Right perspective on piano and music.
I will answer this question like Jessye Norman has already : Repeat - Repeat - and Repeat! Just as simple as that!
students need to be instructed HOW to practice in a meaningful way. From my personal experience with four qualified piano instructors, not one has discussed HOW I practice, or offered guidance on how to practice. As a child, I was in love with the piano and therefore practiced for hours a day.... but it was not as effective as it could have been. As an adult, I have done independent reading on how to practice effectively and implemented effective practice techniques. If you are a teacher, your students should not need to do this. .. effective techniques for practicing should be part of training.
Vaniii, I think you have missed the intent of my post: I have spent hours practicing every day, both as a child and as an adult... and truly always followed instructions. But what was never discussed, which you have not addressed in your reply, is teaching students the principles of effectively practicing repertoire which include: - not starting from the beginning - isolating problem sections/measures and working on them, etc. etc. Yes, as a pianist you need to listen for the sound you are making both when you practice and perform; but how do you make your time more effective so that goals are reached quicker? That is what I am trying to address. Your post is discussing students who do not practice or who do not follow directions.... that was not my case, and I'm sure I am not alone. I practiced and practiced and practiced but was not provided direction in how to practice repertoire and had to learn the elements of effective practice myself. I now concentrate on problem sections, limit starting at the beginning each time, and break up practice sessions into small goals. Your post does not address this topic and I am suggesting that this level of detail of HOW to practice should be discussed with your students.
If the student knows how to count meter, unpack rhythms, find notes, the base principles are the same.
Usually this is because insufficient time was taken on the first play through to understand it.
This makes me recall an earlier post where some one commented on Bach Scholar's tutorial of how to play Chopin's 'Fantatie Impromptu'. The posted said (to paraphrase), "all he did is play it through slowly", he did not actually show me how to practice it. But really that's the point; we take the time to say it slowly enough that we understand what the music is trying to say.
we can blame teachers, however that's the easy bit.
Perception is a wonderful thing; how many times in your lessons did your teacher tell you to: "slow down", "take time to read it", "listen to what your playing", "play it again but think about the key", "try it hands separately", "Say it out loud", "now start from bar X", "now start at the begining", "whats is that note", "play it from memory", "Let go", "Count out loud" and so on. Are these all stock phrases for the good of their health.
No ... I think most of these are practice methods. Its easy to over look it when you are not looking for it.
Mine was a simple concept which I have now expressed in two posts, and therefore feel no benefit in trying to continue a dialogue. I was not looking to blame teachers, but only asked that the actual method of how to practice (not what skills) but a systematic method of practicing be taught. There is no reason for a student to practice for any length of time if that practice is not organized in a way that would make it the most productive. This is not related to lack of effort, ignoring instruction, or skill development but practice methodology. I will list some of the simple elements here (again) - - Ask your students 'how do you practice?' Again, I practiced as a child, so therefore I made progress, but the question of HOW I did it was never asked, and therefore I could have made progress faster if I would have know HOW to practice. - Teach your student NOT to begin at the beginning of repertoire each time during practice - the first play through will identify problem sections, work on those. - Isolate the problem measure/section and work on that section: HS, HT, slow, etc. Merge with other small chunks - If any sections indicate a skill needs polishing (i.e., uneven trills) work on that skill separately - Teach students how to do repetitive practice of a section (staggered repeats? number of correct repeats?) - Establish goals for each practice session. - Do not practice past the point you have focus: better to break up practice into smaller chunks - Outline with the student HOW to effectively memorize This was not discussing: students who do not practice, students who do not follow instructions, or students who need primary skill development in order to follow the instructions. That is a different aspect and different topic.