Instructional Design in Piano Lessons: Cardinal Habits
Continuing with the topic of Instructional Design in piano lessons – but first, a mystery was solved today. Over the past several weeks, I had been stumped as to the source of a reoccurring sound at my window – sort of like glass popping when the temperature changes or the house settles. It was loud – and annoying if I was engaged in doing something that required thinking. . . or napping.
It would go on so long, 10 to 14 times or so, that I decided it must be a large insect trying to fly through the glass and just bumping onto it – over and over. Most times, I would finally be irritated enough to interrupt what I was doing and go look out the window. Of course, every time I got up, the sound stopped and there was nothing to see.
But today was different. When I looked out the window, I saw a bird – a cardinal – on the porch, tilting its head a bit, back and forth. A bit of research explained that cardinals are very territorial and will fly into windows if their reflection is seen as an invading cardinal that needs chasing away. They do it, not realizing there is a physical barrier of glass blocking their progress.
Nothing to be gained by doing that, I thought to myself. Then I remembered a few “cardinal habits” I have that do nothing productive. Hmmm. That’s rather the opposite of learning anything – especially using Instructional Design, where success is acquired in small degrees and learning steadily progresses forward. Sometimes, I do waste time and energy. What do I encourage that helps students be more productive during practice time?
Share Your Ideas
What do you do, or have your students do, that maximizes practice time? I invite you to share what works for you – in the COMMENTS SECTION down below – or what doesn’t work. I’ll be happy to post your thoughts next time and give you all the credit for your ideas! Here’s one thing I’ve found that’s really helpful:
Consciously Use the Blacks to Find the Whites
Typically students, especially beginners, concentrate on note letter identification and key location. They rarely consider HOW to most quickly ARRIVE at that key location. They rarely use the black key groups to more quickly locate the white key, unless I specifically point it out. Here’s some examples:
Warm-Ups!
Each “Warm-Ups!” block at the beginning of every Lesson Book page gives the student practice in locating the white keys by using the black key groups. Each is precisely an action used in the page’s song, with corresponding finger numbers.
The white key F was the first space note that was learned. Students used the group of three black keys to quickly find and play the white F key to the left of the black key group. They could easily repeat the process of “find F and play” all over the entire keyboard. It was easy, and therefore became “fun” – so now the goal is to make other keys just as easy and fun to read and play.
I tell even the young beginners that the D key is my favorite because it’s in the middle of the group of two black keys – like they are two arrows pointing to the white D key in the middle. I have them play multiple D keys to see how easy it is to find. Over a rather short time of a few weeks, if a student hesitates at identifying and locating the D key, I prompt with “it’s my favorite” – and soon they just know it by name and key location.
At some point during a lesson, I may cover the keyboard with a paper so the student can’t see the keys. If I call it a game – so much the better! Let’s see if you can find (a particular key) without looking at your hands. Now do it again with your eyes closed. Put your hands on your head first, then do it again looking up at the ceiling . . .
This breaks up the routine and is fun – but also concretely demonstrates my point of not looking at the keyboard and using the black groups to locate white keys.
Being freed from constant reference to the keyboard produces a level of brain-eye-hand coordination that elevates the performance level of playing written music. This longterm goal begins on page one of Lesson Book 1 and methodically increases in logical increments throughout the method series.
Learning to play the piano is about diligence and perseverance. Just as critical to student success is the method that is used, the pattern of critical thinking that is encouraged, and the Instructional Design principles that promote immediate success with logical progression.
What Would the First Lesson for a Young Student Look Like?
What Would the First Lesson for a 6 to Teen Look Like (video)?
View sample pages of all the books for students
ages 6 to teen:
View sample pages of all the books for students
4 to 5 years old:
View sample pages of all the books for older
teens and adults:
View the books on Amazon:
About the Author, Composer, Illustrator,
Educator, and Eternal Optimist
Leslie Young is the author/composer/illustrator of the Revolutionary Piano Method. She co-founded a K-12th grade charter school in Texas and has been a piano teacher for about 40 years. She has had experience teaching a variety of students tackling piano for the first time or as returning students.
Leslie believes that “learning to play the piano is more about diligence and perseverance” – but would add that just as critical to success is the method that is used, the pattern of critical thinking, and the instructional design principles that promote immediate success.
She states: “In teaching piano to students of varying ages, what also varies is a commitment of time and the amount of dedication. Children of certain ages may do very well with a parent as teacher; others may need someone who is not family to instruct them. Some older children and adults prefer to make progress on their own, and this method is designed to act as a meticulous guide through new material. Some adults and teens insist on professional teachers, which also encourages continuity. Because these books are self-explanatory, a new or experienced professional teacher will have no trouble using the Revolutionary Piano Method with students. It’s an easy and effective way to learn piano.”
