Ready for Piano Lessons?
Part 1: Introduction & Age 3
Contributor: Dr. Julie Knerr
four part series
In this four-part series of slideshows, we will explore how piano lessons relate to the various ages of piano students.
Part 1: Introduction and Age 3
Part 2: Ages 4–6
Part 3: Ages 7–8
Part 4: Ages 9–Adult
chapter 1
Introduction
introduction
Have you ever pondered how basic, developmental milestones related to the age of a child translate to piano teaching?
I often feel that I am a chameleon, changing the strategies I use to match the age and level of each student.
I might need to change from:
Thinking seriously and deeply about musical structure with a 16-year-old to…
Creating humorous lyrics about puppies with an 8-year-old!
ALL IN ONE AFTERNOON!
Do you have a favorite age or level you prefer to teach?
- Ages 3–5
- Ages 6–10
- Pre-teens
- Teenagers
- Adults
- Transfer Students
- Highly Gifted Students
- College Students
- Students with Special Needs
- Beginning Level
- Intermediate Level
- Advanced Level
In an ideal world, we would all be able to teach the type of students:
- At the age we enjoy the most
- At the level we enjoy the most
- At the level for which we are best qualified
- At the age and level where we find the most fulfillment
We could send other students to different teachers who prefer to teach a different age or level.
In the real world, we usually have to diversify both in the level and age of students we teach.
In order to provide each of our students with the best music education possible, teachers need knowledge about what to expect at each age.
We often talk about whether a student is ready for piano lessons.
But is the teacher ready?
Teacher readiness precedes student readiness.
If the teacher is not ready to teach a particular age or level, the lesson may not have a good outcome, regardless of student readiness.
Knowing the characteristics of each stage of child development will aid us as teachers in determining which ages we prefer to teach and which ages we are qualified to teach.
This will result in a more successful outcome in piano lessons at each age and level.
how young can we go?
You may have noticed a recent phenomenon.
Increasingly, teachers report that they are receiving referrals for piano students who are four years old, three years old, even two years old.
Today’s parents often want to give their child a head start in every possible way. This means that parents want their child to begin formal music study at younger ages than were previously common.
Please note that the information I present for each age throughout this four-part series of slideshows is meant to be a general representation of the characteristics of each age. All children mature at different rates, and each child is unique.
There are many successful approaches to teaching piano. I am presenting views based on my own research and teaching experience. You may find that a different way works best for you. It may be completely opposite to my approach and yet equally as effective. The most important thing is to consider why we teach the way we teach, in order to be as effective as possible for every student.
chapter 2
Age 3
Age 3
Three-year-olds learn almost exclusively through play. If they perceive an activity as fun or interesting, they are eager to participate. They thrive on the familiar and ask to play their favorite games over and over.
Age 3: CHARACTERISTICS
If they perceive an activity as not fun or as too difficult, they will be resistant. They do not understand the idea of completing a task for an abstract reason such as “progressing at the piano.”
However, if an adult presents an activity in an enthusiastic way, they will mirror that excitement and comply happily.
One of the most endearing and fascinating characteristics of three-year-olds is their difficulty in distinguishing between real and pretend, between actual fact and imagination.
Because they have not been in the world for very long, for the three-year-old, anything is possible! “My stuffed animal can come to life.” “I can fly if I put wings on.” Because of this, stories, games, and props such as stuffed animals or toys can be used in teaching to make the lesson effective and enjoyable for both child and teacher.
Physically, three-year-olds are developing their gross motor skills. They may approach the piano in a clumsy way. As they practice a movement repeatedly, they will gain control physically.
Remember, it was not that long ago when they first learned to walk or succeeded at potty training. The explosion of growth in the first three years of life is amazing.
Socially, three-year-olds are egocentric. They are learning to distinguish between “me” and “you.”
They are asserting their independence. Their favorite phrase is, “I do it myself!”
Learning to share, which was begun when they were two years old, is still in process.
Cognitively, three-year-olds are transitioning from scribbling to simple drawings.
They are beginning to recognize colors, numbers, and a few letters.
application to piano lessons
- Teach through play exclusively, using stories and imagination.
- Use stuffed animals and other toys to create a playful, joyful environment.
- Be enthusiastic about each activity. The child will mirror your enthusiasm.
The activity is the end, not the means to the end. Instead of correcting mistakes, know that a three-year-old is developing physical coordination. His/her first attempts at the piano may be clumsy and uncoordinated. Repeating the activity in a fun way will build skill.
Children at this age like to be independent. Ask the student, “Do you want to do it yourself?” whenever you feel the child will be successful.
Be prepared to change activities frequently during the lesson, as often as every few minutes. The lesson should alternate between activities at the piano and away from the piano. Sitting for long periods on the piano bench should be avoided.
Do not be in a hurry. Enjoy the process of learning, discovering, and playing with the child, using music and the piano as the centerpiece of your time together.
Teach pieces by rote, as most three-year-olds are not yet developmentally ready to read letters, numbers, or symbols and translate these to the piano.
Keep repetitions fun by varying the way the student plays a piece. For example, they can play a piece in a high register (like a baby chipmunk) or low register (like a grandpa chipmunk).
rote pieces
Have your student improvise on the black keys while you play an accompaniment. Children at this age are uninhibited and excited about improvisation.
Create music that represents various animal sounds with the child, such as loud and low for lions, high and fluttering for birds.
Improvisation
Notice that there are no Reading Pieces listed here. Students at this age are generally too young to read even pre-staff notation.
Forcing reading at this age will generally lead to frustration for the student and teacher. Instead, the lesson should consists of pieces and games that are aural rather than visual.
reading
technique
The basis for technique should be arm weight. Because small children have light arms and fingers, using the arm to produce a good tone is imperative.
The fingers playing alone will produce an anemic tone. Control over the arm is the first step toward forming a confident and consistent piano technique.
To begin, teach pieces that use one finger, having the child play each key by moving from the forearm. This will aid the student in developing gross motor control over the arm.
At the same time, work on forming a good, piano-hand shape through stories and games, separate from learning pieces.
Fuzzy House
"Don’t squish the fuzzy!!"
When the student has gained control over using the forearm to play one finger, you may introduce pieces that use multiple fingers.
Use a non-legato articulation at first. The arm moves from the forearm to aid each finger in playing. The child taught in this way will develop a loose technique and will play with a singing tone.
Children who play using their arms in conjunction with each finger develop a fearlessness and precision at the piano that is astounding.
We often think that young children have weak fingers. Anyone who has ever been pinched by a small child will beg to differ. Children often display weak playing at the piano because they are taught to use only their fingers to play (producing a weak tone), rather than the arm in conjunction with the fingers (showing their innate strength).
For more helpful tips, please see the next slideshow in this series, Ready for Piano Lessons? Part 2.