Category Archives: piano blog

Trading places with our piano students

As teachers, the empathy we have for a pupil’s budding learning process with its slips and slides, is at the foundation of good mentoring. By remembering what it’s like to be in the student’s position, sitting at the piano under … Continue reading

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Two-timing scale practice

I appreciate two-timing piano students who practice their scales with acutely sensitive ears. They are made keenly aware of what it takes to repeat a faulty step-wise sequence that’s been thrown out of rhythmic alignment along a 4-octave route. (Auditory … Continue reading

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A Jet-setting adult student makes time for piano

No need to say Play it Again Sam, to Sam P. who’s been a super dedicated piano student ever since he approached me for lessons in Berkeley, nearly 4 years ago. And if we factor in a significant interruption of … Continue reading

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Alessandro Deljavan is a uniquely gifted pianist

Sometimes winners of piano competitions are not true messengers of great musical artistry. They might succeed in pleasing a panel of judges who often reward interpretive conformity and convention bundled in pyrotechnical displays, bestowing the Gold medal upon the least … Continue reading

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Piano Lessons during the holidays: Inserting a creative composing dimension to chord exploration

Every winter holiday season most music teachers are asked by parents to devote at least a few weeks to the absorption of Christmas and related celebratory selections. In the traditional musical cosmos, “Silent Night,” “Deck the Halls,” “Hark the Herald … Continue reading

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Piano Technique: Soft staccato scales with projection, springboard energy, resilience, and shape

One of the biggest weaknesses that present in soft dynamic range staccato scales, is a lack of projection. Students often snuff out notes, play them in a whisper without a tenacious spring UP character, or a necessary rebound effect from … Continue reading

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Piano Technique: Working with the character of rhythms

It’s easy to assess a student’s difficulty with navigating scales in progressive tempo framings from quarters to 8th notes to 16ths, etc. as being the result of shortcomings in rhythmic perception, when a larger cosmos of awareness is lacking. I … Continue reading

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