I'd like to thank all my readers and let you know that from now on I'll be blogging piano parent tips every week or so on my new blog at HoffmanAcademy.com. Hope to see you there!
Happy Playing!
Joseph Hoffman
Friday, November 8, 2013
Wednesday, November 16, 2011
Classical Music for Kids
Often parents ask me for help in finding great classical music for kids, so today I'll share a few tips:
Happy listening!
- Find short, appealing selections. There is a lot of great classical music that lasts just 1-5 minutes. Keep listening activities short and sweet. Don't sit on the couch and expect your child to make it through Bach's B-minor mass.
- Find classical music that has a good beat. A great example of this is Aaron Copland's "Hoe Down" (see track 12 from this Aaron Copland CD, conducted by Leonard Bernstein). My boys and I have enjoyed twirling, stomping, and dancing around the room with this playing at full volume many times.
- Share what you love. Find a piece of classical music that you love, and share it, and maybe mention what you love about it or how it makes you feel. It's OK if you child doesn't love it, too. Just like sharing your favorite flavor of ice cream, just offer it, and be OK whatever their response is. It's fun to have meaningful conversations about the kinds of music we like and why we like it, and how it makes us feel.
- For bedtime, my favorite music to have playing in my boys' room is Bach's Cello Suites. I love this music, and my boys love it, too. My oldest son said that this music was "his friend".
Happy listening!
Tuesday, October 11, 2011
To Inspire is Better than To Require
Do I think that parents should require daily practicing if enrolled in piano lessons? My answer is yes. In my experience, it is rare for a child to have the discipline and initiative to maintain a daily practice routine without the help of a parent, even when they truly enjoy their lessons and enjoy playing the piano. Therefore, I strongly encourage parents to take responsibility for making sure that practicing happens every day. In a way, daily practicing falls in the same category as brushing teeth. Kids rarely would do it on their own, but because you know how important it is, it is required.
But, please do not stop at the level of merely requiring. Requiring is important, but even MORE important is to INSPIRE.
I'll share a personal story to illustrate the power of inspiring. When I was a freshman in high school, I decided to drop piano lessons. Not that I didn't enjoy playing the piano, I simply wasn't enjoying the music I was being assigned by my teacher, nor was I feeling challenged in the right ways. In short, I was not being inspired.
Then, at 16 years old, during my junior year of high school, something happened which changed everything for me. I was driving in my second-hand grey Chevy Cavalier, and I was listening to the classical station, as I often did. I still remember where I was on the streets of Carrollton, Texas when I heard for the first time in my life the opening of Tchaikovsky's Piano Concerto No. 1. The music stirred something deep inside of me and awoke in me this amazingly powerful desire to be able to play that song someday. In that one moment, I realized how deeply I loved music, and what music had to offer me. Almost immediately after that experience, I asked my parents if I could start piano lessons again. I found an amazing teacher at a local university. I started practicing literally 4 hours a day, much to the agony of my older sister, whose bedroom was nearest to the piano, which is where I would start practicing at 6am sharp every day.
Now, that was my unique story, and I'm certainly not trying to suggest that you should all go sit your child down to listen to Tchaikovsky, expecting to see dramatic results. What I am suggesting is that "to inspire is better than to require". When a child is inspired, practicing has purpose, and they progress at a much faster rate than a child lacking inspiration. Without inspiration, you can still require, but it will feel like a drag, rather than a joy.
Finally, to the practical: How do you inspire a child? Here are a few ideas:
But, please do not stop at the level of merely requiring. Requiring is important, but even MORE important is to INSPIRE.
I'll share a personal story to illustrate the power of inspiring. When I was a freshman in high school, I decided to drop piano lessons. Not that I didn't enjoy playing the piano, I simply wasn't enjoying the music I was being assigned by my teacher, nor was I feeling challenged in the right ways. In short, I was not being inspired.
Then, at 16 years old, during my junior year of high school, something happened which changed everything for me. I was driving in my second-hand grey Chevy Cavalier, and I was listening to the classical station, as I often did. I still remember where I was on the streets of Carrollton, Texas when I heard for the first time in my life the opening of Tchaikovsky's Piano Concerto No. 1. The music stirred something deep inside of me and awoke in me this amazingly powerful desire to be able to play that song someday. In that one moment, I realized how deeply I loved music, and what music had to offer me. Almost immediately after that experience, I asked my parents if I could start piano lessons again. I found an amazing teacher at a local university. I started practicing literally 4 hours a day, much to the agony of my older sister, whose bedroom was nearest to the piano, which is where I would start practicing at 6am sharp every day.
Now, that was my unique story, and I'm certainly not trying to suggest that you should all go sit your child down to listen to Tchaikovsky, expecting to see dramatic results. What I am suggesting is that "to inspire is better than to require". When a child is inspired, practicing has purpose, and they progress at a much faster rate than a child lacking inspiration. Without inspiration, you can still require, but it will feel like a drag, rather than a joy.
Finally, to the practical: How do you inspire a child? Here are a few ideas:
- Listen to GREAT music together. It doesn't have to be classical--I think it is wonderful to expose children to great music in all genres. That's the wonderful thing about music--so many wonderful flavors and styles to explore. When choosing music, don't go for long 60-minute symphonies that are going to bore your child, find shorter pieces, or just listen to a part of a longer piece. (For example, just listen to the first 3 minutes of Tchaikovsky's Piano Concerto No. 1--the whole thing is very long, and for myself, I don't care much for some of the later parts!)
- Watch great performances. Find performances on YouTube. Go to concerts. Again, be careful of bringing younger children to a long concert. Classical concerts are almost always geared to the attention span of an adult, so look for special concerts that are designed for kids--many symphony orchestras do an annual children's concert or event. I remember actually getting pretty bored sometimes when my parents brought me to the Dallas Symphony Orchestra as a child.
- Find role models. It can be very helpful and inspiring for a child to see other older children, who are excelling at piano. The role model could also be the teacher, or you!
- Use positive language and sincere praise. Remember that we want happy and positive associations with music and with piano, so always avoid scolding, criticizing, and power struggles. Look for things to praise, and tell your child what he is doing well.
Friday, July 1, 2011
Law of the Harvest
I find it helpful to remember the Law of the Harvest in my teaching and in my life. The Law of the Harvest states that whatever I sow is what I am eventually going to reap. Plant a carrot seed, and I get a carrot. Plant a corn kernel, take care of it with water and sunshine, and, with patience, I’ll enjoy sweet, fresh corn. Plant nothing, and I harvest nothing. It’s all up to me.
In my teaching, this means that I have to plan carefully in advance what results I want to “harvest” from my students. If I want to enjoy a good harvest, I have to plant the right seeds months ahead of time. If I want a student to play with excellent technique, I have to train correct habits from the very beginning, starting at the first lesson. Failing to teach and expect the correct technique from the beginning, rather simply hoping that eventually they’ll “catch on”, is kind of like planting an apple seed and watching it grow, all the while hoping that you just might someday get a plum. All the wishing in the world cannot make it happen.
If I want my students to actually love music and music making, I have to plant these seeds early on, too. I must regularly share my own love and passion for music and playing piano, and teach with a compassionate, caring touch. This way my harvest can include students who want to make music for a lifetime, not just until the practice timer goes off. If I want my high school students to have a good ear, I should start having them dictate little melodies early on, while they are still in elementary school. I even like to teach the Law of the Harvest to my students, so they can understand that how they learn and practice a piece from the very first week will effect in a large way how they perform it months later. If they plant the seeds of sloppy fingerings and inattention to detail early on, they will harvest a sloppy performance. On the other hand, if they plant the seeds of careful learning with full attention to detail, they will harvest a polished and confident performance they can be truly proud of.
The Law of the Harvest applies equally well to our relationships with others. If I want to enjoy the respect of others, I need to plant the seeds of always acting with integrity and treating others with respect. If I want others to speak well of me, I must speak well of others. If I want friendship, I need to be a friend. In my own little family of 4, I have found that the single best way to feel more loved is to start giving more love away. It always comes back to me, without fail. That’s the Law of the Harvest.
In my teaching, this means that I have to plan carefully in advance what results I want to “harvest” from my students. If I want to enjoy a good harvest, I have to plant the right seeds months ahead of time. If I want a student to play with excellent technique, I have to train correct habits from the very beginning, starting at the first lesson. Failing to teach and expect the correct technique from the beginning, rather simply hoping that eventually they’ll “catch on”, is kind of like planting an apple seed and watching it grow, all the while hoping that you just might someday get a plum. All the wishing in the world cannot make it happen.
If I want my students to actually love music and music making, I have to plant these seeds early on, too. I must regularly share my own love and passion for music and playing piano, and teach with a compassionate, caring touch. This way my harvest can include students who want to make music for a lifetime, not just until the practice timer goes off. If I want my high school students to have a good ear, I should start having them dictate little melodies early on, while they are still in elementary school. I even like to teach the Law of the Harvest to my students, so they can understand that how they learn and practice a piece from the very first week will effect in a large way how they perform it months later. If they plant the seeds of sloppy fingerings and inattention to detail early on, they will harvest a sloppy performance. On the other hand, if they plant the seeds of careful learning with full attention to detail, they will harvest a polished and confident performance they can be truly proud of.
The Law of the Harvest applies equally well to our relationships with others. If I want to enjoy the respect of others, I need to plant the seeds of always acting with integrity and treating others with respect. If I want others to speak well of me, I must speak well of others. If I want friendship, I need to be a friend. In my own little family of 4, I have found that the single best way to feel more loved is to start giving more love away. It always comes back to me, without fail. That’s the Law of the Harvest.
Saturday, March 26, 2011
Getting It Wrong On Purpose
This week a parent emailed and asked me about what to do when her child is doing something wrong on purpose because they think it is funny.
Here was my reply:
Yes, this happens sometimes. Kids enjoy being “tricksters” sometimes and will purposefully get something wrong. If you fight it, sometimes it just gets worse, because they are enjoying “tricking” you. I think the key to handling a situation like this is to not get in a conflict about it. Rather, just “go with it” by calmly reflecting what they are doing. Smile knowingly and say, “Oh, you are trying to trick me, now!” or thoughtfully observe: “Hmm, you are getting it wrong on purpose, aren’t you?” Go ahead and let them do it “wrong” and just keep reflecting. "Wow, you just keep doing it wrong again and again." Often, if the child sees that you aren’t going to get flustered or thrown off by their tricks, soon they’ll decide on their own to go back to doing the game the “right way”. If you try to make them do it right, however, it will feed the desire to go back to tricking you. Remember, that which feels like a power struggle to you may feel like a game to your child.
If reflecting doesn’t work, I would just leave it. Say something like, “Hmm, I see that you just want to be tricky today, so let’s try this game another time, OK?” A little practice game is never worth getting in a power struggle over.
Please share your own ideas, comments, or questions. I'd love to hear from you!
Here was my reply:
Yes, this happens sometimes. Kids enjoy being “tricksters” sometimes and will purposefully get something wrong. If you fight it, sometimes it just gets worse, because they are enjoying “tricking” you. I think the key to handling a situation like this is to not get in a conflict about it. Rather, just “go with it” by calmly reflecting what they are doing. Smile knowingly and say, “Oh, you are trying to trick me, now!” or thoughtfully observe: “Hmm, you are getting it wrong on purpose, aren’t you?” Go ahead and let them do it “wrong” and just keep reflecting. "Wow, you just keep doing it wrong again and again." Often, if the child sees that you aren’t going to get flustered or thrown off by their tricks, soon they’ll decide on their own to go back to doing the game the “right way”. If you try to make them do it right, however, it will feed the desire to go back to tricking you. Remember, that which feels like a power struggle to you may feel like a game to your child.
If reflecting doesn’t work, I would just leave it. Say something like, “Hmm, I see that you just want to be tricky today, so let’s try this game another time, OK?” A little practice game is never worth getting in a power struggle over.
Please share your own ideas, comments, or questions. I'd love to hear from you!
Friday, November 5, 2010
Perfect Practice Rule #2
(...please see my blog from last week if you missed rule #1)
I heard a saying once that has stuck with me: "An amateur practices until he plays it right. An expert practices until he can't play it wrong."
Sometimes I explain this concept a different way for my students. I ask them to imagine a student practicing a line of music over and over again and when they finally play it correctly they think, "Phew! I got it right!" and then they immediately move on to the next line. The problem with this is that they played it incorrectly perhaps 5 times, and correctly only once. So, the next time you get to that line, which way are the fingers more likely to remember, the incorrect way or the correct way? The incorrect way, of course!
As parents and teachers, we need to help students recognize that practice does not end when you play it correctly--that's when practice begins. When you can play it correctly once, you need to keep playing it correctly again and again, until your fingers know the correct way so well, they cannot play it wrong.
Perfect Practice Rule #2: Practice BEGINS the first time you play it right.
Happy Practicing!
I heard a saying once that has stuck with me: "An amateur practices until he plays it right. An expert practices until he can't play it wrong."
Sometimes I explain this concept a different way for my students. I ask them to imagine a student practicing a line of music over and over again and when they finally play it correctly they think, "Phew! I got it right!" and then they immediately move on to the next line. The problem with this is that they played it incorrectly perhaps 5 times, and correctly only once. So, the next time you get to that line, which way are the fingers more likely to remember, the incorrect way or the correct way? The incorrect way, of course!
As parents and teachers, we need to help students recognize that practice does not end when you play it correctly--that's when practice begins. When you can play it correctly once, you need to keep playing it correctly again and again, until your fingers know the correct way so well, they cannot play it wrong.
Perfect Practice Rule #2: Practice BEGINS the first time you play it right.
Happy Practicing!
Friday, October 29, 2010
Does Practice Make Perfect?
You've all heard the saying "practice makes perfect". The problem with this statement is that HOW you practice makes all the difference. So often I find out that my students are not practicing effectively, and therefore their practice is not leading towards perfection at all. In fact, poor practicing can actually have a negative effect by reinforcing incorrect notes and bad posture. I really think the saying should be revised: "Perfect practice makes perfect".
How do you achieve "perfect practice"?
Over the next few weeks I am going to offer a few rules that I have found lead to "perfect practice". This week we will begin with:
Perfect Practice Rule #1: Don't practice mistakes
Please don't misunderstand this rule. Mistakes are allowed and even expected. The trick is simply not to practice them. When you play the same mistake two, then three, then four times in a row, you are well on your way to becoming an EXPERT at your mistake. Keep it up and you can guarantee that you will make that same mistake every time.
When practicing, your goal should be 100% accuracy. If this isn't happening, break things into smaller chunks and slow down to the point that you can play it PERFECTLY, with comfort, ease and artistry. Then, continuing with 100% accuracy as your goal, do it again and again until your "perfection" becomes an unbreakable habit.
Perfect practice makes perfect.
Happy practicing!
How do you achieve "perfect practice"?
Over the next few weeks I am going to offer a few rules that I have found lead to "perfect practice". This week we will begin with:
Perfect Practice Rule #1: Don't practice mistakes
Please don't misunderstand this rule. Mistakes are allowed and even expected. The trick is simply not to practice them. When you play the same mistake two, then three, then four times in a row, you are well on your way to becoming an EXPERT at your mistake. Keep it up and you can guarantee that you will make that same mistake every time.
When practicing, your goal should be 100% accuracy. If this isn't happening, break things into smaller chunks and slow down to the point that you can play it PERFECTLY, with comfort, ease and artistry. Then, continuing with 100% accuracy as your goal, do it again and again until your "perfection" becomes an unbreakable habit.
Perfect practice makes perfect.
Happy practicing!
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