Am I learning in a proper manner?

[piano_one]

Hello,

I began learning (playing the piano, of course), with a teacher, one and a half years ago, at the age of 26.5.
During that time I have been asking my self whether the teacher teaches me in the right manner. I am learning playing the various scales and arpeggios as well as piano pieces of course.

My question has to do with the later - the piano pieces: today, I mostly play arranged classical pieces from the following books: First, the red, 2nd grade, book of Thompson (I am in the very end of it). Second, I am in the beginning of "piano pieces for adult beginners" (which you can find here - https://www.musicroom.com/se/ID_No/015433/details.html).

Also, I have learned a little bit from "piano pieces for children" (https://www.musicroom.com/se/ID_No/02906/details.html).

The question is - is that "right" to learn arranged pieces (and not original)?
Is it recommended to learn from original pieces?

[ashcatty]

It is good to learn the "original" pieces however...based on their difficulty level it is good to take the necessary steps of learning in between and that is where the arranged pieces come in. I also have adult students and you have to learn arranged pieces. There are certain steps in music theory and sightreading that you need to learn rather than just skipping on to the original pieces. Unless you are just memorizing them....

[rc]

Piano1:  part of being a good student is giving feedback from your end, have you mentioned this to your teacher?  It would be a good idea to bring it up if you want to learn some original rep.  Personally, I can hardly restrain myself from learning whatever I want on the side.

Ashcatty is also right, it's good not to neglect steps along the way.  Some things take time and experience to develop, meaning patience.  If you neglect the fundamentals there will come a day where you'll have to backtrack and fill in all the gaps.  On the other hand, if you neglect what you truely want, there may come a day where all your motivation is gone.  Keep balanced.

[desordre]

 Dear PianoOne:
 I mostly agree with RC and Catty opinions, but I am completely against the use of arrangements. The piano literature is so huge, so absurdly unabridged that you can use original repertory from your first seat at the piano until you reach your limit. I think that is part of the job of a teacher to look for the works s/he needs, to develop a methodology to each student based on her/his possibilities and without gaps, either of technique or theory or even style/aesthetics.
 In the other hand, sometimes the student want to learn a piece that was not written for the piano. Here I consider a possible exception, but paying attention to the effective results of the transcription played on its new medium, i.e., the piano. There are works that suit
very well, other just don't.
 Finally, run away from easier adaptations with all your forces. Slaughtered versions of Beethoven's opus 27/2, that sounds like a pale and useless shadow of the original are really uninviting, to say the least.
 Best wishes!

[chocolatedog]

I learned with Thompson Modern Course (Red books) plus Schaum, plus Thompson Melody all the Way and loved them as a child. I don't see the harm in allowing a pupil to learn an arrangement of something if they are really desperate to learn a piece - I've even done my own arrangements on the odd occasion. I find it can sometimes really motivate a pupil.........

[piano_one]

The rest of my comment to all of you is:

Well, some are not against using arrangements and some (at least one) are.
Personally, I cannot say I am totally against it but I just wanted to know if using not-original pieces can "harm" in some way. My impression is that the answer is 'NO'.

I do want to learn step by step in order to gain the skills, technique and so on. I do also enjoy learning arranged pieces - as long as I feel it is challenging and teaches me. At the same time, I could not but admit that from the very beginning I did look for "real" or original pieces to learn even outside the lessons, and my teacher knows that of course.

At last, I just wanted to know if there is concrete reason why not to learn from such books (that contain arranged pieces). Alternatively - wanted to know if the way I am learning is good.

I'd be glad to read some more answers!

[0range]

The piano literature is so huge, so absurdly unabridged that you can use original repertory from your first seat at the piano until you reach your limit. I think that is part of the job of a teacher to look for the works s/he needs, to develop a methodology to each student based on her/his possibilities and without gaps, either of technique or theory or even style/aesthetics.
 In the other hand, sometimes the student want to learn a piece that was not written for the piano. Here I consider a possible exception, but paying attention to the effective results of the transcription played on its new medium, i.e., the piano. There are works that suit
very well, other just don't.

Couldn't agree more. Spot on.

[shortyshort]

Dear PianoOne:
 I mostly agree with RC and Catty opinions, but I am completely against the use of arrangements. The piano literature is so huge, so absurdly unabridged that you can use original repertory from your first seat at the piano until you reach your limit. I think that is part of the job of a teacher to look for the works s/he needs, to develop a methodology to each student based on her/his possibilities and without gaps, either of technique or theory or even style/aesthetics.
 In the other hand, sometimes the student want to learn a piece that was not written for the piano. Here I consider a possible exception, but paying attention to the effective results of the transcription played on its new medium, i.e., the piano. There are works that suit
very well, other just don't.
 Finally, run away from easier adaptations with all your forces. Slaughtered versions of Beethoven's opus 27/2, that sounds like a pale and useless shadow of the original are really uninviting, to say the least.
 Best wishes!

Yes, agreed, well said. 100%

[jlh]

The rest of my comment to all of you is:

Well, some are not against using arrangements and some (at least one) are.
Personally, I cannot say I am totally against it but I just wanted to know if using not-original pieces can "harm" in some way. My impression is that the answer is 'NO'.

I do want to learn step by step in order to gain the skills, technique and so on. I do also enjoy learning arranged pieces - as long as I feel it is challenging and teaches me. At the same time, I could not but admit that from the very beginning I did look for "real" or original pieces to learn even outside the lessons, and my teacher knows that of course.

At last, I just wanted to know if there is concrete reason why not to learn from such books (that contain arranged pieces). Alternatively - wanted to know if the way I am learning is good.

I'd be glad to read some more answers!

My advice is to learn what you can from the method books as you are still in the beginning steps of learning how to play the piano.  However, at the same time I would advise you to begin delving into the literature of the piano as soon as possible.  You can learn what you need to start working on the good stuff after maybe 1 or 2 of those John Thompson books.  There are a lot of composers who have written excellent music for the developing pianist -- bach, beethoven, schumann, kabalevsky, bartok, the list is extensive.

Learning arranged music should be ONLY for the benefit of learning theory, technique, etc. and they are not meant to be performed.  If you're just learning arrangements, you are missing out on a lot of exciting musical discoveries and on adding great music to your repertoire.

I think I've answered your questions without specifically addressing them.

Good Luck!

Josh

[oot]

How does a pianist/instructor become well rounded/versed in the material that is available to them during their training?  In my experience there are a lot of unnecessary "crutches" used to get a student playing something musical quickly without regard to the quality of what is used.  I think however that since every teacher chooses material that they will use based on their own criteria and sometimes without the students needs in mind.  However, I also feel it is wrong to undermind the instruction of student or their teacher without all of the details and struggles of the sudent on the table.  I fear some damage in the teacher/student relationship can occur under these circumsances.  Because of all of this I think adult students have the right and obligation to talk to their instructor for an explanation of why certain material is being used and what the objective is.  To me this puts the teacher and the student on the "same page" and more is accomplished.