I intend for this thread to be a place for little victories, frustrations, thoughts, weirdness, and funny stories that occur daily when you teach piano but aren't worth starting a whole thread about.

I'll go first: For some reason, one of my piano students brought me a valentine bag full of fruit, bread, cheese, and chocolate, plus a bottle of Martinelli's cider (I'm LDS and don't drink alcohol). It's such a nice thing. I'm sure it came from his parents, but still. I don't even get Christmas gifts from most of my students. Maybe I'll hand out chocolate hearts this week because I'm feeling festive.

Nice idea, Brinestone!

Okay, I have something to share, but didn't want to start my own thread, so I'll jump in!

I had to have my cat put down last week. She was a wonderful cat, and all my students loved her. She was all white, very gentle, loved children. She used to sit by the front door waiting for them, and it was pathetic over the holidays when no one came, and she waited in vain. She would usually sit on the back of my chair while I taught, but had a few she would sit next to on the bench. When I went out of town, several of my students took turns stopping by the house to take care of her. She would curl up with any waiting sibling during lessons.

She was 16 and we suspected for awhile that she had cancer, but went down hill very fast - over just a few days, and most of my students didn't even know she was sick. On Monday, when I realized the time had come, I sent out an email to all my piano parents, so that they could tell their children. I didn't want to have to tell the story over and over, and deal with the reactions.

Even so, I had one student in tears, and another with lots of questions, and got a few hugs. (Two students this week asked where she was, so I know their parents didn't do as I asked.) But, on Thursday one of my students showed up with a bouquet of a dozen white tulips in her honor. I thought that was really sweet.

Thanks for the topic Brinestone.

I had a 6 year old student who danced in a Chinese New Year celebration. Her mother sent pictures to me by email. At her lesson this week I told her I saw her pictures from the New Year celebration and said "You looked beautiful!". She quietly and humbly said "I know".

I love the honestly and simplicity of 5 and 6 year olds!

Not too long ago, my 12 yr old student finished playing a piece and sighed. He looked at me and said, "Mrs. M., could I play that again with better phrasing?"

When a 4-yr old student was going through My First Piano Adventures and got to the song "Press that little chocolate chip", she and her mom baked me a plate of chocolate chip cookies!

Lollipop you brought a tear (or 2) to my eye... that's all I can say.

Thank goodness for Minniemay a few posts further down. I burst out laughing.

But I'm still sort of teary at same time. will post a small anecdote another time. Brinestone, Ann and Crayola - lovely stories too, thank you

Lollipop - I too got a bit teary reading your post. My teacher has a 9 month old cat that runs around like a crazy thing during most piano lessons - but for some reason has fallen in love with me... and sits next to me or ON me during my lessons. I look forward to seeing Buttercup as much as I look forward to catching up with my teacher each week. So your post really touched me.

And Ann... lol...you gotta love the little ones. I took a photo of one of my students and showed her what she looked like sitting at the piano - and her response was "I look so pretty!"

Lollipop, your cat is adorable!

Lollopop, your story touched me. I only have a few students, but they love my cat, who is such a placid and friendly fellow. My guitar student's mother is allergic to cats, so they can't have a cat, but she loves them. Sometimes I think she only keeps guitar going because she loves coming round to see my cat. The cat loves lessons because we all sit on the sofa and he cuddles and dribbles.

The other student also loves cats, and her brother comes, and first thing they do is come in and pet the cat.

My cat is about 18 years old, which is ancient for a neutered Tom. He's not been well lately and needed hospital treatment last week. He's perked up as a result of fluids but we know he has a liver problem - we just don't know how serious. I do understand that he won't live forever and I will miss him dreadfully when he goes.

When I was at school, my piano teacher was a cat lady. Under her grand piano was a plastic bowl full of newspaper - the cats' bathroom. I'm afraid she became known as "old cats-muck" and I eventually gave up lessons. A pity, because I was heading for music college (with another instrument as my main study). I soon found another teacher though.

At one time I owned 3 cats. Rather by mistake - the sort of way you DO sometimes end up with too many cats. Cats compete for territory, and they compete by peeing on things. I cleaned it up, but... You know how it's now acceptable to say "sorry, I can't stay in this room because of the cigarette smell"? Well, people don't like to say that about cats, but maybe they should.

I am very fond of my present, single, cat. I fully appreciate the companionship a cat gives, particularly to single ladies. But I am also aware that a litter tray within nose-range of a visitor is as unaceptable as cigarette smoke or continual flatulence.

I'm so sorry, Lollypop! My old kitty is much the same...she is 20 and loves attention from my students and will usually sit on the lap of any parent who stays. I know it will be a sad day when she leaves us.

What an enjoyable/touching thread! Like others, I too misted over after Lollipop's story... especially when I got to the part about the white tulips. How sweet.

I'll contribute one of my favorite little moments... I have an elementary-level student who has a vivid imagination and bubbly personality but sometimes doesn't get the "technical" names for new concepts. I knew it was time for review on ties when I pointed to one in his piece and asked him, "What's this?" He promptly responded, "a hangover."

Hahaha, I love it!

I also loved the part about the white tulips.

Oh, Lollipop! That story was so sad.

I, too, have a studio mascot, and recently wrote a blog about him:

http://marywilliamspianostudio.com/blog_files/piano_mascot.html

I've often thought, 'What will happen to my students when Skip passes,' as like many others, most of my student probably wouldn't come to lessons if Skip wasn't present.

You've given me insight, Lollipop. My condolences go out to you. Pets are family.

Thanks for all the kind words from everyone. The house still feels rather empty and quiet without Wish. She was my daughter's cat, a present for her 6th birthday, but as my son said, she liked me best. The students are all hoping I'll get another kitten some day, but my husband says no. I'll let you know who wins.

Mary, that's sweet that Skip and your student formed a bond. Wish liked to walk on a leash, too, (otherwise she was indoor only) and one of my students used to take her out while he was waiting for his lesson. He's the same student who came to his lesson in tears after he heard.

One of my former students (moved away) told me outright that she came to see Wish, not me. Whatever works!

Oh, and Sarah - cute story!

Oh wow wow wow!

That's so funny, but so sad too....

Little Victory Department: Last night, HS student came and amazingly had mastered and memorized Sonatina for upcoming recital. Had been struggling with this for months. By struggling, I mean not really practicing it diligently. Anyway, I congratulated student on major achievement and wondered aloud whether we should have monthly recitals so that students are motivated to get all their repertoire up to snuff. Student has big grin on face from complement and agrees with the monthly recital idea. Then I said, "Wait a minute, we do have monthly recitals, but you never show up." "What monthly recitals?" student replies. For Pianists Only, our monthly group lesson, which is 45 min of class work on theory and 45 minutes of performance by students. "Oh," says student, "I always wondered what that was." "I've been telling you for three years now, but I'll take a light bulb moment whenever I can get it. Now, let's get our Greig prepped the same way as you've done with the sonatina, then you'll be ready to present at next month's class." One down, many, many more to go.

All these are great!

Lollipop, so very *very* sorry for your loss. My dog is my family, and all my students are just *crazy* in love with him. He is only 5, so hopefully will be with us for a long time yet, but I do think sometimes about how awful it will be when I lose him someday. He is an integral part of our home and the whole piano lesson routine.

This evening was cold and rainy. I had a 6 year old student show up in a velvet dress with little roses on front. She had on large clip on earrings and makeup too. I said "You're all dressed up! Is there a special occasion you're celebrating?" and she said "I was off school today!" (President's Day).

I love the enthusiasm!

I know what you mean. I have a 2nd grade girl who comes to every lesson dressed as if she's going to perform in Carnegie Hall! It is really nice and shows great respect on the part of the parents. I always work extra hard with her, just because she lifts my spirits!

Last evening, my best high school student was a bit unfocused. Quite unusual for this guy. When I was on Facebook later, I saw his post that he now has a girlfriend (his first). He popped up a chat window saying, "Now you know why I was unfocused . . ." Ah, young love!

Yes, this child really did lift my spirits too. And the mother told me on facebook that her daughter loved being dressed up and "performing" on my baby grand piano.

This small occurrence was really uplifting at a time I needed some light heartedness. (I have been grieving over our 14 year old dog who was put down on Saturday...after a year of declining health...dealing with the guilt of the decision etc.)

I wonder if having a girlfriend could motivate your student to play beautifully...as a way to impress her. When my son started lessons (age 10) a neighbor told him that he "got two girlfriends in college" because they were impressed by his piano playing.

Oh, he doesn't need motivation to play beautifully. He plays like a real artist. He just lost concentration.

Oops! And you even mentioned he was your best high school student. I goofed.

Loving this thread!

Lollipop - I am so, so sorry about your kitty. I had to say goodbye to my precious kitty last year, and it was incredibly devastating. My students were very affected as well; I think they liked coming to see her more than they did me.

My contribution...so last week, as I was having a lesson with a 6-year-old boy I've had for a while, he said the word "stupid." I told him that I would prefer if he doesn't use that kind of language during lessons (I'm pretty strict on respect during lessons), and he said, "Oh, you mean words like stupid and crap and butt? My mom doesn't like me to say those either. That's why I say them at school." LOL!

I had a 6 year old student who brought me this hand written note:

"for Miss lastname

Dear Miss lastname, Mabye my
levels would be higher
than John's. If I don't
be goofy I might
get songs higher than
you exected. I might
be in level 1 in earl-
y April. if I don't be
goofy."

This is a child who has needed reminders about appropriate behavior...i.e not to grab my arm when I turn a page...not to shout at me etc. Lately she has really made effort to listen, and she's progressing very well. (She was my 4th student today and the only one so far who came well prepared.)

I just thought it was sweet that she write this note to me. And it shows her intention to behave and learn the best she can.

One of my students has perfect pitch and very, very picky taste in music. I'm struggling to motivate him to learn to read music because he can play much cooler songs without ever glancing at a book. I just introduced him to a book of complete scores by Ben Folds Five, whom he'd never heard of (specifically the song "Narcolepsy). He loves it! He's actually looking at the music and practicing hard, and he came to his lesson saying he'd been listening to lots of Ben Folds stuff lately and had learned bits of five different songs by ear.

For the record, I'm strongly encouraging ear training, a strong foundation in theory, and even composition with this kid, in addition to reading music. He's not going to end up a concert pianist, but he very well may be in a band someday, and he might as well have a full toolkit for that. He understands that reading music is a valuable tool with this as his career goal.

A 7 year old student told me yesterday "You don't have a real booster seat. You just use old junk from around the house."

(I use a seat cushion that has a pouch for keeping keys/money and has a carrying handle...probably intended to use for ballgames. Also I use a large colorful floor mat (interlocking kind) cut in half and stacked.)

I had to laugh because these are items that my husband acquired years ago. They have been mostly unused, and now repurposed to be booster seats for the piano bench.

I've talked a bit about my ear learner. Let's call him Ryan. Ryan has a very strong interest in oldies and has a very rock 'n' roll vibe. He is learning guitar and piano, and has taken drum lessons. He has an interest in learning didgeridoo as well, among other instruments. Funky and groovy are good words for this kid. He has perfect pitch and good aural memory, so he picks up songs he hears after only a few listens.

I have encouraged him to develop his gift by helping him to take licks from songs he picks up and expand them into full songs. I've taught the circle of fifths, common chord progressions, and I'm starting to teach left hand patterns. Still, I've been somewhat at a loss as to how to teach him to read music. The trouble is, he doesn't want to read anything he doesn't love to play, and he doesn't love to play anything he can read.

I have a Ben Folds Five book, and I realized that "Narcolepsy" is actually pretty easy to play. He took to it right away, and now he's a big Ben Folds fan. He talks about him, as well as about new Ben Folds songs he's learned, at each lesson. Which kind of undermines my efforts to give him music he hasn't heard before, but it's really fun to introduce a student to something that really gets him excited. And he's working harder than I've ever seen him do.

Sweetest 6-yr-old boy ever:

He was working on a part in his song, and I had him do the section 5 times. Afterward I said, "Good job - and your last one was your BEST one!"

He said, "I know! Because I practiced it the most. It's just like planting a seed. The longer you leave it in the ground and the more you water it, the more beautiful of a flower it becomes!"

Took the words right out of my heart.

(Of course, he's usually talking about his birthday, and his favorite basketball team, and his uncle and aunt's birthdays, and his neighbor's cat's birthday)....

^^^Wonderful! Thanks, I needed that.

Darling. I may just steal it.

A 5 year old student (who started lessons at age 4) was about half way through his lesson yesterday. We'd been singing songs from a new primer book. He requested to sing them all, and I went along with it. He had also done some piano playing. At one point he said "I want to do something funner". And so we did.

I got a kick out of his word "funner", but appreciate the direct feedback. Ended up using a magnetic board...reviewing EBG and more. And he was happy. Later as his brother had his lesson, I could hear the 5 year old humming as he played with Legos. (The brothers arrive at same time and wait during each other's lesson.)

This felt like a success to me. The previous week this 5 year old was not having fun in his lesson...finding note reading difficult (hence we started a new, simpler supplementary book...and I worked on making reviews into a game).

it's hard to notice how quickly i can get into "piano is a discipline" mode with my young ones.
so, today i started a new assignment with my little ones to come up with 3 animal sounds on the piano this week (like a mouse eating cheese, or a gorilla stomping through a forest, etc). next week we'll sing Old MacDonald Had A Farm and incorporate our animal sounds. they were VERY excited!

I can relate to that description of being in "piano is a discipline" mode. With some you can push ahead, and other times it's pretty clear that they need more fun.

Little kids show their annoyance readily. (I had an unpleasant situation today along these lines). It's good to recognize that they're annoyed and re-evaluate how to proceed. It usually means I need to back up and cover some concepts again or in a different way...or I need to recognize that the child is learning a completely new concept...and I've moved too quickly.

This happened today in starting the transition to notes on the staff (with a 6 year old). It helped to do worksheets/game to distinguish between notes on lines and spaces etc. Lesson ended well, but frustrating initially. (This child missed last week due to parent forgetting lesson...and has apparently forgotten a lot as she's had little help at home. It was also back to re-teaching orientation to keyboard, steady beat etc.) Ugh! Next week we'll start off with a review...and I'll remember to Keep It Simple!

Maybe this is too little to post. But here it is anyway. I had an adult student who stopped lessons beginning this month due to needing to help at family owned restaurant (hired help quit I suppose). She had progressed well in just 6 months. Also she brought me tomatoes from her garden in fall. I enjoyed teaching her.

Anyway, she just called. They've got help again at their business and she'll start up lessons again in April. I feel happy!

If the 3 adults I have continue, maybe I'll organize a recital for adults after all. I had considered it, but then one left for 2 months due to a work assignment...he returned and another stopped lessons. Now that they're all back, I'll see. Maybe this summer.

So, asking the birthday girl (at her piano lesson) what she might be thinking of doing when she grows up, she replied:




Become a piano teacher! Nice!

I have a wood block perpetual calendar in my studio. (Three block set with month, day and day of week.) I had a student ask what it is. I told her it's a calendar showing what day it is.

Then she said "How does it move?" Obviously she assumed it would move automatically. I told her I flip the blocks to change them.

Did flashcards with a student yesterday. One of the cards showed a picture of the keyboard with an X on C. It asked for two enharmonic names for the marked note. She told me C and C-sharp-flat.

An adult student told me yesterday that her parents are visiting from China. She brought me a tin containing loose green tea that her parents had brought. Beautiful tin with Chinese writing. Had a cup of tea this morning. Mild, delicate flavor with no bitterness. Nice to experience something different. And I'll save the tin after eventually finishing tea. I also love the way the lid fits...not the lids we see here.

I know this is a small thing. But it's a kind gesture like this that makes life beautiful.

Ever heard of Donna Mints - yum yum. To find out more turn to page 38 of Piano Adventures Lesson book level 1.

I corrected a few times but he didn't catch it. I was trying not to laugh

^^^LOL. I have a student who calls them Dominoes and Sonic. (Fast-food restaurants, for those not familiar.) She knows the real names, but uses the association to remember them, and sometimes the wrong word comes out.

I had a recital on Sunday. On Wednesday prior, one of my students, who was to perform "A Whole New World" explained that she had memorized the piece, and therefore set about learning the words, and asked if she could sing while she played. We arranged for a mic, and she did beautifully. Very poised and solid for an 8 year old. (She won our local "Idol" contest for her age group.) I moved her to the end of the recital so we didn't have to mess with the mic too much, so of course, that's the song that's now stuck in my head.

But I have opened a can of worms - several others are planning what they will sing at the next recital... I'm not a voice teacher, so I'm reluctant to move the focus away from piano. I have till next fall to think up reasons why they can't sing. Hmmm, maybe we'll end with a Christmas carol concert where they all can sing together!

I love the Christmas carol sing idea! That could provide an opportunity for some of the more advanced students to try their hand at accompanying a group, too.

Recently a darling six-year-old student was telling me about playing one of her pieces for a small group of little friends. She said, "it felt like my Daddy was tickling me inside my stomach!" With her little blonde curls bouncing around as she prattled on, she was so cute I had to laugh out loud.

Today I sent a link of my updated policies and fees to all students/parents. After 4 years of teaching I've now got my fees up to the going rate after incremental yearly increases. It took me a while. I feel like I've come a LOOONG way in 4 years. This time I did not feel nervous about the increase, and today for the first time I turned away someone who inquired about lessons since my studio is full at the moment.

I'm just grateful about how it has all turned out. It seems like a milestone to get to this point of valuing my service and charging appropriately.

Reviving this thread, to post a little comment from one student before I forget it!

I have a new student, 1st grader. We were reviewing note values recently - whole, half, quarter. "And I know what eighth notes look like, too," she told me. "They have pony tails."

Hi Brinestone,

That is a great feeling when students bring good things as presents and remeber you A students often brings me boxes full of quail eggs.

My piano teaching method is not all invented by me. I have syntesized ideas of many different great musicians through centuries probably starting with J.S.Bach. Of course I have added a lot of things and created a working mixture.

Today, after reading a new heap of information and acquiring a lot of new ideas, the lessons I did with my students had changed. The new information in me is already working and has added new details. So I just went through a moment where it was felt how the new information in me works and improves me. It was so interesting and postive experience to catch such a moment. Have you had such experiences?

Best wishes to everybody.
Jaak

Here's a "funny"...

My husband said to me and my daughter the other day...

"The only thing I know for sure about piano is the difference between the white keys and the black keys is that the white keys are "regular" keys, and the black keys are sharps and flats."

I had to break his little bubble and inform him that white keys can also be sharps or flats.

He was not amused.

But I was.

LOL!!

Today on the bus to work the most gorgeous girl sat to me. I was eager to talk to her but I didn't have the stomach. I also had my headphones on. Suddenly I feel a tap on my shoulder and the beautiful sounds echo in the air : 'Is that Chopin Op.9 No.1?'. It sort of went on and when I had to get off she asked me if I'd want to come to her student recital.

These things just don't happen to you on a daily basis =]

Two happy thoughts:

1) The ear learner I mentioned earlier in this thread is . . . READING MUSIC!!! Like, really reading. He doesn't know every single note, but he knows most of them, and he's looking at the page to know what to do next. I'm so excited I can hardly stand it. I honestly thought he'd never truly become good at reading because it was so much easier to pick stuff out by ear. Now the trick will be to keep his ear strong so he can be versatile.

2) My five-year-old son is sticking with piano and still really enjoying it and progressing even faster than my other beginners, who are two or three years older than him. He plays "Jolly Old St. Nicholas" at least ten times a day, and he's trying to learn "Away in a Manger." It's so cute to see him concentrate at the piano and talk to himself as he practices.

what a lovely thread.. Lollipop.. I'm so sorry you lost your cat and hope you win the kitten war. (just give him one as a Christmas present).

I love my students and have gotten into giving them a little present every week (cheap crystals picked up a garage sell.. about 3 cents a piece). They absolutely love the gifts. I don't have many students.. just four (one of them adult and she doesn't get a present).

My doggie gets so excited when they come. He greets them lovingly and plops under the piano for their lesson. He has always enjoyed piano. I was rehearsing with a soprano.. O Holy Night.. and Pal, the doggie started singing along. I had to put him out.

side.

Last week, the mother of one of my students called to say that Fridays just weren't working out for them. They kept having scheduling conflicts and she (very nicely, I might add; this woman is an angel) asked if there was any way her daughter could switch to another day. The only thing I could come up with was to have her come at 5:00 p.m. on Thursday, which basically makes dinner late and makes my kids, including a six-month-old baby, need to be good without me for 90 minutes two days in a row. I was nervous but hopeful.

Thursday was the first day we tried it, and it was AWFUL. My baby was totally losing it by the end, as were my three- and five-year-old. Dinner was rushed, I was stressed, and I wondered if I could keep doing this. My family is too young for me to teach more than an hour a day, which is why I scheduled lessons the way I did in the first place.

Anyway, I've been stewing for the past few days about whether to call the mom back and offer her Friday or just let her go. On Friday, a friend asked if I had any openings. I told her that I didn't really, even though I now technically have a slot on Friday open.

Today the mom of one of my students on Tuesdays called to tell me her daughter wants to quit piano. I just about shouted for joy, but I stayed professional on the phone.

The Friday girl's mom was ecstatic about switching to Tuesdays, I called my friend back to say I have a slot on Fridays if her cousin is still interested, and I have my old schedule back. I shouldn't be this happy about losing a student, but I am. I'd seen it (her quitting) coming anyway. She never practiced and didn't really seem to have a knack for piano, let alone much interest in it.

Perfect timing in how it all worked out. Congratulations Brinestone!

I have a student who came to lessons one day very excited. She told me her music teacher at school told her she can't answer any questions in class anymore because she always knows the answer! She was absolutely ecstatic about it. For Christmas this year, she gave me a cute coffee mug, but my favorite part was the card, where she told me that I was her favorite teacher. So sweet.

I also have another student who I started teaching at 4 1/2 years old. By the 3rd or 4th lesson he came to class with a song he had written on paper all by himself and played it through perfectly! His dad told me he wrote it just for me and couldn't wait to come to lessons that week to play it for me.

I love teaching so much!

You must be something special, trhmusic.

I have a student who wasn't progressing quite as well as I wanted (you may have heard of him on a separate thread on Pianist's Corner) who needed extra lesson time from me. Last Sunday, we had a lesson that went to about 70 minutes. His normal lesson is 30 minutes. But it seems to have sunk in finally!

Today, his mother arrived and gave me a chocolate ganache-covered cheesecake in the shape of a heart as way of thanks. YESSSS. Cheesecake is now Paleo.

Man, I wish one of my students' parents would bring ME a cheesecake. Heck, I wish anyone would bring me a cheesecake.

Maybe I should put a "cheesecake donations welcome" sign on my door.

I just found a great book of beginner recital pieces I'd lost! I brought cookies to a friend whose daughter took lessons from me for less than a year, and there it was sitting on her piano! Apparently when the daughter quit piano she never gave it back. Hooray!

Cute thread and fun:)
Recently at a group lesson we played a music card game with music notes and such. One child drew the "D.C." card and said, "I know this one! It means 'Deceased!"

Hahahaa!

I love it!

I have one student who almost never does her written theory assignments. She came to her lesson on Valentine's Day, handed me a bag of Godiva chocolates, and said, "I didn't do my theory. Am I forgiven?"

I told her "New Rule. You don't do your theory, you have to bring me chocolate."

Little kids can be so cute. They probably give me more pleasure to teach than any age (6-9 year olds). It is a true blessing when you see they love piano and really enjoy it. I have a couple of boys I teach (both about 6 years old). One loves to practice and really has a lot of fun with it. He starts my Friday evenings off fun and happy. I have another one who struggles with practice (loves sports), but really tries and is very happy with My First Piano Adventures. He was so excited to move from book A to B and is half way through that. And loves looking for Tap.

Students that make you smile and laugh are a pure joy to teach!

I love that age as well. I also love watching beginners transition into the intermediate level. They get so excited about being able to play real music that they get a new burst of enthusiasm about practicing.

Yesterday I had a 7 year old give me a small red envelope embossed with Chinese words and symbols. On the back she wrote "Happy Valentines Day and Chinese New Year". The mother let me know that the new year is celebrated for a month. The envelope contained a few Dove dark chocolates.

It was a delightful surprise!

I'd like to add that rule to my policy. Any child who fails to do their theory assignment must bring me chocolate.

If I added it to the policy, I wonder if anyone would notice.

Probably as much as they notice anything else in my policy!

A parent emailed to say she had her 10 year old (my student for past 6 months) evaluated by a psychologist and the child will be getting treatment for ADD...including behavioral work and med. Anyway I am glad the mother is facing the issues and I'm hopeful that this child will benefit from treatment.

My hips would notice, unfortunately . . .

I like the chocolate idea.

(my adult student is driving me bats with the sight reading... I guess the brain is a bit more rigid at 62... She studies sooooooooooo hard and is making rather remarkable practice but she doesn't let her eyes, fingers and brain meld.. It is unusual teaching her because she questions everything and always finds the errors in the books, which is pretty impressive. However, she insists that I explain the 'why' which is hard to do without a foundation. I need to find her an appropriate method and theory book that is rather short on details).

Apple, I wonder if you have just listed cause and effect there. There is something which one individual insisted on very strongly in regards to older students which I have taken to heart. Namely that we have been trained to begin with thinking and ideas, and letting the body follow. But in music, the body and senses create concepts in a very physical way, and our mind understands afterward. You can actually explain this to her intellectually if she is an intellectual person. Like this: Concepts used in science and mathematics actually have their foundation in what toddlers do with building blocks, dividing up candy to be shared, throwing things, and watching them sink and float. Without direct, personal, physical experiences in our world, we cannot understand later abstract concepts.

If she can get herself to switch to allowing experience first, and let the experience lead the theory, and then add the theory, it would be a whole different world. I can't come up with something off the top of my head, but some experiment which then leads to theory (the other way around) so that she can start connecting eyes, fingers, brain (you left off ears ).

Dunno if this helps: When I taught my adult student theory from scratch, there was a chapter on intervals. I had her play all the diatonic intervals and asked her how each one made her feel personally, and to rank them in order of "pleasantness". She came up with octave/unison, P5, P4, thirds, sixths, with min2 and maj7 as the ugliest. Later on as we advanced in theory we came back to this over and over again. For example, the primary chords in basic music have majors and minors, the FG in a G7 scale likes to resolve, the G is a dominant etc. I made a point that listening, experiencing, feeling, should be the starting point. It worked for this student. I don't know whether it's appropriate for you. This student was also intellectual and curious.

I reminded an 8 year old student that this coming Saturday is "Festival". His face drooped and he said "I guess I won't make it too far in the Academic Challenge". (Apparently there is something required in this challege that occurs at the same time.)

How sad. It might have been an event he looked forward to. Anyway it's up to child and dad to decide what to do. If they had mentioned a conflict to me I could possibly have made special arrangements for them regarding performance time. But this is a parent who has had 2 festival reminders, but still looked surprised in person when reminded of Saturday festival.

Burning the candle at both ends continues in popularity. But has anyone looked at the results of this madness?

One way a child student of mine discovered how to quit burning the candle at both ends....do less work...
yesterday at his lesson (8 year old) he announced to me, "I had no theory book assignments for this week". I looked at his theory book and his assignment sheet in his binder. He had erased the assignments I had given him

Hmm. It would be difficult not to laugh, seeing his assignment book. But yes, that is how students continue in so many activities. Their efforts are spread "a mile wide and an inch deep". But parents are likely convinced that it all looks good on a resume.

I served as a volunteer last Saturday for a piano competition. My job was "Guardian of The Door". (Well, they called it "door monitor".) I wore a Volunteer badge and stood in front of the double doors to ensure that people did not go into the competition during a performance.

Anyway, it gave me the opportunity to have a few conversations. One high school boy arrived with his parents, but the dad did not go in. He told me his son does not like to perform with dad in the room. During conversation I asked "How long does your son practice each day?". And the answer was 1 hour. He makes great use of 1 hour of practice. I was really surprised as this competition has the elementary kids performing late intermediate material, and middle school and H.S. performing is amazing too--the best in the region (only 6 at H.S. level).

This plays into my thinking about talent and effort. To me this was proof that the kid has exceptional talent (and knows how to practice efficiently). I had been certain these kids were practicing 4 hours a day.

Are any of you seeing students making tremendous strides with an hour daily practice?

Absolutely. We spend a great deal of time in the lesson learning efficient practice techniques and when they use them, they get a great deal accomplished.

Thanks for the feedback, Minniemay.

I have a student who is one of the most concrete-brained people I've ever known. Abstract concepts mean absolutely nothing to her if she cannot connect them to the real world. We've done all sorts of kinesthetic stuff to help her understand the concept of a beat, and maybe, sort of, it's starting to sink in. She can play fairly well, actually, but her sightreading is pretty abysmal. I've been drilling her on notes every week lately, and while she can name the notes, when it comes time to play a song, she just flounders.

So I tried something completely unusual today. It started off just as a joke. I was trying to help her identify middle E, and she was basically just playing notes at random hoping to get lucky. I told her she knew middle C and that E was in the same neighborhood, just a skip up, so she didn't need to be looking for the note way up in the treble neighborhood. It seemed to click, so I kept it going.

The nice thing is, I used to live just around the corner from her, so I know the names of the people on her block. I told her middle C was her house, D was the "Smiths'," and B was the "Johnsons'," her two next-door neighbors. I showed her on the piano and on the sheet music. I also showed her how E was two houses up the road from her. For this week, she is to study just those notes, but I think it finally clicked that sheet music is like a map of a neighborhood, and the notes on the piano are the houses.

Time will tell if this mnemonic does permanent good, but for now I'm feeling optimistic.