I was reminded of a raindrops & rainbows rhythm game one of my classmates created for an assignment during that course when I saw Anne Crosby’s recent post, which mentioned an activity involving finger-painting raindrops/rainbows.  It immediately occurred to me that the girls in my Piano Readiness Class would LOVE a game involving rainbows, so I put together this printable.  It’s nothing groundbreaking; I’m sure teachers before me have done similar things.  But hopefully this printable might be as useful and convenient for some of you as it was for me!

Continue reading “Just Added: Rainy Rhythm Game” →

Professional Development, Questions, Studio Business, Teaching Piano

Forum Q&A | Safety Practices for Traveling Teachers

Joy Morin

Wow, last week’s Forum Q&A received some great responses about advertising!  Thank you, and be sure to read what everyone had to say by clicking here!  As always, it’s never to late to add  your thoughts to the discussion.

A few days ago, I received an email from a Color In My Piano reader with this question:

When traveling to a new students’ homes, how can you screen students before agreeing to teach them?  What kind of safety precautions can be taken before going to a stranger’s house (especially an adult student)?  If they sound questionable on the phone, is there a way to politely decline giving them lessons?

Please leave your advice in the comments below!

Photo Credit: CarlosLie | CC 2.0
Music Theory, Practicing, Printables, Teaching Piano, Technique

Just Updated: Scale & Arpeggio Fingering (2 Octaves) Reference Sheet

Joy Morin

Some of you may remember the Scale & Arpeggio Fingering reference sheet I posted in December of 2010. About a month ago, a friendly reader made some very helpful suggestions for improvement, and so I spent quite a bit of time revising the printable. It’s called “Scale and Arpeggio Fingering for Piano (2 Octaves)” and you can find it on the Printables > Other Resources page.

I originally created this printable with my intermediate/advanced students in mind who are working on 2- and 4- octave scales/arpeggios and have trouble keeping all their fingerings straight in their head once they start getting them under their fingers. It’s nice to have a guide tucked inside the front cover of a book to refer to now and then!

The document contains three pages:

Page 1: Rules and tricks for remembering scale and arpeggio fingerings (as shown on the right).

Page 2: A listing of the fingerings for each Major and Harmonic Minor scale/arpeggio (2-octave) for piano.

Page 3: A continuation of page 2.

Of course, there are a few different ways to finger scales and arpeggios, so I’m sorry if the fingerings listed in this printable do not correspond with the ones you prefer to teach your students. These are the ones I like to use, and I thought I’d share it with anyone who might happen to find it useful.

If anyone else finds typos or inconsistencies, please let me know! I did my best to proof-read the fingerings, but it is certainly possible that I still may have missed something!

  Scale and Arpeggio Fingerings (2 Octaves) Reference Sheet (86.0 KiB, 144,309 hits)

Giveaways, Motivation, repertoire / methods, Teaching Piano

May 2011 Giveaway: “Fearless Fortissimo” Piano Music for Boys

Joy Morin

Greetings!  Today I have two important announcements:

  1. I have finished all the requirements for my Master’s degree!  HOORAY!  =D
  2. Today we have a new GIVEAWAY!  Here are the details:

Andrea & Trevor Dow from yesterday’s interview have kindly agreed to sponsor a giveaway of Episode 1 of The Adventures of Fearless Fortissimo!  This pdf is a $19.95 value and contains Early Elementary, Elementary, and Intermediate Level versions of the pieces, accompanied by a three page comic.  Once you’ve purchased the pdf, you are free to print off as many copies as needed for use with your students!  Read more about The Adventures of Fearless Fortissimo piano music for boys by clicking here.

To enter to win, leave a comment on this post!

  • Ask Andrea & Trevor a question you still have after reading yesterday’s interview.
  • Tell us about how you would use The Adventures of Fearless Fortissimo in your studio!
  • Or, share any tips you have about keeping boy students motivated in their piano studies.

You may earn one additional entry in the giveaway by sharing the link to this giveaway on your blog or on your facebook page.  Be sure to leave an additional comment on this post to let me know you’ve done this, so that you get your extra entry.

The winner will be chosen via random number generator.  Enter before Thursday, May 19, 2011 @ midnight for your chance to win!

Performances, Practicing, Teaching Piano

Practice Performing

Joy Morin

Perhaps you are wondering why there is a picture of a bunch of stuffed animals for this post.  Haha, I’ll get to that in a moment!

My private students are preparing to play for the university’s Community Music School recital tomorrow!  There will be about 12 students performing, 4 of which are my students.  For last few weeks, we’ve been taking time during lessons to “practice performing.”  After all, what better way to prepare for a performance than to practice performing?  =)

For my students, this means we imagine being at the recital during the lesson.  The student “walks onstage” while the audience (me) is applauding wildly.  The student gives a deep bow and sits down.  Once the bench is checked, they take a deep breath and play.  Wild applause ensues once again at the end of the piece, and the student beams, bows, and trots “off stage.”

I also encourage my students to put on recitals at home for their parents or friends, or even to create an audience of stuffed animals.  The point is for the student to be mentally putting him-/her-self through the performance, imagining what it’s going to be like and imagining him-/her-self succeeding.  Students really enjoy using their imagination and pretending they are onstage, and I think it is really beneficial for them to have gone through the process mentally before the real thing!  (Especially when there is no dress rehearsal, as in this case.)

What kind of activities do you do with your students to help them “practice performing?”

Photo Credit: Jess1820 | CC 2.0

Questions, repertoire / methods, Studio Business, Teaching Piano

Forum Q&A | Obtaining Student Materials & Reimbursement

Joy Morin

I forgot to put up the week’s new Forum Q&A post yesterday, so here it is a day late!  Sorry about that…I think the term paper for my music history class is draining all my brain cells.  =D

It was so fun to read the variety of approaches teachers use when it comes to summer lessons for last week’s Forum Q&A!  I hope you had as much fun reading about them as I did.  I just added my own comment which describes a new method I’m going to try next summer (2012), so please check it out and let me know what you think.

This week, though, we are going to discuss methods of obtaining and getting reimbursed for student materials!  I’m curious to know….

First of all:  Do you tell students to go purchase the new books/materials they need, or do you go and get them yourself?

Secondly, if you purchase them yourself, how do you go about getting reimbursement?  Is the cost of books/materials covered in your tuition rate?  Or do you charge a yearly or semesterly fee to cover books and materials?  Or do you add the cost of the books to that month’s invoice for tuition?

I’m trying to decide how to go about dealing with getting books when I start my independent studio in the fall, so I’d love to hear what method works for you!

Photo Credit: woodleywonderworks | CC 2.0

Composition, Early Childhood Music, Games, Group Classes, Music Camps, Teaching Piano

Improvisation Activity: Rory’s Story Cubes

Joy Morin

Before I begin, allow me to give credit where credit is due for this wonderful idea: I got this idea from Laura on her blog (click here).  I was so thrilled to see her idea of using these “story cubes” for improvisation with piano students!

Meet “Rory’s Story Cubes.”

Rory’s Story Cubes consist of a set of 9 dice with all kinds of pictures on their faces.  I think English teachers use these as a starting point for writing stories.

Piano teachers can use them too.  =)

Let me tell you about how I’ve been using this fun new prop.

During a piano lesson, I gave my student all of the dice and asked her to roll them.  Here’s what they look like:

Continue reading “Improvisation Activity: Rory’s Story Cubes” →

improving as a teacher, Motivation, Studio Business, Teaching Piano

Rethinking The Student’s First Lesson

Joy Morin

Okay, so I’ve been thinking about this topic for a few weeks now, and today I’m spilling all!   Sorry about the length. =)

Don’t Make My Mistake!

When I first began teaching, I created a mental list of all the things I felt were essential for a new student should know.  I thought very carefully about what to say in order to cover all these topics with my student during the very first lesson.  “The List” included things like:

  • How to sit properly at the piano.
  • How to hold one’s wrists.
  • How to curve one’s fingers.
  • The finger numbers.
  • How to find the black key groups of 2’s and 3’s.
  • How to find Middle C.
  • How to find A-G on the piano.
  • What a steady beat is and is not like.
  • What a quarter note is.
  • etc.

These are all important things, of course.  But I hadn’t really stopped to consider what the student might be feeling at that very moment on my piano bench.  I jabbered away cheerily through my long, long list, anxious that my student would learn all the right things the right way from the very first day.

Do you remember what it was like at your very first piano lesson as a kid?  Usually, new students are anxious, curious, unsure, maybe nervous — and usually they are very excited to play the piano.  They might tell you they can play Twinkle, Twinkle Little Star for you which their mother taught them by rote.  Or they might show off that they figured out Mary Had a Little Lamb by ear.  Or they might not know how to play anything at all, but they are definitely sitting on your piano bench practically drooling, anxious to get their fingers on those beautiful, shiny keys!

So what do you do?  What do you do about all this crazy excitement, energy, and motivation that is radiating from this student?   Continue reading “Rethinking The Student’s First Lesson” →