[Menvi-discuss] Update about Pedagogy Observation

Tue Apr 12 20:41:54 EDT 2011

I think that you have many good ideas and tecniques for piano instruction.  In my opinion, there is nothing wrong with repetition.  You were trying to be sure that you're student understood what was being taught.  As far as sitting position, you could frequently ask her if she is sitting correctly.  When she states that she is, say, "Good job!" or some other positive statement.  If she makes mistakes, gently inform her that mistakes often occur in the beginning, but she will catch on soon.  Your teacher is right about constantly giving praise.  Praise encourages students to practice.  There is no reason why you can't teach children as well as adults.  I have taught blind and sighted children successfully and there is no reason why you should not be successful.  Gently remind Navia of the importance of keeping finger nails short for piano.  Good luck to you.  Keep up the good work.
  ----- Original Message ----- 
  From: Winy Kwany 
  To: menvi-discuss at menvi.org ; braillem at topica.com 
  Sent: Sunday, April 10, 2011 6:22 PM
  Subject: [Menvi-discuss] Update about Pedagogy Observation

        Hi all,
        I started my observation on March 30. My student's name is Mavia. She is one of the staffs in this academy. I decide to post what I wrote to monitor my progress week by week below. Hope I get some ideas and input. Thanks for reading this long message. 

        ***
        Observation, the first week
        Wednesday, March 30, 2011
        I did the observation yesterday (Wednesday). The staff's name is Mavia. When she came, I asked about her intention to learn piano. She said, she wants to learn new things and gain experience. I get what she means: she wants to experience how is like when she's taught by a blind piano teacher. I tried to get her musical knowledge by doing general acessment. I asked her to sing the simple tune that I played. It was Mary Had A Little Lamp, but I only changed one or two of the notes. She didn't listen to those changes and only want to sing her own version. I tried a new melody which is totally new. It's only combination of C-e keys and half and quarter rhythm. She didn't sing in pitch. I tried again and again for three times, and similar result came out: not in pitch. I askked her to clap the rhythm. She assumed that I asked her to play on the piano. She finally listened to me when I asked her again to clap. She did. She didn't have good rhythmical pulse. She missed some of the rhythm. The rhythm is only combination of quarter and half. 
        Then, I began from the Alfred book. I explained her how to sit properly, how the good posture should be. She was listening since then. At least, she did understand why I said, even though she didn't sit properly. I mean, she sat properly for the first few minutes, then she crossed her legs (I found this from Charlotte, my teacher. She used this as a way to say that I won't be able to teach since I don't notice those changes).
        I taught her about the fingering numbers, how to place fingers on the keyboard, proper finger position (I mean, we have to curve our fingers each time we want to play something). I decide to emphasize this technical thing from the first lesson. She didn't curve her fingers most of the time. I always checked on her fingering while she played, and she did confess to me that it's difficult for her to curve. It's a new habit, so I always reminded her and will remind her to curve again and again.
        She did understand my explanation about black and white keys. I confirmed it by letting her experimenting with the two black key groups, then with the three black key groups, and with white keys. Again, I checked her fingering while playing. I asked her to say the finger numbers while playing.
        We moved on to introduction of treble clef and treble stave. I introduce the middle C position by asking her to memorize the position of each note on the stave. I told her, that all music readers did this. They have to know the positions of everything so they can read. She got what I mean. I reconfirmed this by asking her to tell me position of C and G while playing every note with her right hand. She got it. 
        I introduced her quarter note and she gets what I mean. Before I could go further, Charlotte stopped me by saying that I have spent one hour just to teach her those things. I should only spend 30 minutes for beginner. She then said that I was very slow and repetitive. Here is the detail comments for the observation:

        When student enters the room, I should greet them by saying "how are you" or things like that. I didn't do it yesterday.
        When I do acessment, just use one note or two notes, just do it once. I did it three times for each, since Mavia got the melody wrong for the first time, but correct when she tried the second time. I just wanted to make sure that she was consistent--whether correct or wrong.
        When doing rhythm, ask her to clap the rhythm back, not to clap her hands.
        When experimenting with the sounds, don't do it too long. This includes black keys and white keys.
        When doing acessment, play from middle C range. I didn't do this yesterday. I played from fifth octave since I sat on her right. 
        Begin to introduce legato playing. I didn't notice this yesterday since my aim was to introduce her correct fingering, finger numbers and keyboard.
        She has long finger nails which I don't notice. Long finger nails make students difficult to curve. I will be more careful about this in the future.
        Learn to give compliment. For example, say that the playing is good, except for the last bar. I didn't say anything much like that yesterday. I know that Mavia will sense that I only "praise" her without telling the truth. I can sense it, that she wants the truth, so I decided not to say anything unless it's true. I gave her big smiles each time she did things correct and show me that she got my explanation. I will learn to be more generous with compliments in the future.
        She drop her wrist, so I have to check not only fingering but also wrist.
        She crossed her legs, so I have to remind her about sitting position.
        She put her palm on the wood of the piano when she played.
        ***

        Observation, the second week
        April 6, 2011
        Mavia came in and I asked how was everything with her. She said she's fine. I asked whether she practiced. She said no since she didn't have time. Then I told her that I will recap what we've learnt last week. She didn't mind. She sat without crossing her legs for the whole 30 minutes lesson. I told her in the beginning of the lesson to adjust her bench so it's not too far or too near from the keyboard. She said yes and kept sitting there. I thought everything was fine. She is an adult, she can understand instructions, and I don't want to treat her like a kid by adjusting her bench. She is the one who knows the most suitable position. Charlotte then told me at the end of the class that she sat too near. She blamed me since I didn't adjust her sitting position. I told her what I thought--that she is an adult and she knows what to do. I have reminded her. Charlotte suggests me to adjust her sitting position next week. I honestly feel ridiculous and uneasy. I don't want to treat Mavia like a kid. Ideas? 
        I taught her about C position for left and right hand, showing her bass and treble clef, explaining her the note positions and let her to play the first two pieces: Aural Lee for the left hand and Ode To Joy for the right hand. She understands what I taught. I found that she read the finger numbers most of the time than memorizing the line and space. Charlotte also told me this with the way that I am stupid and I don't know what is happening. I told her that I knew that Mavia prefers reading the numbers. She asked me "How do you know? You can't see.". I just told her that I know. 
        Mavia cut her finger nails. I checked on her fingering, palm and wrist. She didn't drop her wrist, but it's difficult for her to play since she sat too near. 
        She couldn't play in rhythm. She always hesitated and stopped after finishing a measure. For instance, she stopped before playing the first note of bar2 or after finishing the last note of bar1. Maybe she didn't get used to with the reading yet. 
        She can play the notes correctly, but she prefers playing with right hand. She asked me whether she can play Aural Lee with her right hand. I said no, since the piece is written in bass clef, so its intention is to introduce bass clef and to get used to with it. I told her that in piano music, she has to be able to play with both hands. When playing Aural Lee, she always began with middle C. The note written is the third octave C. This is one of the indication that she read numbers instead of recognize note position on the stave. She then accidentally hummed the number such as "2", "3", etc, so it was clear that she read numbers. 
        I taught her legato playing. Her fingers and hand are very tense. She always "jumped" each time she wanted to play the next note. I told her that legato playing is like when we walk: one foot go down, another foot up; never both feet go down or up simultaneously. She understood the concept but difficult to apply it. I told her to let the fingers relaxed and stay as long as possible before playing the following note. Charlotte suggested me not to use "As long as possible" concept since it can be misunderstood. 
        Charlotte suggests me to focus on finger exercises. I will, and I will transcribe Aural Lee and Ode To Joy with Lime without finger numbers. I will write them into different staves so she can get used to with the notes without refering to finger numbers.
        Charlotte suggests me to demonstrate every new concept that I teach. For instance, for Ode to Joy, I should demonstrate by playing the piece for her. I didn't do it yesterday since I am afraid she will copy the melody--not reading the written copy. I just want to make sure that she understands the note positions. Charlotte said that I can test her by asking her to tell me the letter name of each note written.
        Charlotte asked me to ask Mavia to write on the assignment book what she needs to practice for the following week. She emphasized that I can only teach adults since adults can write. It's the teacher's task to write on students' assignment book, but I can't write. Kids are difficult to write, she said.
        She asked me to give Mavia theory assignment. She asked what theory book I have. She said that teachers must give both piano and theory for the students. It's not complete to give one without another. I said nothing. 
        ***

        Any ideas how to treat an adult student properly so she/he won't feel that I treat her like a kid?
        Do you give theory for your students? Are they in written assignments? How do you handle theory? What theory books do you use?
        What about assignment book? How do you handle kids in writing things that they need to practice in the assignment book?
        I look forward to hearing from you soon. Any help, input, ideas will be highly appreciated.
        Many thanks. 
        Winy. 

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