Category: Piano Practice

Insight into piano practice tips, tricks, and methods.

The Carnegie Hall Achievement Program

Posted on by Heather Brunner

I just want to say congratulations to Rohan who participated in the Achievement Program in Atlanta, GA this past weekend.  We are now waiting on pins and needles to hear how you did.  You were well prepared and worked very consistently in your lessons while preparing for this event. 

 

A big thanks to Rohan’s mom who drove him to Atlanta and back in one day.

 

I would like to encourage teachers in western North Carolina to participate in this event so we can earn a testing center here in Charlotte!  Visit www.theachievementprogram.coorg for more information.

Practice Pays

Posted on by Heather Brunner

In October, Brunner Studios ran a practice contest.  Students with perfect practice would get a gift bag.  As it turns out I had 2 students with all gold practice star for the month and 5 that tied for a 3rd place prize.  Since I only had 3 gift bags, I added up the total minutes of the students that were tied for 3rd place and awarded the gift bag to the student who had the most minutes. 

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In addition to Frank here, there was a ghost and a pumpkin.  The gift bags included pencils, note pads, stickers, notebooks and Halloween socks. 

Congrats students on the consistent practice!

BOO to You

Posted on by Heather Brunner

Between the Gershwin and Schubert things have been hopping around here.  This week Max, my mom’s dog is visiting.  So I’ll just pop in for a minute. 

 

This is the last full week of October.  In the studio this month we have been having a practice contest.  I made up some goodie bags that look like this:

 

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Well, the other 2 are a ghost and a pumpkin.  So the 3 students with the best practice records for the month of October will receive a prize.  Currently 2 students have perfect practice with 4 students tied for 3rd place based on the sticker chart.  If there is a tie on the chart, I will add of the actual minutes the students practiced so that the prize is fairly rewarded. 

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. 

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. 

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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.