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Best age to start piano lessons

Thu, 18 Aug 2011 03:50:49 +0100

Showing off (2003) Some rights reserved by Stevie Lee

One question I am frequently asked by parents inquiring about piano lessons is “What age should they start?” This is a tricky question to answer as all children are completely different – they learn differently, they develop physically and mentally at different rates and they have unique personalities, temperaments, interests and goals. One has to consider whether the child is ready to take on extra curricula activities and the responsibility of a new practice regime, whether they have the attention span, and whether they have the desire to learn a musical instrument. On the other hand, even if a child does not demonstrate readiness or interest, a sensitive and inspiring teacher can help him/her to develop discipline and enthusiasm over time through developmental and age appropriate activities.

Personally, I believe that age seven is an excellent time to start formal lessons. Generally, children at this stage have become accustomed to school routines, they are reading (more or less), they are old enough to take on extra responsibility but young enough to be not too ‘set in their ways’, and their fine motor skills and hand-eye coordination are more refined. However, this does not mean that children before this age should have no exposure to music and instruments. On the contrary, the more exposure the better! Even babies and toddlers respond to music and can develop musical appreciation and awareness through singing, clapping, dancing and listening to all kinds of musical styles. I find, too, that children who have been immersed in a musical environment from a very young age generally have more success once formal music lessons commence.

In the end, there is no right or wrong age to begin piano. It is ultimately at the discretion of the teacher, the parents and depends upon the individual readiness of the child. I can guarantee, however, that learning piano can bring tremendous satisfaction and pleasure to people of any age.

References

Showing off. (2003). [Image]. Retrieved from http://www.flickr.com/photos/stevielee/97904945/sizes/z/in/photostream/

Performance Tips

Thu, 18 Aug 2011 07:19:00 +0100

Piano Recital 4/23/2009 Some rights reserved by Richard Masoner / Cyclelicious

With the Higher School Certificate (HSC) music performance exams just around the corner, I thought it would be a good time to collate some performance tips and advice. Of course, these are applicable to any music performance or exam, not just the HSC. As a music teacher and accompanist, and having sat for innumerable music exams myself over the years, I am very much aware of the importance of handling nerves, setting up performance strategies, and preparing one's state of mind prior to any music performance. Here are some of my suggestions.

Prepare and practice well in advance. I am always astounded at how often young people save all their practice and effort till the last minute, assuming that everything will come together on the day. This is not an effective way to prepare. A successful, secure, quality performance is most often the result of consistent and conscientious practice over many months throughout the learning of a piece.
Practice performing to others. It is beneficial to organise opportunities to perform in front of family and friends prior to the exam. This gives students experience at coping with nerves and learning where any weak areas in particular pieces may be. Furthermore, students may benefit from feedback that they may be given, helping them to understand what others thought they did well or how they could improve. I would also highly recommend practising on the actual piano to be used for the recital, if opportunity allows, as all instruments differ in their touch and sound.
Consider the tempo before starting.This is very important. Too often, under the pressure of nerves and the effects of adrenalin, students begin pieces way too fast (or slow) and find themselves in dire straits later in the piece, either struggling to maintain an overambitious tempo or disappointed at the lagging pace they have chosen. It is essential to hear and feel the music in one's mind first, setting an appropriate tempo before beginning the music.
Keep going, don't dwell on any mistakes. Even professionals make mistakes. It's how they deal with them that's important. If there is a slip, it is best not to dwell on it. Rather, focus on the remainder of the performance, aiming to make it as musical and effective as possible. When a performer stops and tries to correct a mistake, it only draws attention. In most cases, however, if you simply continue, people will hardly even notice that you faltered. Keep going!
Arrive early. There is not much that causes more stress to a performance than arriving late on the day. Plan to be at the venue early. This gives you time to gather your thoughts, think about the music and settle. It also avoids annoying examiners and appearing unprofessional.
Dress appropriately. Show respect for yourself and your examiners/audience by dressing appropriately. Dressing too casually for a performance can appear either arrogant or as though you care little for the performance or the music. If performing with others, perhaps discuss colour-codes. Appearance is part of an overall performance and shows consideration for the audience.
Be organised. Another way to minimise stress on the performance day is to have everything organised. This includes paperwork for the examiners, music in order and someone to turn pages if necessary. When these types of issues are arranged carefully, it facilitates the smooth flow of events on the day of the exam.
Finally, enjoy the music you are making. The more a performer likes a piece of music, the better he or she will play it and the more enjoyable it will be for the audience. It is common to become bored with a particular piece if it has been worked on over a long period of time. However, if you continue to tell yourself how much you love it and imagine new ways to bring out particular themes or nuances, it is possible to have a fresh approach and enjoy the performance on the day.

There are many other tips for students preparing for music exams/recitals. These are just a few. Perhaps some of my readers would like to comment or share their own suggestions on how to prepare for a successful performance.

References

Piano Recital 4/23/2009. (2009). [Image]. Retrieved from http://www.flickr.com/photos/bike/3470145896/sizes/l/in/photostream/

Small beginnings

Wed, 17 Aug 2011 04:50:02 +0100

Practice (2006) Some rights reserved by woodleywonderworks

For as long as I can remember, music has been a huge part of my life. I began learning piano when I was about six years old. My first teacher, Sister Heads, used to come to my home every week, and I vividly remember writing long lines of minims and semibreves, as well as playing lots of Middle Cs & holding them for four counts each. Hardly much fun for a six-year old! She was kind however, unlike those nasty stories you sometimes hear of nuns who struck children over the knuckles with a ruler for making a mistake. It was my mum, though, who probably had the greatest influence on me at that early stage - she was most determined that my sisters and I learn an instrument and develop an appreciation of music. She encouraged me, helped me with new pieces and got me into a disciplined routine of piano practice every morning before school. I must have had a very good memory in those early years, learning all my pieces by ear, since my sight-reading was atrocious! An examiner commented once that I had no idea of the notes that were printed on the page whatsoever and that there was little hope of a future for me in music! Ironically enough, it is my excellent sight-reading ability that helps me as an accompanist today, and often one of the reasons that I am recommended to students/young performers who need piano accompaniment. Somewhere along the line, everything must have 'clicked', because music became my passion and my life.

Some of the lessons I have learned from my own small beginnings, that I now try to incorporate in my own teaching are:

To make lessons fun and enjoyable for my students
To help children learn with understanding, not just by rote
The importance of a productive practice routine
The need for encouragement from both the teacher and the parents/caregivers
To never give up on a student, no matter how dismal their efforts may seem

I hope to discuss more about these aspects of teaching throughout my blog. Hopefully, some of my readers will be able to contribute their ideas to this discussion as well.

References

Practice [Image]. (2006). Retrieved from http://www.flickr.com/photos/wwworks/275200051/sizes/l/in/photostream/