As your piano recital approaches, you can bet your piano students have been hammering away at their recital songs for at long time. And while other repertoire has certainly been interspersed, more than 4 weeks is a long time for little kids to be friends with a single piece. And I don’t doubt, many of those “friendships” are starting to fade.
With only a few weeks to go before the start of recital reason, now is a bad time for your piano students to grow bored of their recital piece. So today, we’re asking the readers of Teach Piano Today to put on their creative hats and share with our community one fun approach to keep kids jacked about their recital pieces.
A Little Incentive To Share
We’re going to give away two copies of our resource, Shhhh… Your Piano Teacher Thinks This Is Practice to two piano teachers who leave a comment below (before midnight tonight – November 18, 2013)… because this unique book just happens to be a super way to keep recital-bound kids practicing! Note: The contest is now closed, but please continue to share your ideas if you like!
Here’s an example comment to guide your thinking:
Tear a piece of paper into several squares. On each square, write a different dynamic marking. Place the squares of paper into a hat. Have your piano student draw a dynamic marking from the hat. Instruct them to play their recital piece in the manner dictated by the drawn dynamic marking.
One Last Thing Before You Hit “Comment”
We’ll be announcing the winner of the giveaway in tomorrow’s post. But that’s not the only reason you’ll want to hang out at TeachPianoToday.com tomorrow… nope… you’ll also want to stop by and listen to our interview with Jon Schmidt of The Piano Guys!
Jennifer says
Number a piece of paper from 1-6 and write an emotion word next to each number. For example: 1-Excited, 2-Mysterious, 3-Bored, 4-Happy, 5-Angry, 6-Depressed.
Next, roll a die and the number rolled will be the emotion the student has to try to convey in the playing of their piece (or a section of it). Turn it into a game by having the student roll the die secretly so that the teacher has to guess which word the student was trying to convey in the music.
Priscilla says
Thank you for all of the ideas you share. I would love new ideas for practicing! And it was so exciting to see The Piano Guys in concert this month!!! Look forward to your interview.
Linell says
Wow! New ways of practicing? YES PLEEEEAAAAAASSSE!
Thank you for these, awesome ideas!
Kim Brown says
In preparing for our Christmas recital, everyone must memorize their piece. I tell them the week before the recital, we are going to play the blindfold game. When they arrive at next weeks lesson, I take a blindfold, ( a mans tie works great) and blindfold them!!! If they know their piece, success is always there!!!! They love this whole concept!!!!
Anna says
When it gets this close, we start to practice performing. So they walk up to the “stage” or the performing area, practice arranging their music and then bowing etc. We invite Mom/Dad/siblings so they get used to performing in front of people. 🙂 Fun time of year! Thanks for all your ideas, this site is great!
Nishaa says
When it gets close to recital day, we learn stage etiquette and then I have them practice playing from memory. Thanks for your ideas!
Gabrielle says
I started having recitals in January and June. I love missing the Holiday crunch.
Shar says
We play the distraction game. The student plays their piece and I try to distract them by sneezing, coughing or making a loud noise. They love it. My son and I love the piano guys by the way.
Alyssa says
Thanks fore this idea, we tried it this week and the kids LOVE it!
Ann says
I use a digital piano for teaching and sometimes the students play their piece using a variety of different instruments. This gives the piece added interest and by showing them pictures of the different instruments they are also learning about other instruments and the way the sounds are produced, eg The Swingin’ Trumpet by Martha Mier first using a trumpet and then other brass instruments so that they can hear the difference in pitch and tone. This seems to particularly appeal to the boys. We also record the piece so that they can be the teacher and critique their own playing.
Patrick says
Challenge your students to prove they know the piece like the back of their hand:
*Play from memory
*Once they know it from memory, try playing it backwards – CPE Bach’s Menuettos I & II in C Wq.116/5 are a pair of fun simple pieces for introducing retrograde.
*”Pop quiz” on the piece – ask questions like ‘what is the final dynamic instruction in this piece’ or ‘sing the melody from bar 5’
*Metronome madness – ask your students to play their piece along to a metronome at a reasonable speed. When this is mastered, challenge them to play it progressively faster – and at a slow pace (which often proves very challenging!). You could attempt to demonstrate the piece at a ridiculously fast speed for them, which always seems to go down well.
*Switch roles and ask your student to suggest ways for you to play the piece.
*Engage in a ‘micro recital’ in the lesson, including yourself as the other performer. Perform a short piece for your student not forgetting to bow and get your student to applaud, then return the favour as they
perform, hopefully emulating your poise and confidence.
*Challenge your student to describe their piece using only words, a graphic score, or even mime!
Jen says
I am just a piano teacher with 25 students in little old New Brunswick, and yet you constantly amaze me with how YOU SEEM TO KNOW MY KIDS AS IF THEY WERE YOUR OWN! Your stuff is so practical and so useful! I can’t tell you how much better a teacher I am now than before I found you guys. Thank you! I am using Muttzart and Ratmaninoff with all of kids this year and we are planning a composing recital for the spring. I would love to have another of your resources too!
Anita says
Thank you so much for all the ideas that you give to us. Your website has been such a wealth of information for me as well as awesome materials that you have available. We practice the “performance” at lessons for a couple of weeks before the recital. They love doing this!
Paulette A. says
Your ideas are so incredibly fun! I have used several of them at recitals and during lessons. I wish I’d had a video camera running when we played the popsicle stick/dice game! I had one older student giving specific instructions about how to hold the popsicle stick between the teeth,etc. He was really into it! He’s usually reluctant to get involved. The competition was friendly.The kids kept trying to trip each other up with silly comments; like ‘Don’t laugh” “Don’t smile”. Thanks so much for sharing all your ideas.
Jeanette says
I use Joy Morin’s worksheet on recital etiquette, your recital boot camp, and have them rehearse sitting in the “audience”, coming up to the piano, adjusting the bench, playing through without stopping, bowing, and returning to their seat.
Whitney says
I love getting your emails every morning. Many times I scrap my plans for the day because you’ve got something newer and fresher. Thank you!! I also love the comments left by other teachers and get so many new ideas from them, too. Your blog is very helpful to us! Thank you for the time you commit to it!
Joyce Hoke says
Starting this week we are going to record a recital song of the student’s choosing and I will send it to their parent’s e-mail.It’s an mp3 file so they can share it with whoever they want. 🙂
Anna Fagan says
I have a deck of cards (that I made) with ONE thing to listen/look for. Things like Articulation, Dynamic Contrast, Rhythmic Accuracy, Steady Pulse,Rounded Phrase Endings,Pitch Accuracy, Convincing Ending, etc. The student and I choose several that apply to their piece, then I shuffle them — turn them upside down — and they choose ONE, without looking. They play their piece as I look/listen for that one thing.
Judy Vanesse says
I don’t know why I haven’t commented before now; but just like the kids; I guess we older kids like incentives too! I love your material, I have a few of your books and love them. Will be starting the composing in my second semester and will let you know all about it.
Thanks for all your wonderful helps, and even though I am not one of the top 2, I’m still ‘jacked’ about your material and all you share with us.
Alice says
I’m waiting with baited breath for the answers–I’ve had my students learning/memorizing a couple of pieces for a late January event. We’ll put it aside–but not totally–til after the holidays when we’ll do some polishing. How to at least maintain if not move ahead til then? I hope you all come up with some good ideas:) Meanwhile, with my intermediates, I think I’ll revert to the dice game(divide the piece into sections 1-6–or highlight 6 challenging spots–and roll the dice once to determine which section, roll again for how many times to repeat it. They know I’m asking for intentional repetition–a specific goal each time through.) Then play from beginning to end once, and set aside. Doing this daily will keep it in their consciousness without making it the focus of their work until we pull it out again after the holidays.
Kay says
I have them learn several pieces of Christmas or Holiday Music, then choose the best one or 2 for the recital. .The Christmas Recital is a bit more relaxed than the one in the Spring. and I don’t demand memorization. I find the students LOVE to play these familiar tunes and they practice them much more than their lesson pieces during this time. They progress very naturally. All it takes is a bit of fine-tuning and polishing the last week or two before the recital of their chosen pieces.
Andrea Bentz says
My Christmas recital is more casual–groups of students on each lesson day play in my studio; we have snacks, parents get to chat. Music doesn’t have to be memorized.
However, our Federation Festival is right around the corner in early February. I use the mini-recital for Christmas as a jumping off point to talk about continued prep for Federation. I also video students as they play their pieces; it is beneficial for them to “be their own judge”. I also use various incentives as they reach goals.
Barbara says
I was tickled at your post on doing a relay race for ridding the pre show jitters. I’ve been eyeing your book on practice tips for awhile. I’m sure you guys will never run out of ideas! Thank you for being an inspiration. No idea is too far fetched or crazy! The genius of imagination.
Bernie says
I usually have a mini recital at Christmas. This year I have a group of beginner students that I’m going to put together a duet with older students using the theme of Jingle Bells. They will create their own parts.
It should be fun!
Lois says
Watch how your incentives work on us too! You are brilliant 🙂
I keep the music in front of them during the recital & sit by the little ones to take the angst out of performing. We make the Christmas recital into a neighborhood open house in my home & finish up with a caroling party.
Laurie Smith says
While we are preparing specific pieces for the Christmas recital, each student is working on a Christmas playlist. As they learn or remember a Christmas piece from past years they add it to the list (a card they keep in their weekly assignment notebook) ready to pull out and play when the opportunity arises. It has been fun to see each student’s list grow.
Sara says
Once students have their songs memorized I have them identify what I call “bookmarks” throughout the piece. A bookmark is a place in the music where they can easily rewind or fast-forward in case they make a mistake and have difficulty continuing. We number the bookmarks and at lessons I’ll randomly say “Bookmark 3” and they are to begin playing at that point in the piece. I’ll sometimes spontaneously say a number while we’re in the middle of working on another song or while they’re putting on their coat to leave just to really test their memorization and keep them on their toes. It’s an excellent and fun way to ensure they know their pieces inside and out.
Jan Curtis says
I quit having a recital in the spring. Too many conflicts. It is no fun having a recital that more than half of the students cannot participate in. Parents and students alike seem to love the idea of a Christmas recital. Each student selects their own piece, which keeps them motivated. Often they select a piece that is far more difficult than what they have been playing. The recital is great incentive for them to perfect it. It pushes them ahead to more difficult techniques in their music education and they are HAPPY about it! WIN/WIN
Roxanne says
Thanks for the fresh ideas. My students like watching themselves play their pieces. Seeing and hearing what the audience will see and hear is a great motivator.
Leslie DiPofi says
The students have been learning several pieces of Christmas or Holiday Music and are choosing their 2 favorites for the recital. I’ve encouraged them to give a very special gift to their family on Christmas morning: a Christmas Concert. Many of them are (secretly) going to make their own program listing all the songs they will perform, and providing cookies/snacks/drinks afterwards. I’m hearing from their parents how excited they are about playing Christmas songs this year!
As they’re continuing to shine up their recital song during lessons this month, they get to choose a colored card from the following: play RH one octave higher, LH one octave lower; start from the middle, play to the end, then start from the beginning and play to the middle; while humming the RH melody; standing up; play it through once piano, play it through 2nd time forte, etc. (I’m pretty sure I got this idea from Teach Piano Today) Thank you!! They love it! Then after playing the teddy bear or candy game to work on any problem spot (They roll the die and the number they roll is how many pieces of nerds or little teddy bears they put to the left side. When playing the piece perfectly they move the object to the right side. When playing the piece perfectly the number of the die times in a row, they have “won” the game and get to eat the candy.), they play it through from beginning to end like they will do at the recital (from sitting in audience, to playing their song, taking a bow, returning to their seat).
CHRISTINE NEALE says
I too, practice performance etiquette , as well as audience etiquette. Then I have them play while I whisper and rustle papers; sometimes I walk around the piano staring at them exaggeratedly, or tickle their ears – all tricks to help with their focus and keep the lesson fun 🙂
So looking forward to helps for keeping piano pieces fresh while preparing for spring exams!!!
Bethany says
This is most popular with the little ones, but I like having them teach their recital piece to me. We switch places and they help me learn the dynamics and fingerings, etc.
Rebekah says
We try something new each week in my studio. We have done ‘fake’ performances. I’ll play a youtube video of people coughing, babies crying, people sneezing, and clapping at the end. We practice bowing by having the student say ‘hippopotamus’ when they look at their toes. (In their head, but once a student decided to be funny and said it out loud at a recital.) Sometimes I play their recital piece instead, and they get to sit in my ‘teacher chair’ and tell me what I did wrong. Sometimes, I just make them play it through a million times, but if they make it before the end of the lesson, they earn a prize. Usually I give them the option and tell them they don’t have to, but they always decide to. (We have a claw machine at work where they get a token to win a beanie baby.)Bottom line is, my students love this time of year, because they know that despite their busy schedules, they have one piece they can play almost perfectly and they’re always so proud!
Linda says
I rate student’s pieces from 1 to 10, letting them know how close to perfect they are. We begin this when they can play all the way to the end of their pieces. Every week that they receive a 10, I give Bonus Stars on their Star Charts. They love to get their rating, and even ask for it!!!
Liz H says
Love these ideas. This is my 3rd recital so I am always happy to hear fun ideas to keep kids engaged.
Rebecca U says
The last couple weeks before the recital I require my students to perform their pieces to 5 different people on 5 different pianos. My students always get so excited telling me who they performed to.
Debbie says
Kids have enjoyed changing the mood of their piece by switching from major to minor and experimenting with tempos and dynamics.
Evelyn says
Love your website and facebook page! Your Muttzart and Ratmaninoff book has made composing fun for my students!
Wendiann Trent says
Love all the ideas and comments! Here is my contribution:
For the final recital prep week at lessons, I give each student six candies (usually holiday m&ms) and six cards. We place them on the piano book stand with the song. They draw a card from the pile of six. Then we play the song – 1x with the book, 1x from memory, 1x with a different mood (opposite of actual song mood- i.e. happy vs. sad), 1x slow tempo, 1x medium tempo and 1x fast tempo. Each successful run-through earns an immediate reward of candy. I usually don’t allow candy in the studio, so this is a real treat for the kids.
Two weeks before recital, I also have each student prepare a “song story or picture” where they interpret their song with a story or a picture. I display these at the recital as well.
Jennifer Montag says
Well, after reading all of your ideas, I feel like kind of a bad teacher, but the truth is that when the piece is learned and the student seems bored. I tell them to stop playing that song for a week so it can stay fresh. I just hate performing pieces that I feel bored with and stepping a way for just a short time can create confidence and new enthusiasm when returning to it.
Eleanor Baldwin says
Since I live in a beach community where it is very difficult to schedule a rehearsal AND a performance, I gave up the word “recital” and have Piano Time on the top of my program which I had on Nov. 13. Memory was always a stumbling block for me as a kid so my kids don’t have to memorize anything unless they want to. My kids played beautifully (although a few “forgot” to bow so I gently “corrected” them and made them bow again to more applause). I wrote ahead of time that men and boys didn’t have to wear ties, just nice shirts and I think the men were grateful for that little insert. By keeping everything homey and casual, and having the kids playing songs of their choice, nothing ever got old. Pepperidge Farm now makes giant Brownie Cookies which I served. That, of course, makes me the greatest teacher in the universe!!
Karen says
I’d really love to have this book. I’ve used many of the ideas you share on your blog. It’s helped make me a better and funner teacher. I don’t do a Christmas recital, but I’m thinking about having a student Christmas party so the kids can show of their pieces to each other.
Kelly Koch says
We have impromptu concerts here, when one student is leaving and the other coming in, we ask them to play for each other.
Also, I have a pact with the local elementary school teacher and ask her if my students can play for their class at their regular music class. I’ve gotten a few new students this way too!
Thanks, like everyone here has shared, for your help, inspiration and companionship. Truly you “get” us and what we are going through on a daily, weekly, and seasonal basis!
Kelly Koch
Julia T. says
There are a few things that I do with my students to make sure they don’t get bored with their pieces. I also use these as pressure tests to make sure that they can thrive under the pressure of the recital.
1) Perform for a group of their favorite stuffed animals or a few of their friends.
2) Record their piece for their end-of-the-year CD project.
3) Perform for their peers at our group class one week before the recital. During this class, students are rated on their performance etiquette as well as their performance of the piece itself.
4) Play their piece for visiting relatives, at church, in their school’s Christmas program, or at a retirement/convalescent home.
Knowing that they will have to perform their piece several times leading up to the big recital really keeps my students motivated! It also gives them the satisfaction of feeling like they got a lot of “bang for their buck” because they got to perform their piece more than once, for several different people.
Janalee Fish says
Mark the song into 6 or 12 sections and using one or two dice roll to see what section to play. A variation: roll each seprately, first die tells what section, second tells how many times to play it.
We LOVE te piano guys and have been fans of Jon since 2000!! Love his creativiy and humor! Thanks for supporting me with your creativity and humor! I love this blog and your products! Hope I get a little christmas present for my studio!
Laura DeCesare says
I become the audience – but not just any audience. I have a “character” that shows up when the kids rehearse – she’s British, posh, and probably slightly elderly. I pretend she’s in the room with us and make her say things like “I’m SO excited for this concert!” and “Didn’t she play that decrescendo beautifully?” Despite the fact that this woman is imaginary, the kids seem to love her! I even have one student who asks on a regular basis, “Is the British lady here?”
Jill Arveseth says
My Christmas recital this year will be ‘student-only’ similar to my group lessons. However, I’ve told parents they can sneak in for a listen. Casual dress and my traditional ‘soda pop’ Christmas gift will be the plan of the day! I like to change up every recital and do something different each time. That way, the kids are excited to perform and are willing to polish their recital piece. I don’t make them memorize since it was struggle for me as a young pianist and super stressful. We start learning recital pieces just a few weeks ahead of the performance and it works! I would love to win your book! Thank you!
Lori says
Most of my students are performing in a piano recital for the first time in December. I look forward to your blog posts and implement many of the ideas. I would love to have a copy of the SSSH your piano teacher thins this is practice to keep my students motivated and having fun with their recital pieces. Thanks for all you do for piano teachers!
Spring Seals says
I like having my students practice performing in as many situations as possible – maybe with a stuffed animal “audience” at home, for a friend, neighbor, parent or grandparent, or even for their music class at school. Usually the positive attention they get from playing for others gives them the extra motivation they need to keep it up until the recital.
Paula C says
My December recital is approaching quickly and most students have just started their Christmas pieces right after Halloween, so although they are still quite fresh, I love the idea about pulling a dynamic marking out of a hat. I also gave them a challenge over the long weekend in November for Remembrance Day, and have numerous challenges going on throughout the year in my studio. After Christmas we have to focus on exam preparation for many of them, and so this is the time of year I really hope they are having fun with themed music. Thanks for your excellent blog!
Fiona Mendes says
With two weeks left to go befor our recital,I am holding a backwards day in my studio this week. In my group lessons i will ask kids to play their song in different ways…for example, they will drop a small bean bag on the book and the child has to play the piece from that bar onwards. The other kids will each get a turn to ask for a specific dynamic and tempo and the kid has to perform it to their specifications. We will rotate the kids so they all get a turn to perform …I also have them playing their scales backwards and playing one after the other at a tempo decidied by the first player. Kids love these sorts of days and come ready and excited to play with their classmates….they wear their clothes backwards and walk backwards to the pianos etc…just some fun before their recital….