I’m reading a fascinating book right now called “Walking the Gobi” by Helen Thayer. To sum it up, the author (age 63) and her husband, Bill, (age 74) set off to walk across the Gobi desert with nothing but two camels and the promise of 3 air-drops of supplies. It was a journey of 1,600 miles on foot, in temperatures that sometimes reached 126 degrees.
These people fascinate me. And inspire me. And make me crave a cold glass of lemonade.
And in my inspired mood (with my lemonade in hand) I got to thinking about the motivation behind the epic journeys she and her husband embark upon (this is not their first). And I mulled over whether or not I would have the gumption to take on an epic journey.
I’m from Canada… and I’m certainly not used to 126 degree heat, so walking across any sort of desert is not in my cards, but I started thinking about my own definition of an epic journey and how I could bring this grand sense of working towards accomplishment into my piano teaching.
Epic Piano Teaching
When you look up “epic journey” it talks about being heroic. And that’s a pretty weighted word. To be heroic don’t you have to save someone from a burning building? Or be the general in a vital battle? Or… slay a dragon?
Perhaps in story books, but the actual definition of heroic is “behaviour that is bold or dramatic” or being “very brave”. No mention of dragons = do-able.
So how can I bring this sense of heroism into my piano teaching? How can I embark on an epic piano teaching journey?
The Journey Begins With One Step
Helen Thayer and her husband started their 1,600 miles with a single step and 81 days later they reached their goal. And so I’m going to start my epic piano teaching journey with a single step too. A daily step towards the goals I’ve defined as being “bold or dramatic” and “very brave”.
What does it mean to be bold, dramatic or brave as a piano teacher?
To me it means being willing to let individual student needs direct my teaching rather than my own preconceived notions of what he or she may need. It means being open to change, to opportunity and to challenges. It means teaching things I never thought I’d ever teach. It means teaching in ways I never thought I’d teach. It means accepting those students that at first glance seem “difficult” but if given the chance have just as much potential. It means continuing my commitment to maintain a positive attitude towards piano teaching.
I can be epic. Because the decisions I make every day have long-lasting effects on the lives of children. And there is no better way to be heroic.
What do you do every day that you consider to be “epic?” What is bold, dramatic or brave about what you do as a piano teacher? Inspire us! We want to hear from you in the comment section below.
Gary Johnston says
My piano studio’s mission statement is “To nurture the potential in all people to create music”. With this as my guide I strive to bring my teaching to the student, not to make them fit a mold determined by method books or exam requirements. The result has been a fun and relaxed exploration of music using repertoire to which the student can relate, listening, composition, performance and games.
I teach a broad range of ages each with it’s own challenge. While I often begin with a method book I will move away from it as soon as the student’s abilities allow. I even have adult students who don’t read music but still come each week to play and explore the instrument. Eventually they succumb and learn to read so that they can dig in to the vast repertoire of music available.
The most important thing is to be there for the student to help direct their musical journey.
Love the blog. Continue the good work. Blessings.
Gary
Barbara says
Love your mission statement, Gary. Sounds like your students are very lucky to have you for a teacher!
Barbara says
I also teach with this philosophy. It’s the only way to teach that brings great success to the students. My main goal is for all my students to enjoy their journey of music making for a lifetime.
Jane Lumkin says
Gary you are an inpiration. I am just starting on thos epic journey, trying to get away from a formulaic approach. Any more tips on how you select pieces gratefully received.
Gary Johnston says
Jane Lumkin: Thank you, Jane. Choosing pieces once you get away from method books is quite easy. Young students aren’t intimidated by looking at the music and once outside of the graded books welcome any interesting music I can find.
I often think back to the music of my childhood that I loved so well. Music that can conjure up exciting beautiful images like Schumann’s Wild Horseman and Knecht Ruprecht. Simple themes like the Minuets from First Lessons in Bach and the AMB. The Bach Musette in D major is fun and I show them pictures of musettes and draw the comparison between the LH pedal tone and the musette’s drone. Burgmuller’s Arabesque sounds like movie chase music and can lead to all kinds of fun activity.
Susan says
I love you philosophy of letting kids’ needs guide your teaching — that is my philosophy as well. Often at piano workshops I feel so inadequate hearing all the “little old lady” piano teachers (no offense to them, I’ll turn 50 this year myself) exclaiming about how they require an hour of practice each day, when they introduce each great composer, etc. Thanks for reaffirming that it’s not ‘wrong’ to meet kids where they are and let them help guide the journey.
Linda says
My young student wanted to play Let it Go. The easiest version I could find was beyond her ability. Before I gave it to her, I emphasized how hard it was, and pointed out the easier and harder parts. I gave her the option of learning only the melody. She chose to learn it all. She’s working as hard as I’ve ever seen her work. It may take 6 month, but I believe she will learn it.
Stacy Renard says
After 28 years of teaching, in the past few years I have totally learned to listen to student’s needs and desires. While I still love having student’s that love classical piano and have the discipline for a Royal Conservatory exams, I find an ever increasing amount of students who want to sing and play the familiar pop tunes. Out comes the left hand chord patterns and and every trick in the book to create great sounding arrangements. In fact my May 31 recital will boast several students singing with a mic at the piano pieces such as Radiactive, Disney songs and Jason Mraz. Parents are saying their kids are motivated once again. Using Ipad apps also has enhanced my lessons.
nancy says
What ipads do you use? Is there a good website to find easy piano arrangements of popular songs?
Stacy Renard says
A couple of my favorite apps are Read Music, Flash Class, My Rhythm, Rhythm Lab ReadRhythm, Rhythm repeat, Melody Menory, Dragon Scales, ear training and piano maestro and DustBuster 2.
Jane Lumkin says
Thanks for this from me too!
Kelley says
I have encountered the same issues with popular arrangements being too difficult for some students to play. So, I’ve begun teaching them to read the chord markings above the measures….and it’s been a great theory lesson for them! They’re quickly learning all the major/minor keys, chord inversions, and are able to compose their own arrangement based on the simple chords . It’s also freeing them up enough to sing along (I teach voice as well, so this is a great combo for me).
Robyn says
Andrea, thank you so much for sharing this inspiration with us. It’s not easy, when writing about such abstract ideas as heroism and inspiration and soarings of the heart, to choose the right words and get them down on paper for the benefit of others. But you have done that, and done it very well. Thank you for taking the time and the thought to do it.
Honestly, you have been and continue to be very heroic in my life as a piano teacher. I am continually inspired by your help. Your heroism to me trickles down into the lives of the children I teach and benefits them as well. Who needs a piano pedagogy class when I’ve got you! Thank you.
anna says
I agree with what Robyn said. You and your husband are inspiring for other piano teachers. My in-awe brain still feels like this site is all a dream. I haven’t quite fully grasped that these helpful articles/tips/books are being offered in real time; and that we get to be a part of it, in real time. Thank you SO much. I want to continue to support your site as much as I can, by reading the articles and responding to some, reading the helpful things that others respond, as well being a part of the piano book club.
Barbara says
I second all of the above:)
Mary Aalgaard says
It’s true. You have to listen to the student. You need to be open to how they learn and process, and at their speed. Working with kids on the autism spectrum has taught me so much about how people learn and letting go of my agenda and preconceived notions of what it means to teach piano (or anything). Great post today!
Rachel says
Very timely post! I have a new student that I’m afraid will not click with my beginner method that I love to use. Your post is just the inspiration to think outside the box! Thank you!
Sylvia says
“Working with youth for a better tomorrow” has been my studio motto for 45 years.
Karron Lee says
My students are mature adults, 65 to 75. Most have some music background but a few don’t have any. I am using the basics for them as they just need refreshing to get back in to music. In between the basic theory, we are working on songs they want to learn as well as styles of piano to play. My true beginners are following a formulated criteria but once we have past that point, we will work on what they want to learn. At this stage in life, all piano should be fun! I am so proud of my senior students!
Katrina says
Hey Karron~
I am beginning to gear some of my advertising to people in this age group(65-75) in part because they love to learn! I have been looking for resources that would appeal to them. Any you care to pass along?