Talks to Teachers
What does good technique look like in the very first year of piano study? And how much can we reasonably expect from a beginner? Through video clips from private and group lessons, this session explores practical ways to develop the skills, habits, and attitudes that make good technique possible. The emphasis is on setting high standards from the beginning, rather than waiting for things to fall into place on their own.
The Blank Slate:
First-Year Piano Technique
“When I started teaching, I didn't really have a plan for technique. As a young pianist, I hadn't given it much thought. It seemed to happen on its own, so I assumed the same would be true for my students, as though they had some magical gene that would eventually kick in and fill in the gaps… I soon discovered otherwise.”
We tend to think carefully about the big pieces our students are working towards. But the next piece, the one they can make their own right now, may matter just as much. The right choice can turn a student who likes playing the piano into one who loves it. In this session, Ted Cooper introduces a selection of his elementary and intermediate pieces, written with just that possibility in mind.
Student Repertoire:
The Right Piece at the Right Time
“We can always find challenging long-term repertoire in the standard literature. We have 400 years’ worth of music, so that’s never a problem. But finding a piece that is appealing, well-patterned and can be quickly learned, that is a real find.”
Small Moments, Big Impact:
Teaching First-Year Students How to Practice
How do we teach a young beginner what to do when we're not there to help? It starts with small moments in the lesson, when students learn to notice a problem, work out what to do about it, and try again. Using video clips of first- and second-grade students in private and group lessons, this session looks at ways to make learning how to practice a natural part of learning to play.
“If we want students to learn how to practice, we have to teach it as consistently as we teach musicianship and technique. It can't be something we mention in passing as the student heads out the door.
Learning how to practice cannot be a mere footnote in our lessons. We can never hope to reach a 7-year-old with a footnote.”
“The difference between private teaching and group teaching is like the difference between an actor on stage and on screen. A screen actor always has the promise of another take. Private teaching affords us the same possibility.
A stage actor, on the other hand, must communicate his intention to a large group of people right then. There are no do-overs, so the stakes are higher. Group teaching has that same dynamic.”
Teaching a group of young beginners requires a different way of thinking. How do you keep everyone involved, move smoothly from one activity to the next, and make sure that each student is actually learning? This session takes a practical look at planning and managing group lessons, introducing new repertoire, and teaching technique without losing the momentum of the class. Video clips of first- and second-grade students show how these ideas work in practice.
Group Teaching:
A Survival Guide
From Lesson to Stage:
Where Successful Performances Begin
“Today I will share some ideas that I have found helpful to think about in my own teaching, and I am going to address them in the way that I first became aware of them: through mistakes. The three big mistakes that I have seen from the audience, as a judge, and in my own studio.
There is a thread that runs through these mistakes. They all happen very early in the process. In fact, they happen at the very beginning and are all under a teacher’s control.”
Most performance problems begin long before a student walks onstage. So what needs to happen between that first lesson and recital day? Using a timeline illustrated with video clips of elementary and intermediate students, this session follows the preparation of a performance piece from beginning to end. We'll look at how to establish accuracy early, keep a piece secure as the weeks go by, and recognize when a student is ready for the next step. Memorization, rehearsals, and stage presence all have their place in the process.
For workshops, presentations, and other professional enquiries, please get in touch.