Use a Metronome for PracticeIf you have been playing the piano for any period of time, you know that some songs are more difficult to play than others.  This is true of any instrument, whether it be piano, trombone, flute, or the kazoo (how’d that get in there?)

The question is how to perfect the playing of these complicated pieces.  There is a groundbreaking device that can greatly enhance your attempts to play pieces that are beyond the ordinary difficulty level – it’s called a metronome!  That irritating little tool that has plagued the practice rooms of many a student for centuries.

Here’s what you need to do.  Set the tempo on the metronome as slow as you need to in order to play the song perfectly.  Even if it is an insane 20 beats per minute.  Usually, you will think that you can practice at a higher tempo, but more often than not, you will find yourself turning the tempo down.

Once you can play it perfectly at a slow tempo, start gradually increasing the tempo on the metronome over the course of a week or two (or more if needed) until you can play the piece perfectly at the suggested tempo.

If this sounds like a long a tedious process, well, it is.  But think of the pleasure you will have when you can finally play that dream piece with the degree of expertise the composer had in mind.

So go ahead! Get ticked off in practice, have fun, and conquer that complicated piece.

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Piano Adventures

Piano Adventures Course for Younger Beginners

Often when people call me inquiring about lessons, one thing they want to know is what method or curriculum I use or recommend.  I have taught from many different methods including Alfred’s, Bastien, and several others (usually because the new student already has these books at the recommendation of previous teachers), but I always try to quickly switch them over to the Faber’s Piano Adventures at the first opportunity.

And here’s the reason why.  In almost every method, young students begin with the concept of finger numbers, ie. thumb=1, index=2, middle=3, etc.  However, most methods keep the hand positions locked for weeks or even months into lessons.  The problem is that younger students automatically begin to think that C is always finger one, D is always finger two, E is always finger three, and so on.  With that, they become overly dependent on the finger numbers, which, in my opinion, makes it more difficult when they actually begin reading notes on the staff or learning different hand positions.

With Piano Adventures, the student begins putting the hands in different positions very early on.  On one song, finger one may be on C, but two pages away, there will be a different song that will have finger one on E.  This makes the students more “note dependent” as opposed to “finger number” dependent.  As they progress in lessons, the concept of hand positions is mute because most music requires the pianist to move their hand constantly into different positions to accommodate the movement of the piece.  Thus, Piano Adventures starts preparing for this early on, giving the students a method that is more conducive to expanding hand positions quickly and efficiently.

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Many times I am asked the question, “How often should a younger student practice?” This is a very good question, and the practice strategy should be different with younger students. First of all, let me define a younger student. I would say that any music student especially between the ages of 5-7 years old should follow a different practice routine.

For older students, it is easier to sit down and practice for at least 20-30 minutes at one sitting at least 5 days per week, but with younger students, the factor of shorter attention span must be taken into consideration. If you are the parent of a younger student, you may discover that it is quite a fight to get your 6 year old to sit down and practice for any considerable length of time.

I have found it helpful to suggest that the younger student will progress better if practice times are kept down to 5 minute increments two-three times a day. Following this guideline may actually change practice time from a drudgery to something your child can actually enjoy. Also, at this age, parental involvement in the practice time makes a big difference. Some of the most rapidly progressing students I have taught have been the ones where I know that the parent participates with the student in practice times regularly.

Try using these tips to turn your students practice times into something they actually look forward to. It may actually help keep your students interested in lessons for years to come.

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