I remember vividly the moment I signed up my first piano student. I also remember my mad dash thirty minutes later to the local music store where I sorted wildly through an array of method books.
I emerged with an armful of resources, ready to spend the next week planning out my very first lesson with the precision of a military general. I was determined to create the perfect lesson without a single wasted minute. And following the lesson, my new student’s head would be filled with everything those method books told me she needed to know.
Putting “My First Piano Lesson Plan” Into Action
Flash forward a week later, and I was sitting beside a 6 year old who wanted to debate the virtues of puffy vs. scratch-and-sniff stickers. And while she was happy to flip through the first few pages of her new book, she really wanted to know… how I braided my hair.
My first piano lesson wasn’t at all what I had expected.
In fact, I accomplished about a quarter of what I had planned on covering. She wasn’t poorly behaved… she was simply infatuated with the fact that she had my undivided attention… for 1800 seconds.
So, remembering the connection I myself had with my own piano teacher, I abandoned my original plan. We explored what she needed to know in order to practice something in the coming week, all the while getting to know each other. Over “bits” of piano teaching, I learned that she was afraid of snakes, that she had a best friend who had just moved away, that her favorite food was pickles and that her brother was sent to the principal’s office for making duck noises in class.
She learned that I too loved pickles, and that I learned to braid my hair from the babysitter I had when I was 10.
As I debriefed later that day on whether or not the lesson was a success or utter failure, I received an email from her mother. “She absolutely loved her lesson. We haven’t been able to pull her away from the piano since you left. Thank you so much – this is exactly what we had hoped lessons would be.”
5 Things I Wish I Knew Before That First Lesson
Despite what ended up being an obvious first lesson success, when new piano students started signing up I reverted back to heavily-structured first lessons… only to have them turn out the exact… same… way!
It took me far too long to realize what a first piano lessons was truly all about. So if you’re launching or relaunching a teaching career, or simply want first piano lessons to go better, here is what I wish someone had told me…
1) A first piano lesson is all about relationship building. Without a strong initial bond, everything you teach (or attempt to teach) becomes ten times more difficult as you struggle to catch your students’ attention, motivation and interest. Your “first lesson action plan” should focus on learning as much about your students as possible and enjoying the time you spend together. You only have one opportunity to make a great (and lasting) first impression.
2) You don’t need to cover everything in “Chapter 1” of a method book. If your focus is on relationship building, then let that take precedence, and ease off the idea that your students need to learn absolutely everything on Day 1. In fact, more than one lesson spent on those all-important initial concepts can actually result in a deeper understanding of foundational knowledge, resulting in fewer problems down the road.
3) A first piano lesson is the perfect time to ignite a passion for music. Obviously you are passionate about the piano… so now is the perfect time to pass on some of that exuberance to your students. Let them see how excited you are about music and why they should be excited too. Play something that rocks… and find simple little ways that they can join in on your music making.
4) Banish the perception of practice as a chore in this very first lesson. Good practice habits start from the very first moment your students’ fingers touch the keys. Avoid making the mistake of assuming your students won’t want to practice; inadvertently passing on the perception of practice as being tedious or something they will need to be nagged to do.
5) Your actual “first piano lesson” usually takes place in Week 3. By that time you and your students will have built a strong working relationship and your students will be connected to their lessons and excited about learning music. Once this has all happened, then the next step in the learning process (the actual learning) can take place in an environment that is perfectly primed for years of happy music making.
Remember my very first piano student? She remained in lessons with me for 11 years. I know for a fact she is still playing the piano. She still loves pickles… and can braid her hair easily 😉
A Perfect “First Lesson” Every Time!
If you want to build relationships, make a fabulous first impression and excite your new piano students, WunderKeys Method Books make it easy! Not only will the books capture your student’s imagination, but our free “first lesson resources” help you to impress parents instantly! Find out more at www.wunderkeys.com.
Judy says
I wish I had known how to banish the thought that home practice is anything but fun. To this day, I welcome new thoughts and creative ideas that promote effective and frequent home practice!
I have intuitively used first lessons to build relationship and believe it is absolutely KEY to continued and profitable piano study with my students!
Stephani says
I thought at first that you had to go in order in the method book, starting with the first lesson. My mentor teacher started kids playing twinkle or Old MacDonald in the first lesson by skipping ahead, and the kids loved it. I don’t think any of them are worse for the wear.
Andrea says
It’s true – giving kids something they can play right away (even if it’s by rote) isn’t going to harm them forever. In fact, it can really ignite that excitement for the piano in a way that is lasting. I like to do improv duets at the first lesson by giving them a simple pattern to repeat while I play something else, or else giving them free-reign on any black keys while I play a “black key” accompaniment. It’s like magic – they just light up. Being too closely tied to the method book means you might miss those golden opportunities – so trust your own instincts and use the book as a resource for your own teaching style rather than as a dictator for what should happen and when.
Linda Benoit says
I always ask them what they already know on the piano. They may know where Middle C is or how to play something by ear. I also open up the lid and talk about how the piano works. They love the inside of the piano.
Drema says
So true – a lot of it is relationship-buildng! =) Thanks for sharing and reminding us of that.
Carla says
Thank you for a very timely post! I have a new student starting this afternoon, and it was good to be reminded of the importance of building a relationship.
Andrea says
Have fun this afternoon Carla!
Alyssum says
This was hugely helpful, and I’ve been at it for awhile now!!!! For instance I never really thought of the significance of a kid having an adults undivided attention for that long. Thank you!
Linda H. says
As Alyssum said, I’ve been at this a very long time now and never concretely thought “this student has my undivided attention for this long!” Of course, I know this, but just saying it like that makes it very real. And of course that’s why sometimes kids just want to have chat-time with you and tell you all that’s going on in their lives or show you things, etc. It really is a very special relationship from both sides! Lucky us!
Andrea says
It’s true – lucky us, lucky them! It’s rare for a child to have undivided attention from an adult that is uninterrupted and 100% focussed on just them. This is part of the magic of piano lessons – and we can really use this to our advantage to foster a love of music early on!
María Laura says
This is so true! Yesterday I started teaching a teenage student, that she had this “teenage attitute” from the beginning of the class… when the class was almost over and I thought that the class was going nowhere, I started asking her personal questions such as when is your birthday, what is your favorite band, etc. after this, her whole attitute change, she started looking at me when I was talking, and she left the class with a smile.
Thanks for this post, now I will be more aware of the importance of connecting with the students in the first class for the work to be easily and more fun 🙂
Andrea says
Hi Maria – this is a good point you make. It’s easy to accidentally treat teens as though they just want to “get down to business” – but in reality they want to connect with you just like a young child does. Possibly even more so for some teens who need that positive attention.
Donna Truitt says
The Undivided attention of an adult explains a lot! Many things get discussed on my bench, both music and other topics. I knew this, but your post brought the reason why to my attention. It’s rare for children to get undivided attention anywhere. Who wouldn’t crave that?
Liz says
Thank you for this wonderful, important post! It really helps to remember that the first lesson doesn’t have to be about getting as much material as possible in to show how great a teacher you are and how every second needs to be filled with educating the student. Learning and connecting with the student is so important and rewarding to everyone involved. This has helped me to realize (and remember) that I can incorporate this into lessons given online. Especially since there is a such a feeling of distance when you are not sitting right next to the student. Thank you so much for such a key (no pun intended) important point! Once again, you are sharing the joy!
Loni Spendlove says
You knocked it out of the park (again) on this one! It’s so true. Sometimes the best teaching moments happen when we just let the lesson go and build a relationship.
Megan Hughes says
Practice IS fun! If it’s fun for you it will be fun for your students. If it isn’t fun for you, maybe you had a teacher who wrecked it for you. Get a new teacher for yourself. Be careful what you pass on!
Melinda says
I think what has intimidated me is my (probably erroneous) assumption of what the parents want after a “first lesson”, that if I don’t send those kids out the door with a handful of things to practice or a small handful of skills accomplished, that I’ll have to work on a defense! What I truly need to do is stop caring about these perceptions and just do what I know is best (after all, they DO hire me as the ‘expert’) and hope they trust me enough to not throw the towel in too soon!
Eleanor Baldwin says
I do a lot of listening during the first lesson. Students are “me” centered and being able to talk without the usual restrictions is a big boost to the ego and self confidence.
Lillian White says
After reading through the comments I realized I had incorporated (very simply…just DID them) most if not all the “first lesson” hints. It’s so true, the lesson is more of a relationship-builder than anything.
Andrea says
Great instincts Lillian 🙂 Yes, it really is all about setting up the “friendly framework” for the future!
Bonnie says
Thank you for the great forum above everyone. I love to start new students in the summer months when I can add an extra 15 minutes to my first and second lesson for assessing as well as socializing. Once the school year begins, I’m less flexible because of my “strict after school schedule”.
Andrea says
That’s a really neat idea Bonnie – I like it!
alice says
Long ago i read that the young child,s trust in me will be built on his/her unconscious perception of the parent’s comfort level with me. For that reason I started connecting with the parent for a few minutes before engaging at the first lesson. In some cases this seems to calm a nervous child. In others, an extroverted child bounces her way into the center of my attention. Either way, the first lesson is definitely about creating a good connection.
Andrea says
Fabulous insight Alice! Thanks for sharing!
Sarah says
I was recently in a yoga workshop where the teacher said, “If your teacher doesn’t laugh a lot, think about finding a new teacher!”. Sage advice.
Andrea says
Very true!
Elisabeth says
I offer a shorter, free, first, “preview” lesson for all of my new students – low-key, get-to-know-you, casual, fun, teach a few concepts, etc. This way the parent and I can each decide if the relationship feels like a good fit. I’ve never had one that didn’t want to continue. Gives us a great start on our musical journey, and parents always feel like they got their money’s worth.
Elisabeth says
Because free…lol
Andrea says
Thanks for sharing Elisabeth – sounds like it works really well for you! 100% success!
Judy says
I started teaching as a young student myself, that was 52 years ago. Yes, I’m still doing it……. My advice to anybody teaching students from young to old, is to be interested in each student, to care, to adapt, to be respectful, encouraging, honest, to always point out the positive before any negatives, patience, and above all………ALWAYS keep things funny! . Over the years my boxes of tissues are mainly used to wipe up tears of laughter in the lessons. Humour is vital! Once that is lost, I will know its time to retire…..meantime….onwards we go!
Andrea says
Love everything about this comment Judy! Thank you
Gimberg says
Indeed true, nothing makes a piano lesson session best than endless laughter.
Laura says
Beautiful comment, Judy. Every bit of it rings true 🙂
Laura says
Great article! I wished I would have known that having students improvise (black keys only!) in those first lessons gives them an amazing amount of continuous time on the piano keys. When do they play for 2 minutes straight? It’s fun and builds confidence and curiosity. Encouraging story telling and even picture making inspired by these improvisations is a bonus!
Cheryl says
This post reminds me of why I love teaching. I want my students to have fun and love music. I enjoy watching the shy students open up quickly to the amazement of their parents. I like to start students in the summer so there is more flexibility for vacations and sometimes longer lessons. There is also less expectation from parents in the summer before they decide to commit for the entire school year. Sometimes my more advanced students choose to work on “just one piece” …I let them tell me what they want to accomplish over the summer. Sorry, I chased a rabbit. ..but that’s ok.
Cynthia Caraway says
Thanks for this post. I have recently started asking my students what the best part of their day was before we start, and they love to talk about themselves! And, when I’m tempted to rush them when they’re telling me something, I make myself not look at the clock, and listen to their story. They need to feel important for that half-hour. Thx again for reminding me!