PART 2. Six Reasons Leveled Books Are Superior When Teaching Piano to Different Ages
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. The last article covered the first three categories; this one finishes the remaining three:
Category 1: Length of the Lesson Content
Category 2: Method Content Pacing
Category 3: Repetition of the Content; Recommended Practice
Now for the New Stuff!
Category 4: Use of Graphics; Size of the Content
The use of visual graphics is rather essential when introducing concepts. Like is said: “One picture is worth 1000 words.” However, the interest level of pictures ideally should match the age level of the learner; the “cute” ones for the youngest ages; the more refined for older ages. The mature student would require fewer images to encourage interest, though the explanatory illustrations would still be necessary.
The size of content follows the same concept: larger size of text in smaller chunks of information for the youngest ages; smaller size of text in larger chunks of information for the older ages.
Category 5: Connection to Life Experience
This category takes consideration and some research:
- What melodies are the students in an age group likely to recognize and want to learn to play?
- What type of music is interesting for the students in a particular age group and would be most likely to be encouraging for practice? For example, mature students would enjoy classical pieces more so than the younger student; younger ages relate better to nursery rhyme songs, even “silly” songs. Traditional folk songs can often be agreeable to most ages of students.
- What music ornaments, techniques, and rhythms would be enjoyed by particular students? Young learners enjoy repetition (of notes and short phrases) and various dynamics; older students like to conquer new articulations, grace notes, a variety of tempos, pedal usage, performance techniques, etc.
Category 6: Physical Ability of Learner
It’s critical to lesson success that the material to be performed not be beyond the physical ability of the learner. Young fingers, of course, are shorter and take time to automatically curve and successfully attack keys. Playing with feeling, to a large extent, comes with maturity and practice.
The Instructional Design method builds one simple concept upon another, leading to the more complex. Conquering concepts take time and practice in order to become proficient. Successful lessons proceed at a pace that considers the physical ability of the student age group.
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.”
