Piano

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A Traditional Steinway Piano

Tuesday, July 12, 2011

How to Help a Child with Piano Practice

Clearly my last post about parents and their responsibilities to their children's music education, particularly piano lessons, hit a nerve. This blog is only a couple of weeks old, and that post has received hundreds of views from some 20 countries, including Russia, Bulgaria, Singapore, Thailand, Portugal, Australia, and Estonia. The issue, it seems, is universal.

In that article, I talked about the realities of learning to play the piano, including the requirements for practice, responsible parental support, and some of the rewards and benefits. Today, I'm going to get a bit more specific and helpful and give parents some ideas on how you can help a small child with practice. If you're a teacher, please feel free to link to this article.

The key takeaway here is that by communicating with teachers and listening, even parents who know nothing about music can help their children learn piano and develop good practice habits.

Practice Makes ... Permanent


We all know that practicing is key to learning to play the piano. But here's what most of us don't know: there are good ways to practice and bad ways to practice, and if you aren't practicing correctly, you may as well not be practicing at all. If you practice incorrectly, you will learn incorrectly. But learning effective practice techniques is a difficult task, especially for young children who haven't yet learned to identify mistakes, let alone find effective ways to fix them.

The main point parents and music students need to understand is that effective practice does not mean doing the same thing over and over again. In fact, mindless repetition can be detrimental if the student simply repeats (and hence learns) mistakes.

How to Help a Child Practice the Piano


The quality of practice is so important that some teachers abandon time-based minimums for daily practice, and instead advocate setting practice goals that are centered around achieving certain technical or musical results.

Ironically, while the basics of good practice seem difficult for children (and sometimes, for their parents, as well), good practice habits actually make learning piano much easier, much less frustrating, and much more fun. By helping children establish good practice habits as early in their musical education as possible, parents will be putting a music student on the road to learning an instrument the most effective way possible. Bad practice habits leading to frustration and, often, quitting lessons.

Parents of young beginners should be sure that they understand the teacher's practice instructions, because most second and third graders will forget what they are supposed to do between the end of the lesson and the beginning of the next practice. Most teachers write practice instructions in an assignment book. Even so, young children will need help to remember which tasks need to be be practiced. it also helps if they practice as soon as possible after the lesson: This helps them remember what they (supposedly) learned.

Goal-Centered Practice Strategies


Goal-centered practice instructions give more guidance than a simple mandate to "practice for a half an hour every day." However, for parents to help, they have to be attentive not only to the fact that the child is sitting at the piano, but to what, exactly, is being practiced and how. Often, children will simply bang away happily for a few minutes on a song they "made up" or a chord progression their best friend taught them. Parents need to practice "mindful listening" as much as their children need to do engage in "mindful practice."

Some samples of goal-centered practice instructions might include:
  • "Practice this scale until you can play it with your eyes closed."
  • "Play each line of the song until you can play it with no mistakes."
  • "Practice the right hand until you can play it with no mistakes. Then practice the left hand. then put them together."
  • "Practice the song until you can play it with the metronome ticking at 100 bears per minute."
  • "Count out loud."
A parent who listens in on lessons should be aware of what the teacher is stressing. I have probably said the words "Count out loud" one million times, and I've written it in assignment books close to that many times, too. Even a non-musical parent can help a child enormously by going over the practice instructions point by point and saying: "Your teacher wrote that you should be counting out loud, but I didn't hear any counting. Can you show me?" Or: Didn't you play that scale with your eyes closed in your lesson? Show me." Or: "Did you practice that line of the song so you can play it with no mistakes? Show me."

One sure give-away that poor practice is taking place is easy to spot. Most children will start at the beginning of a song and play through to the end, with intermittent stops and starts, occasionally correcting mistakes. They then go back to the beginning and repeat the process, generally with the exact same mistakes. Any reputable piano teacher teaches children to break a piece of music into small parts, and to correct mistakes before moving on. A child who is playing a mistake-ridden piece from beginning to end over and over again either has a poor teacher or is not following instructions.

Finally, parents should be sure that any written homework is completed before the next lesson.


Communicating with Music Teachers About Practice Issues


A parent can also help by communicating with the teacher. If the teacher does not include practice suggestions or goals in the assignment book, a parent shouldn't be afraid to ask for suggestions. Similarly, the parent should also discuss any practice issues with the teacher. For example:
  • "Johnny seem to just rush through each piece and then he wants to turn the page and do something else."
  • "Suzie thinks she is playing the piece correctly, but I can hear that something's not right with the rhythm. She never counts. I don't know how to help her."
  • "I know you told her to use the metronome, but she says she doesn't understand how to use it."
A good teacher will have some strategies to deal with such problems, and can address these issues in lessons.

As a parent, you are part of the triangle of your child's music education: The other sides of the triangle are the teacher and the student. As your child gets older and independent, they may not need or want your help with their lessons. But in the first year or two, children who have active parental involvement typically learn more than those who are left to flounder on their own.

7 comments:

  1. Excellent summary, thank you! I have posted a link to my web site.

    Lorraine Manifold, Mezzo-Soprano
    Piano and Voice Teacher
    French Vocal Coach
    B.A. Music - M.A. Vocal Pedagogy
    www.ManifoldMelodies.com

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  2. I have a daughter taking piano lessons for 9 years now. I believe I've helped her get to where she is now. She's scored high marks for both practical and theory exams. I know enough piano to hear mistakes and my daughter often don't progress fast enough for my liking. I would let her know and try to help but she has always fought back and rejects my approach. All these years, I've insisted and she eventually relented. I don't know if I can keep doing this. What should I do?

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  3. After nine years, I would say you've done your job. The only thing you tell me about her playing is that she's scoring well on exams, which is fine, but does she like music? Love it? Want to do it professionally? Is she an advanced student who has the skills to learn the kind of music she wants to learn, play with others, accompany, figure out tunes, etc? If her skills are still basic, maybe you need to have a talk with her and her teacher about what she's doing and where she wants to go with this -- what skills he needs to develop. If she is accomplished, after nine years, maybe she is where she needs to be... to what end are you pushing her now? Maybe it's time that you trust that you've done your job and let her take it from here. You didn't tell me her age -- that factors in, as well. A 16 year old with 9 years of lessons may be quite advanced, be planning another career -- maybe it's time to let go a bit. But a 13 year old who started when she's four years old might still be a fairly rough player, and in that case, maybe a talk with her and the teacher wold be a good thing.... that's an age where many kids quit. getting them playing in groups often helps because taht age is so peer oriented.

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  4. When my son was little - he was a handful (very restless). When he turned 18 he said to me "Mom, why didn't you give me piano lessons when I was young?" I laughed because there was no way he would have sat still for lessons. So - I said "There is a piano...there are tons of piano books in the bench...go out and play and if you have a question...come ask me" (I have a BA in Music). Now - he LOVES to play and plays more advanced pieces than I do. Amazing!

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  5. There’s a neat app we just released on the app store that tries to motivate kids to practice more. Called Music Quest.

    http://www.musicquestapp.com

    It tracks a student's practice and rewards them on-screen accordingly by listening to their music practice. Results look promising so far - give a try with you kids.

    Owen

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  6. Nice Article!!! It is really a nice and helpful piece of info. I’m glad that you simply shared this helpful info with us. Please keep us informed like this. Thank you for sharing. Indianapolis Piano Teachers

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  7. Pretty cool article. I'm a piano teacher, full time and I definitely do use a notebook/binder with all of my students. They have many sections - Tips and Records (little ideas to help them if they're confused about how to practice and charts recording their practicing), Homework (basically lists of what they're to practice each week and specific notes, on how, if necessary), Theory (where I put all of the pages on new concepts that they learn, so that they're all in one spot for easy reviewing), Ear/Sight (where I keep charts of ear/sight/technique/improv exercises that we do - I generally try to do one of each per month), Technique (where I place little exercises for them to brush up on certain skills to help with their songs). I also like to use a lot of colour and "real-life" comparisons to explain things. Parents definitely need to pay attention to what their child(ren) is(/are) doing and what is expected of them, and communicate with the teacher.

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