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Elizabeth B., Australia

I don’t know any creative ways, I just resort to tapping a slow beat, and getting them to play along to the audio slow version. I wonder if it is a stage they go through, when they think they are getting some mastery over their fingers.

Leeanne I., Australia

I find being specific about what playing slowly is helps. Get them to play the song, then say “now play it again at 50% speed”.

Evan H., Kansas

I tell them to “play in slow motion.” It’s subtly different from “slow down,” but they may be more familiar with it from watching movies.

Stephen R., California

Play to audio!

Sue L., California

I use Mr. Sloth [shared image of a sloth stuffed animal]

Elisa P., New Jersey

Blindfold them

Years ago when I had this student who was playing what sounded like the dance version of one of the level 1 pieces I just came up behind her, covered her eyes with my hands and said “now play that again.”…can’t help but slow down.

Gabrielle K., Iowa

I exaggerate what they did to show them how crazy fast it was

Zach R., Tennessee

Breathing

Gordon Harvey, Australia

If I really want to drive the point home I yell STOP after every event.

Un Mani, Australia

I used to hand out a speeding ticket I got from a post on the old ecl. You had to spend the week practising at a ‘brain learning ‘ speed until you could be trusted with a piece again (or some such).

Seriously I reckon I’ve tried every trick in the book and still not succeeded entirely in some cases.One mindset I’ve seen a lot is they think they have to play at the speed of the audio..its an assumption that has been really hard for me to disentangle.

Nancy N., Massachusetts

Yesterday when I was teaching leaving early for Jackson Blues, I told my adult student to stop trying to hear the music and focus on the procedure. She totally got what I meant!

Christine W., Kansas

I have twin boys age 7 who just won’t respond to my instructions to “slow down”, so yesterday when one was struggling with Light Blue and restarting almost every pattern, I asked him why he thought that was happening. He said because he wasn’t ready for the next note. So instead of using the words “slow down” I demonstrated playing the song “heavy”, referring to the feel of it, and he copied it exactly, not restarting a single pattern 🙌🏼 it was a spontaneous choice of words for me and I was so excited that he caught on!

Brenda D., Colorado

With younger students I ask them to think about playing “sloth slow.” Turtles and snails work, too.

Marge W., Oregon

Brenda I like your idea to say, “Just because you CAN play fast doesn’t mean you SHOULD play fast,” “What would happen if your mom drove freeway fast in your neighborhood?”

Evan H, Kansas

Another idea: when speed is an issue (whether it’s too fast or too slow), I ask the student, “What do you think the character or emotion of this piece is?” or “What scene do you imagine when you hear this?” When the student learns to “play in character” like an actor, issues like speed and evenness solve themselves.