So here’s an interesting experiment you can try with your piano students this week. It requires two questions and 30 seconds… and the results will surprise you.
The experiment is simple… ask your piano students the following (and time how long it takes to get a response to each):
- When you play a piano piece, what do you struggle with the most?
- When you play a piano piece, what are you really good at?
Not To Skew Your Results But…
When I asked these questions of my piano students early in my teaching career, they were able to rattle off a list of things that caused them problems when playing a piano piece; remembering where their hands go, keeping a steady beat, reading notes beyond steps and skips…
When it came to Question 1, their response times were great… which was not great.
Question 2 resulted in a different, but equally concerning result. My students’ response times were not great… which was also not great!
My Results Were Depressing And Here’s Why…
As teachers, we are hyper-focused on helping students grow as learners. And often we think that the best way to help piano students grow as learners is to improve upon their weaknesses.
This, unfortunately has unintended consequences… when we hyper-focus on piano student weaknesses we are drilling into our students that they are not very good at something.
This was a real eye-opener for me. I had assumed my perky attitude and fun lesson planning was enough to make my students love learning.
But it wasn’t.
Something Had To Change… Here’s What I Did
Looking back, the answer seemed so simple and I kicked myself for not realizing it sooner but, hey, we’re not all born with a collection of World’s Best Piano Teacher Awards 😉
Instead of hyper-focusing on finding and improving piano student weaknesses, I searched for that one thing each of my students did really well.
And when I found that “one thing” I helped my students make that one thing, “their thing”.
If a piano student had a knack for playing from lead sheets, I let her know that she was an improviser at heart. In addition to my standard piano lessons I began to nurture the improviser’s natural ability. A section of her piano binder became devoted to improvisation and lead sheets. At piano recitals my “improviser” was given the opportunity to accompany some of my singers.
In short… she was an improviser and she knew it!
But What About Those Weaknesses?
Just because I became focused on piano student strengths doesn’t mean I gave up on my quest to search and destroy weaknesses.
But because my piano students now had an identity as a piano player, weaknesses were simply something to improve on… but not dwell on.
And in the end, my students’ passion for piano lessons went through the roof.
What Strengths Do You Look For?
The improviser is just one of many “personalities” I search out for in my piano students. What piano student strengths could you help your students embrace and run with? We’d love to hear in the comments below!
Sarah Arnold says
Wonderful post, Andrea – thought provoking!
Sherry Miller says
Great post. Do you have a good resource for lead sheets?
Sandra Bourgeois says
There are tons of Easy to play (all key of C (and ready for the student to transpose when ready). And mostly I. IV V chords) FAKE BOOKS.
lynn kiesewetter says
My go-to is the Hal Leonard series “Easy Fake Books”‘- there are probably about 40 of them by now. some are by decades- the “50s, the 60’s, etc. Lots are by genres- B’way, Jazz Standards, DIsney,… I love finding them used and gets lots of mileage out of them
Val says
I learned this same lesson a few years ago. And I also made some changes in my approach. I added a question to my new student questionnaire…”What song(s) would you like to learn by the end of your first year of lessons?” This tells them from the beginning that I am going to work hard at giving them music they can relate to. If they are songs I don’t know (usually with teenagers) I find those songs online and find the main melody line or chord progression, etc. and teach it a little bit each week without music. This means more work for me but have had great results! I also remind students that they have to play their assigned book music before we work on their “fun” song and this motivates them to come in more prepared.
Andrea says
I like that idea Val – I’m betting that bit of extra work on your part goes a very long way in terms of your students’ motivation. Thanks for sharing!
Sandra says
I also learned along the way that it is highly important to first say which parts of their assigned piece are going well, and be enthusiastic about that ( but NOT fake enthusiastic!) Then I say, let’s have a look at this section here…. But I think that this year I will experiment with asking THEM first what things they were pleased with — and what they found to be a challenge.
Andrea says
Hi Sandra – you’re very right. Kids sniff out “fake” almost immediately and hollow praise actually does more harm than good. If you can get a child to praise themselves… then you’re really on to something! 🙂 Thanks for your comment!
Melissa says
I’ve also had to learn how to point out all the good things I see that I might normally take for granted. I start early and tell even young beginners how well they curve their fingers, or how amazing they are for keeping their eyes on their music, not their hands. As they mature I try to point out how good they are at rhythm, or technique, or playing jazz, or playing by ear. I try to point out several things I see that they are good at so they are not ‘pigeon-holed’ into one type of student or musician. Recently with my older students who are getting ready for a competition, I have found it helpful to offer feedback wearing two hats – my straw sunhat and a dark beret. In my sunhat, I’m offering my feedback as their piano teacher. In the beret, I’m offering the type feedback that they might hear from a judge. Hmmm…now that I think about it that concept could be expanded for Halloween…costumes for different styles of music? Dress as your favorite musician? (within reason) Dress for the time period of your piece? Sorry to get off track!
Andrea says
What a cool idea Melissa – the two hats is so unique 🙂 Thanks for sharing!
Jan Gray says
Thank you for this reminder, Andrea. I’ve put a lot of emphasisis on composing this year and discovered that it is the best way to encourage a student who is losing interest. One adult is learning Noteflight Crescendo in her lessons and I’m considering going ahead and purchasing a studio plan with Noteflight for all students to encourage them more in this area, I just don’t want technology overtaking practice time. Currently, when we compose during lessons, I enter everything into my computer and print it for them to take home and practice. Last Saturday we had a master class and all students performed their own compositions. It was great fun.
Andrea says
Hi Jan – so happy you’ve discovered the magic that is composing with your students. You’re very right – it is the best way to encourage students who are faltering. I love that you’re going one step further and teaching them how to notate on the computer too!
lynn kiesewetter says
Jan Gray- what music writing program do you use? Is it midi and writes it out when you play or do you have a drag&drop one? I’m so slow with the Finale I have, I would take up the whole lesson just trying to get their piece written out
Jan Gray says
Lynn, Noteflight is cloud based and so it is always automatically updated and I don’t have to worry about software. I teach on my grand piano but I also have a Yamaha digital and recently connected the midi feature with Noteflight Crescendo.
However, during a lesson I am able to manually enter 4-8 measures (both cleffs) and print it in 10 minutes or less. Their compositions usually start with a prompt (primary chord and relative minor and a penta scale for beginners) and sometimes I already have that entered and that sames time. The playback feature allows students to hear changes and make choices immediately without having them take up lesson time to do it on the piano. We often end up with something more complicated than their current level but the desire to play their own music motivates them to learn it and play it well. I’m still learning the midi features and so far have only experiemented with doing one clef at a time. The rhythm is hyper-sensitive and so it helps to slow the tempo and limit the options when using that feature but I just started playing around with it about 2 weeks ago. Even entering notes manually is fast and easy with this program and you can copy and past measures or entire lines. Save a Copy of an entire improv prompt and retitle it for another student….
I was able to get a two month free trial Studio Plan and just signed all of my students up for it this week. I have had my own personal account since 2012. The Studio Plan allows me to have my own Noteflight Classroom where I can make individual and group assignments: note spelling, composing, improvisation prompts, scales and chords and collaborate on a score or get feedback if they choose to share it with one or select members of the class. For now I have made all user names gender generic so they aren’t easily identified. (Extra precaution since I have adults, teens, and young students.) No one has to share with other individuals or the group. I am the only person who has access to all accounts but my personal account still remains just mine. I was on a plan that was less than $50 /yr. My studio plan allows for 80 or 90 students to have a full account with all the features I use and the cost for me is less than $100/yr. My classroom logs in under my studio name and my students do not have access to share their music with other Noteflight subscribers… a great safety feature.
Last week we had a master class and eveyrone played their own compositions. At the end of class I used the first example from the Dow’s Tinker to introduce the use of repetition using a motive as a way to expand their current compositions. I’m in the process of making an assignment in my Noteflight classroom on two different levels for using that composing technique. They will be able to login and complete their assignment online and I can check it and then they can go back and use their copy of their own original compositions and explore ways to expand it or start a new composition in a new key. I am teaching 7-yr-olds improv with chord inversions after 12 months or less of piano instruction and simplifying music theory I didn’t understand until I was in college. Having this resource has transformed the way I teach. There is a learning curve using the program but I’ve found this program to be much more user friendly than another program I recently tried. I have an adult student (age 60) who is a professed “technophob.” She signed up for a free trial about a month ago (I didn’t have my studio account then) and she is quickly mastering the program and loving it. We work on her compositions during part of her lessons using the program.
A few weeks ago a mother sent me a text that her 7-yr-old was mourning the loss of their 13-yr-old cat and this little girl wanted to write a song in memory of Buffy. We did lyrics and music during the 30 minute lesson. I put in fingering after she left and e mailed it to her dad so she could take it to show-and-tell at school the next day. It was complete with title, composer and her very own copyright at the bottom of the page. She played Buffy in our recent master class.
I LOVE TEACHING PIANO!
Beverly says
As I think of my individual students, I think of one student who has taken lessons for at least 2 years and I honestly can’t think of one she does well. What should I do? I don’t like to lie to kids & I think they can recognize that.
Andrea says
Hi Beverly – I think if you look beyond the obvious “nuts and bolts” of playing you’ll be able to find something that she does well. And I have a feeling it’s a student like this who could really use something to cling to as “her thing”. If you can’t find something she does well when playing the music of others, then maybe she’d be a student who would really benefit from creating her own. Then she has her own music to be proud of – even if her note reading, technique etc. is not up to snuff at the moment (and composing will help with all of those things too!)
Jere says
Beverly, one amazing thing about your student that came to my mind instantly, is she is still turning up for lessons!! Two years is a long time to be playing an instrument they are not very good at. So I think she must find some enjoyment out of however she plays, or perhaps she just likes coming to see you.
Andrea says
Great point Jere! 🙂
Sherri says
I agree with Jere! Discipline is a big factor in learning an instrument. Since she has such strong discipline, maybe you should ask the student what they would like to teach you? You might be surprised at what you learn!
Karen says
I agree with Sandra- Point out the GOOD first! Especially with kids, if they make an effort at something, the effort ALONE should be recognized. Beyond that, there is always something good to say. “Your tempo was rock steady!”, “you really know how to observe those dynamic markings”, etc. I remember making my very first cake from scratch- i was 14. The taste was delicious, but the entire middle of the cake layers fell down nearly to the bottom of the pans! My mom graciously served it to company, bragging about how it was my first. I got tremendous compliments from the group, even though there was a mound of frosting in the center filling the abyss!!! Moral: I became a very good baker.
Andrea says
Love this story Karen – and also love how much it stuck with you. It means that our words really DO have such lasting value – and our ability to instil a sense of pride is powerful! Thanks for sharing… and happy to hear your baking improved ;)… although I do love lots of frosting!
Beth says
Great post, Andrea. Thanks for the reminder!
Beverly, I also have a student who struggles. She is seriously over scheduled and has a learning disability, but bless her heart, she keeps coming to piano. You could always compliment her on her willingness to keep trying. If you do games, you could start with a simple game (finger numbers?) and compliment her on what she does correctly in the game. Just a thought….
Andrea says
Great ideas Beth – especially within the context of the game. Kids who really struggle on the piano appreciate games as it’s less obvious when they “mess up” and you can make a big deal about when they win. It’s a simple and effective way to get those “feeling successful” gears in motion when you need to. Thanks for commenting!
Katie Cartwright says
I appreciate everyone’s comments. I have found success sponsoring 2 different recitals every other year. Last year my students presented a
“Composer’s Showcase.” Each student (with my help in varying degrees composed either a Rondo or Sonatina. In September they were asked to compose 3 melodies and rate them #1, 2, 3. #1 became the primary melody. We could transpose the melodies and to appropriate keys with the Music Notation Software we were using (Finale in my case). I then projected the compositions on screen as students performed their pieces. The year before my students presented a worship project (using lead sheets) with voice students of a colleague of mine. The students were given all kinds of opportunities to improvise. I enlisted the help of talented musicians from my church on guitar, drums, vocal back ups. We always present these projects in the spring along with a Performer’s Choice Recital. Each 12 week term my students also sign up for 1 out of 3 dates (Saturday morning) to visit our local nursing home and play their music for the residents. It is a blessing for everyone and a low key way for my students to share their music and motivate them to practice.
Andrea says
Very cool Katie – I love the idea of having the composition projected while they play – that’s an awesome idea! Your studio sounds thriving and full of life – love to hear it!
Debi Bowen says
Katie, I love your ideas! Especially visiting nursing homes. I am going to try to use that idea with my students!
Hope says
I let the student be himself. I encourage improvising, and I encourage creativity. If a student wishes to change a song around, I let him, but only after he has learned it the correct way.
I keep thinking that if my piano teachers had given me more freedom to create, I would have been a better pianist. I have grown so much as a musician in the almost 52 years I have taught. I understand kids, and I can totally relate to their needs. I have a studio of happy students right now in my new home. Thanks for all your advice Andrea!
Andrea says
As always Hope – love your approach 🙂 Happy to hear your new studio is moving happily along!
Lindsay says
I love this post. As a person in general in all situations, looking for the good in people is a very good idea! I’m not a piano teacher but a piano parent, and planning on implementing this with practicing and every other parenting moment I can think of. 🙂 Thanks for the reminder.
Andrea says
Hi Lindsay – it’s very true. Good can always be found – and it’s a much happier way to live your life too! 🙂 Thanks for your comment!
Kathleen says
Yes, showing up for lessons and liking me is important. Love those 2 questions and will be using them! Thank you!
Andrea says
You’re welcome Kathleen – glad it was helpful 🙂
Janet Soller says
Hi.
This is a great idea. I have delivered workshops and clinics on a similar subject, “Listening to Your Students Think”. It takes these standard questions and goes further.
I did a whole year’s research on the young beginning readers who have trouble discriminating between “b” and “d” around middle C.
Find you pet peeve skill learning problem and apply questions that will encourage you to learn how your students think.