A student composed a short tune after being introduced to improvisation.
At first we try to continue to compose by playing "anything" but the outcome is nothing desirable.
I do not want to brush off this opportunity. Thus I asked her to play the short tune today. Next, I asked her to think of a suitable time signature and worked out the rhythm with help. With the composition becoming visible, finding the notes was easy. Right in front of us was a 4 bar rhythm with names of notes .
Though it was the first composition we are working on, but I encourage her to compose a 16 bars piece. Trying out a few keys, the next 4 barsjust do not sound right. Instead of sticking to what the student wanted which is to play the 1st 2 bars again, we used the last note in bar four to be the link to the next 4 bars. After making a few melodies, finally she made her choice. The rhythm and notes are now in place for 8 bars.
There is a sense of achievement though much time was spent on that. Student is assigned homework to work on the next 8 bars with a criteria to end on the key note.
With this lesson, I will teaching composition with small steps of guidelines . Thus this will be a start of part of my teaching curriculum.
Saturday, April 30, 2011
Saturday, April 23, 2011
Joy of teaching
Embarking on the CT course is a good choice. The course has given me a fresh perspective in my teaching which has made my work more enjoyable.
Saturday is a day that I teach with a good momentum as students come in one after another.
I am glad that a grade 4 student managed to get his pulse steady in the second half of the Chev le forgeron. Playing the melody for 2 bars in right hand then melody appears in the left hand for 2 bars requires some careful attention . The next 4 bars is a repeat of this. Then the music becomes more "percussive" which requires both hands to coordinate well in order to get the beat flowing in time. Renhui finally manage to play these phrases in a steady pulse after demonstrating to him and allowing him to play through a few tries.
For this student, I introduced Czerny Op 599 to practise B flat Major. Though the piece I have picked is not entirely on the scales but about a few phrases but it will serves 2 purpose - one is he get to play a piece of new music and secondly he get to practise scales within the piece.
Maikapar's Chev Le Forgeron is a favourite among my students. Eveline came in and when asked to play her choice, she chose this first. One of the challlenge is the repetitive 3rds that both hands play alternate in which one common key is often not released to be played in time. Release the keys immediately after playing is reminded to all students. As some melody is played by left hand in some parts, left hand does need to play more . Playing more pieces with left hand melody helps.
While this student plays her A piece - Allegro by Anon ( Nannerl's notebook ) it hits me that the challenging phrase is similar to the Grade 6 Handel's Allegro. I showed her the similarity in the 2 pieces. Key to be able to play such phrases fluently is recognise the patterns, stick to one set of fingerings, drill often until fingers get to the auto mode and play "automatically" when approaching such patterns.
As the next student comes in and observe the last part of this lesson comparing the 2 different grade pieces, I asked her if she remembers her previous grade piece and she played through with the book I have. Many students I supposed will leave after lesson , go home and practised what is done during the lesson at most. How many will play the pieces they have learnt in the past ? If they record their repertoire and create a "Pianist's Portfolio " , will their music world horizon widens ? Anyway, I shared with her what I played for my grade 1 exams - Le Couppey's Melody . She listens and plays the melody on the spot . That's a great way of approaching sight reading. The whole session was relax , natural , no stress and so enjoyable .
As she is playing Beethoven's Minuet in G , she noticed that her grade 3 exam piece was Minuet in G ( exact same name ) but by Bach. We did a comparison between the 2 , talk about the different period, the texture of the piece, the different instruments , the dance etc.
With another grade 4 student, though he has to practise his exam piece again for this week, we highlighted what is the purpose of the practice- which is to approach the leaps by feeling the way and not looking at the keyboard. Played Mignon and showed him how the intensity was built up which in that piece his piu mosso passage lacks the feel.
His A piece ( Allegro in F from Nannerl's Notebook ) semiquavers are rather uneven. Slowing his pace and careful approach is good enough to help him rectify.
Ths last student was playing Turkey in the Straw. Going through the left hand chords transition is required for her. Showed her another piece of music Trumpeter's Serenade that use the same chord . While playing Gertrude's Dreams, we go into some technical work on slurs doing the drop- roll up action. Pauline Hall's Practise Makes Perfect has an exercise which work on this technique.
I have enjoyed teaching and I believe students benefitted greatly when teacher is enjoying music, enjoying teaching, tries different approach and always reflecting on what is done and what can be done better.
Saturday is a day that I teach with a good momentum as students come in one after another.
I am glad that a grade 4 student managed to get his pulse steady in the second half of the Chev le forgeron. Playing the melody for 2 bars in right hand then melody appears in the left hand for 2 bars requires some careful attention . The next 4 bars is a repeat of this. Then the music becomes more "percussive" which requires both hands to coordinate well in order to get the beat flowing in time. Renhui finally manage to play these phrases in a steady pulse after demonstrating to him and allowing him to play through a few tries.
For this student, I introduced Czerny Op 599 to practise B flat Major. Though the piece I have picked is not entirely on the scales but about a few phrases but it will serves 2 purpose - one is he get to play a piece of new music and secondly he get to practise scales within the piece.
Maikapar's Chev Le Forgeron is a favourite among my students. Eveline came in and when asked to play her choice, she chose this first. One of the challlenge is the repetitive 3rds that both hands play alternate in which one common key is often not released to be played in time. Release the keys immediately after playing is reminded to all students. As some melody is played by left hand in some parts, left hand does need to play more . Playing more pieces with left hand melody helps.
While this student plays her A piece - Allegro by Anon ( Nannerl's notebook ) it hits me that the challenging phrase is similar to the Grade 6 Handel's Allegro. I showed her the similarity in the 2 pieces. Key to be able to play such phrases fluently is recognise the patterns, stick to one set of fingerings, drill often until fingers get to the auto mode and play "automatically" when approaching such patterns.
As the next student comes in and observe the last part of this lesson comparing the 2 different grade pieces, I asked her if she remembers her previous grade piece and she played through with the book I have. Many students I supposed will leave after lesson , go home and practised what is done during the lesson at most. How many will play the pieces they have learnt in the past ? If they record their repertoire and create a "Pianist's Portfolio " , will their music world horizon widens ? Anyway, I shared with her what I played for my grade 1 exams - Le Couppey's Melody . She listens and plays the melody on the spot . That's a great way of approaching sight reading. The whole session was relax , natural , no stress and so enjoyable .
As she is playing Beethoven's Minuet in G , she noticed that her grade 3 exam piece was Minuet in G ( exact same name ) but by Bach. We did a comparison between the 2 , talk about the different period, the texture of the piece, the different instruments , the dance etc.
With another grade 4 student, though he has to practise his exam piece again for this week, we highlighted what is the purpose of the practice- which is to approach the leaps by feeling the way and not looking at the keyboard. Played Mignon and showed him how the intensity was built up which in that piece his piu mosso passage lacks the feel.
His A piece ( Allegro in F from Nannerl's Notebook ) semiquavers are rather uneven. Slowing his pace and careful approach is good enough to help him rectify.
Ths last student was playing Turkey in the Straw. Going through the left hand chords transition is required for her. Showed her another piece of music Trumpeter's Serenade that use the same chord . While playing Gertrude's Dreams, we go into some technical work on slurs doing the drop- roll up action. Pauline Hall's Practise Makes Perfect has an exercise which work on this technique.
I have enjoyed teaching and I believe students benefitted greatly when teacher is enjoying music, enjoying teaching, tries different approach and always reflecting on what is done and what can be done better.
Monday, April 18, 2011
Antonin Dvorak 's Humoreske
I heard Antonin Dvorak's Humoreske over the FM 92.4 last sunday and was attracted to the light hearted piece with an interesting melodious section in the middle.
Receiving SSO 's Bravissimo last night, I saw there is a contest for Kinokuniya 's Book voucher by answering one Dvorak's question and another . Hope I get this voucher and I will purchase Dvorak's biography.
I have seen this word " Elegie " or "Elegy" since starting to play the Grade 6 exam pieces. Today I see the same title again. Finally I wonder what is Elegy and act upon it. My Oxford dictionary says : A song of lament for the dead or for some melancholy event.
It goes to show that there are so many things in life we see and we just leave it as it is without following our heart to get to the bottom of things. Life is short. God says our lives are numbered and I am already in my 35th year . 35 . I don't seems to understand what 35 means . I feel the same as yesterday. That is a deceit. I dont have all the time in the world. God give me only limited time.
Psalms 90:12 Teach us to make the most of our time, so that we may grow in wisdom.
Receiving SSO 's Bravissimo last night, I saw there is a contest for Kinokuniya 's Book voucher by answering one Dvorak's question and another . Hope I get this voucher and I will purchase Dvorak's biography.
I have seen this word " Elegie " or "Elegy" since starting to play the Grade 6 exam pieces. Today I see the same title again. Finally I wonder what is Elegy and act upon it. My Oxford dictionary says : A song of lament for the dead or for some melancholy event.
It goes to show that there are so many things in life we see and we just leave it as it is without following our heart to get to the bottom of things. Life is short. God says our lives are numbered and I am already in my 35th year . 35 . I don't seems to understand what 35 means . I feel the same as yesterday. That is a deceit. I dont have all the time in the world. God give me only limited time.
Psalms 90:12 Teach us to make the most of our time, so that we may grow in wisdom.
Saturday, April 16, 2011
One week is over ?
For students who are preparing for practical examinations this year, I have asked them to pratise all scales in contrary motion. Some students find playing the same thing over and over again boring. Playing the same scales in contraty motion is something new and it will require students to think while playing.
One of the students whom I am planning to teach as my project 1 did not work out well. Though teaching her through methods like listening and singing the melody, working through separate hands , looking out for patterns but the progress is not to my minimum satisfaction.
I have planned to teach a group lesson this June . Lesson will be evolved around Antonin Dvorak 's Humoroeske. Another group lesson will be focusing on theory and rehearsal for June Recital. One sesison will be the June Recital - dedicated to parents.
I have finally lay my hands on the grade 6 alternative pieces - Zipoli and Oscar Peterson, I need to go easy on my playing as my right wrist hurts. Rachel is inspired to play after hearing me play many pieces. It is encouraging to see her playing Soiree Polka and Edvard Grieg's piece.
Piles of books waiting for me to arrange them on the new shelf and for me to study.
I had an idea of teaching around a theme each quarter . The music room should be decorated accordingly and pieces should be based on the theme. I am thinking of a theme for May- June . I am interested to start a studio that works this way, providing teachers support and guidance. The ideas can be marketed to private teachers as well . Well, it is possible . God leads the way if He is the one that provide the vision of " Noah's music ark"
One of the students whom I am planning to teach as my project 1 did not work out well. Though teaching her through methods like listening and singing the melody, working through separate hands , looking out for patterns but the progress is not to my minimum satisfaction.
I have planned to teach a group lesson this June . Lesson will be evolved around Antonin Dvorak 's Humoroeske. Another group lesson will be focusing on theory and rehearsal for June Recital. One sesison will be the June Recital - dedicated to parents.
I have finally lay my hands on the grade 6 alternative pieces - Zipoli and Oscar Peterson, I need to go easy on my playing as my right wrist hurts. Rachel is inspired to play after hearing me play many pieces. It is encouraging to see her playing Soiree Polka and Edvard Grieg's piece.
Piles of books waiting for me to arrange them on the new shelf and for me to study.
I had an idea of teaching around a theme each quarter . The music room should be decorated accordingly and pieces should be based on the theme. I am thinking of a theme for May- June . I am interested to start a studio that works this way, providing teachers support and guidance. The ideas can be marketed to private teachers as well . Well, it is possible . God leads the way if He is the one that provide the vision of " Noah's music ark"
Friday, April 8, 2011
Bela Bartok , Michael Rose and teaching progres...
Played through some pieces in Bela Bartok for Children. His pieces has unique rhythms and melody. I love the Pentatonic - sounds very oriental. I wonder how pentatonic is related to oriental and how is Bela Bartok fitted into the picture.
Bought this book and Michael Rose's Ten Dances last thursday. I love Michael Rose's pieces , especially the Tango.
Playing new pieces is what I should do as a music teacher. I must keep learning and play new pieces. I am inspired and I am learning new rhythms. I am finding ideas and pieces to teach different students as I keep playing. I want to play different pieces of music everyday.
I have played Michael Rose 's Tango for quite a few students and most of them like it . Generally I am pleased with my students' enthusiasm in lessons after changing my way of teaching. Vivien , whom usually cancel her lesson when school activities clash with her lesson timeslot, but this week she did not cancel though her school activity ended late.
Li Hang has been excited and enjoyed the lessons. I am pleased that while listening to him played Military Minuet and thinking of a way to get him to play the semiquavers evenly, ideas of playing the semiquavers in a inverted pattern brought surprise and a new interest in a piece which he has been practising for quite a while.
I was teaching another few students without music notations . During the lesson I wanted to teach The Sound of Music's Doe Re Mi. Aural training is taught as I played the piece as a whole, then followed by one phrase for my student to play back . At the end of the piece we explored two different endings. One ending plays a C Major contrary motion scales while another ending we explored a chromatic scales beginning on C in contrary motion. We discussed the effect of the two.My student made her choice for one while we both conclude that the chromatic scales added "scherzando" to the piece.
It was fun and creative to play on the keyboard to mimic trains, birds, elephants etc.
For the beginners , I really enjoyed using Piano Adventures A Disc. I used to be quite reliant on books. Today I managed to teach aural and rhythm in a fun way by playing the CD and asking my student to copy the horn by playing on the 2 black keys and 3 black keys.
I have so much more that I do not know how to teach and I know I have lots of teaching strategies to learn.
Bought this book and Michael Rose's Ten Dances last thursday. I love Michael Rose's pieces , especially the Tango.
Playing new pieces is what I should do as a music teacher. I must keep learning and play new pieces. I am inspired and I am learning new rhythms. I am finding ideas and pieces to teach different students as I keep playing. I want to play different pieces of music everyday.
I have played Michael Rose 's Tango for quite a few students and most of them like it . Generally I am pleased with my students' enthusiasm in lessons after changing my way of teaching. Vivien , whom usually cancel her lesson when school activities clash with her lesson timeslot, but this week she did not cancel though her school activity ended late.
Li Hang has been excited and enjoyed the lessons. I am pleased that while listening to him played Military Minuet and thinking of a way to get him to play the semiquavers evenly, ideas of playing the semiquavers in a inverted pattern brought surprise and a new interest in a piece which he has been practising for quite a while.
I was teaching another few students without music notations . During the lesson I wanted to teach The Sound of Music's Doe Re Mi. Aural training is taught as I played the piece as a whole, then followed by one phrase for my student to play back . At the end of the piece we explored two different endings. One ending plays a C Major contrary motion scales while another ending we explored a chromatic scales beginning on C in contrary motion. We discussed the effect of the two.My student made her choice for one while we both conclude that the chromatic scales added "scherzando" to the piece.
It was fun and creative to play on the keyboard to mimic trains, birds, elephants etc.
For the beginners , I really enjoyed using Piano Adventures A Disc. I used to be quite reliant on books. Today I managed to teach aural and rhythm in a fun way by playing the CD and asking my student to copy the horn by playing on the 2 black keys and 3 black keys.
I have so much more that I do not know how to teach and I know I have lots of teaching strategies to learn.
Tuesday, April 5, 2011
Meeting my piano teacher
Angela was my piano teacher at age 9 until 15 years old. She had always been patience , encouraging , lent me many listening ears and influenced me to a great extent.
She had taught me to be a friend to music and my piano. Both had accompanied me through my ups and downs . Music and piano has been my faithful friend. I strongly believe many more need a great friend or companion in their lives. From now , I am the one will be the matchmaker between people and piano music.
Angela had passed me two teaching books. What she has given me is more - what she has given me will be passed on to many more and the ball will be passed down to even generations. Angela, thank you for your love and belief in me. I am deeply grateful to all your efforts. As I am reminded of Angela's contributions , I am more determined to become a better music teacher who teaches enthusiasticLly with a mission in mind. Adopting positive attitude towards every person is what I want to work towards. Living my life creatively is my vision as this is just going to grow the creative cells and positive cells in me. Then I can be a really salt and lighted light for God to use.
God bless Angela
She had taught me to be a friend to music and my piano. Both had accompanied me through my ups and downs . Music and piano has been my faithful friend. I strongly believe many more need a great friend or companion in their lives. From now , I am the one will be the matchmaker between people and piano music.
Angela had passed me two teaching books. What she has given me is more - what she has given me will be passed on to many more and the ball will be passed down to even generations. Angela, thank you for your love and belief in me. I am deeply grateful to all your efforts. As I am reminded of Angela's contributions , I am more determined to become a better music teacher who teaches enthusiasticLly with a mission in mind. Adopting positive attitude towards every person is what I want to work towards. Living my life creatively is my vision as this is just going to grow the creative cells and positive cells in me. Then I can be a really salt and lighted light for God to use.
God bless Angela
Drifting away
Almost 3 weeks after the first three days sessions and I feel that real life has set in and drawing me a little away. With more responsibilities , I need to be more
Disciplined , consistent in practising and working on my projects and assignments.
I enjoyed reading Paul Harris 's Improve Your teaching : does practice really makes perfect? It helps me realise my students ddo not practise enthusiastically because they do
Not experience joy in that activity. Is a responsible student who bothers to practise confined to uninteresting repeat activity ? Can they be guided to really appreciate and enjoy music such that they are naturally motivated, or even magnetised to do what I required them
To do .
Disciplined , consistent in practising and working on my projects and assignments.
I enjoyed reading Paul Harris 's Improve Your teaching : does practice really makes perfect? It helps me realise my students ddo not practise enthusiastically because they do
Not experience joy in that activity. Is a responsible student who bothers to practise confined to uninteresting repeat activity ? Can they be guided to really appreciate and enjoy music such that they are naturally motivated, or even magnetised to do what I required them
To do .
Forum post to Chian chin and Katrina
Hi Chian Chin and Kartrina
Thanks for sharing and contributing.
I am currently teaching a teenage boy . Often I 'tune' him up or down a little to help him reach the exact pitch. At the same time praise him for his efforts. Single note is played and sung at each time till he can proceed to two or more notes.
As for the project one, I am doing a few. Scales, improving a grade 3 piece with a student who struggled for some time, working on baroque - Bach ( grade 4 ) are some of my choices.
I am not too sure which is good so I am currently applying and improvise my lesson , while taking short videos and 25 min video such that I can view , think and decide on the 2 projects and written assignment.
Ultimately I want to be able to deal with all the issues which I felt handicapped before attending this course. Three weeks after the three day sessions and I feel the synergy decreases until related email arrives or when I read Music Teacher's Companion and Improve your Teaching.
Happy learning to all teachers !
I miss you all.
Eileen Ong
Thanks for sharing and contributing.
I am currently teaching a teenage boy . Often I 'tune' him up or down a little to help him reach the exact pitch. At the same time praise him for his efforts. Single note is played and sung at each time till he can proceed to two or more notes.
As for the project one, I am doing a few. Scales, improving a grade 3 piece with a student who struggled for some time, working on baroque - Bach ( grade 4 ) are some of my choices.
I am not too sure which is good so I am currently applying and improvise my lesson , while taking short videos and 25 min video such that I can view , think and decide on the 2 projects and written assignment.
Ultimately I want to be able to deal with all the issues which I felt handicapped before attending this course. Three weeks after the three day sessions and I feel the synergy decreases until related email arrives or when I read Music Teacher's Companion and Improve your Teaching.
Happy learning to all teachers !
I miss you all.
Eileen Ong
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