6 Reasons Leveled Books Are Superior When Teaching Piano to Different Ages
Was This the First Piano Method Book (?)
In the first January article of this year, I compared the earliest piano method books to current ones and found amazing differences.
Here’s an early page in this 1850s Bertini Pianoforte Method book, which reads like a music encyclopedia and definitely not leveled instruction!
The rest of the book introduces a study of scales on page 30; dynamic signs, tempos, and arpeggios in the pages up to 60; arpeggio chords and chromatic scales in pages up to 83; exercises in thirds, sixths, and octaves in pages up to 171. One-stop shopping here! In the 1850s apparently that was what existed for the piano student, rather than separate books of graduated skill levels. Quite overwhelming!
Making Comparisons:
In considering a method of teaching piano to beginners, what would determine the content of different books targeted to learners of different ages? Are leveled books best when teaching piano to a range of learners? Comparing differences in six categories will illustrate how leveled lesson material could best be presented to learners of three age ranges:
The young student aged 4 and 5 years old
The somewhat older beginner student aged 6 to about 13
The “mature student” aged mid-teen through adult
Introducing the Revolutionary Piano Method for the Mature Student
This new series is for the Mature Student who is aged mid-teen through adult and is like no other published piano method, as it is based on the logical principles of Instructional Design. The student should recognize the selected melodies, which include classics, folk songs, and hymns. In Level 1, the treble right hand and bass left hand staff and physical keys are learned separately, spaces first as guides. After achieving proficiency separately, the hands play together on the grand staff. (Learn hands one at a time then put them together!)
Throughout the books, the student receives guidance for playing by touch (rather than constantly looking at the keyboard) by using black keys to locate white keys. Level 2 introduces proper timing/time signatures and ledger notes.
In Level 3 the C and G Major Scales/key signatures are presented, as well as accidentals and their usage rules. Level 4 and beyond continues with new scales/key signatures, time signatures, dynamics, ledger notes, and pedal usage.
Subsequent books in the series will introduce appropriately advancing selections to increase performance skills which lead to accomplished piano performance.
Sample pages can be directly viewed on piano4me.org
Back to Making Comparisons
Comparing differences in six categories shows how lesson material could best be presented to learners of the three age ranges:
Category 1: Length of the Lesson Content
The Itty Bitty student series has lessons divided one per page and is easy to follow as the student and the teacher or parent teaching piano lessons. For the very youngest students, each lesson should be kept short (just a minute or two), fun, and easily practiced at home.
The Revolutionary Piano Method for the somewhat older beginner student has each lesson as one page of exercises – or – one exercise line and a short song. Some beginners in the older age of this range combine both as one lesson. This series is easy to follow as the student and the teacher or parent teaching piano lessons.
The Mature Student series (early/mid-teen through adult) has lesson material of one-page length in general. As desired, two or perhaps three pages could be combined for a single lesson, according to the interests and ability of the student.
Category 2: Method Content Pacing
The method content pacing is the curriculum – the sequential subjects contained within each leveled book of each series for the different ages. For example:
Itty Bitty Lesson Book 1 introduces only the right hand treble staff and corresponding physical keys. Pacing is slow – to accommodate the young age. Learning to read music is like learning two languages, as the treble is read differently than the bass. In the beginning, the student is less likely to confuse the treble and bass when a level of proficiency is acquired with only the treble first. When the bass is later presented, the treble is reviewed through songs included with the bass exercises.
Lesson Book 1 of The Revolutionary Piano Method (the somewhat older beginner) introduces first treble staff/physical keys; then those of the bass staff; then hands play together on the grand staff – all within the first book.
Pacing is faster – with about 6 times the content of an Itty Bitty lesson.
Level 1 of The Mature Student series also introduces treble first, then bass, then grand staff within the first book – but with more material for each topic.
Pacing is fluid – depending on the interest and abilities of the individual student.
Category 3: Repetition of the Content; Recommended Practice
The Itty Bitty student series has lessons divided one per page*. Each page has one staff with seven circles (which look like whole notes) on either spaces or lines or both. There are seven to ten pages of single exercise lines which introduce – one at a time – the staff space letters – and later, the line letters. The student says aloud each letter as it is played on the piano. This secures information into longterm memory more quickly and avoids any attempt to “faking” the learning.
Recommended practice time: Once a day – just a minute or two in length – under supervision, saying letters while playing. (Extra time should be allowed for the short Theory Book assignment.) After the early learning has occurred and the student is comfortable, an additional page or two* could be added to the weekly assignment. Reduce as needed (due to vacation time, illness, restlessness – keep the lesson fun). There are 82 total pages.
The Revolutionary Piano Method for the somewhat older beginner student, Lesson Book level 1 – has one page of three exercise lines of about 13 letters each – or – one exercise line and a short song as the lesson assignment.
Some beginners in the older age of this range combine both as one lesson. Each Lesson Book has a Theory book and additional Fun song book for each level beginning level 2. Each lesson page corresponds to designated Theory and Fun song book pages. The Theory should be used as noted with each lesson. A Fun song could be either be assigned with the week’s lesson song – or used alone on alternating weeks as the teacher desires.
In Lesson Book 1 the first 25 pages introduce and/or review treble spaces and lines. The following 22 pages introduce and/or review bass spaces and lines (with additional treble songs). Both hands play together on the grand staff through the remaining 8 pages.
Recommended practice time: Once or twice a day about 8 to 15 minutes (according to student enthusiasm) under supervision and saying letters while playing. There are 64 total pages.
The Mature Student series for mid-teens through adult ages has lessons that are fluid as the student is capable. Generally two or three pages is enough for a lesson assignment. In Level 1 there are 16 pages for the treble staff spaces and lines (introducing all four spaces simultaneously at the first lesson). The following 18 pages introduce the bass staff spaces and lines (introducing all four spaces again first) – with a treble song used with the bass exercises for each lesson assignment.
Recommended practice time: At least once a day, about 15 minutes, or more frequently as desired by the student. There are 48 total pages.
To Be Continued . . .
The article to be posted on May 1 will address three additional differences in making comparisons of how leveled lesson material could be best presented to learners of different ages.
Teaching Piano: What’s the Difference in Method Books?
Want to teach yourself or your child piano? Want to hit keys on a piano or actually read and play piano music that’s written? Be careful; there are hundreds of method books to choose from and some look very entertaining. Some have gorgeous illustrations; some have audio visual reinforcements; some are meant to use with a computer.
But they all can be distilled into two piles:
- play piano by hitting keys – or –
- actually read written music in order to play piano
For the details check this out!
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:
Leslie Young is the author/composer 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 encouragement of critical thinking, and the instructional 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 is an easy way to learn piano.”
