How to Teach the First Piano Lesson
CT ABRSM Plus: Written Assignments and Projects
|Your Name |Kristin Lien |
|Instrument/voice |Piano |
|Name of Mentor |Helen Krizos |
|Date sent to mentor |9/2/2012 |
|CT ABRSM Regional Centre |Manchester |
|Assignment number/Project |Written Assignment 2 |
|Title |The First Lesson |
Please insert your assignment text (1,500 – 2,000 words) here, followed by your self-evaluation
“The quality, content, and ethos of first instrumental lessons must have an enormous impact on how students feel about themselves as instrumentalists.” (Janet Mills) [1] First, lessons can make a great deal of difference to how students feel about their learning and also how they progress in the future. “What does one do at the first lesson with a new pupil? “I think the wisest answer is “I don’t know!” If ever anything in our teaching is impromptu, it is that first lesson. The principle thing is that we are going to get to know the person, and that this person is going to form an impression of us.”[2] On how many occasions, do some teachers often reflect upon what they did in their own first lessons, and then continue to use similar strategies or the same tutor books to teach all of their pupils? Of course, there are a few fundamentals in teaching that would apply to all pupils, but it is important to consider each pupil’s
|Your Name |Kristin Lien |
|Instrument/voice |Piano |
|Name of Mentor |Helen Krizos |
|Date sent to mentor |9/2/2012 |
|CT ABRSM Regional Centre |Manchester |
|Assignment number/Project |Written Assignment 2 |
|Title |The First Lesson |
Please insert your assignment text (1,500 – 2,000 words) here, followed by your self-evaluation
“The quality, content, and ethos of first instrumental lessons must have an enormous impact on how students feel about themselves as instrumentalists.” (Janet Mills) [1] First, lessons can make a great deal of difference to how students feel about their learning and also how they progress in the future. “What does one do at the first lesson with a new pupil? “I think the wisest answer is “I don’t know!” If ever anything in our teaching is impromptu, it is that first lesson. The principle thing is that we are going to get to know the person, and that this person is going to form an impression of us.”[2] On how many occasions, do some teachers often reflect upon what they did in their own first lessons, and then continue to use similar strategies or the same tutor books to teach all of their pupils? Of course, there are a few fundamentals in teaching that would apply to all pupils, but it is important to consider each pupil’s
Bibliography: |Bolton, Hetty |We Piano Teachers. London: Skeffomgton and Son Limited, 1946 | |Booth, Victor |The Art of Teaching Piano: the classic guide and reference book for all piano teachers | |Yorktown Music Press, 2004 | |Denes Agay and Hazel Ghazarian |The Joy of First-Year Piano |Skaggs |Group Piano-Teaching: Oxford University Press, 1974 | | |Keys to the Keyboard: Oxford University Press, London, 1950 | |Enoch, Yvonne |Improve Your Teaching! Teaching Beginners, London: Faber Music, 2008 | |Foldes, Andor |Principles of Teaching: William Elkin Music Services: Norwich | |Harris, Paul |The Young Pianist: London, New York, Toronto: Oxford University Press, 1954. | | |Instrumental Teaching, Heinemann Publishing, Oxford | |The Young Pianist Guide to Play the Piano: Faber Music, 1966 | |Mills, Janet |The Well-Tempered Keyboard Teacher: Second edition, Schirmer Publications, USA | Example 3: "The Art of Teaching Piano by Denes Agay: the classic guide and reference book for all piano teachers. Yorktown Music Press, 2004, page 46 [pic]