Simpedia

Barbara M.

I have occasionally had a group of 5. They spend most of the time around the piano, moving round-robin. The rest of the time they are working with the keypads at a seat next to their parents, while I demonstrate on a keypad that is mounted high on the wall. Some of the time they are behind their parents putting a rhythm on the shoulders, or standing beside parents teaching a pattern on the keypads or the fingers. Sometimes the more advanced classes are sitting on the floor writing in their rhythm or accompaniment books. I learned through teaching Kindermusik the value of moving around while learning and that even eye movement is important.

I tried a very fun game last week to give my group of 6 year olds a break during the lesson. They stood behind the parent and played a song on the parent’s back and the parent had to guess the song! Then the parents played on the kids back. Of course, they only know 5 steps, chord, Dreams and Nightstorm. It surprised me how well it worked, and I thought it up at that moment.

Sue K., Australia

My groups are a mixture of each. The more there are – and mine are currently a max of 4 – the more time they spend on the boards and then a quick run through on the piano.

Work them with parents, each other, whatever. I find they all sit in the same places so have to remember to move them around so they work with others each time.

I find I do more of fingering before the boards, more time on the boards also. They complain, but it is how it is. As I point out, the time they learn is actually at home. On their pianos.

Good luck and enjoy. They are more fun.

Terah W., Kansas

I really rely on the round robin idea that Neil talks about in the training videos, even to the point where the first thing we do during Lesson 1 is practice getting from their seat to the piano. I stress that speed really is okay as long as they are being graceful about it.  We even practice what he suggested about going back and forth a couple of times to get them in the groove. During class at times when the speed maybe starts to lag, I clap (smiling, of course) and say, ‘Let’s hustle, you guys!’ Additionally, I assign seats as well as ‘standing spots’ arranging everyone so they can see and then that’s the spot they come and go to. We also plan ‘how’ we are going to move them thru for the round robin and everyone keeps that spot, too so there’s no guessing, racing, etc. It has been a tremendous help to lay it all out like this. I started a large family–a total of 7 people!–after all this was already in my game plan and not only does it simplify everything, but it encourages me to really break down the teaching into the smallest components (like we are taught to do). I was amazed at how just these few things made the shared lessons so much easier than I had envisioned, and how effective the teaching was made by it.

It is a dynamic format, sort of like aerobic music lessons and lots of fun. I don’t think any of the students who made the change with me would go back!

BTW, I employ the lap pads and 2-3 in a group mentoring as well and it lends variety (as well as success!) My groups have been some of my best advertising, too!

Sue K., Australia

I am not sure how large your groups are. With mine, I do actually listen to the whole piece each week – but only the last piece learned. If there is an issue, I return to it.

We also pull sticks to see what to play. I do rely on the students, asking them how it is going. And they are very accurate. As I may ask them to play a piece, depending on their response.  I guess they know they will get caught out if they exaggerate their abilities. And as you get to know your students, you know who is more likely to try any finger that fits and who will have the fingering right every time.

I always ask are there any problems that need addressing, are you struggling with anything. As it is an open forum, they deal with things there. Parents offer info at this time, also.

And at the end of every level, we go through all pieces in that level for every student – round robin style – through the book until everyone has played every piece. This gives us all an idea of what needs addressing and working on.

Robin Keehn, Washington

I don’t always hear an entire piece when I listen to the playlist. My favorite way to check playlist, although I don’t do this weekly, is to play a game. I have all the students in their seats and name a song. The first one to the bench gets to start the song. At some point I have them stop and let someone else finish or do the next part. Students really enjoy the challenge of starting mid-way through a piece and I get to hear two or three students cover one piece.

My students also know that sometimes I will ask them to play parts of a few songs in quick succession. If there are mistakes I make sure that someone else plays it correctly while everyone watches and then I assign it as a piece to review.

My students work with parents or mentor groups away from the piano using the practice pads and then using the Round Robin format at the piano.