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Reaching Your Goal:
Musical Foundation or Total Musicianship
Musical
Foundation I
I feel this entry level is the
most critical stage in piano education and the approach may
vary quite a bit for different ages. I have therefore separated
ages into three groups for Musical Foundation I. The ultimate
goal for everyone remains the same. You will find the Skill
Guide at the end of this section.
Younger Learner (ages 3-5)
: Children can start at any age as long as they can sit
still for at least 15 minutes. It is also helpful if the child
can recognize numbers 1 to 5 for fingering and letters 'A' to
'G' for key names. I strongly recommend children of this age
level begin music education in a group setting (i.e. Kindermusik). Once they
can stay focused and engaged for the duration of the class,
then start thinking about private lessons.
Many teachers do not accept students
until they reach school age, usually around age 5. There isn't
a magic age to begin private lessons. Parents must be realistic
about the amount of instruction their children can absorb in
15 minutes. I don't believe that starting private lessons at
age 3 or 4 will put your child 'ahead' of your goal or guarantee
your child will become a prodigy by age 10. It's what we do
as parents to nurture our children during those years that sets
the path for our children. Both you and your child have to be
ready mentally and physically to make this experience a success.
Younger children also require
parent's 100% commitment in time and energy. I think it's important
to be sure your child is mature enough to take on a new responsibility.
Begin with a 15-minute lesson and then increase the length to
30 minutes. Daily practice should be about 15 minutes, whether
once or 2 to 3 times a day.
Elementary Age (6-10):
This is the perfect age to introduce any instrument, and with
increasing interest in music it could also become a life-long
endeavor. Children at this age like to be treated as responsible
individuals, are always very enthusiastic about new ideas, and
are usually ready to try something unique. By now most children
probably have been exposed to some type of musical instrument,
either at school or from friends. If they ask to take piano
lessons, I would first discuss with your child about their commitment
to daily practice before searching for a piano teacher. This
will eliminate a lot of stress later.
Even if your child hasn't asked
to take piano lessons, you may want to slowly approach the subject
by offering them a choice of instruments. I would never
force any child to take lessons. Bring them to children's concerts
or let them attend a friend's recital. You want to offer as
many opportunities as possible to spark any interest they may
have in music. When a child is ready to make the commitment,
they will excel without putting stress on you and pressure on
them.
This is also a crucial age to
have the right teacher for your child. The minds of these children
are very simple and they put complete trust in people we put
them in the care of. They will begin to form habits, good and
bad, based on what they are taught. I would make the extra effort
to choose the right teacher. Begin with a 30-minute lesson then
increase it to 45 minutes or an hour. Daily practice should
be at least 30 to 45 minutes and more when lesson length increases.
Middle School Age and Up (11
to Adult): Its never too late to begin piano lessons. Whether
you've decided to switch from an existing instrument or taking
up an additional instrument, or to learn an instrument for the
very first time. There are many fun ways to discover the joy
of piano playing.
My recommendation is to begin
with a method of study (i.e. Music
Tree by Frances Clark). This will ensure a solid
foundation in all aspects of your piano study. You should also
have a repertoire outside of method books. Whether you are seeking
further advancement in piano study or just a lifetime pleasure
be sure to look for a teacher who understands your goal. Begin
with a 30-minute lesson and eventually increase it to an hour.
Daily practice should be at least 30 to 45 minutes and more
when lesson length increases.
Skill
Guide for Musical Foundation I
Physical Placement:
| Posture |
Instilling good habits
at the piano from day one is undoubtedly one of the
most critical parts of learning to play the piano. Good
posture is necessary to make a performance come alive.
The energy of your fingers comes from your whole body
and you must ensure your body is correctly positioned
to extend that energy all the way to your fingertips.
- Sit up tall with your back straight
- Place both feet firmly on the ground.
If your legs can't reach the floor, use a stool for
your feet.
- Completely relax your shoulders
- Relax your arms, wrists, and hands
|
| Hand and Finger Position |
Bad hand and finger
positioning is something very difficult to correct later
on. Spend as much time as necessary to get this right!
- Your hands should be relaxed and
rounded as if you were holding a tennis ball
- Your fingers should be relaxed with
just the fingertips touching the keys. Your fingers
should neither be curled in where finger nails hit
the keys nor so flat that the first knuckle is bent
in
|
Piano Skills:
| Read Music |
Able to read at least three
octaves of music, two octaves higher and one octave lower
from Middle C |
| Technical Skills |
Level 1 |
| Sight Reading Skills |
Able to sight read music
with hands together:
- Keys - up to 3 sharps and 1 flat
(C, G, D, A, F)
- Time Signatures - 2/2, 2/4, 3/4,
4/4
- Rhythm - simple, up to 10 bars
|
| Aural Skills |
Able to tap, sing, and listen
to music:
- Respond to music - recognize 2/4,
3/4, 4/4 beats
- Sing - repeat notes played on the
piano by singing, up to 3 bars with a range of up
to 5 notes
- Understand music - differentiate
between rhythmic and melodic changes and able to express
different qualities in a performance (i.e. dynamics,
gradation of tone, articulation)
|
| Practice Regimen |
Daily practice should be
15 minutes to an hour, or at least as long as the length
of lesson |
Music Appreciation:
| Music Appreciation |
Exposure to music history,
attend concerts |
| Composition |
Simple one-hand composition
using proper markings (time values, time signature) |
| Musical Styles |
Able to differentiate a
waltz from a march |
| Sense of Music |
An intuitive understanding
of music |
Music Theory:
I highly recommend supplementing
your regular repertoire with the The
Associated Board of the Royal Schools of Music(ABRSM)
for its rigorous program in Music Theory and Piano Examinations.
Musical Foundation
II
By now your child probably has
had a few years of piano study. They should continue to practice
daily for at least an hour. They may have began to participate
in programs outside their private lessons (i.e. auditions, examinations).
They should have a repertoire containing pieces from various
musical periods and styles, and continue with technical exercises
(i.e. Czerny, Hanon). I highly recommend supplementing your
regular music educational repertoire with the The
Associated Board of the Royal Schools of Music(ABRSM)
for its rigorous program in Music Theory and Piano Examinations.
Skill
Guide for Musical Foundation II
Physical Placement:
Piano Skills:
| Read Music |
Able to read at least four
octaves of music, two octaves higher and two octaves lower
from Middle C |
| Technical Skills |
Level 2 |
| Sight Reading Skills |
Able to sight read music
with hands together:
- Keys - up to 4 sharps and 3 flats
(C, G, D, A, E, F, Bb, Eb)
- Time Signatures - 2/2, 2/4, 3/4,
4/4, 3/8, 6/8
- Rhythm - complex, up to 20 bars
|
| Aural Skills |
Able to tap, sing, and listen
to music:
- Respond to music - recognize 2/4,
3/4, 4/4 , 3/8, 6/8, 9/8 beats (duple, triple)
- Memory - repeat melody by singing
or playing up to 4 bars
- Sing - repeat notes played on the
piano by singing, up to 3 bars with a range of up
to an octave
- Sight Sing - given up to 3rd above
and below tunic triad, sing in pitch up to 5 notes,
with intervals up to a 3rd
- Understand music - differentiate
between rhythmic and melodic changes and able to express
different qualities in a performance (i.e. dynamics,
gradation of tone, articulation, tempo and Major/minor
key)
|
| Practice Regimen |
Daily practice should be
45 minutes to an hour, or at least as long as the length
of lesson |
Music Appreciation:
| Music Appreciation |
Exposure to music history,
attend concerts |
| Composition |
Complex one-hand composition
using proper markings (time values, time signature) and
simple two-hand composition |
| Musical Styles |
Able to identify - different
rhythmic pieces (i.e. a waltz from a march), character
of a piece (i.e. sad, beautiful, repetitive), and style/period
of a piece (i.e.Romantic, Baroque). |
| Sense of Music |
Good intuitive understanding
of music |
Music Theory:
Total Musicianship
I
You probably have already jumped
over many hurdles and performed at endless number of recitals.
You've made a serious commitment to daily practice and participate
in various music programs. To continue advancement in your music
education, you must achieve the following skills to the fullest.
Skill
Guide for Total Musicianship I
Physical Placement:
Piano Skills:
| Read Music |
Able to read at least six
octaves of music, three octaves higher and three octaves
lower from Middle C |
| Technical Skills |
Level 3 |
| Sight Reading Skills |
Able to sight read music
with hands together:
- Keys - up to 5 sharps and 5 flats
(C, G, D, A, E, B, F, Bb, Eb, Ab, Db)
- Time Signatures - 2/2, 2/4, 3/4,
4/4, 3/8, 6/8, .....
- Rhythm - complex, up to 20 bars
|
| Aural Skills |
Able to tap, sing, and listen
to music:
- Memory - repeat a complete melody
by singing or playing
- Sight Sing - given up to 5th and
4th above and below tunic triad, sing in pitch up
to 6 notes, with intervals up to a 3rd
- Understand music - express different
qualities in a performance (i.e. dynamics, gradation
of tone, articulation, tempo and Major/minor key)
|
| Practice Regimen |
Daily practice should be
at least an hour |
Music Appreciation:
| Music Appreciation |
Exposure to music history,
attend concerts |
| Composition |
Complex two-hand composition
using different dynamics, articulation, tempo, etc... |
| Musical Styles |
Able to identify - different
rhythmic pieces (i.e. a waltz from a march), character
of a piece (i.e. sad, beautiful, repetitive), style/period
of a piece (i.e.Romantic, Baroque), form and texture (i.e.
harmonic, arpeggio) |
| Sense of Music |
Strong intuitive understanding
of music |
Music Theory:
Total Musicianship II
The ultimate goal in piano training
is to have a true love for music. You just can't live without
music - breathing music night and day. You may have begun another
instrument and are enjoying it just as much as piano.
Skill
Guide for Total Musicianship II
Physical Placement:
Piano Skills:
| Read Music |
Use the full range of keys |
| Technical Skills |
Level 4 |
| Sight Reading Skills |
Able to sight read music
with hands together:
- Keys - up to 7 sharps and 7 flats
(all the keys)
- Time Signatures - 2/2, 2/4, 3/4,
4/4, 3/8, 6/8, etc...
- Rhythm - complex
|
| Aural Skills |
Able to tap, sing, and listen
to music:
- Memory - repeat a complete melody
by singing or playing
- Sight Sing - given up to 5th and
4th above and below tunic triad, sing in pitch up
to 6 notes, with intervals up to a 3rd
- Understand music - express different
qualities in a performance (i.e. dynamics, gradation
of tone, articulation, tempo and Major/minor key)
|
| Practice Regimen |
At least as long as the
length of lesson |
Music Appreciation:
| Music Appreciation |
Exposure to music history,
attend concerts |
| Composition |
Complex two-hand composition
utilizing different forms and textures |
| Musical Styles |
Able to identify - different
rhythmic pieces (i.e. a minute from a gigue), style/period
of a piece (i.e.Romantic, Baroque), form (i.e. A-B-A)
and texture (i.e. harmonic, arpeggio) |
| Sense of Music |
Solid intuitive understanding
of music |
Music Theory:
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