how to teach musicality to unmusical student?

[teacher]

Anyone have suggestions on how to teach an unmusical student to play musically besides telling them to play one note louder than the last when doing a crescendo and vice versa with decrescendos?  

The student is in Grade 6 piano.

[keynote88]

Does the music have dynamic markings in it? If so, then that should be no problem. Is your student aware that when he/she sees a "cresc." to gradually grow louder or a "sfz" to be really loud on that note or chord? Maybe find him/her a song that requires a lot of expression. You might look at the "Applause Series" by Lynn Freeman Olson (published by Alfred Publishing Company). These songs require dynamics and sound really cool once worked up. I think also, that once a student has "worked up" a piece a lot of the expression comes naturally... you just feel it. Have you saw the movie, "Mr. Holland's Opus"? If so, do you remember the part where Mr. Holland is teaching Gertrude Lange? She comes in to him and says that she is going to quit after weeks of lessons and no improvement. He says that "There's alot to more to music than the notes on a page". "Music is supposed to be fun." Well, once she really FEELS it she makes it through the break.  You could say something like, "This piece really needs some spice". "What could we add to make is sound better?" Is there is an obvious dynamic marking? Have your student play it (like he/she normally would), then you play it and ask what the difference was. Or, ask him/her, "Why did you play it that way?". Make him/her think and always ask a question; even if it's a simple as, "What's the title of this song?" "Now, based on that title, how would you say that this piece is supposed to sound?" Example:" This piece is titled, 'Waltz in B-flat Major', now how does a 'waltz'sound?" "Does it have a slow, medium, or fast tempo? It obviously has a "dance-like" feel, doesn't it?" You might also add, "Where are the dynamic markings"? Maybe you could highlight (for example: all the staccatto notes, to remind him/her to make them crisp and short) or underline (for example all of the "p" , "f", "sfz", "mp",  "cresc." ,  "desc.", ect. )
Remember, if you don't ask questions, then you really don't know if a student is actually grasping concepts or simply staring at you with "glazed-over" eyes! With the look that says, "Are we done yet?!?"  Hope this helps.

keynote88: piano teacher

[ludwig]

Hey teacher,

   I reckon that we're in pretty similar situations. I'm teaching a student who's doing his 6th grade exam. It is very difficult for him to play musically, even though he plays the dynamics...
   His problem is that he feels restricted when expressing himself, whether this is out of embarassment, or lack of motivation of expressing himself. I found that the best way is to show by demonstration. If you can play them the way you want them to intepret it, that'll be the best. Also if you want them to develop an intepretation of it themselves, suggest a few recordings, or ways to play expressively or musically.
   Once they've improved a little, encourage them and praise them. That way they'll too understand how much better they sound. Also use words to describe what the piece should sound like, and if the music is programatic, or involves some sort of a story behind it, tell it to them, and use descriptive words. And when they are playing, direct them through it, pointing out important expressions and dynamics.

[Jo]

Definately play for them, constantly. I'd also have rather a long chat about the fact that when you're playing you're performing, much like an actor does.

I often get students to play some kind of movie or cartoon or something in their head while they play. They need to make up their own story and vision for their piece and then portray it to the audience. If they can't see it, the audience won't be able to. (not foolproof by any stretch, but it's a start).

They need to step into another reality when they play. If the movie thing is too hard, at least a place where they can "be" while they play.

[roman]

I'm no teacher, but we had a very simialar situation in choir practice today.  This guy was interested in singing, and the choir master was checking him at the end of Choir Practice.

This guy was like deaf, he couldn't sing or hear the notes.  At the end of the 5 minutes of torture for me and the others in the room, the Choir Master calmly asked this man a few questions:

1. "Do you want to sing because YOU want to sing or is someone making you?

The guy said he wanted to sing.

So then the choir master says, that every person has a calling and duty from God, and if you are called to sing then you will have an ear, good hearing, a musical heart, etc.  

But if you are not, then God has something else prepared for you.

I'm not saying give up on students who can't play musically, but there if a student contstantly can not hear notes or keep a normal tone, then maybe Piano isn't his calling.

[vanguard99]

I had this trouble with one particular student who progressed extremely quickly.  After 2 years, he was in level 5 books, but I could not get him to play with any kind of emotion or musicality.  I realized one day that he did not love music; he was a good student, and intelligent with excellent learning habits.  

After this, I gave him pieces to promote that at which he was very good - such as Bach inventions and works that require dexterity more than expression.  (Of course, I do understand that all works require some expression.)  As one of the replies stated, a "musical heart" is important.  If it is not there, I suggest giving pieces that support what is there.  If there is nothing there for the piano, perhaps another instrument would be best or another arena.  

[julibug]

I agree with those who said you need to play for him yourself - give him an example.  One thing I have tried to do for my students is find songs they are already familiar with.  It is interesting how a student will add fermata or dynamics to a song, where it isn't even written, when they are playing something they have heard many times.