Simpedia

Carrie L., Michigan

I had piano parties last year. I did rhythm stick games. The kids each make up a rhythm and we copy it. I usually keep it simple.. so we play a composer card game in the beginning after they introduce themselves. Then I have them pick a stick with a name of piece on it and they play that, then sometimes I’ll have them play around with writing different notes on a whiteboard. If students are working in the RR book, then I have them clap the rhythms. Then sometimes I’ll have the kids pick their own piece to play.

Sometimes I’ll go over recital etiquette as well. Listening, bowing, walking to and from the piano.

I’ve also shown them the mechanics of the piano.

I just purchased a listening bingo game that I’m excited to try.

I usually have a snack afterward with cookies and water or juice. Sometimes I have a parent bring a snack or I just bring it.

Nicole O., California

Hi Elaine,

I’ve made it a habit to have piano performances at least three times a year and each time I’ve done it simply as an opportunity for students to showcase their work/successes. I try not to make too much of an ordeal out of it as I want them all to be comfortable and excited about sharing their songs.

Here are some things I’ve done in the past and am planning to do next weekend at the next performance:

• I rent a space at a church in my area.
• One of the parents always comes with his video set-up, microphones, camera – and a few weeks after the performance he provides DVDs to all the students for a fee; also, he provides all of the photos for my website – great man:)
• Parents/students bring a snack/dessert/fruit and I provide the beverages.
• To prepare for the performance, I tell each student a few weeks in advance that they can choose to play up to three songs (I usually have about 12 to 15 students participate).
• At their lesson before the performance, we practice introducing ourselves and the song we’re going to play and then also bowing after, but they always seem to forget that part during the performance:)
• I type up a program with their names and song choices to hand out to everyone at the performance.
• At the performance, I make a little announcement, welcome all the family and friends that have come and then we start. I have picked who goes first a couple different ways. Sometimes I put each name on a stick and have students or parents randomly draw sticks until everyone’s played their songs. Most of the students plan to play three songs and they’ll only play one at a time. Giving them a little break. By the end of the performance, I’m always amazed at how relaxed they all are and how much they want to continue to playing!
• As far as picking songs to play. I make suggestions about playing their own compositions or playing a familiar song that they’ve written new lyrics for. Most of them love to sing into the microphone as they’re playing. Parents and friends are given lyrics to all the songs and we all sing along. Because I usually have a few beginners with a limited repertoire, there is a lot of repetition. At one performance, I think we heard Night Storm about 6 times. But for me, that’s just part of it. They feel so proud to be able to play anything:)
• After everyone has played, I then take a seat at the piano and play something. Either one of my own compositions, a classical piece, ragtime, something from the 30s or 40s, just something I enjoy playing and know the students and parents will enjoy.
• I used to have the refreshments set up before the performance, which allowed everyone to dig in right away. This made it a bit more difficult to get everyone settled. In June, I changed the approach, and made sure that refreshments would follow the performance. This seemed to work better as it then gave everyone a chance to mingle and talk about the performance. Students got the kudos they deserve and parents got to meet other parents.
• I decided that for the upcoming performance, we would do it as a costume party. The kids are sooo excited about this! I honestly, haven’t put that much thought into how to make it extra special:), but I’ll be doing that this week. Any suggestions are welcome! I plan to use the same format, but am interested in adding some Halloween fun:)
Anyway…. I know this is LOOOOONG. I apologize. I hope this helps. And look forward to hearing how other teachers conduct their piano performances.

Victoria S., California

It occurs to me that my idea of a Piano Party is just that – a party, for piano students and their families. I differentiate it in my mind from a recital where they can invite their friends and it is open to the greater community as well.

As such, I like the idea of games (music related), food, and people gathering around the piano as they are ‘spontaneously prompted to do’. Even exploring the inner workings of an acoustic piano, or the history of various composers can be made into a game.

Perhaps the same song over and over again to sound different can be a party game in itself, ie. how many different variations, arrangments, accompaniments, duets, etc. can be created from one song, ie. DCT?

As to students that are harder to motivate to compose/arrange, I believe it is just uncertainty on the student’s part on how to do that and then trusting the process without judgment. Watching others is helpful. So are the suggestions that Neil gives us on the Composition/Improvisation DVD. Giving a simple assignment to compose something and then allowing whatever the student creates to be okay is a first step.

Another idea that would work great in the classroom or at a Piano Party is to have one student start a sentence of a composition (perhaps based on a known song, or on FFS, etc) and then play “musical bench” where each student in line sits down and creates the next sentence. It can be recorded and played back so students can give each other feedback on what they liked about it and what they might want to change. This can lead to a conversation about the difference between composition (fixed) and improvisation (changing).

Laurie Richards, Nebraska

I typically do two “big” events (for the whole studio) twice a year. Also, once a month students can sign up to play at a retirement center. At the big events, I usually have around 100 people so I rent a space with catering. It gets to be expensive, so I charge a small fee per family to help cover costs.

My goal at these events is to demonstrate to students as many different ways as possible to enjoy their talent. For example:
* Solo playing
* Ensemble playing
* Accompanying a singer (I bring an amp and a microphone)
* Accompanying an instrumentalist
* Telling a story with music – this was one of my students’ ideas – she wrote a story and inserted musical excerpts in the story that matched the mood. It was fantastic.
* Compositions and arrangements
* Combining different songs
* Singalongs with everyone
* Having student-written lyrics sung
Etc.

I have always invited parents to perform (piano, singing, or other instrument) for a chance at the free month drawing. The kids just love this. I’ve had some really fun performances. At the last one, a mom and her daughter wrote a rap about Simply Music and performed it. It was hilarious.

If there is time, we sometimes play a few games. Some I have used in the past:
1. I copied the diagrams from the books into a large flip book. Two students at a time would see who could name the song first. This is a lot of fun.
2. Name that tune – I would play the first note or two from a song and see if anyone could name the song. It was too easy for them, though.
3. “Freeze” game (got this from the ECL) – One student starts playing a song I name, until I say “freeze”. The next student has to pick up from where they left off. This is harder than it sounds for most students.

I always have door prizes. Nothing too expensive. I’ve done a package with piano-themed pencil, eraser, pencil sharpener (grand piano-shaped), and note pads, a sturdy plastic cup with a keyboard on the outside (for their popsicle sticks, of course), sometimes a CD of piano music or a canvas bag, stuff like that. Last time I gave away a nose flute, and of course my daughter’s name got drawn for that one! I order most of the prizes from Friendship House.

I like to keep it informal and fun. We eat after everyone has played, and kids are always at the piano playing throughout the entire time. It’s great – the way it should be.

Janita Pavelka needs to share her format – it’s great for larger studios. I may use it for my next one to save $$$ on renting a space.

Heather D., Australia

I have used the Kindermusik “gertie balls” as a playing game at get togethers of SM piano students. In a group of any size a ball can be passed around a circle or tossed to one another in a small group of to 10 or so. One person starts playing a song and at the conclusion, the person holding the ball plays next. Children and adults love this game. It can be used as an ice breaker. I’ve even had children AND their Mum get up and play duets (to my surprise) simply because they were all relaxed enough to do what comes naturally at home.

I always have finger food brought by parents after the “concert”. I supply tea, coffee and cordial/water. Since I teach other instruments also, these are interspersed with the SM students so the repetition of pieces is broken up. I do believe, though, that we all enjoy hearing pieces we know and the parents really don’t mind hearing songs repeated. In 28 years I have never heard a complaint about repetition and this includes “Mary Had a Little Lamb” from the old days of traditional teaching!

I print invitations to “family and friends” for each student and send them home at least 6 weeks before the event. This gets the students in the concert mode early in the last school term. I have tried mini-concerts throughout the year and they work well too. If I do that, then I don’t have an end of year event as well.

Janita P., Nebraska

I agree with you on different formats to piano parties vs. recitals.

I am holding two piano parties in October on two different nights for those that have schedule conflicts.

I plan my parties and recitals as come-and-go events as peoples’ lives are very busy.

This time the students will come with a customized song, play a duet with me and then draw a stick for a silly game at the piano—

play with their eyes closed, backwards, hands crossed, laying down on the bench with their hands over their head, with their nose, with their toes J (just like Mozart, right?!?!) (I’ll give you a report after Monday on those ideas!) OF course, have the spray bottle handy.

All the while enjoying a little snack.

I like to keep their time at the parties or recitals short and sweet because I still have bad memories of LONG recitals where I dreaded them as a youngster—and as an adult!

My recitals are four hour time blocks where the students sign up for “Five Minutes of Fame” with a customized program and they stay for a half hour or so.

It works out well as the audience is always changing and it helps with spacing out those favorite songs.

Lori K., Michigan

In November I have an open house and playdate. Each student can sign up for 15 minutes that they can fill playing whatever they’d like. They’re encouraged to bring their fan clubs! With students at 15 minute increments there are usually other families in and out–giving the student “practice” playing in front of others. It’s also an open house format so people are welcome to stay and the public is welcome in at any time. There are refreshments and opportunities to ask about our programs. I call it a playdate since we have other instruments offered (guitar, violin, etc.).

In late May I have a recital at a church. I try to keep it real informal and fun. Standard fare–programs, refreshments afterward, invitations given to friends and families, etc. I haven’t had any problem with repetition. It probably helps that we have guitar students and others interwoven into the program. I have had piano students perform the same things though. I just make sure I schedule them apart from each other in the program order. AND it’s kind of cool when you have a student play Fur Elise (the simplified version) and an upper level student play the complete version. Or arrangements and variations of foundation stuff. In fact, I had 2 students this last spring create their own variation/arrangement to perform–so I listed it in the program as “Honey Dew–the Rapson variations”, etc. (Rapson being the student’s last name). Everybody thought that was pretty cool.