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You are correcting her seating at the DP at home, that's good.

From what you say, it sounds like two things are at play. First, she probably does have a finger that simply grows in a way that causes the awkward playing. If she can overcome that will depend on how much effort she is willing to put into developing a better technique. As you may know, some students can't focus well enough, for whatever reason, to do much differently that they are. Some people have bent fingers from accidents and they manage OK. Like Gary says, you might just have to live with it.

However, I read in a Beethoven biography that he said that his fingers were splayed at the ends, making them wide at the tips and even pointing somewhat upward. He said this was from years of hard practice as a child without anyone correcting his hand/finger positions. He was angry about this. So, I try to remember that kids fingers are still growing and however they press their fingers over and over will affect the growth formation. Although it doesn't seem that your student will practice that much!

A couple of ideas:

To create awareness of finger strength and how muscles work, I use one finger, reach out and have the student connect a certain finger under mine, The we pull, fingers hooked one on top, one under. This locks the first knuckle into place and shows the student how to control their finger as we pull away from each other. It can get quite silly, too. I'm not sure I described that right. They can do this with their own fingers, one from each hand locking and pulling. Many times a student will playfully pull as hard as they can trying to "beat" me.

Another thing I do to remind a student of a task they need to remember for a finger is to use a marker (non-toxic) and make a colorful spot on the top of the finger, using their favorite color, of course!

Fingers at 90 degrees? 180?



How does this help?

Sorry to ask more questions, but I need the specifics to understand the point of the exercise.

Was at her house today and the set up is so woeful I'm not going to worry about the details until that is sorted.

It's great to ask questions! It's hard to explain the finger pulling. As you sit where you are, can you extend your hand toward an imaginary person in front of you? Reach out and make a hook shape of, say, the 2nd finger. Imagine or use your own other hand and 2nd finger, and grasp hold of the other persons outstretched 2nd finger. Lock fingers in hook like fashion. One finger will be facing down, the other facing up. When the fingers interlock, you can pull them a way from each other, creating resistance. I'm sorry, I don't think I can describe it any better. It may be one of those visual things.

The whole idea behind each of the two suggestions is to create an awareness of those fingers. Forgeting is the reason some folks can't manage to control their fingers. You put the spot on the finger, it becomes a running joke, and you have cleverly called constant attention to the finger without nagging. I start saying "Spot! Spot!" or something, and they focus. I've also tied strings around the offending finger, given it a "time out", letting the finger next to it scold the "bad finger", all kinds of silly stuff. You could even name the finger. That might remind her. "How's that sleepy 4th today?" Now I am making myself look foolish, so I hope this helps! (I can be pretty goofy.)

Create an awareness of the finger in question (or hand, or wrist) and it's much easier for the student to remember or focus on the problem. Give them a focal point instead of saying with words what you want relieves the stress of pressure on the student.

Since learning what can be very difficult for some people, it helps to use every trick you can to make this unobtrusive and fun, so the student (and you) don't get frustrated.

Sadly, children often can learn not to care either if much thought isn't given to their home practice space.

thanks i think i've got the idea now.

That is absolutely true. They pick up on the unspoken attitude that practicing is not important enough to think of the environment, to say nothing of the instrument.

update: Just off the phone to the mum who happens to be a friend. That does make it more difficult. I told her a piano stool is urgent and a piano is important. She says it's gone up the priority list.

I'll leave worrying about the finger till the basic posture is better.