Any ideas for teaching piano to under 7 year olds?

[Jacey1973]

Hey,

I just wondered if anyone had any ideas for fun things to do in lessons with younger children.

I teach a 6 year old - and she is lovely, very intelligent and picks things up very quickly. But i know her concentration is gone after about 20 minutes, and i try to do fun things at the end of the lesson - like asking her to make "scary" sounds (playing thick chords/cluster of notes in the very bass with the pedal down) or "light" sounds etc....

She's also fascinated by how the piano works so i often let her look inside the piano at the end of the lesson to show how the mechanisms work she loves this.

But any other ideas - like educational games, making "sounds" or "emotions" through music on the piano? - basically to give her a break from the piano book we use/theory side of music.

[m1469]

One thing that really helped me was developing an overall structure to my lessons.  I think this is a very important step in grabbing the reigns with the little ones (however, it does not need to feel "controlled" to them, per se).  This has provided organization to me as the teacher, as well as giving the child something to count on (and enjoy) each lesson.  They arrive focused because to an extent, they know what to expect.

My general plan goes as follows (this includes 30 minute lessons) :

Play something
Review
a.
b.
Play something
New Material
Perform something

The first opportunity the student has to play, is meant primarily for them to play whatever they have recently been working on.  Then we will take concepts that are presented within the piece and review where necessary.  Depending on attention, or what might be my own particular goal for the day as the teacher, I may use the middle opportunity to "play something" as a time to improvise or do duet sight-reading.  This middle time also acts as a little mental break from "work" -- however, there is still opportunity to learn, just in a different way.

Depending on the student and the situation, sometimes I will just skip right through the middle "play something time" and go directly to new material.  This time is used to present new concepts (usually the shortest part of the lesson, maybe 5ish minutes).  Ideally, this new concept will then get shifted into one of the "review" slots the following lesson.

The last opportunity the student has to play something is really more a chance for them to actually perform.  This can be any piece in the world they would like to play (however, sometimes I am bossy... he he).  Often by this time there will be another student present, and they treat it like an actual performance.

This is my general structure which is aimed at a way to cycle through the curriculum I have decided upon for each student, as well as a way to document it.  I have a computer file for each student containing what repertoire they have worked on in the past, whatever repertoire they are working on in the present, and any possible repertoire goals they may have for the future.  I prepare a lesson plan, in this same file, for each student's lesson and after my lessons I note what topics were covered and what were not.

Within this structure, there are of course details and strategies in actually applying the concepts.   I may comment on more particulars later.

Overall, I have found this structure to keep the child focused (and have adopted it for all of my students no matter what age) and interested.  Note, they always begin and end with the most exciting part... playing the piano.  This is what sticks in their minds for the rest of the time between lessons.


m1469

[andric_s]

I've been thinking about this, too, as quite a few young students are finding me recently-- word of mouth from a few happy parents.  Most of them are doing well, but I feel like I'm in uncharted territory.
     I think I have 5 students under age 7.  With two of them, I haven't been using a book other than a manuscript notebook.  Lately I've been helping them compose little melodies, usually 8 bars long, as I write it down.  I  might start by saying "lets write a song using three notes: C,D,and E".  The following week I might do another song with C,D,E,F.  Next week,   CDEFG.  I like to do it starting with A, too, feeling that it's easier to find interesting sounds in a minor key.
     Some of them take right off playing mayhem with those three or four notes.  Others need encouragement:  "play any old thing" or "why don't you start with C?".  I usually have to joke around about not being able to write it down if they play anything too complicated, and would they please play slower and keep it simple?  I usually get one phrase at a time (maybe 3 to 8 notes), write it down, and then ask them to either play it again, or if the momentum is there, to play the next phrase.  I might have to take some liberties writing the rhythm to make it all quarter-, half-, and whole notes (unless they play something REALLY cool).  If they play a phrase that offers a cadence, I might just grab that, and leave out some notes that they played after.  I often have them go back and play what we've already written down, just to keep the sound in their ears as we progress.
     I sometimes make suggestions as to what direction they might take, like that they might want to repeat a phrase, or that it might sound good to end on C.

When we're finished, I ask them what it's called.  This is the hardest part... "Dinner at Katie's", "Swimming", or "Lilly's Green Sweater".  Then I have them write "by studentname" after the title.

Sometimes, despite my subtle or not-so-subtle direction, we fail to come up with something with cadences that make sense... maybe it stays on the c major chord the whole time or something.  They can still practice it and be proud of it, but I think the coherent musical ideas seem to get practiced more.  If a tune like that isn't getting practiced, I don't dwell on it.  Often they learn it by rote as we write it.

I might harmonize the tune and play chords (I IV and V chords) along with the student.  I will probably teach them the chords (all white notes "just make this shape").

Just in case I sound authoritative, let me repeat that I'm also figuring it out as I go.

I'm really interested to hear what other people are doing.

m1469: thanks for the insight about the general plan... I've never come up with an explicit structure, but it sounds like a really good idea.

[cjp_piano]

Instead of taking a break in the middle for a fun game or using the last 10 minutes of the lesson to play a game, I do it at the begininning!  We might do a "question and answer" time where I play a short question phrase and they have to immediately play an answer phrase.  They can play ANY note, but the number of notes and rhythm must be the same. 

For example, I play "ti ti ta, ta-ah" and they echo the same rhythm on whichever notes they choose.  Then I answer the student (again, same rhythm but different notes), and then they answer me, and we just keep going, back and forth until I decide to change the rhythm.  This continues and is loads of fun and great for their rhythm and ear training!  Of course, you can do many other variations, like same notes but different rhythms, or whatever.  It also gets them use to "atonal" music instead of having to always play in a C pentascale or something.

I also do clapback games where I play a melody and they must clap back the rhythm.  And we do playback games where they must play the notes and the rhythm back to me (without seeing me play it).  They love these kind of "games" but they are actually aural skills!

I usually segue into the pieces that they've learned.

You can always have them make up a variation of a piece that they can already play, like, "what would it sound like if you played it using only black keys?" or "what if you played it really slow and quiet?"  Be creative: if a piece is called "the little rabbit" ask them to play it like "the giant elephant."  It is fun to watch them automatically adjust the dynamics, tempo, etc.

Before you know it, the time is up!  Most of my young students (I have about 7 or 8 that are 5 and 6 years old) are surprised when it's time to go and they want to stay and play longer.  This is very rewarding   

[juliax]

One thing my younger and older students really love is ad lib.  I play a chord pattern in the base, and they make a melody in whatever hand position I tell them to use.  For the younger kids I use a Heart-and-Soul-ish chord progression in the base, and have the student play in C position with either the right or left hand, or sometimes (rarely) both.  The younger kids LOVE this because to them it sounds like they are playing something really complicated.
I also teach composition to my younger students.   I made staff books at my other job for them, but you can simply have them purchase their own and decorate them.  I design their "compositions" in 16 measure form, using waltz or common time, and help them write their melody.  I begin and end each 4 measure line with the tonic (usually C for the younger kids) and sometimes let them change the 3rd 4 measure line to anything they want.  I then repeat the top line on the bottom.  This structure will guarantee that anything they write will not only sound good, but will be organized in a way similar to other songs.  For example, most 1st-2nd grade versions of Ode to Joy are done this way.  Not only does this take up a lot of lesson time (not that you want to waist it!) but it will spark your students musical interest. 
I have also found that the Hal Leonard series has had the best response with my younger students.  It incorporates CD and teacher accompaniments, which my students just love.  The songs are also more modern and enjoyable than any of the other series I have used, and I used to work in a music store, so believe me I've used them all!
I am also very enthusiastic with the younger kids.  Everything they do is just great, and I praise them as much as possible.  Now, when it comes to doing the work I get down to business.  I am very strict with my teaching, but fun with my personality.
Good luck!

[chopin fan]

I as well have had a hard time keeping my students attention. I find that having no down time is the best way for me. Right stuff down about the piece while they are playing the piece. Don't have them play the song and then do nothing while you are writing.

One of my students has like a 10 minute attention span, which is from not much dicipline. And believe me he has gotten better!  So I talked to my sister in-law, who teaches elem. school students, and she said the same time. Don't have "down time" always keep things going. First off you can accomplish much more, in the time you are given, as well as the kids don't get bored.

If you do have to stop, my sister said the give them something to do. Like for e.g. a stress ball. It will strenghen their hands and fingers, and give them something to do. Another thing she said was to give them playdough and have them make notes or animals, or something for their age.  My friend said you can get physical theropy putty which he used after a hand injury. There are things you can do to strengthen different fingers. Like the fourth finger, which is the weakest. I guess that is a good thing for all of us to do anyways!  Mainly encourage, encourage, encourage! Kids won't want to do things for people if they know it will not be appreciated. (Not saying you are not)  Good Luck, and have fun thinking of things to do. The smallest things to us, are really cool to younger kids!



Chopin Fan

[penguinlover]

I too love these ideas, especially the play dough!  What a great idea!  Sometimes I have had to resort to coloring for the really young ones (fours).  Also, they need to hear piano music too, so I always try to either play something, or have them listen to a CD.

[bernhard]

To add to what has already been said, have a look here:

https://pianoforum.net/smf/index.php/topic,587.msg14335.html#msg14335
(How to teach a 5-year old to read music – Candida Tobin)

https://pianoforum.net/smf/index.php/topic,1884.msg14708.html#msg14708
(Motivating children – joining the child’s model and using other children’s accomplishments to motivate)

https://pianoforum.net/smf/index.php/topic,2192.msg18542.html#msg18542
(methods for very young students – Candida website)

https://pianoforum.net/smf/index.php/topic,2192.msg21823.html#msg21823
(How to teach very young students – the historical method, the pragmatical  x logical method and total exposure as the best way for under-5s)

https://pianoforum.net/smf/index.php/topic,2907.msg25589.html#msg25589
(how to teach chords to young children)

https://pianoforum.net/smf/index.php/topic,4020.msg36635.html#msg36635
(What to teach a 4-year old in his first lesson)

Best wishes,
Bernhard.