FAQs

Most children are ready for lessons between six and eight years old. Younger children who do not read words may find it harder learning to read music notes as there is a correlation between reading words and symbols. Every child is different and I can usually tell if a child is ready when he/she comes for an interview. Maturity also plays a big role in that the child needs to be willing to sit still to focus during lessons, as well as persevere to practice at home.

I am always very happy to meet a teen who is interested in learning to play. I have taught many high school beginner students who were so motivated to learn that they were very disciplined and focused in practicing. This resulted in quick progress, bringing them much satisfaction and enjoyment.

Yes, I enjoy teaching anyone who is interested in learning to play the piano regardless of their age or level. Adults have different time constraints, physical abilities, musical tastes and goals, and I will work with each one accordingly to meet their goals.

It is best that students aim to practice every day. Frequently, unexpected interruptions and events happen during the week which prevents a child from practicing. So, if one aims to practice, say for five days a week, one might end up with only three days of practice. When practicing, it is more important to focus on attaining specific goals than how many minutes have elapsed. Generally speaking, young beginners should practice around twenty minutes a day. After a couple of years of lessons, a child should practice at least thirty minutes a day.

Learning to read music notes is very similar to learning a foreign language. The more frequently a beginner reviews the music notes learned, the faster the recognition or recall. Material that is taught during the lesson and not reviewed between lessons is unlikely to be retained. Maximum retention of what is learned at the lesson happens if practice takes place within twenty-four hours. If two days pass before the child gets to practice after a lesson, retention is close to zero and it becomes frustrating for the child.

As with all sports, the fingers and hands are only able to acquire muscle memory through the repetition of specific motions. These muscles are “programmed” like a computer during practicing and so, care must be taken to repeat only what is correct in order to have the desired results. For practicing to be most productive, it is important that clear goals are provided by the teacher.

Here are some characteristics of a good teacher:

A teacher who loves teaching, not someone who just needs to make extra money “on the side”.

A teacher with experience in teaching – you don’t want to be a guinea pig and have a teacher “practice” teaching on you.

A teacher who enjoys teaching children, teens and adults – depending on who you want lessons for.

A teacher who performs – it is important that the teacher is able to demonstrate the pieces the student is learning. Someone who knows how to play the student’s music is better equipped to help the student avoid “pitfalls” in the music, how to work out the problem areas, and how to practice effectively.

A teacher with a music degree (preferably in piano) – a teacher who is trained in piano literature and the technique involved in playing the piano. Someone who is specialized in piano, rather than a singer or guitarist who had a few years of piano lessons.

A teacher who has rapport or chemistry with your child. This becomes more obvious during the interview – if the teacher shows genuine interest in the child, makes eye contact and includes the child in the conversation.

A teacher who doesn’t just perform but has experience in teaching. Many professional pianists play very well but are not good teachers. Just because they can play does not mean that they have good teaching skills.

Many such teachers have no college-level music training or music degree and have little playing or teaching experience. Beginners taking lessons with these teachers frequently develop bad habits which are hard to break and hinder progress. A good teacher will provide a strong foundation which will help the student progress quickly.

If the purchase of a new piano is not possible, many good used pianos are available. Used pianos will not depreciate much and many can be found at music stores. Most music stores will guarantee that their used pianos are in good shape or make the necessary repairs. If you are thinking of buying a used piano on Craigslist or from a newspaper advertisement, it would be wise to hire a piano tuner/technician to check it out. Many pianos may look nice on the outside, but have moth-eaten felt, rusted strings or cracked soundboards among other problems. Repairs could cost more than the piano is worth.

Digital keyboards with touch-sensitive keys come very close to acoustic pianos; however they are neither cheap nor ideal. Other cheaper keyboards do not have full-size keys (the same width and length as piano keys) and make it difficult for the child to transfer what is learned on the piano to the keyboard. Part of learning to play the piano involves learning how the weight of piano keys respond to the finger’s touch and this does not feel the same on a keyboard. A student will have problems trying to transfer what he/she learns on a piano to the keyboard. If a student has to start lessons playing on a keyboard due to financial circumstances, it is important to try to purchase a used piano or rent one as soon as feasible.

Frances Clark, a renowned pedagogue said “Practicing piano is like brushing teeth. Kids won’t do it on their own.” Self-motivated discipline is not second nature for most young children, therefore parents should do as much as possible to help their child with it until they are around ten. Scheduling practice at the same time every day helps to make this part of a routine. If “practicing” sounds distasteful or a turn off to the child, try saying that it is time to visit (or play) the piano. Parents can encourage their child by saying “Will you play that song again? I love the way it sounds.” Try to get the child to perform frequently for the family or visitors in a “family concert”. Sometimes, parents promise to give their child something if they practice. Bear in mind that the child is practicing not to learn the music but for the bribe.