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#2071066 - 04/25/13 10:59 PM Re: Same song played twice at recital? [Re: Minniemay]
Polyphonist Online   content
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Registered: 03/03/13
Posts: 8078
Loc: New York City
Originally Posted By: Minniemay
I group pieces around a theme or vary them by mood or historical interest. There are many ways to do it.

I see.
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#2071272 - 04/26/13 07:12 AM Re: Same song played twice at recital? [Re: Gisele]
Morodiene Offline
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Registered: 04/06/07
Posts: 12380
Loc: Boynton Beach, FL
You could do chronologically according to the composer's time period. I've never done that, but I think it would be cool. Or you can do according to the tempo of the piece, alternating fast and slow (I do this often).

I used to do according to difficulty of the piece ending with the most advanced students, but I think it's obvious who is the most advanced, and who cares? Now I like it more with what sounds good. I will, however, put students who get stage fright in a spot where they prefer (some want to be first, some want to be close to the beginning but not first, etc.).
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Petrof 9'2, Roland FP-7, Yamaha MOX6, Kawai MP11


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#2071297 - 04/26/13 08:16 AM Re: Same song played twice at recital? [Re: Gisele]
piano2 Offline
Full Member

Registered: 10/26/11
Posts: 83
I definitely don't programme in order of difficulty. Older beginners wouldn't appreciate being grouped with the 4-6 year olds.
I get great joy out of making as interesting a programme I can with the pieces available. I mix the levels throughout, for the listening enjoyment of the audience. I make sure the smallest kids are closer to the beginning because I know it's hard to wait your turn. The first performer must be really well prepared, know how to bow properly, and know how to behave during a performance - this child is setting the tone for the whole recital, so you have to choose wisely.

There is also the bench height and footstool to take into considersation (if you use an adjustable bench and footstool). I use both of those and usually put 3 or 4 similarly sized students back-to-back in the programme. This decreases the number of adjustments I need to make during the concert.
I also intersperse duets throughout the programme, so that there is lots of variety for the audience.

You also have to consider the feelings of the students performing. Even though we don't want them to, students and families compare performances. For that reason, I never put siblings back to back, or other students that tend to compete.

I probably spend too much time on my programmes, but I do enjoy the time spent, and feel that the results are enjoyable and interesting concerts.

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