how perfect should beginner pieces be?

[hyrst]

I was wondering what standard other teachers accept for beginners (like during the first six months of learning) before marking a lesson piece as completed?  Do you ever insist on memorisation or use of all dynamics? 

I am wondering if my standard is high enough.  I reward memorsation with merit cards, but don't insist on it.  I ask students to play through with attention to dynamics, but often don't get the dynamics the first time - they don't practice with attention to volume changes.  I do require correct counting, and consistent tempo - at about 90% accuracy.  I require fluency between hands - but again often let it go in the first couple of months.

The thing I am finding is that most of my students actually get through the content of the primer lesson books quite quickly (I think it's quickly, anyway) but then we are stalling at the beginning of the level 1 books.  I am wondering if this is a sign that I am taking them too quickly through the earlier work.  They grasp the theory concepts and ideas about how to play certain notations and read the notes, but the playing doesn't always match the knowledge. 

Is there learning to be grasped by staying on the beginner pieces for longer?  (I guess that's a very ambiguous question!)  I don't know how to ask what I am meaning.  Perhaps I am searching for an objecifiable standard to give me some idea if I am doing the right thing.

Thank you.

[jpianoflorida]

that's a tough question, but it sounds like what you are doing is great!    I don't think memory work is that important at the beginning stages....it's so easy for them to memorize incorrectly, just my opinion.   Every student is so different, only you can judge how "perfect" the piece needs to be..go with your gut! You sound like you have it under control.

[hyrst]

Thanks Jay, that's reassuring.
Maybe it's a matter of patience on my part - learning does seem to come in spurts, and the earlier concepts require less coordination.  Maybe this is the reason for the stall?  I just wanted to be sure I wasn't moving them on before they were ready.

Thanks

[tiasjoy]

Rather than asking students to get these beginner pieces perfect, I liked to (don't have beginners at the moment) assign lots of other music at similar levels so they can practise the same concepts.  Alfred has heaps of books designed especially for young beginners.  I have a lot in my library and lend these out.   I also include a few of the easy classic pieces (real music - so to speak).

Rather than perfect - think 'confident.'   "How confident are the kids with the skills required of them?" If they're not playing confidently, allow them more practise with similar pieces before they move on.  check out Alfred's website - they let you know what's available.

[Bob]

If they can play from beginning to end.  If they've practiced, you can tell.

If the piece focuses on something specific -- loud/soft, staccao -- then they better play that, or then I would send it back another week.

If the student is getting bored, move on after awhile, even if they can't play it well.  Just tag it to work on in the future.

And depending on the student, some are achieving more, practicing more, able to do more, etc.  than I would expect more.

If they make a dumb mistake, I wouldn't focus on it.  If it's an issue where they always make fluky mistakes, then I might -- they need to learn to weed those out.

[jpianoflorida]

i think bob and tiasjoy make excellent points!

[jpianoflorida]

a comment about what tiajoy said:

sounds exactly like what I do.   If we are working on a certain technic, key, etc, I find several pieces in other books so the student gets use to playing out of different books.  I have found that students that only play in one series of books(transfer students that have come to me) get so use to looking at the way the music is printed(size, font, etc) that when you show them other music they can seem lost! I think it's good to start right away giving them different songs from different books. I also print music off the computer usually at the first lesson.   Check out some of the links on the "favorite website" thread.   

[pianowelsh]

people will probably disagree but really it will to an extent depend on the student. Some students will be capable and will eagerly desire to get everything just perfect!! others will learn all the notes and will look at you gone out when you dont think its finished yet.  I usually encourage memorising of technical work and etudes (pieces memory is optional). i usually insit on right notes and dynamics minimum

[hyrst]

Thanks everyone - good thoughts. 

I do the things that have been suggested, such as the extra music (even for the sake that I don't get bored!).  I also get some students who are more perfecitonist than others - one boy I have to stop him from starting every phrase over again to "get it right tis time", while another young boy thinks he has played the piece if somewhere along the way he hits most of the notes among a dozen others!  LOL!

Maybe I was worrying too much.  I just want to be a good teacher with students who really learn to play - not just scrape through.  I consider that I'm still relatively inexperienced as a private teacher.  I appreciate learning from you all.

But, at my student recital last weekend, I did actually feel very proud of my students - when I was able to take a step back and just listen instead of 'criticise'.  I was actually impressed and encouraged.  It was a very differnet experience to sitting next to them, painstakingly going through every note and movement.  I had no idea how different it would be.

I am encouraged by all the feedback.  THanks.
Annah

[tiasjoy]

But, at my student recital last weekend, I did actually feel very proud of my students - when I was able to take a step back and just listen instead of 'criticise'.  I was actually impressed and encouraged.

Congrats on your recital   You must be doing a great job if you can smile instead of cringe!!!

[hyrst]

Thanks :-)

[penguinlover]

I tend to be lenient when they are beginners, and tighten up as they progress.  I don't insist on perfection unless it is a piece they particularly love or will perform.  I find they get discouraged if they stay on a piece too long.  If they get the concepets taught, then I consider it done.  I always like it though, when I call a piece done, and the student wants to stay on it a while longer to perfect it.  But, that's their call.

[m1469]

I think that any piece of music composed for the primary purpose of expressing a musical message (vs notes set on a page merely to introduce a beginner to note-reading, rhythm and the piano) should be treated with a full respect whether it is a beginner playing it or not.  However, the work that is done with it must only be as much as can be inspired by the teacher, the music and/or anything else.  The work must be inspired -- and of course there are stages within the learning process for any piece.

Along with that, the pieces that are selected should have been decided on with the individual and his/her individual abilities, capabilites and personal tastes in mind.  In other words, the piece will have been selected because it is something the student, beginner or not, will enjoy and experience a high amount of success with.


m1469