Announcements

Session Starting Soon! – My EXCELLENCE IN PIANO TEACHING Online Course

Hi there! Just a quick post today…

How would you like to take a piano pedagogy course from the comfort of your own home?

The next offering of my six-week course, EXCELLENCE IN PIANO TEACHING starts up very soon! It will run October 7 – November 18, 2019. Here’s a peek at what you’ll learn each week:

  1. Business Sense. We’ll get your finances organized so you can focus on the part we all love most: teaching!
  2. On Teaching and Learning. You’ll learn how to maximize student learning through teaching strategies that are research-based and time-tested.
  3. Conducting the Piano Lesson. You’ll learn how to plan for and use in-lesson time in a way most conducive to student success.
  4. All About Piano Methods. You’ll learn the purpose, benefits, and limitations of piano method books and become familiar with the today’s most popular method books.
  5. Piano Technique for Beginners. You’ll learn how to nurture your students towards playing the piano healthily, efficiently, and – most importantly – expressively.
  6. The Student’s Repertoire. You’ll learn how to choose piano literature for your students that is appropriate and suitable so they are happily advancing in their piano studies!

Here’s a video overview and a peek inside the course, so you can see if the [Excellence in Piano Teaching] course is right for you.

Intrigued? Visit the Piano Teacher Institute with Joy Morin website and be sure to join the email list there! Registration links will be emailed out soon.

Thanks for reading!

Teaching Piano

Meet Lucia, Piano Teacher in Puerto Rico!

A couple of weeks ago, my husband and I were in Puerto Rico. I highly recommend it as a fun place to vacation! The culture is different enough from the mainland U.S. that it feels a bit exotic, and yet, it’s familiar enough to the point where you can get around easily. Many of the locals speak English in addition to Spanish. There’s so much history to experience, great food, beaches, gorgeous weather, and fun excursions such as snorkeling and the rainforest. You can’t go wrong!

Before our trip, I connected with Puerto Rican piano teacher Lucia Fernandez, thanks to Irina Gorin’s Tales of a Musical Journey method Facebook group (check out my review of Irina’s method book here). Lucia and her husband arranged a lovely dinner meetup for us and the couple we were vacationing with.

A couple of days later, Lucia picked me up to visit her home studio. It’s always fun to get a peek into a fellow piano teacher’s studio, right? Lucia agreed to allow me to feature her home studio here on my blog for you to see. :)

Continue reading “Meet Lucia, Piano Teacher in Puerto Rico!”
Teaching Piano

Teachers As Learners

I remember my band instructor from high school as the type of teacher who is always working to improve their craft. It wasn’t unusual during any given rehearsal for him to introduce and implement a new teaching idea or learning activity he had picked up, whether from a book or colleague at a music educator’s conference.

He was a wonderful role model for us students. Even as a high schooler, I admired his choice to consider himself ever on a journey towards self-improvement as a teacher.

As a music educator myself today, I am on that same journey. I want to be — and am — the kind of teacher who is always learning, always trying something new, and always improving.

No matter how new or already-experienced I am at something, I prefer to take this approach of striving for self-improvement. As my pastor sometimes says: “It’s fine to be where you are. It’s not fine to stay there.”

Learning involves experimentation and “it might not work.” There might be failures or less-than-successes. Mistakes.

Learning also involves possibility. The possibility of being able to do something you couldn’t do before. The possibility of insight, new skill, more ease.

Even though it’s a messy process and doesn’t (normally) go in a straight line, I personally choose to find learning enjoyable. No matter the topic area, I’m interested in opportunities to learn new things — although at times I must make choices about what I have or don’t have time to devote energy toward.

I know I’m not unique in this regard. When I talk to other teachers, I often observe a similar mental posture. A positive energy towards new ideas. An openness to change and the possibility of being wrong.

We teachers tend to be learners.

This, most likely, is why we are teachers: we love the learning process.

My thought for the day is this:

Do we consciously model for our students what it means to be an eager learner? How openly can we demonstrate being the sort of learner we want each of our students to be? How can we display our open attitude towards change and improvement, as my high school band instructor did?

After all, such is the purpose of a teacher:

The ultimate goal of the teacher is not to create those who have learned, but to create learners.

• • •

Call to Action:

Leave a comment: How can YOU openly model for your students how to be a learner? And what new things are you currently learning in your endeavors?

 

repertoire / methods, Retreat

2017 Piano Teacher Retreat

Hello, readers!

I’m so excited to share with you some photos from the three-day Piano Teacher Retreat I hosted earlier this month.  

On Thursday the 17th, 12 piano teachers arrived for our retreat activities. They came from Ohio, Michigan, Indiana, Virginia, Ontario (Canada), …and even as far as Georgia!

Including my friend Amy Chaplin (who was in charge of delicious meals for us!) and myself, this added up to 14 piano teachers in “Piano Manor” — which is what my students and I fondly call my home studio. :)

My chief goal with my Piano Teacher Retreat was to create a professional development experience with no single “expert” to learn from, but instead with all attendees collaborating and sharing their thoughts and experiences, toward the goal of growing together to become better teachers.

Don’t get me wrong: I love conferences, but if we really want to create an experience that results in the greatest amount of learning, we need to create learning experiences that very closely replicate the actual desired skill or behavior.

To that end, this was not a professional development experience where attendees sat in their seats and passively listened. Nope. At Piano Teacher Retreat, everybody participates. :) All 14 of us kept busy through group discussion sessions, studying certain method books with a partner, and presenting our findings with the rest of the group. We were hands-on and interactive!

Continue reading “2017 Piano Teacher Retreat”

repertoire / methods

Video: A Peek Inside the Littlest Piano Method Book You Ever Did See

Hi there!

Earlier today, I went live on Facebook to take a peek inside the littlest piano method book in my collection. :) It’s called “Little Players: A Piano Book For Very Young Beginners,” by Robert Nolan Kerr. The copyright year is 1941.

I found this book among a boxful of other old sheet music I received from a retiring piano teacher. It’s an interesting piece of history. Join me in taking a closer look at this book!

Here is the Facebook Live video.

Taking a peek inside just about the cutest little piano method book I ever did see…

Posted by Color In My Piano blog on Wednesday, July 5, 2017

Here is what’s covered in the video:

  • 0:37  Check out the size of this little book compared to a typical-sized method book.
  • 1:47  Take a guess: which reading approach is used by this method book?
  • 3:06  Find out what “very young beginner” age the author intended this book to be for. Today, I think publications generally use “very young beginners” to mean age 4-6.
  • 3:27  Find out which touch (non-legato, legato, or staccato) the author expects the student will use throughout the book.
  • 4:30  Check out the 1940s era illustrations.
  • 5:42  It’s nice to see pieces in both duple and triple meter early on.
  • 6:11  This book contains a few interesting activities requiring students to experience meter through listening and moving to music the teacher plays.
  • 8:15  This is a method where the student is learning to play pieces through a combination of note and rote learning. Singing also seems to be encouraged.
  • 11:42  An early page in this book indicates that it was for group or individual instruction. Can you picture a classroom full of school children, each with their own copy of this little book?! :)

Thanks for exploring this old method book with me!

Questions for you: Have you ever before seen such an adorable mini-sized piano method book?! Do you teach your beginners to play with legato touch first, or do you do something else first? What other interesting observations do you have after taking a virtual peek with me inside this interesting piece of pedagogical history?

Thanks for watching!

P.S.: Why am I looking through old piano method books? It’s because I’m in the midst of preparations for Retreat at Piano Manor which I will be hosting later this summer, August 17-19, 2017! During the retreat, we will be looking through piano method books from across the decades, uncovering pedagogical wisdom relevant for us today. Be sure to watch the facebook page and here on the blog for future videos about piano methods.

Piano Teacher Institute, Professional Development

Fall 2016 Online Course – Piano Teacher Institute

2014-Piano-Teacher-Institute-logo-2

Just sending out a quick email today to announce that registration for the upcoming Fall 2016 session of my Piano Pedagogy 101 online course will be available this Friday (July 29) at 9am Eastern time.

Are you wondering if this online course is right for you?


“Joy Morin’s pedagogy course is an excellent learning tool for new piano teachers or teachers wanting to refresh their pedagogy knowledge.”

–piano teacher in Canada


Here is our calendar for the upcoming session.

  • Week 1: August 29-September 4
  • Week 2: September 5-11
  • Week 3: September 12-18
  • Week 4: September 19-25
  • Week 5: September 26-October 2
  • Week 6: October 3-9

Continue reading “Fall 2016 Online Course – Piano Teacher Institute”

Games, Videos

Video: Playing the Ice Cream Interval Game

During a recent lesson, I used my Ice Cream Interval Game — one of my favorite games for piano teaching — to reinforce and improve my student’s visual recognition of the intervals unison, second, third, fourth, and fifth in staff notation. Today, I thought I’d share a three-minute video clip of the activity.

DSC_20130503_170158_2-001

Here is what you’ll see in the video:

  • 0:00 When playing this game with my students, sometimes I like to hand-pick certain cards from the pile for the student to sort next, in order to build success. First, I made sure Emma could easily distinguish 2nds versus 3rds.
  • 0:10 Then, I gave Emma a card showing a 4th on the keyboard, and then a 5th on the keyboard. After that, I start giving her 4ths and 5ths notated on the staff.
  • 0:12 I like to ask the question: “How many notes are being skipped over?” I have found that this is a more effective strategy leading to being able to quickly recognize intervals on the staff upon sight, as opposed to allowing students to count all of the steps within an interval (for example, counting “1-2-3-4-5” for a 5th).
  • 1:00 I point out to Emma that 5ths look like triads except that the middle note has been removed.
  • 1:18 I encourage Emma to try to recognize the intervals on sight, instead of immediately resorting to counting the steps within the interval.
  • 1:44 Emma enjoys taking note of which cone has the most ice cream scoops so far. Students often comment on this during the game, because it’s fun! Emma does it again at the end of the video.
  • 2:08 Emma is beginning to recognize the various intervals upon sight, as evidenced by the increased amount of ease and decreased amount of time she uses while sorting the cards.

The Ice Cream Interval Game is available in my shop as a digital PDF download here. To read more of my thoughts regarding the important role of interval recognition during sight-reading, check out this post. Thanks for watching!

Conferences

2015 Workshop with Irina Gorin of Tales of a Musical Journey

Irina Gorin - Tales of a Musical JourneyLast week, I attended a three-day workshop given by Irina Gorin in Fishers, Indiana (outside of Indianapolis) for her self-published piano method, Tales of a Musical Journey. If you aren’t already familiar with Irina’s work, you can read a bit about her in this written interview I conducted with her back in 2011. I’ve been an enthusiastic follower of Irina’s YouTube channel for a few years now and have learned so much from her teaching videos. I highly recommend subscribing to her channel.

When I heard that Irina was going to offer this workshop for the first time, I knew I had to try to attend because it is so rare to have the opportunity to learn about teaching beginner piano students and I am a huge fan of Irina’s teaching approach. Most conferences and workshops tend to focus on intermediate or advanced students. I am SO glad I went, because I learned so much that I can apply to every lesson that I teach in the future. And I will definitely be using her books with more of my beginners in the future!

Irina’s piano method, Tales of a Musical Journey, is different from mainstream piano methods in many ways. I have experimented with her books only a little bit over the past year, but I am intrigued and I can see that Irina is really onto something with her approach. Irina’s books are an attempt to combine the best pedagogy from Russian piano methods and American piano methods. The Russian Piano School is much older than the American and there are definitely many time-tested principles that we American teachers can learn from.

Irina was kind enough to connect me with another piano teacher from Ohio who I could carpool and room with. Tamara and I become good friends during the workshop!

20150808_161249 Irina Gorin workshop

I have lots of photos to share. Irina was wonderful. She is a gracious host and we learned so much from her. The workshop took place at a music academy in Fishers, Indiana that had a large room with a piano and projector screen.  Continue reading “2015 Workshop with Irina Gorin of Tales of a Musical Journey”

Reviews

Book Review: Intelligent Music Teaching by Robert A. Duke

I am excited to post this book review because this is one of the best books I have read in a while. If you are looking for a practical yet research-based book about piano/music pedagogy, get your hands on this book. This is my best book recommendation for any music teacher looking to improve their teaching.

Intelligent Music Teaching: Essays on the Core Principles of Effective Instruction, by Robert A. Duke

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The author, Robert Duke, is currently Professor of Music and Human Learning at the University of Texas at Austin. According to his bio, his research on human learning and behavior includes studying motor skill learning, cognitive psychology, and neuroscience. He is also a former studio musician and public school music teacher.

Robert Duke’s book is organized into eight chapters or essays, with titles such as “Precision in Language and Thought,” “Sequencing Instruction,” “Feedback, and “Effecting Change.”

In the first chapter, the author makes a point about the ability to speak/write with precision of language being an important asset for any teacher. Based on the wonderfully clear writing is this book, I imagine that the author is an excellent teacher.

The book discusses how to think of the every day components of our teaching — instruction, assessment, evaluation, sequencing, etc. — with an awareness of how the human mind works and learns. Every page of this book contains a nugget of wisdom or practical tip for how to teach intelligently and meaningfully so that our students learn how to change and improve themselves.

Allow me to give you one quick example of a meaningful take-away from the book. During a section where the author makes a comparison to learning how to solve quadratic equations in math, he states: “The goal of instruction — the real goal, the long-term, far-reaching goal — is not to solve the equations, but to use what you know about solving equations to solve other problems that you may or may not have encountered before” (p. 29). Music teachers should have a similar instructional goal, as the author expounds throughout the book. The goal is for the student to gain intellectual, physical, or social skill rather than merely knowledge.

The writing is pleasant to read, being both intelligent and conversational. I think it is rare to find a book with such well-grounded information that is understandable by the layperson. The teaching/learning strategies and principles discussed in this book are backed by research. Yet, reading this book felt like having a thought-provoking conversation with the author over coffee. I could hardly put the book down until I finished reading it.

I highly recommend this book to any music teacher. It is a must-read for newbie and experienced teachers alike. My opinion is that it should be required reading in every piano pedagogy class. It will influence and change the way you teach. View it on Amazon here.

Edit: Ohio University sponsors a piano pedagogy seminar each summer in June and this year (2015), they have invited Robert Duke to be a speaker. I read Dr. Duke’s book in anticipation of attending this event. For more information about the event, visit oupianopedagogyseminar.com

Memorization

Music Mapping with Piano Students

With nearly every piece I teach, the student and I analyze and label the form: Q&A phrases, AB form, ABA form, sonata form, etc.. Understanding the structure of a piece helps the student learn the piece more thoroughly and make well-based decisions relating to the interpretation of a piece.

Back in early March, a student of mine demonstrated he had his piece memorized all the way through but found he was “fuzzy” on the details in certain places and could not always remember what came next between phrases without taking time for thought. In a moment of inspiration (or perhaps desperation!), we decided to construct a visual map of the piece — an activity I have found to be beneficial in the past with certain students. I took a blank sheet of paper from my printer and handed my student a few colored pencils. Taking a few minutes to turn our analysis into a simple, visual graphic proved to strengthen and clarify his memory of the piece.

Music Mapping with Piano Students graphic

As you can see from the image above, we used boxes to represent the 4-bar phrases as well as the larger A and B sections. Within each box, my student drew lines or shapes to represent the melodic contour of the phrases. We also added a few chord symbols to help mentally clarify the B section and the ending.

As a final step, we added dynamic markings in pink and green shading to represent pedaling.

Screen Shot 2015-05-01 at 12.51.20 PMAfter completing the music map, I asked my student to play the piece by memory again. It was not a perfect performance, but it was definitely better because his memory of the piece’s structure was stronger and more clear.

After creating a map, it should not be necessary to have the student read from the music map while playing, although that is an option. The point of the exercise is to be able to rely on a strong, mental picture of the piece during performance. In my student’s own words: “It’s the process of creating the map that is beneficial; not the finished map itself.”

Have you ever created a music map with a student?

[Note: In case you are interested, the piece my student was learning is called “A Quiet Lagoon” by Dennis Alexander and Martha Mier. We were using a sampler piece of sheet music I received during a conference, but the piece is readily available in the Technique Book Level 2B of the Alfred Premier Piano Course.]

Piano Teacher Institute, Professional Development

Upcoming 2015 Sessions from Piano Teacher Institute

This information was just sent out to those on the email list for the Piano Teacher Institute with Joy Morin. I’m blogging it here as well, just for your interest!

PIANO TEACHER INSTITUTE - join email list

Greetings!

A year ago, I began writing the coursework for my online course, Introduction to Piano Teaching. I’ve now offered the course three times: Summer 2014, Fall 2014, and Winter 2015. I can’t tell you how much I’ve enjoyed designing the course and interacting with the teachers who have enrolled each time! I believe this course fills an important need for teachers who have a desire to increase or refresh their current knowledge to gain further education in piano pedagogy, i.e., the art of teaching piano.

I’m preparing to offer two more sessions this year, so I asked the most recent registrants if they would be willing to write testimonials to help others decide if my online course is right for them. Here is what they had to say:

“This course was excellent!  For several months, I had been looking for some kind of training for piano teachers.  There are many university level, longer term programs available, but I needed something I could do from home.  This course was exactly what I needed.  I am a new teacher, and this course really helped steer my efforts toward the most important things that I should be focusing on–including the business side of teaching and the actual teaching.  Ms. Morin was prompt about both responding to my questions and leaving feedback for my assignments.  I also appreciated being able to interact with the other members of the class.  Their ideas and experience were wonderful!  I feel I am more organized and have clearer direction as a teacher because of this course.” 
          — Michelle Marchant, piano teacher in Utah

HIGHLY (*****) recommend Piano Teacher Institute by Joy Morin.  This class was fantastic for me!  My formal education came many years ago and I have taught many students over the years.  But with a relocation of my studio to another state, I felt it was a great time to update my piano pedagogy skills and to enroll in the course.   Ms. Morin did an EXCELLENT job with the design of the course as well as conducting the one hour weekly chat sessions with the other enrolled students. … She is a very professional instructor but at the same time is very personal and insightful in helping each student in their piano teaching journey.  The materials from the course will be an excellent resource for future usage.  If you are looking for a great piano teacher class, I would encourage you to enroll in Piano Teacher Institute.   
          — Phyllis Bowers, piano teacher in Alabama

Dear Joy, Observing the way you take such pride in your role as an educator has made a huge impact on me. You have truly helped me to look at what I do in a dramatically different way. You have helped me to treat my job more like a career. The changes I have made in my business approach have been exciting, but I’m even more enthusiastic about the way I FEEL about the piano. Watching you love music has helped me rekindle my love of the piano! I’m playing again and actually enjoying it! Thank you for being a great mentor and for being a new friend! 
          —Susan Honey, teacher in North Carolina

You can read the rest of the testimonials here. Introduction to Piano Teaching is an intensive course that lasts for six weeks, with each week dedicated to a certain topic (business topics, piano methods, technique, etc.). The ideal registrant is an individual with a passion for learning, a dedication to teaching, and the time and energy to spend 10-15 hours each week reading and completing the assignments.

Here are the dates for the two upcoming sessions:

  1. Summer 2015: May 25 through July 12. (I’ve allowed seven weeks instead of the usual six, to help both you and I accommodate any summer travel plans.) 
  2. Fall 2015: August 25 through October 4. 

Registration for the Summer 2015 session will open at 9AM EST on Tuesday, May 5 and will appear on this page of the website. Registration will automatically close after the first 10 teachers have registered. Last time, registration filled within two hours — so if you are interested in taking the course, I recommend that you mark your calendar!

Read more about the course or sign up for the email list (I promise to send no more than 10 email updates each year) on the website here.  If you still have questions, please feel free to send me a message.

 

Piano Teacher Institute, repertoire / methods

Tracking Progress of Piano Students

tracking student progress in piano studyI received an email from a reader over the weekend, asking: “I would love to know your general process/techniques for keeping record of work done with a student.”

Although piano methods already provide structure for study and the student’s assignment notebook does serve as a log of the student’s progress, I personally find it very helpful to keep my own records and notes about each student.  As a colleague of mine recently said, the idea is to have a plan or record of the past, the present, and the future.

Here are some of the things I like to keep notes about:

  • The student’s current level.
  • When the student began lessons.
  • Curriculum. Meaning, the books we are using, when books/pieces are completed, a repertoire list, etc..
  • Pieces/books I think would be appropriate for the student in the future.
  • Events the student has participated in (recitals, festivals, exams, etc.).
  • And any other accomplishments or miscellaneous notes.

evernoteI currently use Evernote to store my notes, but any program or platform would work. (Evernote is an online-based note-taking service that offers syncing across their apps for smartphone, tablet, and computer.) In Evernote, I have a notebook for “Active Students” and “Inactive Students.” Each notebook contains a series of notes titled by student name.

I do not necessarily pull up these notes during the lesson time, unless I need them for some reason. I find myself referring to my notes before I begin teaching for the day or when I’m brainstorming about a student’s needs.

Below is an example of what my teacher notes look like for a hypothetical elementary-level student and intermediate-level student, covering September 2012 through August 2014. [Note: The repertoire list for the intermediate student be much longer in reality, but I’ve kept it short for this example.]


JANE DOE

Current Level: Mid Elementary
Joined Studio: September 2012
Began Lessons: September 2012
Notes: Began as a 6-year-old. Very enthusiastic beginner with an excellent natural sense of rhythm. Continue reading “Tracking Progress of Piano Students”