How to make students to remember the things you teach them?

[anna_crusis]

how true!


and not only the kids 

True. I believe a lot of the world's ills could be cured simply by videotaping people at their worst:

"My God... am I really *that* obnoxious???"

[pianochick93]

True. I believe a lot of the world's ills could be cured simply by videotaping people at their worst:

"My God... am I really *that* obnoxious???"

But then you would get the people who would say "I am definitely not like that, you must have edited the footage"

[anna_crusis]

But then you would get the people who would say "I am definitely not like that, you must have edited the footage"

Lol. Almost... most little kids deny it is them when they first hear their own voice on tape.

[keyofc]

This is a very interesting subject - but I find I don't have the time to read such long posts -
so sorry if I'm repeating anything said already.  I have skimmed the posts.

What I would do in a situation like this - is ask the student about a piece of music that makes them feel happy or sad - anything that they connect to with emotion; preferably happy

Listen to it - play it for them without the dynamics and see if they notice the difference.

As a musician - I myself find it easy to be expressive - but if I have to speak in front of even 2-3 people to explain something very important to me - although the strong feelings of expression are within me - I realize later after I am done talking - the meaning was lost on my hearers.  I have a very hard time expressing myself the way I want to  - which is what can be happening when you're a little kid with piano.

Since they can paint such beautiful pictures - you know that they are expressive and imaginative - it's the transference of this expression through music that they need help with.
They may feel after they have played it that they have been very expressive - because inside THEY felt it.  I wouldn't ever tell a serious student they are banging if I see that are trying.

Why not try playing their favorite piece without expression and ask them how they would change it if they could.  Maybe they can't play it yet - but how should it be different.

Perhaps play a phrase - and ask them to play it the way they feel it?

[thierry13]

Hit them. It will work.

[pianodan]

What is the point of making 6-9 yr olds play the same pieces month after month (especially with basic repertoire)? My personal view is that it is more beneficial to aim to learn 100 pieces with 1% "musical" improvement per piece than to learn 1 piece and aim for 100% improvement...  Whilst you are polishing and shining up their little pieces what is happening to their note-reading, technical development, motivation, etc?

[anna_crusis]

Whilst you are polishing and shining up their little pieces what is happening to their note-reading, technical development, motivation, etc?

I agree those things are all just as important if not more so than just playing show pieces well.

[slobone]

I hope everybody has seen From Mao to Mozart with Isaac Stern. There's a wonderful scene where he's giving a master class to a Chinese violin student. She's playing the opening of Beethoven's Spring Sonata absolutely flatly -- no phrasing or expression. He tells her to sing the melody, and then play it again. Suddenly it comes to life. If it will work for violinists, why not for pianists?

Or in other words, don't just break everything into little pieces all the time. Start with the "wholeness" of the music. What do you want it to sound like? How are you hearing it in your head? (And maybe here students really do need to listen to recordings to appreciate the possibilities.) Now try to make it sound like that.

Of course, they won't be able to do that most of the time. So that's when you break it down into technical details, because now they're motivated, right?

[mcdiddy1]

I think the problem you having is how your teaching them. Pointing out italian phrases and having them draw pictures is not the most effective way to get to pay attention to nuance.  You want the student to connect with an idea or emotion when they play. One of the things I like to do is show them how you can create an interpretation because they have to be taught how to do that. Give them characters that they can latch on to for example when I was teaching Beethoven Pathetic Adagio movement I said picture a simply walk in the park and taking time to look at the flower and i show them when they would slow to down to in the music and with some kids it clicks and some it doesnt. People learn in different ways. My teacher would do the same and give antedotes at first and it didn't take me long to attach stories, events and feelings to what I played. Just make it fun and personal and you will see a world of difference

[jgallag]

I see a possible different problem with your student. I think you've assumed that the student knows physically how to form dynamics. No. I'd bet your "bang, bang, clank, clank" student is using a separate initiation of power for each note. I see a possibility of playing five notes (in one hand) with only one initiation of power, and by this motion there will be some dynamics, and the student can modify the motion from there to get further degrees of dynamic contrast.

Also, you say your students don't remember. Here's an obvious question: do they have a notebook? Is there somewhere every week where you write down what piece they are to play, what parts, and how to practice it? If not, this could be a clue.

We've talked a few times about the arch. I've seen three techniques for teaching arch that don't require a pointless verbal explanation. First, from C. C. Chang, close the hand into a tight fist, then extend the fingers all the way, and finally relax. This should leave them in the natural arch for playing piano. Second, from Abby Whiteside, is to have the student imagine holding a delicate object like a baby bird or a flower in the hand, and then turn it over. Third, from Barbara Lister-Sink, is to use an object like a ball or orange and have the kid mold their hand to it. None of these require boring explanations, and, if you use the latter two, you may simply say "baby bird" or "orange" to have them form the correct hand arch in the middle of a piece.

anna crusis mentioned videotaping in a negative way. Why not in a positive way? Why not, when pieces are "finished" the kids record them, either to video tape or CD? That will surely give the student a sense of accomplishment, and also an easy way to see their progress over the course of lessons. Of course, you can't do this on every piece, since there are so many little ones in the beginning. Also, if the student has already been introduced to videotaping, when the student becomes more advanced the teacher has the opportunity to use videotaping as a tool to teach the student self-analysis and problem-solving from a new angle.

Perhaps part of the reason we have problems is students can't make the connection between the boring methods we use and the beautiful music made in performances by pianists. I'd bet many teachers can't see the connection either. Would you practice if you couldn't see how you were making progress, or how the stuff you were doing mattered when you want to play better pieces (in the beginning this is more likely to be show themes and music on the radio, I'd guess)?

[mcdiddy1]

My kids in my group piano class respond to dynamics well usually when ever we are done with the basic notes and rhythms. I would love for them to start with those things in mind but at the end of day you have to realize these are they easiest thing to fix and add in.
          To add them I just praise who every did a great diminuendo or crescendo. The other kids want to be praised to so they will all quickly do it. I like to model dynamics in my playing, counting and in my singing so they get used to hearing dynamics in context with other elements. Many times they simply do no what sounds their creating because they are focused on another technical problem so I like to say I hear this...... play what they did and I see this....play they way it should be

[keyofc]

Slobone,

Great point about singing!

So many times students are thinking so much of the technical 'stuff' that they forget
to listen to themselves.

Singing is so helpful.

[fenz]

I understand when a person is listening. I don't care for smiles or staring in the eyes but I care for questions. When a person is involved with an information he/she either ask questions or wants to make himself/herself a small essay about it. For example after explaining the why of 5 lines he/she might say "imagine if there were 100 lines that would be messy lol" and I understand they have understood and that such information will make always sense for them.

I don't agree with you. I think every person has different way of learning. Some people like to ask directly when they confused about something, but some other people like to search the answer by themselves and they will ask if they didn't sure with the answer or if they want to make sure what is the correct answer. Some people learn from their experience, and sometimes words doesn't enough to make them understand. I apologize if I'm wrong.

[keyofc]

I think one of the best ways to have students remember what you teach them is this.

Next week :  Homework assignment - They teach you on what they have learned.
See if they can.
I had one little girl really surprise me when I did this - she noticed so much.

Also - hopefully you don't repeat yourself constantly while the kids processing how to do what you told them.
I used to do that when I was new.

[pianoplayjl]

Teachers should be writing in a student's homework book to tell them what to do during practice sessions. In a homework book also should be the stuff that you wnet over during that lesson. You can also write notes on the scores where you went over during that lesson.