Most sports offer ways that students can earn medals, ribbons and trophies. Until now, the only way my piano students could earn traditional awards like these was to perform for a judge at a festival. Some students love the thrill of performing and do well under pressure, so this works great for them. However, there are a number of students who are very talented, practice diligently, and make great strides in their lessons who don’t wish to participate in adjudicated events such as these. My philosophy is that piano students shouldn’t have to perform for a judge at a festival to be recognized for their hard work and progress if they don’t want to. My updated incentive program provides a way for ALL of my students to be recognized for their progress and achievements in piano.
Here’s How It Works
All of my students are eligible to earn the “Outstanding Achievement in Piano” trophy, whether or not they take part in festivals. All students earn “Progress Points” towards redeeming this trophy when they complete individualized goals in their private lessons. Progress points are the green paper tokens that are stored in students’ binders or practice journals. Here are some ways students can earn progress points:
Home Practice and Completing Music Theory Assignments
The main way students earn progress points is by practicing at home and writing down their practice minutes on their assignment sheet. They must also complete any assigned music theory homework. A point is awarded for each week that the student meets his or her practice goal AND completes any assigned music theory homework. For example, if a student meets her individualized practice goal for one week (let’s say 30 minutes a day, 5 days a week) AND completes her theory homework, she receives 1 progress point.
Progress points are not awarded if the music theory assignment is not completed. A point is still awarded even if the theory assignment has errors. Any errors can be addressed during lesson time but it is important for the student to try to do their theory work at home. Practice minutes must be written down in order to receive a point and I may check in with the parents to see if they can verify their child’s practice time. Younger students will need help remembering to practice as well as writing down their practice minutes.
If a student completes a metronome challenge, she receives 1 or 2 progress points depending on the difficulty of the challenge. Metronome challenges are assigned as needed when a student has difficulty with the rhythms in their music.
Scales and Chord Exercises
Completing sets of scales or chord exercises are worth 3-5 points. Scales and chord exercises are assigned as is appropriate for the student’s age and level.
I have some small prizes like bookmarks, stickers and erasers that students can redeem with 1-3 progress points to reinforce small victories. The ultimate goal though, is to collect 30 progress points. For most students, this might take about one year (9-12 months). Once a student collects 30 points, they earn their “Outstanding Achievement in Piano” award! They will be presented with a trophy in their lesson and take it home that day.
Why is Goal Setting such an important part of piano lessons in my studio? It is because I wish to develop the qualities of self-efficacy and confidence in my students. Here’s a brief quote from Brene Brown’s book Daring Greatly, boldface is mine:
“…hope (substitute self-efficacy, confidence, agency, or empowerment) happens when:
We have the ability to set realistic goals (I know where I want to go).
We are able to figure out how to achieve those goals, including the ability to stay flexible and develop alternative routes (I know how to get there, I’m persistent, and I can tolerate disappointment and try again).
We believe in ourselves (I can do this!).”
Setting and meeting goals teaches students to feel that their efforts make a difference and that they can be part of a process to make positive change that affects their lives. This can benefit them in every aspect of their lives as children and as they grow into adulthood.
Don’t hesitate to contact me if you have any questions regarding our incentive program or need tips on helping your child establish a regular practice routine at home.
On January 6th, 2019, hundreds of pianists of all ages from the Kansas City metro area came together to perform in the annual KCMTA Multi-Piano Concerts at Bell Cultural Events Center in Olathe, Kansas. Leslie’s Music Studio was proud to have 15 students participate in the event this year.
This year’s theme was “On With the Show,” featuring music from Broadway and Hollywood. Selections included hits such as “When You Wish Upon a Star,” “The Surrey With the Fringe on Top,” and “Spoonful of Sugar.”
The Multi-Piano Concert is a unique performance opportunity for students of KCMTA members. The event features 28 performers on 14 grand pianos simultaneously playing duet repertoire under the direction of a conductor. The concerts, which originated in 1993, have grown from 200 participating students to over 550 performers.
In December each year, our studio has its longest break. Students get a full two weeks off from piano lessons. I hope all of my students will enjoy a time of relaxation, visiting friends and family, and enjoying the peace and beauty of the holiday season. I 100% support taking a short break from practicing piano during this time, but if you or your child wishes to supplement their piano practice over the break, I’ve gathered some ideas for you!
Music Intervals Flashcards – appropriate for Elementary through Advanced levels (beginners can disregard the classification of intervals, i.e. “Perfect,” “Major,” “Minor” and only focus on the interval, i.e. 5th, 2nd, 6th)
This can be pentascales (also called 5-Finger Scales), 1-octave scales, 2-octave scales, etc. as well as chord progressions and arpeggios. If your child has a Technique book as part of their method book series, take advantage of all the great exercises it provides. Here’s a fun resource for practicing technique.
Sightreading means playing a piece of music for the first time. A musician’s sightreading goal is always to play as many notes and rhythms correctly on the first try as possible. For my students who use the Piano Adventures method books, you can find a Sightreading Book that goes with your level. Here is the Primer level Sightreading Book.
And last, but not least . . .
Play Previously Learned Music
Nothing is quite more satisfying than playing through “old” or previously learned music. What was once difficult is now a breeze! If you have family or friends visiting for the holidays, pick a few of these pieces to show off in a mini-recital or teach a sibling or cousin one of your songs.
Whether you take a break from practicing or enjoy the above musical activities alongside your regular practice routine, I hope you have a safe and happy winter break!
Leslie’s Music Studio was proud to present two recitals on Saturday, December 1st. Students performed at Schmitt Music in Overland Park. Each year, we feature a variety of holiday tunes alongside classical pieces.
At our studio, we love Wendy Stevens’ Christmas arrangements! Her version of Jingle Bells and Carol of the Bells are always crowd pleasers. Students at any skill level get to play the full range of the piano and perform fun glissandos in many of Stevens’ arrangements, such as Jingle Bells, Up on the Housetop, and Carol of the Bells.
A few students performed the duets they are learning for the KCMTA Multi-Piano Concert in January. Two students debuted their “Cruella de Vil” duet. If you’ve never attended the Multi-Piano Concert, it is a must-see performance! Twenty-eight grand pianos, each with a pair of duet partners, fill the stage and are directed by a conductor. This year’s theme is “On With the Show.”
Each of our recitals concluded with a special finale of Holiday Rhythm Cups! Students performed “Joy to the World,” and “Deck the Hall.”
Students, thank you for your joyful presence, your spirited playing, your dedication and hard work, and the community you create when you make music together.
Parents, thank you for all your support — for reading each e-mail, driving to lessons, being flexible, encouraging your young musician, attending recitals, and for all the ways you care for your child, not just as a musician, but as a growing, maturing, unique individual. Thank you for believing in the power of music in our students’ lives.
Schmitt Music, thank you for generously allowing us to use your beautiful facility for our performances.
Music Theory Workshop for grades 6-12 Intermediate piano students will be prepared to take the OMTA Theory Quiz. Featuring guest teacher Elizabeth Valle, writer of the OMTA Theory Quizzes.
Leslie’s Music Studio
Saturday, January 26, 2019, 1:30-4:00 Registration Fee: $30 Registration Deadline: January 18, 2019
Elizabeth Valle Biography
Elizabeth Valle is currently completing a Masters from the UMKC Conservatory of Music and Dance in Music Theory. She also has an undergraduate degree from Midamerica Nazarene University in Harp Pedagogy. During graduate school, she was the principal harpist for the UMKC Orchestra, as well as the featured harpist for the Midwest Chamber Ensemble in 2013 and 2014. She has also performed with multiple professional ensembles in the Kansas City area. Elizabeth has been teaching music to students in the Kansas City area for fourteen years, and has been active in many local music associations such as OMTA, KCMTA, and MAMA. In addition, she is currently the President of the Kansas City Lyra Chapter of the American Harp Society. Elizabeth has also chaired or co-chaired many large events in the KC area, including the OMTA Solo Festival, the Lyra Chapter KC Harp Weekend, and the KC Harp Competition.
Leslie’s Music Studio was honored to host guest teacher, Sean Hephner, on September 8, 2018. Sean taught master lessons for students from Leslie’s Music Studio and Simmons Piano Studio to help them prepare for the KCMTA Fall Festival.
Sean’s playful approach eased student tension, helping students bring out a more natural and expressive tone. He offered new insights on score markings such as dynamics and articulations by encouraging students to imagine different characters within the contrasting sections of their pieces.
The KCMTA Fall Festival is known by area teachers to be one of the toughest judging events in the state of Kansas. Brenda Simmons and I are thankful for the masterful guest teaching Sean Hephner brought to our students this September, helping ensure successful performances on October 13-14!
Sean Hephner Biography
Born and raised in Wichita Kansas, Sean Hephner began playing piano in second grade. While the bulk of his formal training was at Dr. Timothy Shook’s Creative Keyboard Studio in Wichita, Sean also expanded outside the traditional piano curriculum, leading church praise bands, participating in choral music and music theatre productions, playing in jazz bands, and studying voice as a tenor.
Sean began attending MidAmerica Nazarene University in Olathe, Kansas in 2011, where he studied under Dr. Erika Kinser, Jessica Koebbe, and Dr. John Leavitt. Here he participated in a wide variety of bands, vocal groups, school ensembles, and piano competitions before graduating in the spring of 2015 with a Bachelors in Music Education (Choral Focus). Sean was then accepted in the master program at WSU for Piano Performance in the fall of 2015, completing a Master’s Degree in Piano Performance in the fall of 2017, studying under Dr. Andrew Trechak.
Sean is currently an accompanist, pianist, singer, composer, and arranger working in the Wichita area. He teaches private lessons at the Creative Keyboard Studio, as well as at the Community Music School at Southwestern University in Winfield, Kansas and performs on both piano and voice. Ensembles that he has worked with recently include the Wichita State University Jazz Ensemble, The Friends University Singing Quakers, Concert Choir, and Opera program, as well as the Wichita Symphony Chorus and many others.
The maleficent mascot of meter visited Leslie’s Music Studio this October… and stole all of our Halloween candy! (*Insert maniacal villain laugh*)
To conquer the king of counting and take back their candy, students meticulously practiced their pieces with the metronome this month. Individual metronome challenges were assigned and completed and candy bags were filled one rhythmic reward at a time.
It is amazing what can be accomplished when candy is at stake. (Yes, there is a vampire pun in that sentence!) But really, I was amazed at the progress my students made in terms of playing with the metronome because of this challenge. Since this was such a success in my studio, I’ve decided to share it with you. Music teachers, please let me know how it goes if you decide to try it!
“Count Metronome” Halloween Practice Challenge Instructions for Private Music Teachers
Metronome – I hope you already have this if you are a music teacher! You will also need to make sure all of your students have access to a metronome at home.
Paper bags – One for each student.
Bowl for candy – Mine is clear so they can see the candy. You could instead use a decorative Trick-or-Treat bag or plastic jack-o-lantern bucket.
Candy – In September, ask students what kinds of candy they like and try to purchase some of those kinds. Beware of peanut allergies. Calculate the amount by figuring each student should earn 10-12 small candies.
Count Metronome (click to download PDF) – I framed mine so I can use it again year after year.
Optional: Halloween decorations to enhance the Halloween theme.
Before beginning the challenge in your studio, prepare the materials by writing your students’ names on the paper bags. Print the picture of Count Metronome and display it in a visible location. Pour the candy into a large candy bowl and place it near the picture of Count Metronome.
When students arrive at their lessons the first week of October, tell them what has taken place: “Count Metronome visited the studio and stole all of our Halloween candy! All of the candy bags are empty now, but you can win back your candy by completing metronome challenges each week.”
Older students won’t care so much about the story, but younger students will enjoy some embellishment. You might tell them “Matching the count’s tempo will help you sneak past the ghost that is guarding the candy in the Count’s secret vault!” Or “playing your song with the tempo the Count asks is like playing his game… if you match his tempo, you win!”
Now that they get the idea, start assigning sections of their music with a specific tempo. I used an orange highlighter to make parentheses around the sections I assigned. Write the beats per minute they must match at the beginning of each section, and next to that draw an empty checkbox so that you can check it off once it’s completed and the student has received her candy for that section.
Here’s where the pedagogy comes in: You can give students a few easy challenges (i.e. 4-8 simple measures at an easy tempo) and one difficult challenge (i.e. 12-16 difficult measures at a faster tempo). They might complete the easy challenges in 1 week, but they will work hard to complete the difficult challenge over the course of the month, making major gains in their rhythm skills.
When students come back the next week, have them play their assigned sections with the metronome. They get 3 chances to play it correctly. If they can play it without mistakes or pauses, they earn candy! I gave out one small piece of candy for every 4 measures completed. If the sections were very difficult, I gave out more candy. If a student had to work on the section for a very long time and didn’t earn any candy for a couple of weeks, I gave out more candy when they did experience success. Have the students pick out what candies they would like from the bowl and put them in their bag. They will be excited to see their bags fill up!
As metronome challenges are completed, assign new sections to give students opportunities to earn more candy each week. Adjust the difficulty of the challenges as necessary for each student. The goal is for everybody to fill up their candy bags! Celebrate even the smallest successes for a student who has great difficulty with the metronome.
Differentiating for Special Circumstances
Kids who don’t like candy: I found that even the students who don’t like candy are still motivated by the playfulness of this challenge. As an alternative, you could offer them stickers, pencils, gum, erasers, etc. I like to use practice points that students can collect and eventually exchange for prizes.
Brand new students: During the challenge, I started two new students in lessons. I let them earn candies for each song or worksheet they completed in their lessons this month instead of doing metronome challenges. (What a way to start piano lessons!)
Learning Disability: One of my students who struggles with a learning disability blew me out of the water with her progress due solely to playing with the metronome. Before the Count Metronome challenge, I thought adding the metronome would only make reading music more complicated for her. I was dead wrong! As soon as we added the metronome, it was like the music finally made sense and her playing improved dramatically. This may not be the case for every student. Alternatives to playing sections of their music with metronome could include clapping short rhythm drills, note name flashcards, or completing music theory activities/worksheets. Use your own judgment as the teacher to adjust assignments as necessary.
It has been so rewarding to see the pride my students have in their progressing playing skills because of this practice challenge. I’ve been pleased with these results and hope “Count Metronome” brings success to you and your students as well!