Conundrum

Tags

parents, preschoolers

Working in a profession where I have to constantly deal with people can lead to a lot of headaches. The students – mostly children – are rarely (if ever) at fault, but their parents … well, that’s a different case altogether. I can deal with them constantly asking me to:

- work on my days off

- work during my lunch break or too early/too late in the day

- constantly change my schedule to suit them

- provide make-up lessons or refunds for lessons missed

and so on. Most of the time I just say “no” but sometimes I am a little more flexible, depending on the situation. But this particular situation has been worrying me quite a bit lately.

I have one student who started lessons with me in November, meaning she has almost completed 6 months of study. She was four when she started (turned five a few days ago). She is very bright, but most of the time I feel as though I’m baby-sitting her, begging her to concentrate because she usually just wants to draw/watch YouTube videos/talk/play etc. It’s not just down to her age – I have a LOT of preschoolers and I’ve never had any who behave like she does. She is totally, utterly spoiled (last week I had to hear her talk about her fleet of BMWs!) but also totally, utterly neglected by her parents, which probably explains her behavior.

Her mother never (ever ever) pays me on time (she’s currently owing for 2 months). Despite the fact that my policy clearly states “no make-up lessons” and I have repeatedly reminded her mother of this fact, her mum is constantly asking for make-ups. I don’t think she has ever been on time for a lesson (usually arriving 10-15 minutes late for a 30 minute class). In 6 months, she has completed what most other students of her age complete in half the time (not because she’s not capable, but because of the amount of times she misses lessons or is late for them).

I am seriously considering dropping the child, because her mother drives me up the wall, and because it’s just so darn difficult to get her to listen to me. But … I also know that this young girl loves piano lessons, and I’m sure they are benefitting her in some way.

So, what should I do? Do I drop the student because of the annoying parent and behavioral issues, or bite the bullet and keep teaching her for the good of the child? What would you do?

Ear Training with Intervals

Tags

Downloads, Ear Training, Review, Teaching aid, Tools

Most piano teachers have been taught extremely well how to read and play music … but very few of us feel confident playing by ear, or teaching students how to play by ear. A lot of “hobby” students have signed up for lessons because they are hoping they are going to learn this very skill … and are sorely disappointed when, after years of lessons, they are still unable to pick out songs by ear.

I’ve been incorporating ear training into my lessons whenever I can, but am always looking for more ideas for students. Most of us teach our students to recognise and play intervals, and we use the “same old” tried and true interval recognition songs… but guess what? Most children in this day and age have never heard “My Bonnie Lies Over the Ocean” or the theme from “Love Story” … so how are our interval recognition tricks going to help them? Whenever I can come up with an interval that relates to the latest Taylor Swift or One Republic song I use it with my students, but with all the out-of-lesson work that we teachers do, it can be hard to find time to go through the Top 40 songs and find intervals that our students can really understand and remember.

Enter EasyEarTraining.Com. I discovered this site a few months ago when I was searching for ear training ideas to use with students. Recently I had a look at their latest e-publication, “Learning Intervals,” and my favorite part was the interval reference songs that incorporate useful references from pop music. They’ve done all the work for us, and you can press the handy play button and listen to the music online. I’ll definitely be using this as a teaching resource!

Other things I love about the book:

- Easy guide to using solfège (as a singer I learned and love to use solfège, but a lot of piano teachers don’t use it. It’s a great way to learn intervals, though!)

- A great discussion about consonance and disonance. I find this a very difficult topic to teach to my students, especially older beginners, and I look forward to using the tips in this guide!

If you want to check out their book, use THIS LINK for a 20% discount (thank you Christopher!)

This guide is not specifically intended for use with teachers in their studios, but I think it will be very useful for me – and for those wanting to further their ear training skills at home.

Disclaimer: This is not a paid review and all opinions stated here are my own.

Teaching Composition … Some Initial Thoughts

Tags

composing, Composition, Creativity, imagination

A student’s composition in progress

Composing was not a regular feature of my music lessons when I was a student, till I got to Grade 5 theory and had to learn composition for the exam. In fact, the lessons that I teach are vastly different to the ones I experienced growing up. That’s not to say that my teacher did anything wrong – she was absolutely amazing, and I still love and respect her! – but that times change, new methods arise, and we all have different aims and values as piano teachers. When I first started my studio, I tried to write a mission statement. It was very vague: teach students to love music, etc. Now that my studio has been running for 7 months, I have been able to narrow down my aims and values, even though I’m sure these will change in the coming months and years. Right now, they are as follows:

1. To nurture each student’s creative side

2. To treat each student as an individual

This post is about #1. We all know why creativity is important: it fosters imagination, it allows the student to bring ideas to life, it strengthens musical concepts, and above all, it’s fun! While it’s always wonderful to work with students who are imaginative and pour ideas out at a mile a minute, it can be even more satisfying to work with individuals who will say things like, “I’m not very creative.” “I’m not good at making things up.” “Why can’t we just play the music you gave me?” It only takes a few minutes to draw them out – ask the right questions and their imaginations will start firing up – and the look of wonder and astonishment on their faces when they play/hear/see their composition on paper is, in short, amazing.

I know a lot of teachers, especially beginner teachers, are too afraid to teach composition, or don’t know where to start. So far, the following steps have worked for me. Maybe they will work for you too, if you are struggling with teaching composition.

1. Think of one concept that you would really like the student to learn and understand. Relate it to what they are learning in their books and pieces. Are they just not understanding ‘staccato’? Use this as the concept they must use and repeat throughout their composition.

2. Give them a prompt. This could be the concept mentioned in #1, or a picture, rhythm pattern (or better still, have them construct their own rhythm pattern), familiar story … whatever! It’s always easier to have something to go on than to just say “compose something” and expect them to do it. (Of course, some students can do that, but in my experience, others need a little more prodding.)

3. Help them talk about each idea in musical terms. Ask them if they want to express this idea in high/low, loud/soft, slow/fast, smooth/detached ways.

4. Encourage use of the whole keyboard.

5. If they’re old/advanced enough, have them notate their music. Or do it with them; show them how it’s done.

6. And if you’re worried about “wasting” valuable lesson time, don’t. It shouldn’t take more than 10 minutes to write a short composition of a few bars long. I only skip comps if there’s a recital or exam coming up.

All of my students are beginners, either using preschool, primer, or level 1 books, and these tips have worked really well for them. And why do they love composing?

~ It gives them an awesome sense of achievement/accomplishment

~ I share all compositions on my Facebook page, tagging parents/students, and they love seeing their names “in print” (have I mentioned how Facebook is one of the primary ways that prospective students get in touch with me, and how current students stay in the loop?)

~ At the end of each semester, I provide students with a printout of all their compositions! (One day I’d like to make a book, once their comps are longer than just a few bars.) It’s a nice keepsake and most students love the idea.

The completed composition from the beginning of this post. I used Scorio to notate the music and the Whiteboard app to add the dynamics/storyline.

A First Recital

Tags

concert, performance, recital

Yesterday was my studio’s Spring Recital. For all of my students, this was their first time singing or playing in public, and it was my first recital after moving to India and starting my private studio. (More pics and videos are on my Facebook page).

Although there was some stress involved: I had to teach four preschoolers in the morning prior to the concert; I got terribly lost on the way and arrived later than I would have liked; and two of my students dropped out at the last minute, I think it was an overall success, especially given the circumstances.

The recital was a joint effort between myself and my friend and colleague Kyoko, who also showcased some students who are learning music at the school where she works.

After having recently written an essay on the importance of group music lessons, and having witnessed how much my students enjoy making and learning music together, my brain is whirring with ideas of how to incorporate events such as monthly group classes and bi-yearly recitals into my studio.
For the veteran teachers who read my blog, I would love your tips on how to implement group classes (scheduling, curriculum, payment, etc.), and recitals!

Planning

Tags

Organising

I think most people don’t realise how much planning and organising work goes into being a music teacher! I don’t even know how many hours I spend outside of class selecting repertoire, preparing games, choosing which sight-reading/ear-training/composing activities we should work on this month, sorting out invoices, organising group classes and recitals … etc.! When I first started my studio I spent every spare minute planning per day or per week, but I’ve found it’s much easier to have a broad plan for the semester and a more detailed monthly plan.

If you find that you don’t have enough time to plan and end up sticking to lesson books all the time, or that you’re spending TOO much time planning like I used to, maybe the following tips will help.

1. Set aside a time: one day every month when you know you’ll have a couple of hours free. I don’t teach on Mondays, so the first Monday of every month is my planning day.

2. Plan a month in advance. I have different “themes” every week that I implement across the studio (e.g. composition week). I select which weeks will be used for which activity, then get all the materials ready for those activities. I also get all my supplementary repertoire for the month ready on this day.

3. Write it down. I’m a very visual person. I feel much more organised when my whole month is laid out in front of me, color-coded (yes, I’m still a child, ha!), and sorted out. You can print out a blank calendar from the-calendar-spot.net. I use it not only for my “theme weeks” but also to write out when I plan to send my newsletter (last Sunday of each month), studio events (such as the recital), essay deadlines (yep, still studying!), holidays, and more (e.g. handing out progress reports at the end of this month before the kids leave for summer holidays).

4. Plan the year/semester. You only need a rough plan. Are you planning an entire unit? Regular group lessons? 3 months of intense rhythm work? Write it down. Includes holidays such as Valentine’s Day, Christmas, Republic Day, etc. to remind you to teach seasonal music.

How do you manage your time efficiently? Do you have any planning tips for me?

New Bits & Bobs

Tags

Organising, preschoolers, Studio

I’ve been tinkering a lot in my studio lately. I don’t know if it’s because it’s springtime, or because switching things up and moving around furniture makes me feel refreshed and renewed, but whatever the case may be, here are some new things in my music room.

A mini workstation

I bought this little table with the intention of using it for written work and games with my youngest students (it’s quite short), but for some reason it never worked out that way. It has been floating around purpose-less for months, till now! It is now home to all the little things I need during lesson time: highlighters, coloured pencils, music games, pencils, dried fruits (sometimes I teach for 4 hours or more without a break, so I try to munch on a fig or two when I get a chance!). And also, my laptop. I use it mostly to type up lesson notes. This compact workstation has proved invaluable and so handy, as it is wedged between the piano and my teaching stool and gives me easy access to all the things I need during lesson time!

A little stuffed toy

Inspired by my preschool piano students, this little elephant was bought to win over shy young students who are reluctant to leave mum or dad.

An artwork sketch pad

My students LOVE drawing. Siblings who are waiting in the living room will often complete their theory pages and then ask for plain paper to draw on. This artwork features on my notice board, but I thought it would make more sense to leave all the necessary tools (coloured pencils and sketch pad) in the waiting area so the lesson doesn’t get disturbed. I’m excited to see what students come up with!

A little Mercedes

My income from teaching piano doesn’t quite allow me to invest in a Mercedes of my own, but that doesn’t stop me from wishing I had one! My compromise was buying a tiny-sized Merc to use during lesson time. I plan to use it with one of my piano games – don’t you think the little boys will love it?

Newness – whether it’s just from moving around furniture, adding fresh flowers and candles, or investing in a few small bits and bobs to make teaching a little bit more fun – is a great way to motivate you when you’re falling into a teaching rut! The past couple of months have been particularly stressful for me, with students taking exams and now preparing for their first ever concert. Simple changes are an easy way to bring the joy back to teaching!

Do you invest in pick-me-ups for your studio? How do you keep your teaching fresh and new and prevent yourself from falling into a rut, especially when life gets busy and stressful?

Please Wait Outside

Tags

parents, preschoolers

Parents often accompany their children to their music lessons, which is lovely, because I can then update them on their child’s progress and talk about how they can be practising at home.

However, I really, really do not like it when parents sit in the music room while I am teaching. There are several reasons for this.

- They interfere with the lesson. When I ask a child a question, I let them take their time to figure out the answer (obviously). But parents are impatient, often shouting out the answer, thinking they are “helping” their child.

- They discipline the child during the lesson. “Diane, listen to your teacher!” they will call out, if a student’s attention is wandering. This makes the child feel uncomfortable and awkward … and music lessons are supposed to make them feel calm and relaxed.

- They interrupt the lesson to ask questions – and sometimes those questions are about my teaching. “Why does she have to clap the rhythm before playing?” for example. Or “why are you playing a game/singing a song with movements; isn’t this supposed to be a piano class?” I could launch into a discussion about Kodàly and Dalcroze but hmm… I don’t see myself coming into your workplace and asking questions about the way you do your job.

- Their phone rings. Almost every time. This is very distracting, especially to young children, who will then start asking me why their mother has left the room, when she plans to come back, who called her, etc.

- One-on-one interaction with adults who are not family members is very rare for most children. And it’s very special, too. Kids should be allowed to have that safe, private space – free to make mistakes, act goofy, “doodle” on the piano keys without being told off.

I tell all parents when they register their children for lessons that they will be asked to wait outside during lesson time (although sometimes, for very young children – aged 3 or 4 – I will let them stay for the first lesson or two so that their child feels comfortable with me), and most parents are very open and receptive to the idea. But for those who aren’t, I made this sign.

Is it too harsh? I prefer not to be confrontational but I don’t want to seem passive-aggressive, either. I just want people to respect the rules that I set for my studio. The strange thing is that it has been up for 3 days, and some parents (the most disruptive ones) are waltzing on through to the studio room anyway. Maybe I should get rid of the sofa in the music room … !

Do you let parents sit in on lessons? If not, how do you enforce the rule?

A Student Again

Tags

Personal, singing, vocal, Voice

As much as I love teaching music, I also love making music. Unlike many professional music teachers, I didn’t have the opportunity to study music at university, and had to complete my certifications on the side (I’m still working on my teaching degree). So the part of me that wants to learn and improve and perform is still unfulfilled.

In this part of the world, it can be hard to feed a passion for Western music. Growing up in Bangladesh, I never had the opportunity to watch classical music concerts or interact with lots of musical-minded people. Luckily, in India, the music scene is very different – musicians from abroad often come here to perform, and there are a few ensembles that regularly meet, too. I had, at first, decided to join a choir so that I could sing in a professional setting, but I was left wanting a wider depth of repertoire and more personal study. So, I signed up for voice lessons.

I’ve had two lessons so far, and I must say I’m enjoying them immensely! While I feel I already “know” the basic techniques for singing (i.e. correct breathing, using the diaphragm for support, etc.), I don’t really apply them when singing myself. It’s also been a long time since I really listened to my voice and tried to push myself out of my comfort zone, and it has been fun expanding my range and working on my tone quality. I also hope that being in a learning position will help me improve my skills as a teacher!

It’s never too late to learn a new skill or hone an existing one. In fact, I would love to have a piano teacher still. I feel more motivated to practise when I know someone is going to hear and critique me! Unfortunately I don’t know anyone here who can teach advanced players.

As a teacher, do you feel there are still many things you could learn and improve upon? Would you consider being a student again?

How Many Students is Too Many?

Tags

business, preschoolers, schedule, Studio

Admit it. I’m sure there was a point in your teaching career when you sat down and calculated to yourself: “If I have ‘x’ number of students, I can earn ‘y’ amount of money” (or some variation of that).

Of course, earning money is important – although I’m sure we all love our jobs, we probably wouldn’t teach all of our students for free! – but is it the best way to determine how many students you should accept?

Although I’ve been picky from the very start about which students I would like to teach (for example, I don’t teach adult males because I work from home and it’s a security issue), lately I have found myself becoming even more picky. With around 10 students under the age of 5, I feel as though I absolutely cannot, for the sake of my sanity, teach any more preschoolers! I really don’t enjoy teaching singing anymore, except to a select few. And, perhaps above all, I want to have the time and mental space to think: to plan curriculum, activities, and games; to work on my Masters research; and to bring the enjoyment (rather than dread) back into my teaching. (Yes, there are a few students whose lessons I actually dread – and they are all either preschoolers or singers. If I’m not enjoying teaching them, then how will they benefit from the lessons?)

So, this month, I’ve told every new student who inquires about lessons that I don’t have any slots available till someone else drops out. From teaching 25 students, I’ve dropped down to 20. I’ve freed up my Saturdays slightly for Masters work, and I’ve told myself that I can’t teach more than 6-8 students per day on any given day. I’ve set office hours and working hours for myself, and I don’t reply to e-mails or teach outside of those hours anymore.

It’s difficult to balance life when you are self-employed. On one hand you do make the rules you want to live by and create your own hours, but on the other hand, income is a little less certain and you can feel forced into doing things you don’t want to. For example, I’ve mentioned before that I don’t like to teach on weekends, but if I didn’t, I’d lose almost 40% of my monthly income. So it becomes a toss-up, and my compromise is that I’ll still teach, but fewer students and fewer hours.

Do you give yourself a limit on how many students you can teach? What is the maximum number of students you can take on any given day, and the upper limit of students you can teach?

A Different Type of Group Class

Tags

Group, listening, Tools

I love teaching group classes, and students adore them, too! They are always asking me what ‘x’ student is singing/playing now and when we’re going to have our next group lesson. The most fun part is that it’s my studio and I don’t have to follow anyone’s curriculum except my own … so I structure the lessons to be a learning experience, as well as a time for the kids to get together and have fun! There’s usually a performance aspect, and then a second half where we all do something together (e.g. learn a group song).

The idea for today’s class came from one of my students. She’s 10 years old and an avid movie-lover, and she asked me last month if I would like to come to her house one day and watch a movie with her. And that got me thinking – wouldn’t it be fun to watch a movie with my young students? We could make it a learning experience by asking them to answer simple questions about the songs they were listening to.

I picked ‘Anastasia’ as I was sure it was a movie that not very many children had already seen, and it’s chock-full of great music! The age group for this class was 8-10, so I drafted easy questions to get them thinking about mood, meter, instruments, etc. If you’d like to hold a movie watching group class with a listening sheet, you can check out the questions I wrote in the pdf below. (Keep in mind that I spend a grand total of 15 minutes on it – with the Spring Recital coming up, I have little time for anything else!)

Group Class Listening Sheet

Do you hold regular group classes for your private students? If so, how often? What kinds of activities do you include? Would you consider holding a movie-watching group class?

P.S. Apart from the movie and the learning activity, we had great fun. We munched on popcorn and slurped ice lollies. It’s nice to do some casual activities with your students – you get to see them in a totally different light, and vice versa!