Category: Charlotte NC Piano Lessons

Pre or Post Thanksgiving Recital Date?

Posted on by Heather Brunner

First, I would like to thank Lib Hughston for recommending Piedmont Music Center for a possible recital location. 

 

As I was scouting location for a winter recital location, I had to decide what was the best time for the event.  Do I go pre-Thanksgiving or post-Thanksgiving?  Almost everyone has winter/Christmas recitals.  Usually these recitals are jammed into the first or second weekend of December.  Now let’s hear the collective groan from the parents.  Another event in December?  Can we cry now?  So rather an causing collective hyperventilation, I decided to go with an early November date. 

 

I’ll admit that I will miss the Christmas carols at the recital.  What I won’t miss are the half a dozen students who can’t attend because of other events.  Teachers, I encourage you to schedule those big annual recitals at non-traditional times.  Your students will thank you.  2 months is plenty of time for even beginners to learn a piece for a recital.  New student participation is important.  Older students can either present a new piece or pull one out of the rotation of performance ready pieces in their repertoire list. 

 

Good luck to everyone with the recital preparation!

Should Teachers Use Books Assigned By Other Teachers?

Posted on by Heather Brunner

It’s the time of year where students are transferring between teachers or resuming lessons after moving.  Students usually bring half finished books with them.  What’s a teacher to do?

 

One of the things that I pride myself on is that I work with the best method for the individual student.  There is no one size fits all method books series.  Many of my students use the Alfred Premier series.  Others use the Faber older beginner books.  Occasionally, I’ll go old school and pull out the trusty Bastien books.  So as long as the student is successful in their current series, I see no need for parents to go spend money on new books because I might prefer another series.  If the student is not successful in their current books, then I might loan a few books to the student to find out what a better fit might be.  The only series that I won’t use is the Suzuki series.  It isn’t a curriculum problem but more of a methodology issue. 

 

Parents, if you are talking to a potential teacher, be sure to ask what the teacher’s policy is about books.  It can tell you a good bit about what kind of teacher they are.  Be open to suggestions from the teacher but also be willing to say what works for you child. 

Counting Quarter Notes

Posted on by Heather Brunner

Today as I was looking through yet another piano method book, I came across a new way to count 4 quarter notes.  Use the word- ELEVATOR. 

 

                                                       EL             E              VA           TOR

I wish someone had taught me these tricks before I got to college. 

Thought for the Day

Posted on by Heather Brunner

Czerny said:

“every pupil makes much greater progress when he plays all his lessons willingly and with satisfaction.”

 

 

As teachers, what can we do to help a student want to practice and to want to practice those pieces that they find less than fun?  We all know that once the piece is learned the student will admit it wasn’t so bad and that they might have even liked it after all. 

 

School starts this week here in Charlotte, NC and many piano teachers and other types of music teachers are starting back into their school year schedules.  I think we should challenge ourselves to help a student understand why they are playing particular pieces or works.  If the student can understand the reasoning they might be more willing to work through the problems to reach their next goal. 

Piano Odyssey or Piano Perspectives

Posted on by Heather Brunner

Sometimes as a teacher, I run into repertoire problems that I just can’t wrap my brain around.  The latest snafu was when I was trying to compare the Student Workbook Level 6 of the Piano Odyssey series to the Level 6 Repertoire Perspectives book.  Both of these publications are by Frederick Harris Music.  However, the pieces were not matching up.

 

I sent an email today to Frederick Harris Music and received a prompt reply.  The Piano Odyssey Series was the 3rd publication of the Celebration Series.  The Piano Perspectives books are the 4th publication of the Celebration Series.  Due to copy right issues the books are reissued every 7 years but the repertoire does not stay consistent for each re-release.  

 

Mystery solved.  I guess I’ll go order the correct books now.

Looking for Space

Posted on by Heather Brunner

You would be amazed at how difficult it is to find a space to have a recital.  The good news is that I might have found a location for the winter and spring recitals.  So stay tuned for an upcoming announcement. 

 

It is so important for students to have a chance to perform on a regular basis.  If your church, community center or social club would be interested in hosting a recital or background music for an event please contact me. 

Should I Have to Commit to a Specific Amount of Lessons?

Posted on by Heather Brunner

As students are headed back to school, parents begin looking for music teachers for their children.  There are so many choices.  Do you take at a school of music or from an independent teacher?  How much should you pay for lessons?  What do different teachers offer that sets them apart?  Most people do not think about what kind of time commitment that a teacher or school of music is looking for. 

 

Most schools of music run on a semester or annual basis.  These settings usually want a commitment of at least one term.  Is this beneficial to the student?  My answer would be yes and no.  The idea of being committed to a certain amount of weeks resulting in dedication does have value.  We always want students to be dedicated but if a student really hates their instrument or circumstances have changed and student can’t practice, it really doesn’t do any good for the situation.  It can help a student who is going through a slump in interest to hang in there until things swing back to the norm.  However, it usually just results in a frustrated teacher who can’t discontinue lessons due to the school’s policy and a student with a poor attitude who is being forced through fiscal means to continue.  Does that sound like fun to anyone? 

 

On the far side of the spectrum are teachers who have no studio policy and allow students to come and go at will with no notice.  Music stores that provide lessons can also fall into this category.  From a parental perspective this might look like a great choice.  You can take the month of December off with no repercussions.  Well, you might not have a time slot when you come back but if that is a risk you are willing to take, then this set up might work for you.  I’ve found that this set up lends it self to students riding off into the sunset never to be heard from again.  The teacher then has to wait until the student either lets them know they aren’t returning or wait a month to be sure.  No so great for a  musician trying to pay their bills.

 

Is there a happy medium?  Most independent teachers run on a month to month basis for lessons.  If you decide to discontinue lessons, you are asked to give 1 month’s notice or you must pay for the following month.  This gives the teacher time to find a new student or rearrange the schedule or it gives the student time to reconsider if quitting is really what they want to do.  There is commitment and flexibility in this arrangement.  If I was a parents looking for lessons, this is the option that I would choose. 

Memorization: Why It Matters

Posted on by Heather Brunner

Memorization.  Love it or hate it.  Personally I am on the hating it end because it is challenging to me.  Professionally I totally understand the point and advocate it.

Memorization of music really took off for piano when Franz Liszt and Clara Schumann decided to show off.  Being the popular musicians that they were, everyone decided to emulate them.  So that is where it started. 

Pianists of all ages and skill levels find themselves in situations where memorization is required.  From recitals and festivals to camps, workshops and talent shows, memorization is required.  The earlier you begin memorizing the easier it tends to become.  When beginning the piano, the pieces are short and easy.  Does it not make sense to begin  with these short, easy pieces?  Why wait until you are learning intermediate repertoire or have enter a competition to learn to memorize?  Memorization is a skill.  There a lots of tricks, tips and skills that make it easier.  If you don’t build that skill set as you build your musicianship skills it just sets you up for frustration later down the road. 

Why does memorization matter in the music?  Freeing yourself from the page and the pages turns or page turner lends itself to more artistry and musicianship.  Knowing the music so intimately that you can concentrate on the nuances that turn a piece from a collection of notes into a work of art.  The freedom to experiment  musically in practice, lessons and master classes only comes when you know your music backwards and forwards.  Memorization really is for the sake of the music. 

Many teachers require memorization of students and provide incentives.  Stickers, prizes and games take away the drudgery and make memorization a fun learning experience.  By the time students are learning the standard repertoire, memorization begins to come more naturally.  For some students, memorization will always be a challenge.  Encourage those students and praise their success but don’t let them use it as an excuse to not participate in events.  If you are looking for a music teacher, take into consideration if the teacher requires memorization at a healthy level. 

Don’t wait until you want to memorize that Beethoven Sonata to begin memory work.  Begin with Mary Had a Little Lamb. 

Good Luck!

MTNA Music Achievement Award Program

Posted on by Heather Brunner

Brunner Studios will be participating in the NMTA Music Achievement Award Program for the 2011-2012 music year. 

MusicAchievementFinal

The follows goals can be selected to be set by the students for the year.  Select all or a few for a customized achievement program.  This is a great opportunity for those students who do not wish to participate in the traditional festival circuit in the spring.

 

1. Set a required practice amount per day/days per week and follow. (Time to be
approved by the teacher.)
2. Complete one lesson/methods book or comparable segment of vocal literature.
3. Complete one theory or ear training book.
4. Complete one technical exercise book (or specific assignment as set by the teacher).
5. Complete a scale or vocalise assignment as outlined by the teacher.
6. Complete a sight-reading assignment as outlined by the teacher.
7. Memorize one to four pieces (or more)—to be determined by the teacher.
8. Learn one piece from several different style periods or learn several contrasting style
pieces.
9. Learn a complete sonatina/sonata (or suite or set of songs, and so forth).
10. Learn a duet with another student (or teacher). Or play/sing a piece with an ensemble.
11. If keyboard, accompany a voice/instrumental student on one piece. If voice/instrumental,
sing/play a piece with a student accompanist.
12. Perform as a soloist on a recital.
13. Perform for a religious event, nursing home, senior citizen center or civic event.
14. Participate in an event sponsored by MTNA on the local, state or national level.
15. Participate in school choir/band/orchestra or church choir/orchestra for one school term.
16. Write a report on a composer. (Composer to be approved in advance by the teacher.)
17. Read a book on some aspect of music. (Book to be approved in advance by the
teacher.)
18. Compose a piece.
19. Learn to play/sing a pop, blues, jazz, etc. piece of the student’s choice.
20. Purchase a CD, approved by teacher, and listen to it at least once a week for _______
weeks.
24. Arrange a piece to include other instruments with piano.
25. Attend a concert/recital/musical.
26. Watch a musical concert on public television.
27. Watch a video about a musical or composer.

 

For more information contact Brunner Studios in Charlotte, NC.

Topics at a First Piano Lesson

Posted on by Heather Brunner

So you’ve signed yourself or your child up for piano lessons.  Now what?  What are you going to learn in that first 30 minutes?  Is it going to be overwhelming or a piece of cake?  How are you going to practice 30 minutes 5 days a week?  Let’s look at a very simple check list of topics that are usually covered in a first piano lesson.

 

1.  How do you sit and the piano and position your hands over the keyboard.

 

2.  The Keys.  There are black keys and white keys.  The black keys are in groups of 2 and 3.  Can you find middle C?

 

3.  If the student is going to begin reading on the musical staff, then the topic of lines and spaces is covered.  How do the treble and bass clef relate to the right and left hand?

 

4.  A musical note.  This could be quarter, half or whole notes.  What does the note look like and what is its value?

 

Believe it or not, it can take 30 minutes to cover those 4 topics with a new student.  I love it when a child comes in and recognizes some of the musical notation from their music school at class.  The student feels so smart and head of the game.

 

Students, be patient with yourselves.  Parents, help the students in any way that you can even if you aren’t a musician.  Read the directions and make sure they are using the correct hand for the piece.

 

Good luck with your piano lessons!