Monday, October 24, 2011

Dancing at the Pumpkin Party

   Dances are a huge portion of the repertoire in piano pieces. I often ask my students which they think came first, dancing or music When I taught Kindermusik Young Child the curriculum called for learning circle dances. I had a small space to work in but I found my 4-7 year-old children loved dancing  My MFPA Lesson Book  B has a cluster of dance music right around Tucker's Secret Life. There is a boogie, a bop, and a folk dance. My goal at this younger Pumpkin Party was to prepare my students to accompany these dances. I taught them to start with an introduction to ready the dancers.Then the challenge was playing smooth enough for us to sing and dance with the accompanist. This is not easy for these 5 and 6's. It required weeks of practice on these songs. But it worked and it was the best activity of the hour.
  We danced around a big gathering drum which represented a birch tree to the piece "Russian Sailor Dance". We moved right, then left, and finally stopped and beat the drum through the second line of the song. Tucker was all over the boogie dance. He had some smooth moves.

   I brought back the game Mr. Music which everyone loves and introduced the quarter rest. In the game asking for a rest or being told to rest meant you could not move from your spot. Ah, to have a bit of power is so stimulating.Thanks to T. who was my student helper for one if the parties.

Wednesday, October 19, 2011

Pumpkin Party Success

   Group lessons have a big role in my studio. I have them 3 times a year and my students, on the whole, participate with joy. I work with small groups,4-5 students of similar age or ability, and I have them for one hour. I limit my agenda to three concepts, one always is playing a song for each other. My students want to perform at these lessons and I have come to place that at top priority because of their insistence.
   Here is what I planned and here is how it played out.
   Our Layers Art Project was front and center. I found their definitions of dynamics, articulation, and expression most interesting. Their ideas are vague but they are more familiar than before.I tried giving them a more specific definition with my hands and humming; no words.
   The Halloween composing game was really fun and revelatory. Thank-you again Wendy Chan.It was helpful to mentally review the C minor 5 finger scale first. Those were the notes for their composition. Then we clapped the rhythm cards one by one. The Halloween theme words were tools to solidify the pattern
Then came the test. Could they start with the note they landed on and make a tune in the C minor scale using the correct rhythm? The first student, overcome with nerves, played the rhythm all on one note.

 Okay! What could we try next? The next girl, learning from the first try, went up the scale and back halfway with her pattern. Each player was more creative.
                                              (There is the little rhythm card on the music stand)
What I did not expect was the light dawning on each of them that 5 notes and a catchy rhythm was the beginning of a really cool song.
  Each student then played their piece. A tempo word was chosen by another student and they played it again with this new tempo. I was smart, I am not always that smart, to provide a glossary in the back of MFPA Book 3A so that they had to look up the definition if they could not remember it.
  We ended with layering gooey, sweet toppings on a pumpkin cookies. 
Sorry, parents:(

Another chance to review the layers of musicality.

Wednesday, October 12, 2011

Pumpkin Party for My Older Students

  MFPA students should not have all the fun, so I am having Pumpkin Parties for the older students as well. This will be the first time I have a group together to talk about My Layers of Musicality theme.
We need to discuss if these layers can be more prevalent in our performances. So here is the agenda.
Goals:
    Learn or review tempo words
    Learn or review articulation terms
    Play for each other and listen for layers of musicality
Agenda:
  1.Learn one phrase of Joy To The World with added layers. See worksheet. Click on Resources and look for Layers of Musicality worksheet.
  2.Take turns choosing tempo words out of a pumpkin. Play a small section at that tempo.
  3. Play Halloween Composing Game, made by Wendy Chan.
  4. Each student plays a current piece and we all listen for layers of musicality.
  5. Share a cookie time.
Invited: 4-5 students on similar skill levels. I do one group lesson a week right into Nov. This replaces their regular lesson.




Friday, October 7, 2011

Pumpkin Party Group Lessons

    I am taking all the songs around "Pumpkin Party" to the bank in two weeks time as this becomes the theme for group lessons.
   I hope this is entertaining for you as I review my plans.. I value all my blogger piano friends who give me their great ideas.
   Title: Pumpkin Party
   MC: Tucker
   Goal: Review patterns from A-G
            Let everyone play a piece
            Expose the students to accompanying
            Share some pumpkin cookies
   Agenda:
            Sing Pumpkin Party with one child playing
            Have Tucker greet each child and give each of them a ticket for the A train
               bound for Piano Adventure Land.
            Get on the "A Train" with one child playing- circle dance
            Find the missing patterns around the room
            Each child plays their pattern on the piano, the keyboard, or the I-Pad Piano
            Tucker shares his secret life
            Sing while one child plays
            What are the dogs dancing?
                    A-B Bop- circle dance with one child playing
                    Russian Sailor Dance- with one child playing
             Match the notes- Call out a note name and everyone tries to touch the
                note card in the middle with their mini spatulas
             Have a pumpkin cookie

     Invited: Five MFPA students

                 Tucker, you are an inspiration!
           

Tuesday, October 4, 2011

Teaching My Own


     Teaching has become as natural as swimming for me. Now I have to explain that I swim seasonally, with great anticipation, and with some anxiety. I have to convince myself that my appearance is acceptable and get over the "what will people think" syndrome. Once that is under control I just jump right in and glide through the water, knowing that I was meant to be there and pulling in all the sensory information I can. Teaching is exactly like that. I love diving into the depths of what I teach, but more satisfying is watching the faces of my students, looking for signs of curiosity, engagement, and delight. From thrashing through waves of "what should they know" has come the stillness of "what will they be".
     My own children have been the tadpoles for developing my teaching style. Oh, I went to college and learned the theory but that did not make me a good teacher. Sitting tall on my own piano bench with The Fidgeter, The Swooner, and The Sponge, was the real forge of my teaching ability. The Fidgeter went on to dance lessons, the Swooner to the I-Pod, and The Sponge learned all I had to offer and culled knowledge from several other competent teachers.
     Can a parent be a good piano teacher? Well, I thought the word parent and teacher were synonyms. If you have children, you must teach. But often a parent and child collide with differing agendas. Here is what I learned from teaching my own.

     From The Sponge I learned to be consistent, to listen to his heart, and to make him learn his notes. Being consistent was a difficult challenge. Habits were hard to make in my day to day living. In other words, I rarely did the same things day after day. My first hurdle was finding a regular time for him to practice. I saw the power of holding time aside for piano every day. In that hour of the day nothing else was as important. The second hurdle was teaching him on a consistent day and treating him as a paid piano student with a scheduled lesson time. This young boy, The Sponge, was very quiet and mostly compliant. That sounds ideal, doesn't it? Actually, because he was not as vocal as my other children I found I had to pay more attention to his non-verbal signals. Learning to see into his heart became possible as I asked more open-ended questions and listened patiently. He had a very willing ear and wonderful short-term memory. Reading notes was too tedious so he memorized everything which served him well until he wanted to learn Beethoven. By this time we hired a piano teacher who gave him an ultimatum; learn to read notes or don't come back. I felt I had failed him. He told me he was quitting on the ride home in the car. She had wounded his pride and I felt remorse for not being more dogmatic about drilling with those flash cards. The harshness of her tactics did the trick. He proceeded to practice note-reading via computer with a vengeance. After two weeks his musical life took a new path. The code was broken and so he started sight-reading everything in his grasp. When he quickly proved that he did not need reminding to play, I faced the challenge of biting my tongue and not telling him to stop practicing. There came the point when silence was more than golden; after hours of teaching it was essential. We cleaned out a shed for The Sponge and put in a second piano. He became a wonderful pianist and a willing father as well.
      Now on Mondays I pack up my I-Pad, my stickers, some small candies for bribes, and colored pencils and go off to teach my grandchildren.

 I have three students in one family. It takes about three hours because they like me to stay for lunch. I am applying the same lessons I learned with my own child. Teach them on the same consistent day, listen to their different needs, and drill those notes. I am more of a novelty as a grandmother because I don't hound them all day long but it would be easy to get relaxed about the routine. I find that I must be stern about following through with practice goals and I challenge myself to do the unexpected to keep them interested. A puppet comes to visit now and then makes lessons playful and full of promise. I see good follow-through on their parent’s part and I know piano lessons are valued in their home. In the future I'm sure I won't be saying,"Gee, I wish I had not spent so much time teaching my own". 
        Jumping right in and gliding through the challenges of being a mother and a teacher has made me a better instructor. I do care about what all my students should know, but I have a lot invested into what my children and grandchildren should be. I hope music is a pathway to expression for them and I hope music teaches them to have eyes to see, ears to hear, and hearts that are open to beauty.