After the Piano Recital...

"Is there life after the end of the school year piano recital?"  That is the question.

We just had our yearly recital and I have to just praise the Lord for His mercies endure forever! Hallelujah!  There were no major catastrophes, break downs, or screaming fits (by yours truly).  I believe that most of the students went home with a sense of accomplishment and well-being.

We also broke a new record for the recital.  For twenty-nine years the recital has always been over an hour long, sometimes two hours long, sometimes... We were finished at 7:59 - fifty-nine minutes!   I went home with a sense of accomplishment and well- being.

(It may sound a little harsh to wish for a shorter recital but we wanted the audience to want more not dread the next selection.)

We worked on keeping the program moving - no long speeches or preaching.  Each student received their award directly after they played their piece - no long awards ceremony at the end with students having to walk back and forth.  The students played duets.  I have to say that I enjoyed seeing the teamwork and the accomplishment of each student working with another student or their teacher.  Each student has their own set of strengths so matching the students with the appropriate duet partner, finding the right song and level of difficulty, etc... was a challenge.  The results were well worth the work.  The students had to practice together and be patient with one another.  I was grateful for their spirit and kindness to one another.

Is their life after the recital.  I have to say that there is.  What will next year's theme be?

Summer Prep Time

It's July and time for me to send out my fall piano lesson information and letter.  I've been reading about piano teaching and thinking of some areas I'd like to strengthen this year.
Many times students do not follow through on their theory workbooks.  Maybe your students love this, I've had some that do. Many times the corresponding theory books don't have enough pages to keep up with the lesson books or vice versa.  If you're short on time sometimes you leave the theory to last or maybe next week.
I was emailed the address to a website with free music theory worksheets.  They are basic and in sequential order.  With younger students you could assign half a worksheet, with older, one or two.  Whatever way you use them, you know that you're getting to the facts and not skipping information or having a lot of "fluff".  I think I'm going to use these in addition to theory books and make a contest out of them, or develop some type of reward system.
It's worth checking into!
http://www.gmajormusictheory.org/Fundamentals/workbooks.html

Terrific Tuesdays and Sundays

Tuesday is my "big" piano teaching day.  It's the day for all of my elementary age students.  Because of safety reasons I go to the classrooms and walk the students to and from their piano lessons.  Not only do I get some great exercise, we have some great time for fellowship.
We just finished our Homecoming Revival and I'm planning on taking the momentum from the revival and working it into the next few lessons.  Our pastor led the singing throughout the meeting, so that meant....transposing each hymn into a lower key!!! Praise the Lord, we had time to make copies of the selected hymns and Mrs. Amy Robinson graciously wrote in the chord symbols for each song.  For an "old dog" who is used to playing "Victory in Jesus" in Ab, I actually had to think a little about staying in the key of G.
So, for advanced students the emphasis will be transposing and embellishing hymns they have already mastered.  The beginner/intermediate students will put the "pedal to the metal" on their left hand hymn technique.  We fundamental, independent Baptists may not play at Carnegie Hall but we should be the hands down experts at hymn playing! I do believe I'll enter the next "American Ideal Baptist Pianist" competition. :)
How's your hymn playing?
If you are bored with your hymn "style", your listeners are probably in a daze, too.  Here are some things that have helped me throughout the years.
1. Pick up the tempo on your preludes and postludes.  Nothing kills a hymn more than "dragging" it to death.
2. Practice your scales regularly and try to incorporate at least one in a song each Sunday.
3. Pay attention to your technique - sloppy? weak? lazy? too fast? too loud? painful?  Any of these problems can combine and kill the message of the song, plus injure your hands and wrists.  Change up your dynamics, attack, "touch", and check your posture.
4. Do something different on each verse of each hymn, don't repeat the same old, same old, same old - it becomes a "drone" - almost hypnotic.
5. Sing along with the hymns and pay attention to the message of the song, "breathe" with the singers, watch the song leader, be involved emotionally and spiritually.
6. Listen to Rudy Atwood play.  He is not a banger, he is strong, but controlled.  Every note is clear, precise, and there on purpose.
7. Practice the intros for the hymns.  These set the mood, tempo, and put the congregation on the right key!  Be clear and precise!
8.  Enjoy playing and smile!
Let's be the best for the Lord's work - it's the greatest venue in the world for musicians!

How's it Going?

Hello Fellow Teachers and Musicians!
How's it going?  If your schedule is anything like mine you're beginning to get in the "rhythm" of teaching lessons and classes.  At this point it is helpful to "shake up" your teaching routine a little so that it doesn't get into a "rut".  "Ruts" are great, they keep you on track and keep you focused - it's just helpful to add spice to your teaching so that you don't get bored, too!
I've started bringing a digital recorder to lessons.  When a student does a great job on a piece I'll record it.  My goal is to give the parents a CD of their students progress throughout the year.  It benefits me, too.  I want them to have at least six good pieces on the CD and that takes work and motivation.
I have already given each of my grade school students their Christmas pieces.  I am planning to have a Christmas Party Recital at my house.  We'll have refreshments, pictures, and take turns playing our pieces.  I plan on having duets, classic Christmas pieces, Classical pieces, and a LOT of fun.  This will be out of the ordinary and I'm planning on having a music-themed tree in the living room for the event.  We'll make memories and have a sweet time.
These past few years we have decided to make the hymnal our ultimate goal and objective.  No lesson will go past without working on a hymn.  The focus this month is "invitation" songs. How many times have you been called to play an invitation without notice?  I want my students to be ready at any time, so we're getting invitations, offertories, and preludes ready.
I just got a new book that will be helpful for fun pieces, wedding preludes, and motivation for your students - Lyric Moments Volume Three by Catherine Rollins (Alfred Publishing).  You'll enjoy playing from this, too!

Getting Ready for Fall

Are you ready for a new school year and a new start for your piano students?   I have to admit I just got my fall letter out last week.  Who reminded me? Some of my students!  You know you're behind when your students ask, "Do you have our piano information yet?"
This is the letter I've sent to my parents and students.




August 2010

Dear Parents and Piano Students –

I am looking forward to school starting, candy selling ending, and cooler weather!  I am also excited about getting back to piano lessons and seeing my students every week.  I hope you’re ready to learn some new songs and hymnplaying techniques.

Piano lessons will begin the first full week of September.  The tuition will be $360.00 for the entire year (September through April 2011), or $45.00 per month.   If paid in full at the beginning of the year the cost is $320.00.  Lessons will be scheduled according to the Temple Baptist Schools’ calendar.  Lessons may be scheduled during study hall times, recess times, or you may schedule an after-school lesson at my home, if needed.

Thank you for putting a value on music education.  We are seeing the results of this effort in every ministry of our church.  The Lord has blessed and I’m praying for another wonderful year with great achievements. 

Students will have a Classical Christmas recital at my home during December, along with refreshments and caroling.  Our Church-wide Spring recital will focus on hymnplaying of every type - preludes, offertories, invitations, special services, and accompaniment. 

We have some exciting ideas and plans for the students this year.  I hope to hear from you soon!

In His Service,

Mrs. Jennifer Petticoffer

Ps. 40:1-3

Piano Student Registration Form – Fall 2010/Spring 2011

Name            _______________________________           

Date            ______________

Address            _____________________________

Phone            ______________________         

Cell            ________________________

Date of Birth            _______________           

Grade in school            _______________

Preferred lesson day(s)            Tuesday            Thursday           

Preferred lesson time(s)            Study Hall            Recess       After School

Preferred payment plan            Monthly            Entire Year

Current Lesson Book (main curriculum)            ____________________ 

What type of piano/keyboard student owns or uses to practice:

Is this tuned/in good condition?

Student/parent practice goal for this year:            Circle all that apply

Number of Days:            

Six days a week            Five days a week            

Four days a week           Three days a week

Time per day:      1 hour per day                        45-minutes per day            

30-minutes per day   15 – minutes per day        Other - ______________

Personal goals for the student: Check all that apply

q Improved note reading                         

q Improved sight-reading

q Hymn playing                                      

q Classical music and technique

q Accompanying soloists/groups            

q Performance/memorization

q Scales, technique                                 

q Theory and composition

q Practice, application, character             

q Improved rhythm and even tempo

Summer Contacts

During the summer months it is important to make contact with your students.  Just a quick "Hello" and "How are you doing?" can be good, but they may need a bit more.  I usually like to have some sheet music or books for each student to help "perk" their interest in piano study.

It doesn't have to be related to their current piano curriculum, it can be very different.  I have found that some of my most masculine piano students like the most sentimental tunes.  Some of my most feminine students love songs that are loud, fast, and booming.  Think about what motivated you at their age and level and try the same music.

Here are some pieces that motivated me to learn...

1. age 9 - "Toccata" by Jack Butler

2. age 11 - "Tell Me the Old, Old Story" arr. by Rudy Atwood

3. age 12 - "My Tribute" arr. by Dino Kartsonokis

4. age 13 - "How Rich I Am!" arr. by Harold DeCou

5. age 15 - "Rhapsody in Blue" by George Gershwin

6. age 15 - "Clair de Lune", "First Arabesque" - Claude Debussey

7. age 16 - Congregational hymns, choir specials - for church

8. age 17 - "Revolutionary Etude" - by F. Chopin

9. age 18 - "My Heavenly Father Watches Over Me" - just to play for a soloist

I learned many other pieces but these were above and beyond what my teacher required of me.  I wanted to learn these pieces desperately just to play them for myself.  

Think about each of your students, pray for them, go through some of your old music and see what name comes to mind with each piece.  Watch their eyes light up when you hand them a new piece to practice!

Stay Sharp!

This is the beginning of summer.  Maybe you are teaching enough to stay "on top" of your skills or maybe you're like me, reducing your schedule drastically to take care of home or church duties.  My teacher used to say, "Go one week without practice and you'll know it.  Go two weeks without practice and others will know it."  

As a teacher you are the one that inspires and motivates your students.  You have to inspire and motivate yourself by remembering that your playing influences others.  Some of my best memories of piano lessons were listening to my different teachers play.  If I was early I would sometimes catch them practicing.  I would just wait quietly outside of the door and listen and wish I could play the same way.  I'll share some of my teacher memories with you.

• Pat Wold (Chinese) - my first teacher - would play all kinds of classical music and let me watch and listen before I started my lesson.  She would come to my house to teach me, after she got her piano Mom would drive me to her home at Devernia Apartments - one block from Nelson Street in South Longview.
• Carrie Erickstad - our church pianist - For church she would play Harold DeCou offertories, which I still love today.  She played at our recitals too!  What made the biggest impact was when we had our recital at the church and she played Gershwin's "Rhapsody in Blue".
• Charolotte Huffhines - lived on the next block.  I was allowed to leave high school study hall to go to lessons.  She didn't play for me, just demonstrated parts of songs.  I don't believe she knew how to motivate me, or I was just not used to her teaching style.  She is a great teacher and is one of the best in Longview.
• Pamela Veach Valentine -  She and her husband were training at LeTourneau College to be missionaries.  She would play for me and let me listen to her college recital reel-to-reel tapes!  Wow!  She demonstrated Debussey, choral music, twos-against-threes, and memory work.  I memorized more for her than for any teacher.
• Jo Hovind - LBT music coordinator and church organist.  I didn't take formal lessons from her but she taught me so much.  Playing duets was the best tool to help me with my rhythm and accuracy. I couldn't just skip parts of songs, improvise, slow down, speed up, etc...  It took months and months for me to learn duets because I had some bad habits that I needed to break.  We also practiced for hours and hours for each piano/organ duet.  Nothing came easy when we first started. I'll do an entire article on Jo Hovind and I'll still not be able to translate how much she taught me.
• Joyce Kiefer - LBT pianist and group leader.  I didn't take formal lessons from Mrs. Kiefer but I learned so much about congregational piano playing just by listening during the services.  She would play wonderful Rudy Atwood offertories on a regular basis.  She always looked so confident when she played and she was always ready to play.
• Esther House (French) - After Jessica and Alyssa were born I was busier than ever and couldn't find the time or drive to practice the piano.  I got the courage to call the Longview Piano Teachers' Association and ask for a teacher who specialized in teaching teachers.  They recommended Mrs. Esther House.  She had a heavy French accent and had many stories to tell.  She inspired me so much.  I'll have a blog article just about her one day, too.  I would sometimes be late just to hear her play Chopin.  I would be so excited about my lessons that I forgot my music more than once!

Think about the times you were inspired, encouraged, or just dared to be better.  To stay sharp here are some "pointers" that help me.

1. Leave music open on your piano that you need to practice.  
2. Leave a stack of music close to your piano that you would like to learn.
3. Memorize your warm-up routine and when you have a minute or while you're waiting on a singing group or student, play it.
4. Be aware of your playing at all times.  Notice weaknesses, repeated mistakes, problems with eye-hand coordination.  My left hand tells all, when it goes "weak" I have to step up the Chopin practice and the minor third arpeggio practices.  Record yourself and listen at a later time, this may be an encouragement to practice or just a plain encouragement!
5. Play through a piano lesson book, go to the next level and play through it, etc...
6. Buy a piano solo book with an accompaniment CD and have fun learning songs and playing them with the accompaniment.
7. Hanon and Czerny are good friends.  You don't have to play the entire book, but the first twelve to fourteen exercises in each will help tremendously.
8. Playing and practicing are different.  Practicing is...

• studying and marking the music, either on the page or in your mind
• LH alone, section A, master it, then...
• RH alone, section A, master it, then...
• HT slowly, section A
• HT up tempo, section A
• Then to section B...

It tries your patience, but just put yourself into your students' shoes!  You'll stay sharp!!!