Simpedia

Georgia H., Australia

I have found the first few lessons the most difficult with 6 year olds, trying to hold their attention, as there is a lot of talking at first. I try to break up the lessons as much as possible by talking, finger numbers, talking, five steps of sound, talking, spot middle C, talking, chords, talking. etc. this could take place over 2 weeks, but at least they are learning something new each lesson. I always have them working away from the piano, so they are not tempted to touch or play it while I’m talking. Getting them up and down so much curbs their restlessness. Little ones are delightful.

Cheryl G.

Can you elaborate please on how you have the little ones working away from the piano? What do you have them do?

Georgia H.

I always start with them processing whatever we are doing into their fingers first, on their lap. I then have them show each other or parent to make sure they have the pattern/sentence correct. Next I use the keypads (that I’ve had mounted), and have them tapping it out in the correct position.

Once they have that I then bring them all up to the piano and process it there. Sometimes, depending on the group/song, I will have them all come around my digital piano and process it without sound, before putting onto the piano. This way I find they are really getting it into their fingers a number of times before moving to the real playing of it.

So in summary:

1. see me demonstrate the piece
2. see me break down the section in the air on my hand
3. process it in their hand pointing to fingers showing their parent
4. play on the keypad and or keyboard without sound
5. play it with sound

They are also watching each other process it around the piano as well.

Laurie Richards, Nebraska

Honestly, you just never know what students (and their parents) are capable of until you start teaching them. A few examples:

I started a 5-year-old with two 7-year-olds a year ago, with the idea in my mind that if the younger one couldn’t keep up, I’d move him to a different group. The 7-year-olds have a harder time keeping up with him. He is amazing. He has incredible parental support, too.

I was combining some groups a while back, and had a 7-year-old that was at the same level as several other older students (most between 9 and 11). I thought, what the heck, let’s give it a try. Again, the most diligent of the group with the most polished playlist. (Again, the most parental support). Her group is getting ready to start Level 7. One thing that she needs a little more time with than some others is the reading process. I’ve paired the older ones with the younger ones for this in class. Also, her reading projects are simpler than the others’.

My two most advanced students were in different groups and needing to move along more quickly, so I paired them together ~ one a retired lady and the other my 12-year-old niece. They have been doing quite well together.

So, while generally I group similar ages together to start, I’ve learned not to rule out other possibilities. A huge factor is parental involvement. Instead of starting two groups (the two 6-yr-olds in one group and the two 7-yr-olds in a different group), why not try them together for a few months, and then if you really need to split them, do it then?

Neil Moore

In reference to grouping younger children, I think young children in Shared Lessons can work successfully. I do think that to have a larger group (six to ten), of eg. 5, 6 and 7 year olds, would create more complexity than the same sized group with 10, 11 and 12 year olds. But the Shared Lesson, with younger students, can nonetheless be successful.

Kerry V., Australia

I would say “I not only think young children in Shared Lessons DO work successfully, I know they work successfully.” I have had no negative outcomes at all when teaching this age group especially in groups. In fact, I would go so far and say I would have more success with this age level in small groups than with one on one.

Dena M.

I meet with every 5 and 6 year old individually first before placing them. We do some finger things at the piano with 1 finger, then 3, then 5. I watch how they react to that. I watch how they come into the room, the interaction between mom and child, with me, following directions, and we sometimes do some singing, if they aren’t too shy.

I then give the parents a readiness questionnaire (a few questions about parent readiness).

That is what works for me and makes me more comfortable about placement. However, if I would take them privately initially, I probably wouldn’t do this.