studio class for students

[m1469]

Hello, I am wanting to begin a studio class for my students (an informal, regularly scheduled time for students to practice performing).  I hold two recitals for the students each year as is, but I want to continue making these more formal. 

Does anybody already do this?

If so, these are my questions to you:

1.  What is your venue?  Does it change?
2.  How often do you meet?
3.  Do you charge extra for that time?


Thanks,
m1469 Fox

[squinchy]

My first piano teacher did this-I really liked it and probably owe my lack of stage fright (that's not implying that I'm not nervous, of course) to them.

I'll answer the questions according to what my teacher did.

1.  What is your venue?  Does it change?
It was in her studio (basement), just like the regular lessons.
2.  How often do you meet?
About every two months-No student played at every single one.
3.  Do you charge extra for that time?
We were charged $8 each. [Hour lessons were $26.]

[m1469]

Thanks squinchy 

[allchopin]

I'm in a studio class that meets in my teacher's office (probably only 60 sq feet)- we occaisionally move to the performance room which is larger and has more seating.  We meet about twice a month perhaps and the bill is basically tuition so I can't say how it is divided exactly.  It wouldn't make sense to me to charge students to play in front of other students... unless you also use this time to teach them.

[bernhard]

There is an interesting chapter in A Pianist’s Landscape by Carol Montparker (Amadeus Press) that deals exactly with this question (pg. 186 – “Playing classes, recitals and auditions”). The text is far too long for me to reproduce it here, but the format she uses for her group lessons is something that I am thinking of trying in the near future. Have a look:

“For years I have held periodic group playing classes for my students […] The sessions follow a now-familiar pattern: at the outset we talk about expectations (trying to fulfil one’s potential and convey the meaning and essence of the work) and attitude (trying t remember to love the music and to concentrate, rather than thinking negative thoughts such as “what if this or that happens?”). I stress the informal nature of the class, and the fact that I may ask students to begin again if they are not playing up to par. They might even choose to do so themselves […] We are seated in a large circle, and before the playing starts we enumerate on paper the elements of music and performance, with each student in turn suggesting an item: accuracy, tone, phrasing, rhythm, tempo, dynamics, interpretation, touch, articulation, pedalling, poise, and so on. This list is meant as a listening guide because the classes are as much a course in listening critically and intelligently as they are in playing. I remind them that there is something to love in each person’s offering, and to listen for the positive things as well as whatever might need improvement […] As certain as I am about the great value of the playing classes, I am filled with scepticism on the subject of student’s recitals. […]”

This should give you the gist of it (the chapter is 11 pages long).

If I do go ahead and do this (I am getting organised), then:

1.   It will be at my house (where lessons take place anyway).
2.   It will be once a month.
3.   It will be on Saturdays late morning.
4.   It will take anywhere between 1 – 2 hours.
5.   It will be part of the course, compulsory and free of charge (that is, it will be included in the monthly charge).

I will let you know of my personal experience when I have got some! Meanwhile, I encourage you to read the chapter above in its entirety, it is quite inspiring.

Best wishes,
Bernhard.

[m1469]

If I do go ahead and do this (I am getting organised), then:

1.   It will be at my house (where lessons take place anyway).
2.   It will be once a month.
3.   It will be on Saturdays late morning.
4.   It will take anywhere between 1 – 2 hours.
5.   It will be part of the course, compulsory and free of charge (that is, it will be included in the monthly charge).

I will let you know of my personal experience when I have got some! Meanwhile, I encourage you to read the chapter above in its entirety, it is quite inspiring.

Thank you very much.  I have now checked out "A pianist's Landscape" from the library and I am going to be giving it a read shortly, in this very day even.  I have also purchased a copy that will not be arriving until December.

Thank you very much for your suggestions and I would love to hear how your class goes once you start.

m1469 Fox

[pianoannie]

I generally do studio classes 3-4 times per year (in addition to other recitals and retirement home performances).  The week that I offer group classes, the class replaces the private lesson, so I don't like to do it too frequently.  I charge by the semester (summer session, fall session, and winter/spring session), so each session's tuition covers private lessons, group classes, recitals, and anything else I do.

I have 24 students, which would be too many to fit in my studio at the same time, so I schedule 3 different class times the students can choose from (although I designate one of the classes as primarily for earlier level students).  If a student absolutely cannot come at a scheduled class time (which of course isn't at the regularly scheduled private lesson time), I'll give them a private lesson that week.  But the kids hate to miss the groups, so I generally have 100% attendance.

Each year I have a teaching theme for the year, ie Baroque, Classical, Jazz, Composition, etc.  In addition to activities related to that theme, I usually use part of the class time to review theory concepts, or practice tips, or memorization tips, or something else that is easily addressed in a group setting.

Also, as each student plays, the other students use evaluation forms to listen and judge each performance.  Students don't actually see the score sheets, but it serves to keep them all listening closely, and it shows me how well students are hearing good aspects of playing as well as poor aspects of playing.  I do give a small prize to the student with the top scores, so there is that added motivation to perform well.

We always end our group classes with snack time, which is of course a hit with the kids.  And I think it's a very important time, because it's kind of the chatting, bonding, making friends time, that helps the kids feel like a "part of the group."  I like to do things throughout the year to offset the "isolation factor" of piano lessons and practice.

pianoannie

[m1469]

Meanwhile, I encourage you to read the chapter above in its entirety, it is quite inspiring.

Just as an update, I have taken in your encouragement and have indeed read through this article.

Overall, I have found it inspiring and useful, it has also raised some questions in my mind about recitals.

m1469

[m1469]

I generally do studio classes 3-4 times per year (in addition to other recitals and retirement home performances).  The week that I offer group classes, the class replaces the private lesson, so I don't like to do it too frequently.  I charge by the semester (summer session, fall session, and winter/spring session), so each session's tuition covers private lessons, group classes, recitals, and anything else I do.

I have 24 students, which would be too many to fit in my studio at the same time, so I schedule 3 different class times the students can choose from (although I designate one of the classes as primarily for earlier level students).  If a student absolutely cannot come at a scheduled class time (which of course isn't at the regularly scheduled private lesson time), I'll give them a private lesson that week.  But the kids hate to miss the groups, so I generally have 100% attendance.

Each year I have a teaching theme for the year, ie Baroque, Classical, Jazz, Composition, etc.  In addition to activities related to that theme, I usually use part of the class time to review theory concepts, or practice tips, or memorization tips, or something else that is easily addressed in a group setting.

Also, as each student plays, the other students use evaluation forms to listen and judge each performance.  Students don't actually see the score sheets, but it serves to keep them all listening closely, and it shows me how well students are hearing good aspects of playing as well as poor aspects of playing.  I do give a small prize to the student with the top scores, so there is that added motivation to perform well.

We always end our group classes with snack time, which is of course a hit with the kids.  And I think it's a very important time, because it's kind of the chatting, bonding, making friends time, that helps the kids feel like a "part of the group."  I like to do things throughout the year to offset the "isolation factor" of piano lessons and practice.

pianoannie

Thank you pianoannie, it is good to know your experience with this.  It seems like a very positive and productive experience for everyone involved.  I will refer back to this post as I come to organize myself a little more.

Thanks,
m1469

[galonia]

Wow - cool - I don't know many teachers who do this.  But my first piano teacher did.  Her arrangement was like what Bernhard said - it was part of the course, so it was compulsory and it was included in the term fees.

She had two classes - one for juniors which was held on the first Thursday each month, and one for intermediates which was held on the second Thursday each month.

The time was spent doing things that are better done in groups - such as aural skills (it's much more fun singing and clapping and laughing together, rather than singing back a phrase all by yourself with your teacher watching you).  Also we covered general knowledge (so each person could contribute their knowledge to the group), interpretation of music (you play a piece for the group, then discuss what you think the piece is saying - e.g. if you think it is describing something in particular, or is conveying a feeling, or is telling a story).

Then, just before exam time, we always had a class where it was scale competition.  This was tremendous fun, two captains are appointed, and each captain chooses their team, then teams take turns asking members of the other team to perform a particular item from the Technical Work requirement of their grade.  After you play your item, anyone who had a comment or question would speak up (e.g. I think your thumb is causing unevenness).  There was some marking system (I can't remember what this was or how it worked) because there was always a winning team which got some sort of prize.  But the main thing was, it was a chance to play our technical work in front of people (since you never perform scales) before the exam, and it made us listen to each other and to ourselves.  Plus you don't want to turn up to this class with your scales unprepared, because the following year no one will want to choose you in their team, so it motivated you to practise scales (which was rather necessary if you are about to sit an exam).

Each class also presented a class item for the Christmas recital (one year, my class acted out the Nutcracker, and the senior students - who do not attend group lessons - played the music while we ran around on stage).

[m1469]

I am not sure why, but I am deciding to update this thread.  I have decided to start a studio class that will meet once a month.  I am selecting for it only my most dedicated students and have decided to keep the class quite small, up to about 6 people.  We will meet on a specific Saturday of every month, in my home.  At this point, I have three kids who are genuinely interested in this class (as well as their parents being willing to bring them and so on).  I am planning to cover several aspects of training, including performance. 

I will also give them projects where we will pick a topic and each individual will present to the class their portion of the topic.  We will explore sight singing, sight reading, theory, history, conducting, composition, improvisation... I will have master teachers in at times to give master classes.  I have decided I will also use this opportunity to learn how to teach master classes.

My goal for the class is to have a close-knit group of kids whom learn to really trust each other in a very supportive yet intensive atmosphere, giving them a chance to delve deeply into issues of music, together.  I am not charging anything extra.  My aim is to provide an opportunity for these kids to really glimpse the art in a pure form and cultivate a deep love for sharing it with others.  This will all be starting in a couple of months.

I am also thinking about starting an adult class, dealing with performance issues and piano related issues that are sometimes more specific to adults.  This class would meet every month on a specific alternate (to that of the kids' class) Saturday.

Has anybody else started a studio class of their own ?  I would love to hear about it.


m1469

[bernhard]

I have some thoughts to add (I am thinking of doing similar things in the near future).

Here is something that has occupied my thoughts recently: It would be nice if these students were friends (or encouraged to be), since this way the contents of the meetings would spill over into their lives and not stop on the Saturday.

Now one interesting thing would be to get them to play together, either the 1 piano/several hands repertory, or the several pianos repertory.

Another possibility would be to do the duet repertory if they have friends who play other instruments. Once their pieces were ready they could invite their friends and play for the group and discuss the performance, how they practised , etc.

Making music playing a social activity is one of the most powerful motivators for practising and carrying music from the lesson into one’s life.

Best wishes,
Bernhard.

[m1469]

I have some thoughts to add (I am thinking of doing similar things in the near future).

Here is something that has occupied my thoughts recently: It would be nice if these students were friends (or encouraged to be), since this way the contents of the meetings would spill over into their lives and not stop on the Saturday.

Now one interesting thing would be to get them to play together, either the 1 piano/several hands repertory, or the several pianos repertory.

Another possibility would be to do the duet repertory if they have friends who play other instruments. Once their pieces were ready they could invite their friends and play for the group and discuss the performance, how they practised , etc.

Making music playing a social activity is one of the most powerful motivators for practising and carrying music from the lesson into one’s life.

Best wishes,
Bernhard.

Yes, this is very much in congruence with my own visions of my studio class.  Especially about them being friends, as I completely agree with your statement(s) above.  Also, I do like the idea about having other instrumentalists in to play duets with their piano-playing-friends and relatives.  One of my students has a sister who plays the violin and I am hoping to have them pair up and play in the class.

Thanks for adding your thoughts and ideas 

m1469

[ptmidwest]

m1469?   Bernhard?

Any news?  Is this still a project you're taking on?   

[m1469]

YES, this is still a project I am taking on.  I am already "planning" for the first one which will probably be held in about a month.  I am not quite sure how we will start off, but I will probably need to think about the entire year and where I want it to go in order to have a sense of how I want to begin it.   I am not sure whether to hit a number of different topics in this first class and in each one consecutively following, or concentrate on one main theme each time.... there are a lot of options, I guess, and that's pretty exciting.  At any rate, I have decided I would like to spend about 1.5-2 hours working with them, then provide a lunch for them afterward (maybe they should bring their own ?). 

That's all the news I have, thanks for checking in .

m1469

[bernhard]

At the moment life is too chaotic, so I have postponed that for the next New year resolutions. But it is something I definitely want to do.

At the moment I have a very vague format in mind, that will have to be thought out in more detail. Here are some general thoughts.

1. It will probably be a saturday morning or afternoon either every month or every two months.

2. It will be an opportunity for students to "show off" (and hopefully an incentive to practice).

3. It will not be a recital, but rather an informal gathering of musicians playing for each other.

4. It will definitely involve some sort of non-solo work (e.g. recorder/piano duets).

5. It will be part of my service (that is there will be no extra cost for parents)

6. If refreshments are served, then it will be on the basis of everyone brings something, rather than me supplying it.

7. "Outsiders" will be allowed only on condition that they play.

8. Guest teachers may come.

9. Developments may include improvisation sessions, or sight reading sessions, or discussions (both theoretical and practical) centered on a single piece or a composer, or a musical genre (e.g. nocturnes).

10. I must stop procrastinating!

Best wishes,
Bernhard.

[00range]

Superman Bernhard procrastinating? I don't believe it! 

[bernhard]

Superman Bernhard procrastinating? I don't believe it! 

I am trying to deal with it. Yesterday I even went to a "Procrastinators Anonymous" meeting. but no one turned up. 

[timothy42b]

Here is another possible approach.  (one of my inexhaustible store of wacko ideas.  but maybe you can improve it enough to do something with it). 

Piano lessons tend to be a solitary affair.  Band on the other hand is a group activity that includes fun and socialization.  I've played in community bands for several decades, obviously not on piano!  <grin> Beyond the people part of it, though, there are some musical benefits that you might not see in the average piano lesson.  You have to watch and obey a conductor.  You have to listen and blend and cooperate with a group in "real time."  You must submerge your ego and put the needs of the group and the music above your own interpretation.  You also expect to sightread with expression, including the dynamics and articulations, etc., at tempo and with minimal error, even in performance situations, while listening to the other parts and watching the conductor.  This is possible partly because your parts are trivially simple compared to piano, but also because you learn to do so. 

Can you emulate any of that in a studio class?  Well, possibly, and maybe even make it fun. 

Here's what I was thinking.  Why not get some actual band parts?  (or string quartet, or brass quintet, etc.,  whatever is available and age appropriate.)  For example, all your kids will know Stars & Stripes Forever.  Have enough, or have them bring enough, keyboards.  You don't need the top of the line weighted hammer digital pianos for this effort.  What you need is any cheap keyboard that has various voices, so one person is a trombone section, one plays the flute parts, you might have a percussion section even though they aren't really musicians (old joke), etc.  Pick music and parts that are playable.  Maybe your kids can handle only one monophonic part at a time, maybe one player can cover all three trumpet parts.  You can probably cover a 45 piece band with 4 to 6 keyboards.  Be careful if you use actual music.  Band parts are commonly tranposed - a trumpet's actual Bb may be written as a C.  Or if you use string quartet they'll be in different clefs, probably treble, alto, tenor and bass clefs.  So this will take some preparation.

One piece would be enough for a session, I would think.  This may not be easy at first for piano students used to stopping at mistakes, playing their own speed, not listening to others.  You will have to conduct.  It would be a big mistake to play along, though it would be fun.  Besides, you wanted to improve your conducting skills anyway, didn't you? 

You can get as sophisticated as you want, with mixing boards, recording setups, etc., and let them take a CD home.  Or as simple as cheap keyboards and some sheet music in the backyard.  You can even emulate a symphony accompaniment while your advanced student plays one of the standard concerti. 

[bernhard]

This is an absolutely brilliant idea. Thank you.

[00range]

I am trying to deal with it. Yesterday I even went to a "Procrastinators Anonymous" meeting. but no one turned up. 

Upon being reached for comment, several members were very assertive that they would show up to the next meeting.

[bernhard]

Upon being reached for comment, several members were very assertive that they would show up to the next meeting.

Maybe I will turn up.

(Never leave for tomorrow what you can leave today. )

[m1469]

Thanks Timothy, actually I agree with Bernhard (for once  he he), this is really quite a brilliant idea you have shared.  Thanks for speaking up. 

I definitely want to do this, and sure, conducting is a skill I am happy to improve upon, I am just going to have to figure out the keyboard situation.  I have 1 and maybe some of the kids have one also.  I will check it out. 

Thanks again,
m1469 

[m1469]

I just wanted to report that I am planning to have my first class within a couple of weeks now.  And what I have decided to do, since I cannot get enough keyboards and band parts together, is a variation on what you suggested, timothy.  We will focus on rhythm, and then dynamics and even articulations,  and I DO have a lot of percussion instruments laying around.  Shakers, bells, wood scraper things... other stuff too.  And, because my kids can use more work on rhythms anyway, I will have them learn different rhythmic patterns and then break them up into groups, each group with their own pattern, and then combine the patterns in ensemble.  Maybe I could have somebody conducting at this time... ?

Anyway, I just wanted to thank you for your suggestion (which got me thinking about ensemble work in the first place) and update this thread.

I am so excited, he he, even the kids and parents are excited about it !

m1469

[abell88]

Let's Have a Musical Rhythm Band is a fun book with several percussion arrangements (with piano score, and I think it comes with a CD these days).

https://www.amazon.com/exec/obidos/tg/detail/-/0739023551/qid=1126713246/sr=8-1/ref=sr_8_xs_ap_i1_xgl14/102-3160981-9512118?v=glance&s=books&n=507846

[m1469]

Let's Have a Musical Rhythm Band is a fun book with several percussion arrangements (with piano score, and I think it comes with a CD these days).

https://www.amazon.com/exec/obidos/tg/detail/-/0739023551/qid=1126713246/sr=8-1/ref=sr_8_xs_ap_i1_xgl14/102-3160981-9512118?v=glance&s=books&n=507846

Thank you very much, abell.  I was wondering about this type of thing (did you read my mind ?).  I will get it soon.


m1469 

[allthumbs]

I am also thinking about starting an adult class, dealing with performance issues and piano related issues that are sometimes more specific to adults.  This class would meet every month on a specific alternate (to that of the kids' class) Saturday.

I would join your group m1469, as I am rrrreticent to ppplay in fffront of pppeople. Nervous sshaking.


BTW, having a regular group studio class is an excellent idea.

Cheers

allthumbs

[cora]

I like the idea of studio classes but I wonder if you're not taking the children's precious down-time from them. My students are in so many sports and have so many family activities already that it would seem unnecessary to take away from limited piano/homework/down time.

But not to discourage, I have immensely enjoyed those occasions on which I did this.

[m1469]

I like the idea of studio classes but I wonder if you're not taking the children's precious down-time from them. My students are in so many sports and have so many family activities already that it would seem unnecessary to take away from limited piano/homework/down time.

But not to discourage, I have immensely enjoyed those occasions on which I did this.

This class is NOT mandatory (at this point), so I am not taking anything at all from them, rather I am  offering at no extra charge what-so-ever (and I am not raising my fees either, at this point) an opportunity to those whom are interested.   We will have fun together, they will have a chance to meet other kids, they will grow.  This is for them, not me.



m1469 

[timothy42b]

I think you have found a way to simplify this idea to its bare essentials while retaining all the benefits.  Nicely done!  I'll be very interested to hear how it works out. 

[bernhard]

I like the idea of studio classes but I wonder if you're not taking the children's precious down-time from them. My students are in so many sports and have so many family activities already that it would seem unnecessary to take away from limited piano/homework/down time.

But not to discourage, I have immensely enjoyed those occasions on which I did this.

Well, maybe children should not have so many activities.

In the UK this is a plague and usually has more to do with the  convenience of the parents that with the best interests of the children.

Sure, children should be exposed to a number of different activities, but there comes a moment (and this is also part of education) that a child should choose a preferred activity and develop excellence in it.

Personally (and in the UK) I see this ridiculous amount of acitivities (one of may students, besides piano was learning the clarinet, the violin and the guitar; she had art classes, karate lessons, Spanish club, Kayaking, swimming lessons, tennis lessons and after school club - needless to say both parents were working full time) as part of a large culture of mediocrity where you know about everything but cannot do anything properly.

Best wishes,
Bernhard.

[m1469]

I would join your group m1469, as I am rrrreticent to ppplay in fffront of pppeople. Nervous sshaking. :-


BTW, having a regular group studio class is an excellent idea.

Cheers

allthumbs

Well, it's okay allthumbs, I won't force you to play 

Well, maybe children should not have so many activities.

In the UK this is a plague and usually has more to do with the convenience of the parents that with the best interests of the children.

Sure, children should be exposed to a number of different activities, but there comes a moment (and this is also part of education) that a child should choose a preferred activity and develop excellence in it.

Personally (and in the UK) I see this ridiculous amount of acitivities (one of may students, besides piano was learning the clarinet, the violin and the guitar; she had art classes, karate lessons, Spanish club, Kayaking, swimming lessons, tennis lessons and after school club - needless to say both parents were working full time) as part of a large culture of mediocrity where you know about everything but cannot do anything properly.

Best wishes,
Bernhard.

I have to say that more and more I am completely agreeing with this here.  I actually had posted something like this in my last post on here, but I edited it out.  I had a pluthera of activities in my earlier years, and while I suppose it provided me a unique perspective, I am not sure I would have missed out if I had focused more on one or two things, and probably would have gained something as well. 

I find myself leaning this way with my students, "making it known" that they need to focus their activities rather than be too spread out.  I am wanting this myself, here in my "later years"... he he.


m1469

[m1469]

Okay, I just had to update this thread.  It has taken me a while to get this class together, but finally it is truly going to be happening.  I am holding one this coming Saturday, January 21st, for my kids (8 of them) and then one for my adults in two Thursdays, on January 26th.

Well, I am feeling so nervous/excited (they have no idea that their teacher gets nervous about teaching them... heh)  that I feel like I am not sure where to start as far as organizing the actual activities that we are going to be doing.  But, I am sure things will fall together with a little bit of focused thought.  Anyway, I will update this thread again after I actually do the class, and we will just see how things go I guess. 


m1469

[m1469]

Well, I have decided to update this thread, even though I am kinda just talking to myself .

I have now held the first studio class for both my adults and kids. 

The kids' class went as follows :

They arrived at 10:30 am (though I had one student arrive early to make omelettes with me).  Everybody was pretty shy at first and they weren't too sure about sitting right next to each other, but then, we made a "rainstorm" with our hands.  That broke the ice a little.  Then everybody introduced themselves and told what a couple of their favorite sounds were... I was interested to see how much they pay attention to that sort of thing on a daily basis. 

Then we did some brief music history stuff, origins of music, "what is music ?" I asked them... he he.  I had them listen to very short examples of vocal music from 3 different continents (as that is the origin).

Then, we played a game where each person had an instrument and one person sat blindfolded in the middle.  I would point to one person who was not going to play, and then everybody else would play.  The person with the blindfold had to figure out which instrument was missing.  After that, we had a break from everything and watched "Johann Mouse" as a reliever.  Then everybody played something for everybody else.  We spent a little bit of time commenting on each performer, and then it was lunch time.  We all sat on the floor and just talked about different things... the subject was on fish for quite a while... LOL.  Anyway, they are all pretty excited about it and looking forward to next time.

I am planning to have them start a trivia game that carries over into numerous meetings.  They will all work together on one team to gain a certain amount of points, at which time I will buy them a pizza for lunch.  I am going to have them doing all sorts of things to earn that .  They are WAY excited about it.


The adult's class went pretty well too.  We actually did play that same game, I had everybody only go once.  We talked for a while about what each person's goals are and why they have decided to do this.  Then eveybody played for everyone else, and they even got me to play for them.  I have to say, I have perhaps never felt more like a teacher, pianist, or performer.  How wonderful that was.  We ate some snacks and talked for a little bit afterwards, and they expressed definite interest in wanting to do some research projects and book reports in the future.  I am thrilled !!  One woman emailed me afterwards wanting to be reminded of a piece that another woman played, because she wanted to add that to her repertoire.  I felt that something had been accomplished.
 
Well, I too am looking forward to the next month's.


m1469

[abell88]

Wow! Very inspiring...I like that game, too.

[luvslive]

thank you for sharing your experience, mayla.  i teach a group class every 2 weeks and am always looking for new game ideas-something to make a concept new again.  listening games are always fun...
something i've tried with my group is having 2 kids at a time go up to the piano and everyone else closes their eyes.  then we guess which of the two played a particular passage.

[m1469]

Thanks for sharing your ideas luvslive, somehow I had not read that yet and I think your game sounds really fun and good for the ears.

I am just updating this thread again, because, well, I am excited about this.  I also think this thread might help somebody who wishes to start something like this too.

I will be holding my second studio class tomorrow, Saturday February 18th same times as last time.  I have decided to try to hold the class on the same Saturday of every month, the third, and this time there will be an even bigger turn out.

All of my kids will be there, with the exception of one.  I am heartened by this, as many of them were in the class before, so they actually want to come back   Plus, these kids and parents are deciding to spend 2 hours on a Saturday morning learning more about piano and music.  I am so grateful and this class brings, already, a whole new focus to the entire studio.  I have found that my expectations of the students overall, feel that they have room to rise... but I will have to keep that in check a little.

I will be holding my 2nd adult studio class next Thursday, February 23rd, the fourth week of the month and now "normal" meeting time for that class.  I will have a new student in the class, bringing that roster up to 5

Going into this second class feels a lot different to me.  I had prepared as best I could for the first class, but there were so many unknowns to me, that I had a difficult time knowing how to prepare.  I wasn't sure what things would fly, and what would not.  I also wasn't sure how to time everything.  But this time, I feel I have a much better idea, so I am starting to know how to shape the class and best utilize its function over the next several months.

In preparation for these classes, I purchased the following books :

101 music games for children by Jerry Storms
101more Music games for children by Jerry Storms
101 Rhythm Instrument Activities for Young Children by Abigail Flesch Connors
The Big Book of Music Games by Malecha Pressnall
Making Each Minute Count by Cheryl Lavender
Music Mind Games by Michiko Yurko
A Pianist's Landscape by Carol Montparker

I have not read through all of these yet, and I rarely read like that, but I am scanning through them finding bits and pieces that fit with what I am wanting to accomplish.  I will, perhaps, elaborate on which books are most helpful for which things as time goes on. 


That's it for now

m1469