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Rina, 5, moves right along in her piano studies (Videos)

Rina takes to piano like a duck in water.

Yesterday, she began her lesson with a five-finger romp through D Major and minor, adding chords to her repertoire.

Did I say “chords?”

It’s every child’s dream to play more than one voice at a time, to fully appreciate the piano as an orchestral instrument.

I know, because at six-years old I longed to hear my two-note melodies bathed in rich sonority.

Mrs. Vinagradov, my weekly duet partner, raised the level of our music-making by several notches, but I had no patience to delay gratification between lessons.

In those days, young piano students were imprisoned in tiny instructional boxes, gasping for any signs of cosmic harmony. They were so fixated on Middle C that to drift elsewhere was anxiety-provoking.

Personally, I was over-burdened with monophonic Diller-Quaille and Diller-Page songs, illustrated with pics of children in high-button shoes beside bicycles built for two. Those archaic pics were re-published for decades beside colorless melodies. They begged for polyphonic enrichment!

Why students were placed in a restricted, No Harmony Zone, was beyond comprehension.

But to the good, it ignited a revolution among teachers who had been closeted rebels.

***

In our more pedagogically enlightened day and age, a fledgling can reach for the stars, playing more than one note at a time without a meltdown.

As an example, Rina plays a two-voice Minuet and March that produce ear-pleasing harmony. They fuel her enthusiasm from week to week.

Here, she practices her five-finger D Major/d minor warmup which leads to building chords in six voices. What a revelation, like the first sunrise.

Can you believe how far she’s come in less than a year’s time?

Part 2, Rina’s first piano lesson:

Flash forward 11 months:

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Piano Technique: A Bouncy Scale workout with forward arm rolls and supple wrist motions–Enjoy the romp! (Videos)

Scales can be a great workout routine if you let your arms loose, dip your pliant wrists and go with the flow. And it’s a great cardio. (No treadmill or weights required) Just apply principles of balance and buoyancy.

Here are snatches from an adult student’s lesson (Legato and staccato playing with slow motion replays)

C# NATURAL minor in parallel and contrary motion

First Aiden cat joins in:

http://www.powhow.com/classes/shirley-kirsten

Join me for a Piano Cardio class.. See my class schedule at POWHOW

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Teaching piano to Rina, 5, with a supplementary video for mom that outlines our lesson plan and goals

Rina’s mother attends her daughter’s lessons, takes notes, and receives a follow-up assignment.

Today, I sent her a video that summarized what we had accomplished yesterday along with a goal-setting outline.

***

The child has been working on her legato which is a new and enticing musical universe. For the better part of 6 months she’s had considerable saturation with single, detached notes, using one finger at a time.

Last week, I felt it was the perfect moment to join notes in a connected fashion because I’d seen her do this on her own, and felt she possessed the musical and physical ability to move forward.

Here’s a snatch of Rina’s legato from her last lesson:

And her preliminary work on Minuet by Reinagle:

SEE LESSON PLANNING FOR A FIVE-YEAR OLD STUDENT:

https://arioso7.wordpress.com/2012/03/08/lesson-planning-for-a-5-year-old-piano-student-video/

She’s now playing her “Frere Jacques” in Major and minor (with Eb) using connected fingers (Legato)

In this regard, Rina currently “reads” a pre-notational form of music, where the notes in various rhythmic values float in space, going up and down in STEPS and SKIPS. Bar lines have been inserted along with letter names and finger numbers. (These pre-staff landmarks have been gradually learned)

EXAMPLE of the format with “Frere Jacques”

***

This latest video prepared for mom pertains to practicing an expanded five-finger warm-up in legato and the Reinagle Minuet in G Major.

NEW:

MY PREP VIDEO for the Reinagle piece, created earlier, encouraged ear-training, clapping and singing activity, etc. in readiness for playing.

***

For the intricate intervals in measures 13-16, I’d planned to enlist staircase activity which is demonstrated on video. (Note that a FLAT can be added for the Parallel minor, which I illustrated at the conclusion of footage)

***

Finally, here’s an overview of Rina’s progress before she embarked upon legato phrasing:

https://arioso7.wordpress.com/2012/03/01/rina-5-shows-outstanding-progress-over-6-months-of-piano-lessons-videos/

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Part Six Piano Instruction, Beethoven’s “Tempest” Sonata No. 17, Op. 31 No. 2 and all FIVE teaching segments preceding

In order from Part One to Six:

I.

II.

III.

IV.

V.

VI.

LINKS:

Part ONE: Beethoven Tempest Sonata in D minor

https://arioso7.wordpress.com/2012/04/01/practicing-tips-for-beethovens-tempest-sonata-op-31-no-2-part-one-video/

Part TWO Instruction

https://arioso7.wordpress.com/2012/04/01/piano-instuction-part-two-beethovens-tempest-sonata-hand-cross-over-with-tremolo-in-the-middle-voice/

Part THREE Instruction

https://arioso7.wordpress.com/2012/04/03/piano-instruction-part-three-beethoven-tempest-sonata-in-d-minor-op-31-no-2/

Part FOUR Instruction

https://arioso7.wordpress.com/2012/04/04/piano-instruction-part-four-beethovens-tempest-sonata-in-d-minor-op-31-no-2-measures-55-93/

Part FIVE Instruction

https://arioso7.wordpress.com/2012/04/05/piano-instruction-part-five-beethovens-tempest-sonata-op-31-no-2-measures-93-to-158-development-recitative-submerged-pedal/

PART SIX, referenced in You Tube format

http://www.youtube.com/watch?v=nwQzBpWJWqs

"Tales of a Musical Journey" by Irina Gorin, Journey of a Piano Teacher from New York to California, piano, piano addict, piano blog, piano instruction, piano instructor, piano lesson, piano lessons, piano masterclass, piano masterclasses, piano playing, piano playing and breathing, piano playing and phrasing, piano playing and relaxation, piano playing and the singing tone, piano practicing, piano student, piano study, piano teacher, piano teachers, piano teaching, piano technique, Pianostreet.com, pianoworld, playing piano, practicing piano, practicing piano with relaxation, publishers marketplace, publishersmarketplace, Shirley Kirsten, Shirley Kirsten blog, shirley s kirsten, Shirley Smith Kirsten, shirley smith kirsten blog, supple wrist in piano playing, teaching piano, teaching piano to children, technique, whole body listening, whole body music listening, word press, word press.com, wordpress, wordpress.com, you tube, you tube video

Irina Gorin, creator of Tales of a Musical Journey, shares her thoughts about braving a new piano teaching universe

From Irina Gorin:

“An expert is a person who makes all mistakes possible in a very specific field and learns from those mistakes. So I could probably consider myself getting close to being an expert in teaching children. But I hope there are many more mistakes and learning experiences ahead.”

This riveting quote set in motion a series of thoughtful answers to questions I posed to Irina Gorin, creator of Tales of a Musical Journey.

A master teacher with decades of experience, she’s been riding a crest of success with two self-published volumes that have earned acclaim from piano instructors around the world. Satisfied parents, too, are chiming in with their testimonials, forming a choir of praise. All are inspired by two volumes that introduce beginners as young as 4-years old to the “Magical Kingdom of Sounds.” Immersed in a fairy-tale universe, they encounter characters such as King Meter, Fairy Musicalina, Princess Melody, and Prince Rhythm who lead the way with enchantment and imagination.

A child’s progress will be nursed along in carefully conceived baby steps with a fundamental goal of teaching the singing tone and how to physically produce it. Learning in this environment with absorption of musical concepts comes quite naturally. I know, first-hand, because of my experience using Gorin’s Book I with Rina, who began piano lessons at age 4.

(P.S. My review of this material will be published in the Fall 2012 Convention issue of the California Music Teacher Magazine)

***

To widen our understanding of Irina’s motivation to pave a new pedagogical path for beginning piano students, she agreed to answer the following questions.

1) Tell us about your own training in Russia and how it influenced your approach to teaching?

I graduated from a music school, college and conservatory in the Ukraine. (It took more than 20 years of intensive training in total). Teaching was a favorite interest of mine from a very young age. And while performing never was my goal, I did well with those opportunities during my student years. In particular, I enjoyed accompanying and chamber music; playing duets and performing in ensembles. To this day I relish duet-playing with my students, and accompanying them when they study concertos.

I took intensive teaching courses (a total of 8 semesters) in college and conservatory and started working as a teacher at the age of 17. My first teaching experience was at college, where I observed my instructor mentoring the same student every week. The second lesson of the week I would teach this student on my own while my instructor would evaluate progress and move on to the next step in the learning process. In this way, I worked with the same pupil in coordination with my instructor for a total of 2 years, following the child’s progress from a late beginner level to early advanced.

In summary, living in the Ukraine afforded a vast opportunity to observe many master teachers in the lesson environment while it also exposed me to a variety of master classes, concerts, lectures, workshops, not to mention hundreds of books on piano pedagogy.

Eventually, I worked for years in a children’s music school beside 60 piano teachers who were of different ages, backgrounds and experiences. In this stimulating environment, there were joint recitals, discussions, and classes that continued to feed my growing interest in teaching.

2) What prompted you to create your own creative learning materials, given the vast array of popular method books out on the market?

As piano teachers, we always strive to help students make the most progress possible.

We want them to read notes fluently, develop good technical skills, perform confidently and expressively, and above all, we want them to enjoy playing piano and classical music.

These goals are realistic ones if we have the right tools to approach our students in the very early stages of piano study. One tool is a good method book that can size down the presentation of complicated musical ideas, and make them digestible, interesting, logically connected, as well as visually and musically attractive. At the same time, teacher satisfaction with the materials is a high priority.

For more than 30 years of teaching, I had been in search of such an ideal set of method books.

I should backtrack a bit by saying that in the Ukraine where I studied and taught, there were no method books at all. All the materials the teachers had were selected books with no pictures or words to the songs.

The typical first lesson would start like this:

This is the keyboard with white and black keys. Here are the notes ABCDEFG–so let’s play them. Then the teacher would take a student’s hand in her hand and play and name the notes in the middle octave. Following this introduction, the teacher and student played an easy tune on one note with finger # 3, then two notes, and moved on to songs with more fingers and more notes. (A creative teacher could vary this approach)

When I moved to USA in 1993, I was thrilled to discover method books such as as Alfred, Thompson, Bastien, Faber and Faber.

They had pictures; they had words to the songs, and moreover, CD’s with accompaniments. I was amazed by how easy it was to teach students starting with 5-finger positions. It seemed logical and convenient.

So I started teaching all my students with Faber and Faber’s Piano Adventures which soon became my favorite. For certain, these books made my work as a teacher less burdensome. (especially with my lack of an adequate English vocabulary)

But in a short time, I started seeing some big obstacles associated with these materials.

1. Students could not read or play music that was not in a 5-finger position.

With such patterns the five fingers are strictly fixed to certain notes in each position. Very quickly the students realize that they only need to pay attention to the fingerings so there’s no point in “reading” the notes because the same fingers are always “glued” to the same keys.

Sooner or later, however, the students and teachers will have to abandon these playing patterns, at a point when the pupil will suddenly realize that he has not acquired enough skills to read the notes. (The old trick of identifying the notes by fingering will not work when the student proceeds to learn the classical repertoire)

2. Another method-book related weakness was in the realm of technique, despite the existence of an entire album devoted it. Students who were exposed only to this material, had not developed a good hand position.

With fingers being constantly fixed in 5-finger positions for months and sometimes years at a time, young hands became immobile which led to a permanently strained, stiff and clumsy physical approach to playing–along with collapsing fingers and sterile tone.

3. While mentoring young children who had been submerged in these method books for too long, I had the challenge of teaching them to play expressively.

Students exposed to the five-finger positions, could care less about artistry, expression, and tone production.

In addition, the existing piano books did not explore feelings, or different approaches to tone production.

I must admit that part of the problem was tied to the prevalence of digital pianos, where touch could not affect tone.

Nevertheless, method books, likewise didn’t flesh out aspects of tone production. They emphasized loud and soft sounds (p and f) which hadn’t much to do with playing expressively.

So I was concerned with what had happened to feelings of sadness or happiness–being cheerful or gloomy. These were emotions children felt and understood by the age of 4.

4. Another difficulty with the standard method materials, was my having to use 4 or 5 different books in one short 30-minute lesson. These included SEPARATE Theory, Technique, Performance, Rhythm, Popular collections, etc.

Unfortunately, with the arsenal of method books required, many parents refused to buy the Theory, Technique or Performance book. They complained that it was too expensive, or that one or two books were enough. (By the way, I still can’t comprehend how technique and artistry can be separated out from the Lesson or Performance volumes)

As a result, as soon as students transitioned to the classical repertoire, they quit piano lessons, because the learning challenge became overwhelming!

It was devastating! I couldn’t return to the Russian teaching approach with its dry, visually unattractive materials. And besides the Russian selected books moved along too briskly. But I also couldn’t continue using American method books, having experienced unsuccessful results.

So that’s when I started thinking about creating my own method book using a combination of both Russian and American pedagogical approaches, bringing out the best in both.

My goal was to combine learning good technical habits with entertaining and fun musical material, using pictures, stories, and lyrics to the songs that would help students absorb complicated musical concepts. But I knew what a huge undertaking lay before me, and to that point I never had the time for it.

Two years ago, four siblings of my existing students asked to begin piano lessons and all of them were 4-years old. Because I had never taught such young children before (usually starting students at 6 or 7 years old) I couldn’t even imagine teaching them with the existing methods on the market.

So it seemed to be my calling, to make my dream come true.

I started writing several chapters for every lesson, and by the end of the school year I had written two books that make up Tales of a Musical Journey. I also created a supplemental kit for Book 1 and videotaped all my lessons with beginners. With the help of a media professional, I created a DVD with 3.5 hours of lesson excerpts that corresponded to each chapter of Book 1.

3) How are your materials uniquely different?

As pianists and teachers, we know that the main principle of acquiring technical skills is having freedom and flexibility in all the parts of our upper body: arms, fingers, wrists, elbows and shoulders. Not a a single note can be played well on the piano if joints are stiff and muscles are tense.

Following the Russian pedagogic approach, I start teaching kids to play only one key at a time using finger #3, because this finger is in the middle of the hand, (the longest and the strongest), and when kids master the balancing of their hand by playing with this finger, it becomes much easier to use other fingers without tensing up unnecessary muscles.

Playing with only one finger also makes it easier to control and relax the shoulders, wrists, etc. which are extremely important in playing the piano.

In this endeavor, I focus on nurturing musical expression and creating a singing tone from the very beginning.

At the same time, a gradual process of learning notes ensures development of good sight-reading skills.

Intrinsic to my teaching, is using ONE book for technique, theory, etc. which saves lesson time and coordinates the materials so they are logically connected and well balanced.

4) I notice that you start children as young as 4. What are the advantages and disadvantages of teaching very young children before they can read or write?

I approach teaching 4-year old students in the same way as I do with the 6-7 or older beginners. Some kids develop earlier and are ready to start piano lessons at a young age (the same applies to reading or math readiness). And while some need to wait until they’re more mature, say by 6 or 8, for others, it might be never, for that matter.

If young students are ready and progress well, and if families are seriously involved in lessons with follow-up home practice, then those kids will have the advantage of reaching certain milestones sooner then other kids their age.

I personally love working with this young age group, but it can sometimes be very emotionally draining. In the end, however, the joys of teaching children outweigh any negatives, so that’s why I continue to seed beginners and develop them to their full potential. It’s a unique privilege I cannot refuse.

RELATED:

https://arioso7.wordpress.com/2011/11/23/when-great-piano-teaching-must-be-recognized/

Gorin’s You Tube Channel:

http://www.youtube.com/user/pianoteaching?ob=0&feature=results_main

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Piano Instruction: How to practice Variation 2, Mozart Sonata No. 11 in A, K. 331 (Videos)

The biggest challenge in this particular variation is the fast-paced tempo and ornament execution–not to mention the fleeting 4 against 3 relationship of treble 32nds above 16ths in the bass. But the latter, should not be a big concern considering how quickly everything spins by.

In the video instruction I suggest a step-wise practicing routine where the left hand is blocked in groups of three, tracking common tones and those that move.

Fingering is very critical in playing Variation 2 smoothly, so I have attached my recommendations, subject to modification depending on what is easiest for the player. I don’t think finger choices are set in stone.

As to character, this variant has the droll dimension due to the dissonant 1/2-steps rolling through it in the bass, (the D#, E redundancy, for example) and the prominent 8th note half-step bass line grace notes which are fleshed out in Forte measures.

Variation 2 definitely reflects Mozart’s lighthearted personality.

REMINDER: Slow practicing is the gateway to a happy long-range result. (Re: the ornaments, practice them slowly, and start on the upper neighbor of principal note)
For some players, depending on level and ability, a turn will be adequate. For others, try for more repercussions.

Close-up view– no repeats–for supple wrist motion and relaxed elbow swing out…

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Irina Morozova’s inspiring words flow through a lesson with an adult student (Beethoven’s Fur Elise-in-progress) Video

“From watching great pianists it is obvious that they incorporate quite different movements to achieve the same goals, because people do not play piano with fingers but rather with the mind and the ear. Again, it is the clear image of what kind of sound one wants to achieve, combined with the knowledge of how to get it….”

To frame a lesson with these ideas, helps to infuse it with the spiritual, analytical, and nonverbal elements of exchange.

Within this paradigm, one of my adult students continued her study of Beethoven’s “Fur Elise.” (C section, treble chord voicing with bass tremolo)

LINK:

https://arioso7.wordpress.com/2012/03/17/pianist-irina-morozova-blends-a-satisfying-career-of-teaching-and-performing-videos/