There are an almost overwhelming number of different method books available for teaching the beginning student. Discussion rages in some circles about the pros and cons of each method and its approach to reading; publishers market their own methods with an intensity that can make the teacher feel they’ve been missing the boat until now; and the whole issue of different learning styles puts pressure on the individual piano teacher to find a particular method suited to each particular student. It could be easy to get stressed out about this.
One of the most refreshing and liberating things I heard was in a workshop promoting the American Popular Piano by Scott McBride Smith and Christopher Norton. APP is not a method, but a course of study. The student has to be able to read music before starting it; the average student would probably take a few months to get to this stage. The point is this: the authors did not create a method as such; it is up to the teacher to get the student reading; it is up to the teacher to actually teach, not just point to the fancy graphics, rhythm drills, warm-up drills, charts, etc. that fill the pages of so many method books. The APP Repertoire books have the music printed on the page. That’s it.
Artistry at the Piano is also wonderful for this; the workbook and musicianship book have some teaching components included like technical skills and theoretical ideas, but the Repertoire books have just the music – and very little editing, which forces the teacher and student to explore the music and come up with their own, hopefully logical, ideas of translation and interpretation.
I find this liberating because it simplifies the process: just get the students reading. We don’t need to get so hung-up on comparing the minute details of every method. The Canadian exam system and culture makes it a bit easier in a way. The goal is generally to get the student prepared to enter grade 1, whether or not they actually do the exam this early. So we use our method of choice only as long as we need to to get the students to this level. There must be a big drop-off of method sales in Canada after Level 2! I wrote a post recently about system itself, you can read at Examinations.
I’ve tried quite a few different methods – sometimes for no other reason than that I get some freebies that I want to try out. I try to stay on top of the new publications and the different approaches. More than once I’ve abandoned a method and returned to my old favourite, which is Piano Adventures. It has some weaknesses: it takes too long to introduce key signatures and compound time, but the music itself is wonderful and I supplement where I need to in order to compensate for these weaknesses. I know the method well and can adapt it to most students.
Only Artistry at the Piano has comparable or better music, and that is the final decision point for me. We are teaching a set of skills, yes, but much more than that. While we have to spend time on the technical, aural, and sight-reading skills (this is where all students collectively groan), so much of this teaching and learning can come from the repertoire itself. Even if they can’t articulate it until they are much older, everyone connects well with good-quality music. The weekly lesson, the students’ practice time and enjoyment, and life itself are far too short to waste time on poor music (or books, or food, or television, or whatever!).
I have included a list of Resources for First and Second Year students. This is also available under Printables.
Thank you to all of you who have either left comments on this blog or who have e-mailed me with your own thoughts and questions. Unless you have your own blog, you have no idea how wonderful it is to get feedback! Thanks for stopping by and have a great week.
I think I am always at my Google reader when you post, LaDona! So I get to comment first
I agree that the point of the method books is to get a child reading and ready for repertoire– once they are at that level, my kids seem really excited to leave behind the “easy” books and play “grown-up music”. I used Piano Adventures for a long time though now I have switched to the Celebrate Piano books that Frederick Harris publishes. I really like the pieces in there, the fact that ear-training is emphasized, and, though the long wait before introduction of clefs really frightened me at first, I now really like their intervallic reading approach! I usually use flashcards for note ID practice anyway, so the kids get both skills. In addition to their method book, I also always have beginning students work on a piece that is much more challenging (and sometimes beyond their current reading ability) out of the Preparatory Repertoire Celebration book. We learn in small sections, focusing on musical details, technique, phrasing, etc. I think this prepares them for the process of learning repertoire down the road…
Thanks for your comments, Luba. Some of the pieces in Celebrate Piano are quite good. This year I was using the Solos books as a bit of supplementary music with several students. I found it very interesting that their favourite pieces in these books ended up being the Baroque-style dances! Honestly, some of the pieces are so intimidating to read; I’m not likely to use it too much in the future.
LaDona, I completely agree with your post. If kids aren’t making music what is the point of taking piano lessons? I read someplace years ago that “to our students we ARE music” and I feel that “concepts” have taken over the process and gotten in the way of enjoying and creating music.
Thanks, Beverly. That’s a very good quote – I’ll have to tape it up on the wall beside the music to keep it in mind as I teach.
I just received the Artistry at the Piano books and have to admit that I’m a bit flummoxed about where to start. I’ll have to keep working through it.
I really like to get the students into the Introductory conservatory books as soon as I can because they are so much fun. The Conservatory Canada one is particularly good. I think I’ve decided that I like to do the CC intro, then the RCM introductory, then gr. 1. It seems like a good transition.
I like PA but I also really like Music Tree. Some of the songs aren’t as fun but I like the approach it takes. However, now that I have a couple of students in PA 2 A, I’m really enjoying it – good music for them to play. I played a recording of Turkish March today for one of my students who asked.
Thanks, Juanita. I know Artistry can look intimidating at first. Your comment has spurred a post about starting it, which has been simmering on the back burner for a couple of months. Watch for it in the next day or two.
I like the idea of using both CC and RCM books for some levels – and read Anne’s comments about mixing and matching methods. I have to say I get a tad annoyed at teachers who say a method book has to be used EXACTLY as written or it won’t “work.”
I thought it would be fun to take the RCM Pedagogy Exam (which is in 10 days!) So I am sitting here typing up my reviews of three piano methods. Your timing for this post is perfect. I am a big fan of mixing and matching. I don’t use any one piano method, but I have favorite books and favorite levels from a variety of sources. As much as I appreciate a well-presented concept with beautiful layout I am more interested in finding music that is memorable and creative. By the way, the methods I chose to review are Piano Adventures, Succeeding at the Piano and ABC of Piano Playing.
Good on ya! I never have done formal pedagogy study or training (big mistake not taking that course in University!). I’ve just read a lot, attended tons of workshops, and figured things out as I’ve gone.
Good luck on your pedagogy exam!