Music speaks our feeling and emotion. However it’s not an easy task to talk about feeling and emotion in piano learning. Some students are too shy to share their opinions, while some may not be able to pick up appropriate words fully express their feelings. In recent months I am busy with preparing students for their piano exam and find an interesting way to teach this topic incidentally.
I have a student preparing for grade 5 piano exam in this autumn. He is introvert teenager and always keeps silence during the lessons. He has played the set pieces for so long period of time. But the performance is still not satisfactory. He keeps playing the pieces rudely with wrong notes and with poor tone colour. I realize that there is something wrong with my student. I keep asking him what’s happening but he just shakes his shoulder and doesn’t want to say.
Yesterday was his second last lesson before the exam but everything still kept the same. I know I should try another approach to deal with this situation. I sat at the piano bench and played the list A:1. I asked him what’s the mood of this piece. He still said nothing. Then I brought out a dice ( yes, it’s a really useful tool in teaching 🙂 ) and told him that there were number 1-6 in this dice. Let’s think about six different character and mood, and assign with different numbers correspondingly. The followings are the mood table created by me and my student:
I asked my student to cast the dice. He got number 4. Then I asked him how to change the mood of piece into “boring”. He said by slowing down the tempo. As I was still sitting at the piano bench, I played the piece again with his instruction and kept asking what else can we do. He said playing the piece in lower register and changing the non-legato touching into legato.
Afterwards we changed the role: I cast the dice and he played the piece. I got number 1 and asked him to play the piece happily. This time thank God his playing was much much better!
This game helps us to explore and re-create the music with different character and moods. And the bonus of this game is precious. It lets me know more about my students. Up till that moment I finally know his definition of “boring” music–music in slow tempo. I also know a bit why he loses interest in piano learning–personally I like slow music and unconsciously I guess he likes it also. So maybe I gave him too much music that he dislikes. Another bonus is that the creation of mood table can reveal the mental state of student. I have a kid student. She seems burn-out in her piano learning. But she keeps silence and says nothing. When I ask her to suggest mood ( of course in Chinese), she keeps saying some adjectives with negative mood.
Hope you and your students also enjoy the game!
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