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.