Category Archives: Practising

69/100 – Jig-saw Learning

What do you do when a pupil turns up at a lesson, declaring that she hadn’t done any work on the piece from last week because “it is too difficult”…. Let’s pretend she was a violin pupil learning to play … Continue reading

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64/100 The Post-It Window

I follow ┬áthe www.teachpianotoday.com site, and often use ideas that they suggest. I’m pretty sure this one came from them, but I haven’t been able to track it down. Anyway, here it is; Can you see, under the coloured pencils, … Continue reading

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63/100 Colouring-In for speedy learning

Going back to the contents of my teaching pencil-case, let’s talk about “colouring-in”. I don’t mean the mindfulness colouring books which are the current fashion! Here’s an example – the ABRSM Grade 5 piano piece, “Tarantella” At first sight, the … Continue reading

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61/100 The Practice Adventure Trail

Last week, a young student hadn’t done much piano practice, which was unusual for her. Eventually, she admitted that she “was scared of the pieces”. She is preparing for the current ABRSM Prep test, and I think a lot of … Continue reading

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35/100 Practice Starters

Paul Harris has a list of publications as long as my arm. Here is my new “toy” Now, don’t laugh; I was ordering a couple of books of music, and needed to add a little something so that I didn’t … Continue reading

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24/100 Splatty finger Toy

I follow www.teachpianotoday.com It’s a great source of ideas, and I love this one: “The Amazing Finger Exercise Cup” DO watch the video! With the sound on! I’m going to make some for my own students, and also as class … Continue reading

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23/100 “Daily” practice record

We’re issued with a pre-printed A4 sheet to give to students that we teach through Music Services.There is a box for writing down what the student is supposed to practice, and another box with 7 circles and a dotted line … Continue reading

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Issue 141: Leaping about on a piano

Well, not literally, of course! No, it’s when you have to jump to a new chord. Step 1 is to KNOW where you have to land – seems obvious, but too often the student hasn’t really, REALLY learned the notes, … Continue reading

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