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I have only once played a solo at a student's studio recital. This was some 40 years ago when I was in my early twenties and was playing the classical guitar. (I had previously played in a few other settings and things had gone reasonably well.)

Together with my teacher (who owned the guitar 'studio') I picked something that was reasonably well within my technique (The first movement of the Giuliani Sonata Op 15). Even so, it took a lot of hard practise to get it to performance standard.

The student recital was always held in a ~300 seat venue and John Duarte (composer, critic and one of the doyens of the classical guitar world) had come over for the concert and subsequent party. Even though I was confident with the piece, I remember the feeling of total panic (together with an urge to visit the toilet) as the hour got nearer. Anyway, my turn came and I got settled on the platform and started the piece. During the first few bars I watched as my right hand (seemingly of its own volition) played extra notes in a certain phrase that it had never done before or since. Apart from that everything went fine .... until I came to the end of the exposition and beginning of the development section! My mind went completely blank ... I had no idea what came next!

I heard Mike (my teacher who was in the audience) quietly saying "E". Which might have been helpful in normal circumstances but, as it was, he might as well have read out an equation from quantum mechanics.

Anyway, I stood up, apologised, walked off the platform (to the bemusement of the audience who started to give embarrassed applause), a few seconds later I re-emerged with the score in hand, set it up and carried on from the start of the development without even glancing at the music.

(The subsequent party went much better! )

I imagine a dozen people around the world secretly clamouring for a picture and then running out to get recipe book stands.

I have an alternate solution for the music desk problem. I play on a Casio PX310 and have two conductor stands placed behind my keyboard at a height and distance that is close to a grand's music desk. The two stands let me spread out multiple pages to minimize page turns. I also have single vision glasses set for about 22 - 24 inches, just perfect for reading music.

Rich

keystring, your apprentice analogy is spot on. While sometimes I do get frustrated when I don't play as well at lesson as during the week, it's not a big deal. My teacher doesn't care about wrong notes, she only cares for dynamics. After I misplayed a phrase a couple of weeks ago, she was delighted, 'You got the intervals correct and the dynamics."

thumper49, the audience at a recital is anything but judgmental. I've blown it at both of my recitals, and had to fake it and just make something up on the spot to finish. Both times strangers came up to congratulate me on doing such a good job. My teacher was happy, too, because I didn't pause or stop.

I've enjoyed both my recitals, I don't imagine myself as Wilhelm Kempff, so there's no real pressure.

Hello Everyone,

My poor wonderful teacher had the same dilemma with me. I was so nervous and self-critical that I didn't play in recitals or in her workshops. I finally had to conquer this fear. I had gotten a brand new baby grand and my teacher suggested a workshop at my house! I loved the idea and then realized that I had no choice but to play. How could I not? It was my piano and my house. The solution to my first time playing for an audience, was a duet with my teacher. That took some of the pressure off of me since the spotlight was shared. Perhaps suggesting a duet might help your student with the nerves. Since then I have (although I'm still terrified) played in my teacher's workshops and recitals. I hope this suggestion helps.

Minnie

You have to admit, CarolR, that you are not very clever.

I'd bet my entire fortune that this person is dying to play for others and with others.

CarolR,

Perhaps a better idea might be to ask some students round for coffee on a semi-social basis and mix that with playing (assuming that you do get more adult students). That way they could get used to the idea of playing in front of others.

However, I do realise that many piano teachers like to keep teaching on a purely formal basis.

Many decades ago, when I was learning the classical guitar, one of the things the 'studio' I attended used to do was adjourn to the local pub on a Friday night, where the teachers and a smallish group of intermediate/advanced students would socialise and talk about music, and all things under the sun. In fact, the pub became our second home!

Also one of the other things they used to do is always have a social event, in the 'studio', after a student's recital (or the other recitals they sponsored. It was a mix of chatting with people spontaneously picking up an instrument and playing.

Those things really helped to maintain my enthusiasm and passion, though I realise that it was a very different 'world'.

I was going to ask for a picture!

Give me a little time - I'll do it today!

Here 'tis:

re the photo:
I removed the little legs that hold the cook book in place - and I usually put a large sheet of black cardboard on the stand to make it a little wider.

For one student it's having the music closer which is significant, but the lower height helps too.

To follow that thought, maybe what that adult student would be dying to be told is
"You play well enough to play in front of people".

I think people's comments about once you're no longer a rank beginner and your ears open up and you hear horrible sounds coming from your fingers, you think "why am I doing this? I'm talentless and obviously my work isn't doing me any good!"

I think teachers forget that we haven't learned how to hear ourselves yet and it's very easy to fall into the "I'm horrible" trap. I, too, would have to be hauled in with chains and wine to play in front of humans but if my teacher could find a way to convince me I won't burst other people's eardrums, I think it would be a good experience.

I talk in front of large groups, no problem, but put a piano in my hands... no way. It's a confidence thing, I think, because of lack of feedback. I get precise feedback while I'm speaking- nodding, probing questions, laughter, etc- but as I'm playing there's not enough interaction with the person listening to tell what they really think.

As an adult student who's simply terrified to play in front of anything other than my dogs, I'd be interested in hearing what other teachers have come up with to help with this.

Thanks!

Thanks for your great insight! I really appreciate the time you took to help me with new ways to think about this. I'm sure it will help my students out.

So is there anything that your teacher could do that would make you feel better about that frustration, or help you see that the problems you are having are normal? What would make you feel better?

It's a good idea to simply "plant" the idea of playing for others in the student's mind: "Can you imagine that someday you will want to and be able to share your music with others?"

Then when you hear some of her finished music that is a real candidate for her playing for others, you'd say something like, "This piece would really be a good choice for someday when you share your playing with others. Keep this one in your "repertoire". Or, "This song is so special and you play it so well." Create the word repertoire for this student. And make it seem like there is a "when", defeat the word "never". "Never say never." Suggest "someday". Just conversationally.

If the student has something to share and feels confident about it, they might venture forward.

In the meantime, read up on "stage fright" or "anxiety" and find some tools that might be useful for any reluctant student. Say, "I wouldn't be doing my job well if I didn't try to help you with this." (Smile) And, then there is the, "But, you say this without having actually challenged the thought - is what you are saying (quitting) really the truth?"

Of course, there is someone saying "no" who simply has no desire to play for others and they can say that without like a "No, thank you." (Acceptable to me.) But, when there is fear or heightened emotion about the "no", it needs to be gradually reduced in it's intensity by finding a comfort zone and more confidence and self esteem. "Maybe" and "Someday" is making progress.

It comes to mind, that if the teacher is not comfortable in performing, it is going to be harder to be convincing to the student and to create the results you want. If you are comfortable with performance, make sure you model that comfort to the student without saying anything about "performance".