Unfortunately, it’s not just remembering the note names on the staff which is difficult for new students. It is also being able to name and locate a key on the piano quickly. There are two processes going on here.
My method is to take a treble clef staff and write the note middle C. From that point, we then number the lines of the treble clef staff upwards, 12345. I would then write a note on a line at random and ask which line it is on, 1 2 3 4 or 5 and continue this with notes on every line.
Then we move to the keyboard. Starting on middle C and saying middle C out loud, we then move up alternate keys while saying 1 2 3 4 5. We practise this a lot until it’s really easy for the student to move quickly upwards through alternate keys while saying the numbers out loud. Middle C, 1 2 3 4 5. Middle C, 1 2 3 4 5, several times.
I then draw a random note on the treble clef staff and ask them to count up through the piano keys in the same way, until they reach the line number. At this point they have found the note, even if they don’t remember what the letter name of the note actually is. This is a useful exercise because it means I no longer hear students telling me they couldn’t practise a piece because they didn’t know what note it started on, or, worse, they didn’t know which hand position to start in! (Another issue - knowing a hand position doesn’t help once the student moves beyond 5 notes and shouldn’t therefore be used at all)
At the same time, I will ask them to learn ‘Every good boy does fine’ and ‘Face’. This often takes time because students tend to find this difficult for some reason. I’m not going to suggest a lack of effort but I have to admit it does cross my mind sometimes.
After students can find all the line notes in the treble clef, we move to the bass clef only this time, I point out the middle C is at the top of the ladder and that we should count 54321 backwards down through the lines and at the same time, move downwards, skipping alternate keys on the piano. So starting at middle C, the student will say out loud, Middle C, 54321. We practise this several times, then find random line notes on the keyboard as for the treble clef.
At the same time, I will ask them to learn ‘Great big dogs from Africa’ and ‘All Cows Eat Grass’.
When a note is in a space, we find the nearest line and move up (or down for the bass clef) through alternate piano keys until we find that line. When they reach the nearest line, I ask them if the note in the space is higher or lower. Then, knowing that notes move through lines and spaces, they simply move up or down to find the note next door.
I often teach note reading through the idea of intervals on the keyboard which I find is more helpful than trying to ‘remember’ note names.
Remembering note names has always appeared to be one of the most difficult things to do when learning the piano. So often, students mix up the sentences for the treble and bass clef, or I hear a random mix of two sentences. And even if they do remember the sentences, they still have problems actually locating the correct piano key. I have found that the method I have outlined above has noticeably reduced the number of students having problems finding notes either in the lesson or when practising on their own at home. It has worked so well that I now use it all the time.
Topic: Cheat sheet to learn reading notes