motivation – Color In My Piano

In the past, I’ve shared about my easy, ongoing incentive program for my piano students. You can read a more complete blog post from 2009 about it here.

Basically, the summary is that for every 30 pages of music students learn (or theory pages completed), a prize is earned from the prize box. My goal was to have a simple program that was easy to track and that rewarded the kinds of things my students should be doing anyway. A simple incentive program can make things fun and help reinforce the kinds of things you wish students to be focused on. My students know that a given piece needs to reach a certain level of mastery before they can “pass” it and go on to the next.

I have maintained this simple incentive program consistently for years (although, I’ll admit I’ve taken a little time off from it recently due to pandemic online teaching and relocating to Michigan). However, I recently came up with a slight improvement to this method that I think will make it EVEN EASIER to maintain.

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Wanting To Play The Part: Motivation and Turning Points for Students

25 October 201825 October 2018 Joy Morin

When I was a kid, I participated in a play called “Tea For Felicity.”

I was a shy, introverted kid. I wasn’t exactly “actress material”.

However, I did want to be part of this play.

I auditioned, and somehow won the part of Felicity’s best friend.

My mother sewed me a Colonial era gown, complete with gathered sleeves and a white bonnet. I practiced and memorized my lines. I attended rehearsals, and helped paint the sets.

There was one problem.

I didn’t speak loudly enough onstage for my lines to be easily heard easily from the audience’s perspective. The play director asked me to speak out more. My mother coached me at home, letting me know I still wasn’t speaking loud enough. When I tried, I could deliver a louder rendition upon being asked. But the next time I read a line, I reverted to my normal volume.

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Announcements

In The Shop: “Notes To Self” Wall Art

26 July 201826 July 2018 Joy Morin

It’s here! I’ve been hinting about this on instagram all week. I’m so excited to today share with you a project I’ve been working for the past few months.

Inspired by a project I saw at my town’s local university campus, I decided to create something similar for my piano students. I call it the “Notes To Self” wall art.

Those who approach the “Notes To Self” wall art are encouraged by the sign to “Take one to-go, for you or somebody else!”

The quotes and sayings were chosen with positivity and encouragement in mind. They’re fun to admire, and it’s fun to pick out one to take with you. My students are enjoying this!

I drew all of the quotes and sayings myself by hand — but the designs have been digitized so they can be printed out directly onto the sticky notes using the template shown below. Easy! (Learn more about the template here.)

These “Notes To Self” sticky notes are a great way to promote positivity and camaraderie among your students. Continue reading “In The Shop: “Notes To Self” Wall Art” →

Motivation, Technique

Music Keys Incentive Idea for Scales, Arpeggios, Cadences

29 January 201527 January 2015 Joy Morin

Piano teacher Patti Bennett from Georgia came up with an awesome way to use the music keys printable I created back in 2013 (see this post). She kindly agreed to let me post her photos and details about her incentive idea today!

Patti has her students participate in Piano Guild Auditions in May, so she always has a big scale push beginning in January. This year, she was inspired to use the keys printable to create an entire incentive program to get her students enthused about learning their scales, cadences and arpeggios following the Guild requirements.

Patti started by preparing packets of the keys for each student, cutting them out and placing them in Ziploc snack bags with their names. There are five little bins for the major keys: one for one octave (white paper), one for two octave (beige paper), one for three octave (blue), one for four octave (red). She also printed out sets for the minor keys.

She also created her own additional key cards for 10 hours of practice and for 5 pieces memorized.

As students master their scales and more by memory, they go to the bins, grab out their packet, locate the key and put it on their key ring on this bulletin board. Patti says that the parents have been coming over as well, excited to watch this part.

Patti says that everyone is all smiles and eager to work on scales, as opposed to saying “do I have to work on scales”, or “I forgot to practice my scales” (sure you did) or whatever other excuse.

What a great way to inspire everyone to work hard on those scales and more! 😉 Great job and thanks for sharing, Patti!

Motivation

Christmas Paper Chain Fun

13 December 201317 November 2014 Joy Morin

I saw this wonderful idea in one of the wonderful facebook groups for piano teachers (this one). I am not sure who to credit with the original idea — I suppose it has been done many times by teachers in the past.

The idea is that when a student learns a Christmas piece, they get to add a paper strip to the chain.

I just started the chain this week with my students. I love how this is a collaborative (instead of competitive) project that allows the entire studio to participate. Our chain already reaches across the entryway of my studio!

It will be fun to see how long the chain gets by the time Christmas is over!

Forum Q&A's, Motivation

Forum Q&A: Incentive Prize Box Ideas

4 September 201227 August 2017 Joy Morin

Our last Forum Q&A topic was about keeping teenager students engaged in their piano study! Check out all the great responses to this topic by clicking here.

Our next discussion topic comes from a reader (thanks, Donna!):

What kinds of items do you have in your “music store” or incentive prize box? It seems some items are a hit with students, and other items just sit there. What are some items that have been a success with your students, particularly for the older students who are always harder to shop for? (Please also share about the requirements for your students to be able to win or buy items.)

Two years ago, I published a blog post with a few pictures of items in my prize box at that time. (Read the full details about my current incentive program here.) It’s about time I took another peek in my box to see what is in there now! I’ll try to take some photos soon — in the meantime, please take a moment to share about your students’ favorite prize items in the comment section below!

Update: Here are some photos of the items currently in my piano prize box!

Motivation, Practice, Teaching Piano

Forum Q&A | Keeping Teenagers Engaged

14 August 201214 August 2012 Joy Morin

Our last Q&A Forum topic was about organization. I loved reading your ideas — thank you all for your responses!

I had a great topic idea from a reader (thanks, Amy!) who asked:

How do you keep teenagers engaged? As we know, sometimes they are taking lessons only because their parents want them to. Or, sometimes they are over-scheduled.

Please take a moment to share your thoughts in the comments below — we would love to hear your ideas!

Photo Credit: easylocum

Motivation, Teaching Piano

Teaching Phrase: “I Think You Are Ready For…”

4 June 20124 June 2012 Joy Morin

Here is a phrase I find myself use more and more lately with my students:

“I think you are ready for…”

Imagine me saying it with plenty of enthusiasm. This phrase comes in handy in a number of circumstances, such as:

“Wow, you’ve got all your 5-finger patterns learned, so I think you are ready to start scales!”
“You are playing each hand’s part so well…now you are ready to put hands together!”
“Great, I think you are ready to bump up the tempo!”
“I think Johnny is ready for 45-minute lessons!”

Watch your student (and his/her parent) swell with pride at that last one. Saying that line sure beats a conversation that sounds like you are trying to justify or talk the parent into switching from 30- to 45-minute lessons.

It’s all in how you present it. Learning scales or bumping up the tempo might at first seem like a chore, but presenting the next new challenge as an acknowledgement of their accomplishments and hard work can help motivate students for the next thing. They’ve worked their way to this point, after all, and they should be proud of it!

So, try it! And let me know what other circumstances you think of for using this phrase. 🙂

Conferences, improving as a teacher, Motivation

NCKP 2011 | (13) Student-Centered Teaching, by Randall Faber

13 August 201123 August 2011 Joy Morin

I don’t normally post on Saturdays, but I’m so close to having all my conference notes posted that I decided to finish up today with the last one rather than wait until Monday! Whew, thanks for bearing with me through the long haul! Lucky for us, the last one is a good one. 🙂

I’ve always wanted to hear Dr. Faber speak since I am a huge fan of the Faber Piano Adventures method, and I’ve heard such good things about their sessions. At the NCKP, I had the privilege of attending their publisher showcase and this session on student-centered teaching, which provided a lot of insight into the Fabers’ research on human learning and their teaching philosophy in general. It was fascinating!

Student Centered Teaching: The Process, by Randall Faber. F @ 11:15am.

Dr. Faber began by talking about the teacher perspective. He shared a wonderful photo of a child sitting on the piano bench, eager and excited to learn, looking up into the camera (or into the teacher’s eyes). The next photo was of a stern looking teacher, looking over his reading glasses from his chair alongside the piano. Everybody laughed when they saw this photo! This is the student perspective!

Joking aside, though, sometimes we aren’t always doing the job we think. Sometimes we simply tend to teach the way we were taught because that’s what we know. Dr. Faber made an argument that in order to be the most effective as teachers, we need to be as student-centered as possible. Continue reading “NCKP 2011 | (13) Student-Centered Teaching, by Randall Faber” →

Giveaways, Motivation, repertoire / methods, Teaching Piano

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

6 May 20116 May 2011 Joy Morin

Greetings! Today I have two important announcements:

I have finished all the requirements for my Master’s degree! HOORAY! =D
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!

improving as a teacher, Motivation

Teaching With the Student’s Goals in Mind

28 January 2011 Joy Morin

This week I gave a few first lessons to some new students. One of the things I always ask during the first lesson/interview is:

What are some of your goals in taking piano lessons?

Here are some examples of answers I’ve received from students:

I want to be able to play classical pieces that everyone knows (i.e., Fur Elise, Moonlight Sonata, Bach’s Minuet in G, etc.)
I want to be able to play hymns and hymn arrangements for church services.
I want to be able to play from chord charts to play with my church’s worship band.
I want to record a Christmas CD for my family. (This was a fun project! We worked on Christmas pieces over the whole summer.)
I like to play by ear but but I want to learn how to read music too.
I just want to get better at piano just because I enjoy playing for my own enjoyment.

I’m always surprised at the variety of answers I receive when I ask this question. Not all students have specific goals in taking lessons, but it’s always worth asking because you may be surprised at what you learn. Knowing the student’s goals can help the teacher make the piano lessons more relavent to them. Continue reading “Teaching With the Student’s Goals in Mind” →

improving as a teacher, Motivation, Teaching Piano

Teaching Tip: Engaging the Emotions

19 November 201019 November 2010 Joy Morin

I read something this week that mentioned in passing the benefit of engaging the emotions for learning. This idea really stuck with me, and I haven’t stopped thinking about it since. It makes perfect sense, but I just never thought about it much before. I think this idea is worth some consideration.

Neurologically, humans learn best when their emotions are engaged. Various research has been done that suggests the benefit of learning when the emotions are engaged (see “For Further Reading” below). An effective speaker will appeal to the listeners’ emotions in order to affect and influence them to agree with the points made, support the viewpoint, and maybe even motivate them to do something about it. Similarly, an effective teacher will connect with the students’ emotions to make the student interested in the topic and motivated to learn. When the emotions are engaged, the learning moment becomes both meaningful and memorable.

The art of music is very close to the heart and the emotions. We music teachers are very fortunate! And yet, how often do we encounter students who seldom practice? How about unmotivated students who quit after just a few years? And how often do we hear completely unemotional performances? These things do happen, unfortunately. We can help prevent this from happening. Perhaps through engaging the emotions we can help students connect with the music and be interested/motivated. Continue reading “Teaching Tip: Engaging the Emotions” →

Tag: motivation

An Update to my Incentive Program and Prize Box for Piano Students