Simpedia

Kerry V., Australia

I take children in from 4.5.  What I have noticed is yes, it takes them longer to get to a piece than an older child but the value of learning for them outweighs how long it takes. It gives them confidence. It allows them to go into the reading program at a much earlier age than the others. It means the parents have to be so much more a part of their child’s learning and so the interaction b/t them is immeasurable. (I have a couple of 3 yo siblings who come into class playing the songs too and they also want to show me their compositions. Really cute!)

However, it can also tell a parent if the child is really ready at that age to under take such a huge task – Practice! At this age I share more with the parents as to what they need to do, what needs to be done, do they know what they need to do? etc.

When I taught KM I chose not to teach YC as I felt that incorporated music notation, of which seemed to contradict the SM methodology. That is why I started children at 4.5. I created a music program for them but do find too that the SM curriculum is quite easy for them too. I also incorporate more body movement and dance in the young child’s lessons than if they were older. This captures their spirit of movement, fun whilst learning and remembering and being able to hold concentration.

We simply have fun with action in the classes while expectations of them is still the same as any other aged student.

I am SM taught only, besides playing the piano for myself as a child, and from SM I went into KM. So, maybe I have an innocence or ignorance when it comes to these issues but they seem to work for me. For me, I see anyone can play, the only thing that stops them is themselves!

You should see the looks of surprise and joy on the Kindergarten teachers’ faces when they see one of their kinder children playing level 1 – they are amazed, as with the other parents.  It really is exciting. You are only limited by your own limitations. (sorry had to add that) :}

Leanne T.

When parents inquire about piano for their young children, I ask numerous questions about the child’s abilities and if the parent/s have any music background or knowledge. We then arrange a suitable lesson time to allow me to make an assessment of the program suitability for the child. I also emphasize that it takes about 3 weeks for the student to get to know me and for me to get to know the child and then begin to discover what the student’s learning style is.

Some people learn from little stories such as “the Oreo biscuit” to find the D note. My 4.5 year old last week didn’t like Oreos and with his abstract mind turned the keys sideways in his mind and decided it was a “D note sandwich” other students like the “hot Dog” whereby the D note is the sausage part sticking out of the 2 black note buns. The same student who decided on the “D note sandwich” also found his own way of remembering the C & E notes with animals – Cats, Dogs, Elephants.

I am also a Kindermusik educator and teach Little Mozarts for keyboard, but have discovered that many children who are attracted to the piano adapt and thrive very well to the Simply Music method. I have several students who are aged 4.5 to 8 years, and two of my younger students are actually progressing very well given their small hands and difficulty remembering the alphabet order or finger numbers.

For the Blues songs we have the thumb moving up and down when the children are physically unable to make the 2 finger chord. But with their ongoing practice at home they will eventually be able to master this task. We also play a lot of duets in the lesson and I invite the parent to join the duet as they will be helping their child at home. Plus happy memories can be formed during home practice time when a parent is involved. My own children prefer to practice their instruments when mum or dad is participative in some small way.

I also use floor time and include games during the lessons such as finding a particular note on the paper keyboard, how many “C” notes are their on the paper keyboard and how many are on the piano. Put a pointer finger on an “F” note or which fingers can play a three finger chord in the left hand. Demonstrate a 3 finger chord on the paper keyboard. Can you show me again at the piano?

For Alma Mater try having the children use body percussion with their hands on their thighs, or jump and hop appropriately to the Reference notes after using their fingers as shown on the training video. These activities are thoroughly enjoyed as children learn through play and they love getting noisy and using their bodies. Using a white board may also be incorporated by using a little imagination such as has been shared through Simpedia of late (Pictionary). I also use stickers and stamps as an incentive for the well-behaved child.

Dreams is an excellent piece to start with, as the composition encourages finger strength and control, plus an opportunity to learn the piano note names and finger numbers. Every week we revisit Dreams and the progress is very notable and a fuss is made over the students practice attempts and improvements.

The young students do not need to PERFECT each step exactly before moving onto the next song. They may have 10 fingers, but people who do not have full use of 10 fingers make adjustments and compromise (they get inventive) and utilize what they have; e.g. use a 2 finger chord instead of three, or play 1 note instead of 2. With repetition and training “keeping the playlist alive” the ability and skill develops.

Simply Music is fun, and the young students want to have fun. They obviously love the piano or they
would not want to learn. I LOVE the challenges faced each week with each student in finding out more about how they learn and what they have mastered. My creative nature in finding ways to help each student develop and grow musically and personally through achievement and self satisfaction is very rewarding.

In answer to your questions:

• Age is not necessarily a concern as some children are very capable at a young age, and others are not. (My eldest boy started formal piano lessons just before the age of 3 – he loved piano and begged to have lessons with his own teacher and not with mummy teaching or in a group)
• Some students need more patience and encouragement
• Some students thrive better in private lessons and others in group lessons.
• Some students need to be referred on to another more suitable teacher or program such as Kindermusik or another instrument (student may not really want to learn piano)
• Be realistic about our expectations and outcomes for each individual student, and be creative in helping to achieve these goals (games and silly stories)
• We learn from our students.
• We discover an ability we did not know existed within ourselves. I discovered that I could teach little people to play piano. Other SM teachers have discovered they can and enjoy teaching students with a broad spectrum of disabilities to play piano. (Refer the Special Circumstances video)
• We attract certain students depending on our own teaching styles and abilities.
• Utilize some of the creative concepts from Kindermusik to think “outside the box” such as the SM Pictionary concept.

Never underestimate a little person. They are full of surprises.

Kevin M., California

Hi Ruth,

I start kids at five as well. You would be amazed these young kids learn to play the songs no worries. I think It’s important to make sure you enjoy working with younger kids. I would not get any success at all if I didn’t have the parents totally switched on to help with following up at home, watching the video, practicing, and so on. I find if the parents learn to play along with the child it works best. Also it’s important to be very patient, sometimes it’s one small concept at a time whatever the child can absorb in the lesson. an Example might be the child learns only sentence one of dreams, whilst their mom or dad might learn the rest of the song with me in class.

Carina C., Pennsylvania

I think this really depends upon the child. Last year I started a 5 year old who had an older sister also taking lessons. While it took a little longer to learn the basics and get her fingers moving, she was playing Level 2 pieces by the end of the school year. Her favorites were the blues pieces! On the other hand I also started a group of four 8 year olds. While some in the group are picking things up quickly, a couple are learning slower than my 5 year old student.

Marcine F., North Carolina

Age is really relevant.  Last fall I started a 5 yr old sibling with his older 8 yr old sister, a 6 yr old boy and a 7 yr old girl. He not only has kept up with the older ones but at times has excelled to lead the way. The 6 yr old was struggling and due to family illness had to drop. The group is now 6, 8 & 9 yrs old and entering level 4, progressing through ACC1 and getting ready to start RR.

Then again, I started an early 5 yr old who would have succeeded albeit very slowly if the mom had been willing to step up to the plate when dad’s travel schedule came into play. As it was, he and I decided it was in the child’s best interest to discontinue lesson before mom’s lack of support ruined her for later years. Bottom line…Parental support will be your deciding factor.

Have fun and go for it! You and they will have a great time. Just go slow.

Kim S.

I’ve loved teaching preschoolers. Patience is key with lots of variety in activity! It does depend on attention span, maturity, differences with family background, siblings who attend, & length of lesson/private/group. This summer I enjoyed combining a 5 & 6 year old who will continue this school year with me & two other 6 year old girls who were finished Kindergarten & ready for 1st grade. I did this in June for a month to learn piano basics, some music games & songs (I’m a former public school music educator pre-K-5th grade) & no SM songs yet.

Two of these students are able to do lessons during the school year & are just starting Kindergarten & SM Foundation 1. During private lessons the HS (hands separate) is easier to grasp for my young students this 5-6 yr. old age at a slower pace. It helps if Mom (or life coach) is right there learning it & can also repeat what was learned.

If you have tips combining hands, let me know! I do lots of duets & know in time that it will click that hands come together. The experience is great at this age. What fun singers you have with younger children, too! Where does their confidence go for older elementary students (i.e. boys who don’t enjoy singing for me–like pulling teeth!)

Kerry V., Australia

Kim, I did a lot of rhythm work such as the Alma Mater Blues, but only in their hands. T,TRTRL. Then I had them create their own rhythm on the white board and every one had to copy it. I then have them play both hands on the piano in the rhythm but not as individual notes, literally the two hands. They love it because it makes horrible sounds but gives them that permission to do anything on the piano when normally parents will tell them not to 🙂

Then when we had the melody and chords etc, we would then play it on piano. I had 4 yo’s playing songs I created with in 6 months playing 12 songs both hands. The most successful children where the ones with parent support. 100% support.

Amber B., Michigan

I have a very large prize jar filled with mostly junk but for some reason it helps to bribe the kids to play hands together. In my lessons I might say, do you think you could make all five of these fingers play at once for a silly band from the prize jar? I also give prizes for birthdays, loosing teeth, duets with parents, and compositions. Sometime I make an entire group earn a prize for each of them. Like with Dog I would say that everyone has to be able to play it correctly by next week or nobody gets a prize. This worked well with three siblings since they all had to help each other practice at home.