With the start of winter or the start of spring comes the start of recital season. And with the start of recital season comes preparations, planning and (hopefully!) practicing for the big day.
But, as we all know, some piano students will be less prepared than others.
In the weeks before your recital, some students will go on holidays, get sick, pack up their piano and move houses, break wrists (hopefully not both), join competitive football teams, and have high school exams… while others just… don’t practice…
And so, we are faced with another BPTQ (Big Piano Teacher Question):
What Should I Do With An Unprepared Student?
When faced with an unprepared (not due to lack of practice!) student, I generally have a mental conversation with myself that goes a little something like this.
- Should I let him participate anyway and hope for the best? But I really don’t like to set children up for failure… a flopped performance might affect his future recital confidence… and a flopped performance WILL reflect poorly on my studio. And what if his lack of preparation is not his fault?
- Should I let him know he’s not ready, and therefore not able to participate? But he’s excited about the recital and I love it when children are excited to perform… I don’t want to make him feel unwelcome… I don’t want to dampen his enjoyment of the piano or create negativity towards piano lessons.
It’s always a tough choice… and I can say that in the past I have opted for both outcomes. And I didn’t like the result of either 🙁
So, any time I discover something that I’m not happy about I also discover an opportunity for change and learning… and positivity.
Over the past few years, I’ve come up with a third option… the “he’s not ready, but he’ll participate” plan that we’re sharing today.
What To Do If A Piano Student Isn’t Ready for A Recital
If you’ve decided to have your student participate in your piano recital… here are 6 ways you can salvage a performance and get him recital ready:
- Revisit a previously-completed piece, but make it special. Almost every piano student has “that old piece”… the one that he’s memorized, that he loves, and that he can play at the drop of a hat. Not much learning comes from playing that piece for the recital, but a lot of learning can happen by “making it special”. Encourage your piano student to compose new sections, change the ending, repeat sections in different octaves, and create variations. Making an old piece new again can be an exciting project that can often end in a fabulous performance.
- Compose a recital piece. Audiences love hearing performances of pieces composed by the performer. Pick a relevant and motivating theme, and then give your student some guidance as to how to create a melody line and a left-hand accompaniment. Add a fantastic title, a special dedication to someone who will be there to watch and voila… you’ve created a show-stopping moment!
- Add a duet part. Adding a teacher duet part to an “almost ready” piece is a great way to salvage a recital piece that is being learned but is not yet perfected. As the teacher, you can take over the bass clef line and add some embellishments to the melody, while your student plays the treble clef either on its own or with a simplified version of the left hand.
- Improvise on the spot. This sounds much more difficult than it actually is. If you’re a regular reader of the blog you can simply grab one of our ready-made improv activities that you’ve likely been using in your lessons. For a bit of fun, you can have the audience members participate by supplying the rhythm in the form of a silly sentence, a name, or a favorite sports team. Then you can provide the duet part and your student can improvise the melody on top, using the audience-supplied rhythm. Ensure you’ve practiced this skill with your student in the lessons leading up to the recital so that he is comfortable matching various melodies to a given rhythm.
- Add a simple student part to a great piece. Adding a simple and repetitive pattern as the student line on top of a piece that you yourself play is a great way to create a last-minute duet that’s fun for everyone involved.
- Modify, shorten and simplify. Most of us have likely employed this strategy in the past, but sometimes a simple modification, shortening or simplification of the “not-yet-ready” recital piece is all that is needed to get it a piece recital-ready. Keep the parts your student already plays well and then eliminate the trouble spots. Adding repeats, creating a fantastic ending and changing dynamics and octaves can turn even small parts of a piece into a recital-worthy selection.
If you’re looking for more variety in your studio repertoire (music that will inspire your students to *want* to practice and prepare!), check out PianoBookClub.com – for just $8 US/CDN a month you can add an entire book of new music to your library with a studio license for unlimited photocopying.
How Do YOU Prepare The “Unprepared”?
At some point in our careers, we’ve all found ourselves with a student who has not been recital ready. How did you handle this situation? Share your strategies in the comments below.
natalie whittington says
I’ve done the very same thing…go back to an old stand-by and freshen it up to boost confidence and not have me biting my nails in the wings! In the past, I’ve even pulled in a parent or older sibling to dust off their old instrument (guitar, violin, etc) and wrote a simple part for them to play along with their student.
Andrea says
Hi Natalie – I love the idea of including a parent or sibling! Great one – thanks for sharing 🙂
Tonia says
Thanks Natalie and Andrea!
Kristin says
We always keep a completed song “in our back pocket” after Festival. Then, if it gets crazy around recital time with sports, etc., they can be ready in a matter of days. It seems to take the pressure off and let’s everyone look forward to recital.
Andrea says
Fabulous idea Kristin – a “safety net” piece – love it!
Marian says
I try to have “safety nets” too. I have most often done #6.
Melissa says
For my spring recital, my students are required to play 2 pieces memorized. I often have 1 or 2 who don’t make it on one of their pieces. We talk about decision-making skills and how to decide when and how to cut, modify, or skip a piece altogether. I applaud my students for the courage to make tough decisions (with my help) and remind them this happens all the time in our lives. (It’s not just a piano lesson, it’s a life lesson.) I also use a lot of the suggestions you listed…duets work really for me too! Thanks for the great post and positive reminders!
Andrea says
Hi Melissa – thanks so much for sharing your experiences! This is one instance where piano lessons teach so much more than just piano isn’t it?! 🙂
Linda H. says
So appropriate with the timing of this. Most of my students have been taking lessons from me for many years and they are mostly teens and VERY BUSY! I find it more difficult to get them prepared for a recital. Of course, I can’t use some of these ideas for them simply for the reason that they ARE older, but I am a pro of shortening, simplifying and modifying by now! I can say these are the best ways I’ve found for the time crunch students! I haven’t yet revisited a piece, but that sounds like something I’d like and the other ideas are all great, too! Thanks again for making us all feel we aren’t alone in these conundrums! Happy Spring Recital to all!
Andrea says
Hi Linda – I’ve been there with teens too! … I’ve been known to turn a Sonatina into a lead sheet just to make it “do-able” 😉 You’re certainly not alone – thanks so much for commenting!
Beth B says
Linda: I’m there now,too! How can they be in so many activities?? Just setting a lesson time from week to week can be an exercise in imaginations!! I use pieces they know well from earlier in a book or we “Doctor”
Beth B says
one of their new pieces!! It’s still important to them,so we work it out! Whew!
Janice says
I’m reluctant to admit that I no longer require memorization of each recital piece, but not HAVING to memorize seems to take the fear out of performing, and actually, by the time most students know their pieces well, they do have it memorized. I encourage them to take their music up to the piano with them, but often they never look at it. I know that memorization has always been a significant issue in recital performances, but, after teaching for 50+ years, I am ready to work toward other goals for my students.
Laura says
I also do this. I want the student to have a positive performance experience, rather than force them to play from memory when they are not quite ready. It has saved many students from becoming discouraged over the years.
I do this because in my early years of teaching I would not let students play with the music even if they needed it. Sadly, several students had bad performance experiences, quit piano, and most likely will not enroll their own children in piano. Much of that could have been prevented had I helped them have a positive experience.
Debbie says
I agree with you, Janice. My goal for them is to enjoy playing Piano and music making. Allowing music at the recital cuts out a lot of stress and actually helps them look forward to performing. The ones who are really serious about piano do go ahead and memorize anyway.
Caren Worel says
THANK YOU SO MUCH for stating this about memorization. It’s just ONE aspect of piano performance/playing.!!!!
Andrea says
Hi Janice – I agree with you completely. I think memorization is only a significant issue if we make it one. For young children sometimes this is the one stumbling block that prevents them from a successful and happy performance… and if we can avoid ruining that then I say go for it! 🙂 Memorization will come, but I don’t think it has to be something that is mandatory if it’s going to cause problems.
Amy says
I don’t require memorization, mostly for one simple reason. As a pianist (and flute, voice, and guitar) person myself, I hate memorizing! Piano and voice are very often the only instruments where this is ever even explored. I encourage it in lessons, but when it comes to performances, I don’t require it. I give them the option if they want to however. But if I as the teacher can’t bear to perform without music very well, then that says something. I would much rather have a student play with music than not and have them mess up.
Susan says
I don’t require memorization for recitals either. I encourage those that perform better by memory to do that but some students aren’t wired that way. I have performance anxiety issues myself so this is a decision I made very early on in my career. My college professor made the same decision for me for my Senior Recital and his words have stayed with me. “I am proud of you and know you know the music by heart. I want you to be able to play it for the audience the way you play in my studio. Music is from the heart and I don’t want your head to get in the way.”
Not all students will be concert pianists but most will go on to play for family and friends, church, social events. We want them to love playing so if memorization is keeping them from sharing their talent and joy of making music then there’s no harm in getting their head out of the way of their heart.
Debbie Campanaro says
Beautifully stated; I had similar experiences as well. Thank you for sharing.
Kathleen S. Martin says
Do you have any advice if it were a case of being unprepared for a contest? The student wants to participate “for the experience “ no matter the consequences. She is highly motivated and excited, and I m sure her confidence will not suffer, I do however, worry about how it will reflect on my studio. (Her parents took an extended trip, hindering her studies).
Sandra says
I watch all year long for pieces that a student likes, and we keep a list of pieces that I don’t want them to forget. Off this list, I regularly get them to review one or another. Sometimes students will add a song they liked from last year to the list. Usually it is easy to get one of these selections ready for a recital. For a weak student, I have at least one super-easy piece on the list that I know they can handle. ….The best choices are pieces that sound flashy but are not too challenging for them. I have never told a student they can’t participate. I just hope the fact that many students performing well speaks well for my studio. Duets are a good option for broken arms! Pieces with teacher duets are good for shy beginners.
Andrea says
Great comments Sandra – and yes, having an “Anytime Anywhere” set of pieces is a great way to make sure you always have *something* ready 🙂
Karen says
I have used th modify and simlify many times, especially if the student really wants to to play a certain piece that is truly beyond their reach. I usually try a new pice, but some students look forward to playing a favorite from last fall, so we go with it. My recital is less than a month away and I am concerned about 1 student and we may have to try the improvise or compose! He comes today for a lesson, so we’ll see which of these strategies I may need to employ. Thanks for the timely blog.
Andrea says
Hi Karen – happy to hear it came at a good time for you! Often a “last minute” composing project becomes the performance that a student is the most proud of/remembers for years! The best part is you can guide them to include the things that are their strengths – and avoid that which is a weakness (or vice versa if you want them to really work on something!)
Marylee says
What wonderful suggestions, thank you!! There are “stragglers” many times, but these students still want to play. I will use these ideas for sure.! Glad to read that there are other teachers that do not have set policies on memory. I do not require memory for recitals. My students decide, and some do play for memory, many do not. I like to make recitals interesting and fun, a time to be proud of an accomplishment.
I just set a recital date for June and have heard from several parents that there is a conflict. Two will be on vacation, and the other has a choir trip. The kids are disappointed and are opting to come to the recital, according to their parents. I guess something must be right! I am now trying to change the recital date. Again, thanks for your ideas. (When I was young, recitals were the most scary thing on earth and I certainly don’t want my students to feel that way).
Andrea says
Yes you must be doing something very right Marylee! For them to choose the recital over other activities means you’ve created an atmosphere where they feel comfortable and appreciated 🙂
Marian says
I am glad to hear I am not the only one who deals with this!!!!
Andrea says
Not at all Marian! When you work with kids it’s always best to expect the unexpected 😉 Life happens… we just have to learn how to be flexible and adapt!
Bethany says
I had to chuckle as I read this. I myself will be using a couple of these approaches this Spring. An unexpected Spring Break mission trip cut my recital practice time to barely four weeks. As such, I will be performing a Boogie I composed, a piece originally memorized for Festival, and possibly a song I arranged. 🙂 Performing does not come easily to me, but being confident in my knowledge of my material helps settle my nerves. I will be sure to pass on these stress-relieving tricks to my own students! 😀
Andrea says
Go Bethany go! I admire your flexibility and the fact that you didn’t just cancel… you’re making it work! I’m sure it will be fantastic 🙂
Lauren Averill says
When all else seems to fail, I sometimes resort to a composition on black notes only…..sometimes with teacher accompaniment! Playing chords, different intervals, rhythms, all on the black notes sounds fabulous, and the audience can’t believe how “talented” the student is!!!! The melodies and notes sound Asian or Chinese, and we even make up a story to go along with their composition.
Andrea says
Hi Lauren – yup this is the “pianists secret”… it’s next to impossible to make a mistake! LOL 🙂 Thanks for sharing this idea!
Jeanie says
I am dealing with this right now, as I do every year! One 9 year old was only willing to practice if I let him play the song he and I co-wrote last year and it’s working! I also have changed a more advanced student’s piece for the 3rd time, choosing something not so difficult, as she is loaded with school work and after school activities and doesn’t practice like she did last year. I also have arranged other’s arrangements by changing left hand patterns that were troublesome (simplifying) and thereby boosting the students confidence in their ability to master the piece 2 weeks before the recital date (my rule!). Thanks for your postings!
Alyssum says
This is great!!!! Thank you SO much! This will save a few students (and therefore MY) lives at my upcoming recital!
Andrea says
So glad Alyssum! 🙂
Brenda says
Just a question to expand this interesting topic – BTW, I am astounded at the wealth of creativity and wisdom of all you teachers!
My question is is:
What do you do if your student is not adequately prepared for an exam?
Knowing the student, we have carefully chosen pieces at their grade level and ones they could play. We have given them enough time, but the exam is scheduled and paid for, and they are really nowhere near performance -ready. What to do?
Marilyn Shirts says
I try very hard to follow the rule that my wise mentor had, (and I am always grateful I did on recital night): recital pieces are chosen from pieces that the student has COMPLETELY LEARNED AT LEAST TWO MONTHS BEFORE the recital date. Then he has two months of no worry, confident, and enjoyable tweaking. It puts all the pressure on me, the teacher, (a better place for recital pressure) to make sure that come January & February, I have my students learning at least a couple of “wonderful recital quality” pieces so they will be ready to choose something in time for that two month deadline!
Mara Sours says
Where do you hold recitals? Our church (for insurance reasons) cannot offer a room on their campus. When I rented another facility, I lost money bc various families opted to not participate rather than pay a recital fee. I did mini-recitals in my home studio, but that monopolizes my time. So I haven’t had a recital in about 3 years. Suggestions????
Gina B says
Have your tried nursing or assisted living homes? The residents love the kids. In my area, I simply call and ask if the residents would like to hear children play. I have never been refused and they don’t charge. You might have the students take cards, flowers or simple gift bags to the residents. The homes can tell you how many generally come. The environment is less formal and can tend to put the kids at ease. For students who are comfortable with sing alongs, they can play hymns, Christmas or some of the older standards. There are always usually some there who appreciate Classical music too.
Jennyfer says
I have benchmarks for Recital readiness at 2,4 and 6 weeks prior to recital. If the student hasn’t achieved the benchmark at 4 weeks prior (can play with correct notes and rhythm) I switch pieces. If they haven’t reached the benchmark at 2 weeks prior (notes, rhythm, articulation and dynamics- meaning they play the piece flat) I will add a duet part. All my parents and students get the benchmarks when pieces are assigned so they know what’s expected. I also have students who choose not to participate in recital but love to play at nursing homes, etc. and will do that instead.
Andrea says
Great strategy Jennyfer! Thanks so much for sharing 🙂
Lauri says
Great article and so many excellent comments! I especially love the idea of pulling out a backup piece.
In light of that, I encourage students to maintain pieces with what I call a “repertoire challenge.” Using a point system already in place for rewarding excellent practicing habits and progress, students are encouraged to maintain pieces they love by playing them at home once a week with the idea that they will play as many as they can the last week of class. We keep a list and some pieces get dropped and others added. Many of my students will have three 3-8 pieces still mastered by the end of the school year. Those who decide to participate are excited because they get so many points and then a prize for the accomplishment!
I also love the idea presented here of modifying and improvising on old pieces to keep them fresh. I’ll definitely start doing that one!
Thank you all for your terrific suggestions!
Diane Friedman says
thank you so much for the feedback. Going through this right now with two older students. I feel so much better.