I have a question about private lessons.Is everybody teaches theory and practice at each lesson or its just practice or some combination of both .I just have no idea how its can be possible to have both on 30 minutes lesson.
Any help here?
I really want my students know more then just play music.

Hi,

You might want to start having longer lessons. I don't have time to teach theory to my 30-minute students. You really can't fit everything (playing the pieces, ear training, theory, sight reading) in 30 minutes. You might also consider assigning work out of theory books. Some of the theory books are self-explanatory. There are lots of good theory books that come together with method books; check those out at your local music store.

In California, we have our own state tests, with a complete syllabus laying out what's expected at each level. We also have two sets of theory books written by people who used to write our state tests. Those books are far more intensive than the theory books that accompany method books.

Good luck to your teaching career! Sounds like you're off to a good start.

Well, it varies from teacher to teacher and from student to student. I go for hour lessons and I am learning two instruments - piano&singing ... both teachers teach theory. I also have a theory teacher and two other music teachers at my high school that teach theory. Hence have five people to hound me every week!

Other than that the way I do theory is completing a book then sitting an exam. I learn its application through singing and piano. My teachers assign me a worksheet to do in a book and check, then they show its application through analysing a piece of music.

Its hard I know, to cram everything into 30 minutes, a friend of mine would have a workshop organised for her students at the end of the year, that's when she would teach theory. I know other teachers send students home with worksheets. Other teachers decide to extend lessons to 45minutes ...

Hope this helps

Zhenya, I am an adult, and my lessons are one hour long. My son began at age 12 and he also had hour long lessons. In my son's case, when he was a beginner there were 15 minutes reserved at the end of lessons for theory. Later he entered a specialized arts school which covered theory so it was no longer needed in private lessons.

I requested theory last year. My teacher tested what I already knew. Then I worked through the book the RCM uses, checking with my teacher from time to time. While theory is pretty straightforward, it is in fact an extension of the heart of music, and this can become lost when it is all "head work". Among other things, my teacher bridged that by demonstrating the theory within music. For example, in the rule for when to use two rests (quarter X 2) or one (half note) he turned it into musical logic by demonstrating the feeling of the beats in meter - something to be felt and understood instead of merely memorizing.

I also have the impression that theory can get taught as a practical experienced, deliberately, before it is seen on paper. For example, a teacher who has a student playing the chords along the circle of fifths is creating an understanding in the hands, ears, and mind of the circle of fifths, the patterns of sharps and flats in key signatures and more. Then when the key signature are learned in formal theory, the experienced music joins the theoretical knowledge.

As a student I found that learning theory has helped me play music in a number of ways.

You know, I think you are right keystring. Theory is the most boring thing to do if it where just pen and paper. Many many students hate it. Many teachers don't teach it as an integral part of practical instead they treat it like a different world.

Theory helps extensively with composition, interpretation, musicality ... the list could just go on. But it is neglected and sadly many teachers if they teach it make it boring.

It shouldn't be treated as a different world because it isn't! Any good teacher would stress the importance of theory ... its something that makes life easier ... why complicate playing?

What I do with my students is use theory workbooks. I assign them a few pages to do every week as homework, and then once a month I do a group theory lesson, grouping together students that are at about the same grade in piano. It's a system that works well for me, and the students seem to enjoy being in a group metting others

I teach theory so that the student will think they invented the rules themselves. Not from a notebook, but illustrations and graphics and comments and only the written explanation that says it most simply. The student needs to know and recognize what he is doing on paper - so theory and technique and how to practice are a constant part of the lesson as I am also teaching the student to look at the component parts of the music and see what is present in the music.

I have created study sheets of my own, but usually there is some drawing being put on a piece of paper or on the music to "map" it.

The kids love color coding, and I usually start by saying let's "map" the repeated notes and the student even the 6 year olds, say "Can I do it?" and the marker is theirs to do the task.

We wind up with multicolored "Picasso" pages to show what we discovered, and also to plan the path. There are many, many things to be marked on a piece of music, and then, as the student gets enough experience and independance, he begins to need less and less of the markings.

The colors serve as "memos" and "reminders".

I'd love to make videos and connect the ideas for others because it inserts you into understanding the music challenges and your thoughts about "execution" and "physical movement" needed.

Theory books don't involve the student - they are reacting to pictures and symbols and giving a "pat" answer. That doesn't mean they understand the concept or can retrieve it on their own while playing.

My opinion.

Betty

Well then I was in music school theory was very boring but again its depends on teacher,we have 3 theory teachers but all of them was teaching differently.
My idea for beginners to use a lot of theory in games as many other teachers do .I think any little kid will enjoy to play with notes he/she can hold and put on board.So its just my opinion.Back in Russia I use to teach music in public school and I found some books for kids with music theory in alphabet order.So its wasn't hard to explain and not that boring.

When I taught beginner lessons, I incorporated theory into a 30 minute lesson. For instance, the first few minutes we'd go over flashcards, learn the pentascales, etc. But, during the lesson it was incorporated with everything else.

If a student worked on a piece and had terrible rhythm, I'd ask them to tell me what the notes are, how much it is worth, clap the rhythm and play it as they count out loud. I'd do a similar thing for the notes. I'd do this for new pieces to. Tell me what the note is, what note did you play, why? Read what the other notes are. And if they'd have trouble we'd go back to square one and talk about the five lines and spaces.

As they worked through their pieces we'd take a minute to look at what else was going on in their pieces. Are there intervals? What interval are you going to play? Can you name the notes? Is it a broken or open interval? Same thing with chords? Is it augmented? Etc.

I think theory can be incorporated into lessons without a designated time for theory. The method I used, was the method that I had kind of been taught with and I saw many students succeed. But that's not to say it's the best method. For young beginners, it worked well, but for more advanced students it may not. Especially for those who need more time on technique or time spent on playing their pieces.

I also like this method because it gets them talking about what is going on in their pieces themselves.

Theory requires at least 15 minutes per lesson.

There's no way to teach sufficient theory in a 30-minute lesson. Here are a couple of options:

1. Schedule 2 students who are at about the same level with back-to-back lessons. Do a 1/2 hour lesson with one, then 1/2 hour of theory with both, then 1/2 hour for other student's private lesson. When I was taking lessons years ago, I went to lessons twice a week; once for my private lesson, and then another day for a group theory class with other kids my age and level. I learned so much more theory from the group setting than when I had it as part of my private lesson. We did games, we performed for each other..... I realize parents these days can barely commit to one lesson a week, so this idea may not be feasible.

2. Many teachers I know set one day per month as 'group theory day'. Usually on a Saturday, but sometimes it actually takes the place of the 4th week's private lesson and his held during the week.

Theory can be dropped in little segments about as long as the "One Minute Manager" takes.

Just because something might be overall complicated doesn't mean it can't be explained as needed in a developmental awareness way of little sections of info. Do they need to know this in order to understand their playing assignment?

Based on the level of playing you can determine what part of the whole chunk info would be constructive at this point. What back up info does this student need?

Getting a little "Essential Music Dictionary" by Alfred for about $5.00 is a great resource. The format is tiny, but book is quite complete. Look on their website for details.

Don't forget trainor websites.

Keep it simple.

Betty

Good points from everyone who includes theory and understands the importance of a well rounded approach to piano playing/learning.

The best way is to follow a standardized, renown program like that of the Royal Conservatory of Music Toronto (a century and a half old program that is an international standard!), or its equivalent in the US - National Music Certificate Program.

While both have theory as a separate subject, piano lessons include technique, theory, ear training and sight reading, along with forking on repertoire. Students can choose not to take the formal theory lessons, or can take group lessons. I teach both, and they progress at a steady rate and learn musicianship, not just a few pieces to show off. Works wonderful with adults too.

In Canada, visit RCMT at http://www.rcmusic.ca, or in the US visit NMCP at www.nationalmusiccertificate.org/ for more information. I can answer questions, and I am sure others who follow the program will do the same.

I spend about 15 minutes per lesson learning theory, however, that's out of 60 minutes. If my lessons were only 30 minutes, that's about half of my lesson time -- far too much time on the subject (in my view), as a percentage of the entire lesson (lots of other ground to cover too).

I generally will use theory books that are with the method books. They always have corresponding theory assignments when a student learns something new, along with the repertoire they learn to help reinforce the idea. Beyond that I use Alfred's Essentials in Music Theory (usually starting in Book 2 after method book theory). It takes very little time to look over the theory assignment and give a new one. I try to make sure that the music the student learns also has something regarding the theory we are working on, so it will always be applicable in their minds.

Hi Zhenya,

I'm not a teacher, but I can tell you what is done in my Studio.

Theory is taught in a group lesson, once a week.
We take 1 hour/week piano -or the instrument of choice- (1-to-1) and 1 hour/week theory.

The studio separates children from teens from adults for the theory/solfege groups. Officially, we're 8 adults in my theory group, but only an average of 4 show up for the lesson (and only 5 took the exam).

Boira,
That sounds like a great program! Why so few showing up, I wonder? Perhaps the children and teens have a better attendance? That really surprises me. Most adults would appreciate more time to learn. Do the group lessons cost extra?

Morodiene,

Theory lessons (adult group) are 21:00-22:00 pm to fit in everybody's working day schedule. For people who live far from the studio that means getting home 23:00 pm or later. I guess some people join the lessons with all their good will and motivation, but later on they discover the work (and time) involved and drop out.

Children/teens attendance is better of course. Their lessons are earlier in the day and they're still young and fresh.

The theory+solfege lessons have and extra cost of 20€/month (29.5 USD/month aprox). They cover theory, solfege, ear training, harmony, etc. We take two exams during the school year: one in January/February and the "important one" at the end of June.

Oh my, that time is extremely late! I wouldn't want to teach that late, nor would I want to take a class that late! Sounds like they are trying to accommodate people's schedule, but as a result they miss half of the students that way. Also, if they simply added that as a part of the tuition (and opened up more times to allow other schedules to work out), they might get better attendance.

Anyways, I know that it's not your studio, but one you take lessons from, so you can't change that.

Dunno - when there's a will? When my son was in grade 12 he needed an additional course for the prerequisites of his chosen university. The night school courses crammed a week's work plus assignments into a 3 hour class, taken twice a week. He had full classes at school, plus rehearsals (7:30 a.m.), plus audition preparation, and he attended night school from 7:00 - 10:00 p.m. twice a week. I gave him keys to the car. If a 17 year old can do it, can an adult not?

If there wasn't a late night group, the studio would miss the other half... myself included The usual here is work until late in the evening (unfortunately).

The ideal situation would be having 2 adult groups: one late in the evening/night for the wild-hours-working people and other group earlier in the day for the lucky ones who get out of work at 18:00 (or work part-time, etc).
But as you said, I can't change anything


PS: I'm afraid I've gone OT again... *sighs*
[Edit to delete an OT rant about late night courses]

Hi,
I'm new here.
Just wanted to say that I teach all my younger students are on 20 minute lessons and we have time to do theory. So it's definitely possible!
A good idea is to discuss everything in the lesson but for them to have a theory book to go back to things they forget- don't rely on the book to do your job.
90% of the theory I teach (for young beginners, 100%) is related to the pieces. e.g. key signatures, time signatures, style, mood etc.
Most 8 year olds are not particularly excited by writing out and learning key signatures and scales. A few will be interested in learning to actually play the scales. Most will be interested if you discuss the piece that they're playing and what it sounds like to them. Does it sound happy, sad, angry? Then that can be a platform for discussing major and minor keys, intervals etc, because these things all influence how a piece sounds.