Check out what are the discoveries that I made about the way I approach practice versus the way I assume my students will approach practice.
Have a closer look at Avi Cytrynowski’s insights about performing, and the truth about what she is preaching and what she is practising .
Learn why pieces improve with performance more quickly than they do with practice only and why this needs to happen not only once but thrice.
Find out why our special guest -Mark Walton loves practising and what is his practising system that he still use today and why he thinks it is brilliant.
Performance-readiness is like peak physical fitness: it must be maintained, or it disappears. That’s because rehearsing and performing, in and of itself, does not develop any of the skills required for retaining long-term piano skills. Here are three ways of playing that are essential for keeping piano skills for life.
Like everyone else, I have experienced a very steep learning curve by embracing online teaching. I have developed skills I never thought I’d have: camera use, audio adjustment, screen-sharing – the list goes on! Teachers have been SO generous in sharing their insights, discoveries and expertise with each other that I think I have actually become a bit overwhelmed with all the information.
So this short post is about the ONE thing I have found to be most useful in online teaching.
Me, the week before last: “I DREAD online teaching!” Me, last week: “I HATE online teaching!” Me, this week: “I LOVE online teaching!” Me, all of those weeks: “I’m EXHAUSTED.”
So, it has been rather a roller coaster ride. And every single piano I teacher I know is taking this ride along with me.
After years and years leaping at every opportunity and upskilling myself as much as humanly possible (and often more), I’ve learned five things that I think every person aged 8 or up who’s got that perfectionist streak needs to hear. Everything in moderation – especially moderation! Here they are.
If you’re anything like me, you’ve probably read many blogs on motivation. Most of them deal with how to motivate our students, our children, ourselves – and it’s usually about positive, intrinsic motivation. But motivation can actually be negative, or at least result in negatively engaged students/children/self. In this blog I am going to simplify […]
In Part 1 I talked about this matrix: Practice Not much or No practice Support 1 Fastest possible progress 2 Slow progress Not much or No support 3 Reasonable progress (unusual) 4 No progress In Part 2 I’ll talk more about each individual quadrant: what support means and what marks progress, and how to […]