It’s recital season! This means that you’re probably compiling a list of performers and their pieces in preparation for creating the printed program.
Seems easy enough, yes?
In reality, it can turn into hours and hours spent agonizing over which student should play when. The success of your end-of-year recital can come down to how you decide to order your performers; a well-planned event can make for a lovely audience experience; leaving them feeling proud to be associated with your studio.
So, to help you decide how to order your performers in your next recital, today we’re sharing the two most common structures and why you might want to use them.
The Art of Piano Recital Programming
While there isn’t a single right way to arrange a recital, there can be a right way to arrange YOUR recital. Generally, teachers choose from two structures: ordering from beginner to advanced OR mixing levels and ages.
Below we have shared the benefits of each approach so you can make an informed decision about what will work best for your studio. (At the end of the post we’d love for you to chime in on your own recital structure.)
The Case For “Beginner To Advanced”
When ordering performers, some studios begin with the teeny, tiny, beginners and end with the advanced, older students. Here are reasons why you may want to choose this approach:
- It’s easy! Not a lot of thought is required to order your students from beginner to advanced, so if you’re pinched for time, this makes recital program creation a breeze.
- It benefits your young students. Waiting for their turn to play can be difficult for young beginners; they have a shorter attention span than their teenage counterparts and they are more apt to become either distracted or very nervous as time goes by. Placing your young students first on your program gives them the chance to perform when they are fresh and in a good frame of mind.
- It benefits the siblings. Young beginners are more likely to come from families with younger siblings. Having your little students play early on means that parents will able to watch their children’s performances and then duck out with a baby if needed (rather than bouncing a squalling child at the back of the venue while waiting for a performance to begin).
- It ends with a “wow”. Finishing with your more accomplished kids means you can select students who will be playing particularly impressive pieces to finish your event with a WOW!
- It shows progression. Ordering your recital from beginner to advanced gives parents the ability to clearly see the progression their young children will experience. It also gives parents of your teenage students a good dose of nostalgia as they remember their own children moving up through their levels of study.
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The Case For “Mixed”
When ordering performers, some studios choose to mix beginning students with intermediate and advanced students. Here are reasons why you may want to choose this approach:
- It allows for balance: Mixed-order recitals create a well-rounded program with lots of variety in style. You can pair complimentary and contrasting performances to keep your audience interested and engaged throughout the entire event.
- It helps to avoid comparison: If you have older beginners in your studio, they blend in better when they are mixed with intermediate and advanced students (a helpful thing for self-conscious tweens and teens). This structure also allows you to space out your students who may be playing pieces that are similar in style.
- It “keeps ’em in their seats”: If you have issues with audience members leaving early, than a mixed program may be your answer. Mixing ages and levels means that families with young students are less likely to “duck out” early, and families with older students are less likely to arrive fashionably late.
- It gives you freedom: This structure gives you complete freedom to order your performances in any way you choose. This means you can select confident “clutch-performers” to begin your recital and impressive “closers” to end your event.
- It may boost your numbers: While arriving late and leaving early are my “piano recital pet peeves”, if you have a flexible approach, it may boost your number of performers. Students who have other commitments before or after your recital may still be able to attend and perform if you can slot them into the program at a time that works with their schedules.
What’s Your Approach?
We want to hear from you! What approach do you take when planning your recital? Do you order kids from beginner to advanced? Do you mix it up? Or do you do something entirely different? Share in the comments below.
Natalie Whittington says
I have done both and agree there’s not one way to do it. Generally, I rely on my theme and music to dictate order. Last recital was “Around the World” and I grouped music and players by Continent, so age groups were mixed up. For a past Memorial Day Recital we had a military/patriotic theme and grouped music and players by Armed Services.
Barbara says
Nice, Natalie! I’m going to borrow these ideas!! Thanks for sharing:)
Jill says
I am doing “Music Around the World” this year and have them grouped by country. Because our recital is on May 4, we are ending with the “Imperial March” from “A Galaxy Far, Far Away” with my most advanced student!
Debbie Dickensheets says
Youngest to oldest works for my studio.
That way there are no judgement calls on who is better or more advanced than someone else. There can be some interesting interaction among students who’s birthdays are very close together.
It also good for allowing older beginners to play with students their own age.
Barbara says
I usually use Beginner to Advanced but for my Spring Concert this year I am trying something new.
My theme is “Music is Like A Box of Chocolates.” I am getting small square chocolate pieces and taping the name of each students’ piece on the backs. Audience members will choose a piece of chocolate from the box and whoever’s piece is on the back is who plays next! And the audience member gets to keep the chocolate!!
Informative post, it’s nice to have all the pros and cons laid out for reference. As always thanks!
Dorothy says
Love this idea! I have done something similar, but I used balloons, with each student’s name inside of one. As a student finishes performing they get to pop the next balloon and announce who is playing next. It’s a lot of fun, plus it looks bright and cheerful…as least at the beginning 😛 It seems to take away some of the nerves of performing…
barbara says
LOVE IT, Dorothy!! Will use that one, too!
eva says
I love the balloon idea!
Vevlet Randolph says
Did you use helium filled balloons or just blow up balloons? I love this idea, I’m planning to end my recital with the “Balloon Pop Polka” so this will tie it all together and relieve some stress about order of performance too!
Deb says
I LOVE this idea – and not just because I love chocolate!!! I haven’t planned the order of our spring recital yet – so I just may have to steal your idea. Thanks.
LINDA KIRKCONNELL says
How fun is this! Thank you for a great idea to implement in this spring’s recital!
Linnea M Good says
Wonderful!
Caren Luckenbill says
The chocolate idea sounds fun, Barbara. I’m wondering how you organize which audience member gets to announce the next performer.
Barbara says
That is still in the planning stage, Caren, but have thought of a couple of ways. Either ask for volunteers “who wants to choose the next piece of candy?”, or pass the box through the audience and call out “Stop” and whoever has the box picks out the candy. If anyone thinks of other ideas, I’m certainly open to suggestions;)
Julie Stone says
I LOVE THIS IDEA! I’m filing for next year!
Sue Anderson says
I like alphabetical order (by last name). Solo pianists, then duets followed by combos.
Sandra says
Over the years I have tried various approaches. The biggest disadvantages to ordering ‘beginner to advanced’ — sometimes the audience has “listening fatigue” by the time my advanced students get to play their big show pieces — and often the audience has thinned out as some families slip out early. (I try to discourage leaving early, but some families are incorrigible!)
Lately I have grouped selections by historic periods, or by style or theme, and had beginner to advanced in each area. I usually end the program with a singing ensemble (membership voluntary). I take a few minutes out of lesson time to teach the song individually, and we get everyone together for one or two practices shortly before the concert. The older students easily learn some simple harmony. …It makes an upbeat end to the evening!
Deb says
Sweet idea and such a nice addition. And probably totally unexpected by the audience!!
Kim says
That sounds like fun ! What songs have you sung in the past ? When I was a young student I remember a year our teacher had us all sing SUPERCALIFRAGILISTICEXPIALIDOSIS
That was fun !!!
Jamie says
I have a short parent meeting following the spring recital to discuss summer schedule and registration for the next school year lessons. They know this is important information so no one leaves until the recital is complete. Didn’t realize I was accomplishing two things at the same time.
Andrea says
Brilliant! 🙂
Deb says
I agree totally with both agendas and have used them both successfully. I especially agree with #5 under “Mixed”. I have had students who had other sports or music commitments and if I did not accommodate them by placing them first or last in the program they would not have been able to participate. Thanks for all you continue to do to make our job as piano teachers easier. Appreciate it MUCH!!
Marilyn says
For our local association recitals, we often organize the recitals by connections between the pieces; i.e. programming dances together, pieces about speed, animals, pieces by composers who lived at the same time etc. This necessitates some narration between the pieces to draw the audience’s attention to the similarities or differences, but it gives them something to listen for. The beginners will still start the recital, and the most advanced will end, but the middle can be in whatever order we choose.
Star Ehrhardt says
There is no specific order for my recitals. What I have done in the past is instead of using a program sheet, I just announce my student’s name, their age, and where they go to school. Sometimes I’ve done things like have a fun question for them to answer like who their favorite composer is, what they like about playing piano, and I’ll share this with the audience. My kids seem to like this!!!!! If it’s their 1st time for a recital, I let them pick their songs they want to play just so they are comfortable. As they advance, then I get to suggest/pick. I don’t ever want to stress them out over this. There’s enough stress in life as it is and I want them to have a positive experience. If they don’t, that can trickle down into other situations and make things so hard. I try to have a very relaxed atmosphere by saying that this recital is more of a celebration of the musical growth and skills that have been accomplished in the year. The word “recital” can be so terrifying!!!!!
Jeanette says
I usually ask the students whether they want to be near the beginning, middle, or end. Giving them some choice seems to help with their nerves.
Karen says
I usually do mixed and I also ask students where they want to play. I want to start with a student who is confident and a piece that is more upbeat in style. I always want to end with a showstopper. And that is not always my most advanced student.
Robin says
Great post! I’ve arranged recitals every which-way depending on my students at the time and the theme. This year with a couple of older students (one is an adult trying so hard, but not shining just yet), I will mix levels and ages so we don’t end the program with them. ; / By the way, “clutch-performers” isn’t a term I’m familiar with–what’s that?
Rebecca says
I put them in order by performance level. The main reason is that there is not a beginner in the world who wants to have to play right after an advanced student. But it does have the advantage of getting those little 5-yr-olds done early in the program.
Adri says
These are great! I’ve done both and have had good experiences.
**Do you ever play at your students recitals? I went from 15 students down to 4 (because I recently had a baby and needed to cut back my hours). With only 4 beginner students, and 2 songs each, my recitals are 20 minutes (or less)! Should I play a song to two to lengthen the recital and add excitement?
Carrie says
Yes, you should play at your recital! It is great for parents to hear you, and wonderful for your students to see what you can do. Do you ever play duets with your students? I love doing that as well.
Adri says
Yes, I played duets with each of my students in the christmas recital, and I did a solo. However, I felt silly playing a solo. Not sure why I felt funny about it though.
Amy says
I used to always play first so none of my kids would have to be nervous about playing in the “opening position”!
Linda Hyland says
I have always played at my recitals….for over 30 years now. Since I usually have student duets as the last section in my program, I do a duet with my adult daughter or sometimes with one of my piano teacher friends. It’s not listed on the program, but my piano veterans know it’s coming, just not what music. Last year we did the theme from Peter Gunn. This year it will be Beethoven’s Fifth. It’s so much fun!
Melinda says
Yes! I didn’t used to, but I read about the benefits of doing so and I’ve always started the recital after my welcome speech. I always say that I’m sorting that I’m willing to do what I ask of my students and so no one else has to go first. If I’m requesting memorizing of my students (I don’t always do this), then I’ll memorize my piece as well. I let students decide if they want their piece a duet or not (if their piece has a duet part).
Melinda says
I don’t know where “that sorting” came from! This is why I don’t typically type from my phone!
Amy says
I always have a themed recital so performance order is usually different every time. I’ve arranged students in order of time period (such as a Classical Favorites Recital, or Movie themes in order of movie release date), Narrated recitals in order of the story (Peter & the Wolf, Nutcracker, Carnival of the Animals), and others I have mixed the students so duets are spread out along with styles of music so there is always a variety in tempo & pacing of the music. I also spread siblings out as well. I hand out performance certificates, level advancements & other awards at the end so they have to stay to receive them & also do a group photo at the end. This has worked very well for me.
Carrie says
I do a combo of both ideas. I mix it up (with reliable on-time students at the beginning) and have my 3-4 most advanced students play at the end. My students play 2 songs each, so the advanced students still play early on with one of their songs. But their favorite is at the end and I finish with my most advanced student. I also teach voice, so I mix my voice students in with the piano. It makes for a fun, enjoyable recital (I actually have 2 recitals due to number of students).
Lydia says
I have always done beginner to more advanced and than finally after our last performerthe students receive their trophies and numerous other awards. Families are always considerate and wait until the end . A 15 intermission with refreshments helps To hold the audience and pianists too.
Adriana says
Thanks for the post! I also do a combo of both ideas. My adult students also perform so it makes sense to arrange by level so they feel more comfortable. BUT, I do a big group improv piece at the end so the emphasis is on teamwork and collaboration—to show that we can all contribute beautiful music at any level.
Barbara says
What a great ending idea, Adriana!! I’m going to have my students work on this for the next concert!
Linnea M Good says
I think I may try to put together a very simple story-line that involves the piece each student is playing. So, the whole performance might feel more like one Story. And perhaps I will only use the title and the “feel” of the song to dictate its part in the story -not pay attention to the lyrics of the songs. I wonder if this will take a bit of the hyper-focus off the student themself and give it over to the story and our part in it. Perhaps the audience will even have their own part in the story. Hm……
Barbara says
What a great idea, Linnea. I’m thinking maybe even have the students write (at least some) of the story. I love the idea of linking all of the song together! Brilliant!!
Leslie says
I have them play both a solo and a duet. I kind of use the beginner to advanced, but run through twice. Everyone will play either solo or duet and then we do the other for the 2nd time around. This way they are spread out during the whole recital. They don’t necessarily stay the exact order for the 2nd round, but still goes from beginner to advanced.
Jill says
Leslie, I love this solo and duet idea! I usually have my students perform two pieces, going up to the piano twice, similar to what you mention. I do mix the beg/adv order to present a good variety of long vs shorter pieces [and to keep the audiences attention. 😉 ]
Nina says
Hi Lohnay, you said that you have your students announce their pieces. Do you also have a printed program? I’ve had my students introduce themselves and their pieces at our Holiday Recital (also had a printed program.) and, at the spring recital I just used the printed program and I would announce the next performer. Thanks!
Nina says
Hi Leslie and Jill, I am considering having my students go up two separate times this year, also. I am curious how many students will be performing? I am at 22 students this year and think that may add on time, making a recital that is ‘too long’, versus having them play both songs in a row. I am ending with Andrea Dow’s ‘Kingsbridge Kick’, with students doing the percussion. 🙂 Let me know your thoughts, please. Thank you!
Lohnay says
I have done both and I like the mixed in that it keeps the audience engaged and like mentioned in previous posts most of the audience there. I started performing at my recitals years ago due to parent requests and have continued to challenge myself each year. I really don’t enjoy performing but it has been good for me to push myself and helps me to remember what the students are going through. I used to announce all the pieces but a few years ago a good friend of mine who is also a music teacher suggested I have the students announce their pieces as it was a lot to deal with especially when I was performing. I reluctantly tried it because I thought it would add to the students’ stress but they didn’t seem to mind at all and it is so much more relaxing for me and the audience enjoys feeling a little part of the students’ personalities. I love all the creative comments. Thank you.
Barbara says
I also moved to having the student introduce themselves and found that most of them LOVE the microphone. It is great practice for them to be able to speak in front of people and get used to using a microphone. In my book, it’s a added value. And you are right, it helps the audience remember the students more than just trying to remember what they played.
Patsy Clark says
I always start with the beginners. For one thing, they are just so darn cute. Since it’s their first recital, I find they do best when they can go ahead. The others know the drill. Very first on my spring program this year is six-year-old Frazier. And I am honored to say, he’s my grandchild.
Julie Desrosiers says
I usually start and end with a confident performer, whatever the level. Students have mentioned that if they are last at an beg. to adv. they feel stress to be perfect and it is to stressful. I also like to put shorter songs in between the long ones to keep the audience happy and the flow going well.
DS says
I usually use the beginners through advanced format, but I’m always careful to select a beginner who is confident to be the first performer in the program. I always tell the student before the recital that he/she will be the first one to play and we practice the bows at the last lessons prior to the recital. When that child arrives at the recital, I remind him or her to bow and tell them how important it is because all the other students will take their lead. (This is done in a whisper. It’s out little secret!) Being first to play becomes an honor & they feel special.
Eng says
I do youngest to older. With the advanced student mixed in between to break up the short songs.
Andrea says
I have a very small group of students and we have begun having recitals at a local nursing home. I decided to not make up programs, but let the kids volunteer for who wants to go first, second, etc. I then announce the student’s name and piece he or she will be playing. It’s a fun way to shake things up a bit.
Drema says
I have mostly used the first approach in concerts/recitals — beginners to advanced. When certain students can only make it to the first or latter half, then I slot them in accordingly regardless of level.
Sometimes when we perform at senior residences, I mix and match not based on level or age but the type of pieces — upbeat then lyrical or fast then slower pieces so the audience gets a variety to listen to throughout the whole program. And I set up the piece by introducing the student, setting the scene based on the title of the student’s piece, asking them to imagine what is going on in the piece as the student plays or share something about the student’s journey in learning this piece to engage the audience.
Amy Watt says
I lOVE the idea of the chocolate/balloons!!! Might have to steal that. Working on my recital order now. I have all/most students playing two pieces, which involved 1 classical and 1 non-classical. I was thinking of having the students play their classical piece in the order of their time periods. One student from each time period, would say something interesting about that era. After that, each student would perform their non-classical piece. Might use the Chocolate idea for this. Would love feedback on this idea or if anyone has done this before? I am also having a few students sing along with their pieces for the non-classical part.
Holly Zendels says
Hi I am trying to plan a recital . Here is the level. I have 8 kids and have not done a recital since Covid so its been awhile I had advanced students who I taught for many years and they graduated. So now its beginner music and early intermediate. I have students ranging three kids in Faber 1, one who just graduated to 2A, one going into level 3 classical, and one two good ones who are Intermediate A. I am trying to stay away from methods and give them good supplemental music to check out . My main concern is that this will at least be thirty to forty five minutes, and with three in level one Faber, I’m not sure how that will happen…. Any suggestions will be great. Love the military theme idea. We might do Christmas in May as a theme and have them play some Christmas duets to stretch it out. How many pieces should each student play to make it 30-45 minutes? Thanks for your help and time
Andrea says
Hi Holly – are you worried that the recital won’t be long enough? You might be surprised at how much parents actually appreciate a “short and sweet” way of celebrating their child’s music. I wouldn’t give students more than two pieces to play as that is a lot for a young child to properly prepare – and the ultimate goal is to create a successful experience for them. You might find other ways of filling time in a recital by having audience participation pieces (have you seen our Lap Tap Clap pieces?) or by having students speak a bit about the piece they will be playing and why they like it. Or, you could read a bit about each student before they perform to make it more personal and to share why you enjoy teaching them. Having a little reception after can also make it feel like an event without worrying too much about performance time.