How to teach a quality/good student who is in a slump

[pianoplayjl]

Hey guys, I think I am in between but perhaps leaning a bit towards the 'quality' side despite the many defficiencies in my technique and playing. Except for the month/week before a piano exam/performance where the piece is performable, it seems to me that I am in a slump for the majority of the year. I was just wondering, how do teachers get their good students out of a slump? I usually find that a slump happens in the middle of a grade a person is in. Often the boring and dull part too, IMO.

JL

[cjp_piano]

It depends on the student and their personality. I'm always changing things and keeping variety in lessons, that seems to help. Even if they are working on an exam, I still might have them doing some improvisation or pop song or duet project or something.

[j_menz]

I'm not a teacher (not currently even a pupil), but surely the bulk of the responsibility doesn't lie with your teacher, it lies with you.

I find that if I'm in a slump, spending some time playing stuff I really enjoy is good, and having a bit of a look at stuff I'm looking forward to playing later also serves as inpiration.  We all have periods of plateau when learning a new piece, when things don't seem to be progressing at all, and the piece has lost whatever original charm it had.  You need to remember that things will get better, but you also need to have some fun to keep your spirits, and motivation, up.

[jollisg]

I'm not a teacher, but when I'm in a slump (most of the time the slump occurs when I've played the same pieces for a long time) my teacher immediately come with ideas on new pieces to start with, or talks about what I'm going to play later on.. For one month ago or so, I kind of was in a slump. Then my teacher started talking about a Beethoven sonata that I really really like. Guess who has been practicing a LOT  and who isn't in a slump anymore?
That's what works for me!

[pianoplayjl]

I'm not a teacher, but when I'm in a slump (most of the time the slump occurs when I've played the same pieces for a long time) my teacher immediately come with ideas on new pieces to start with, or talks about what I'm going to play later on.. For one month ago or so, I kind of was in a slump. Then my teacher started talking about a Beethoven sonata that I really really like. Guess who has been practicing a LOT  and who isn't in a slump anymore?
That's what works for me!

But the thing is that when I am in a slump I just hate practicing and that is when progress gets really slow sometimes you get the feeling you are going backwards. Yes, students must rely on themselves to get themselves out of a slump, but teachers are the people who provide students with the materials on how to do that (get out of the slump), I guess. My motivation level is at it's highest when I start and finish a piece. After that, the pieces just get crappier as they lie forgotten.
I guess if a teacher is more fun to work with then a student will be more willing... . I wonder, what if it is a teacher who is making the lessons dull and thus the catalyst for the slump.

JL

[keypeg]

Take an active rather than passive role.  If you play when you "are motivated" because something motivates you, that is passive.  It's happening to you.  Musicians work on their music whether or not they are motivated or feel like it.  It is a decision: "At 5:00 tonight I will practice thing a, b, and c, and put my mind on what I plan to achieve."  And then you do it, like brushing teeth.  It's a bland, uninspiring, practical idea, not at all romantic.  However, what happens when you practice decently every day even when you feel totally slumped, is one day you wake up to the fact that you can play more and better than before.  Feeling inspired doesn't actually make our ability to play improve. That is liberating because it means you don't have to depend on motivation.

(Now to go off and actually do it.    )

[slane]

I don't understand ...
What do you mean you are most motivated when you start and finish a piece?
What happens in the middle? Are you still motivated until you "finish" the piece. Is a piece every finished anyway?
After that the pieces just get forgotten? Does that mean you are not playing pieces you like to play for their own sake? IF that's they case, do you need to have more input into what pieces you are playing?

Do you read Elissa Milnes blog? She is a big contributer to the AMEB syllabus and a teacher and her posts on piano pedagogy are quite interesting. The latest one might interest you
https://elissamilne.wordpress.com/2012/02/10/teaching-v-learning-in-the-piano-lesson-part-i/

I think her ideas of the power of quantity are also interesting.
https://elissamilne.wordpress.com/2009/11/14/the-surprising-power-of-quantity/

[lukebar]

Making music at the piano can be a very lonely affair. I've found one of the best ways to motivate my students (and myself as well) is to get involved in some kind of ensemble activity. This could range from accompanying a singer to performing in a small chamber group to working on some piano duets.

Music really comes to life when it connects with another person. Since most of us aren't out there performing on a regular basis, sometimes we can look for that connection through collaborating with other musicians.

See if your teacher has any students who are at about your level who might be interested in working on some pieces for piano four-hands- the repertoire is fantastic and a blast to play!

Also, see if there are opportunities in the community to accompany singers or other instrumentalists. Usually, they are thrilled to have quality pianists who are interested in collaborating. You might even be able to make a little bit of $$$$ if you are so inclined.

Hang in there. Expect that there will always be peaks and valleys, even in doing something that you love!

[keyofc]

One thing I do - you can do for yourself -
When a student is working on a new challenging piece - I record and date it towards the beginning - and record it later for them to listen to -
this helps motivate them to keep pressing on - that they can do it.

It is very encouraging to hear the differences.

[sguilmet]

Many students fall into a slump at some point. For me as a teacher, I use digital programs that have different media, music genres, and learning styles to keep the student diversified and satisfied. It seems to work wonders. They have much more of a positive attitude when they can slip away to another style and learn a song that they desire. I still require the normal routines of my teaching and practice curriculum, but this is something extra I offer to keep them interested and eager. There are a lot of great programs out there for a students to bite their teeth into.
Hope this helps!

[cjp_piano]

How about group classes? I find this very motivating for my students. If they know there's a group class coming up, they want to work hard to show what they've accomplished for their peers =)