Game for teaching character and mood of music in piano playing

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 ūüôā ) 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:

1 Happy
2 Unhappy
3 Exciting
4 Boring
5 Gracefully
6 Calm

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!

 

Copyright ¬© 2016 Alice Ho ‚ÄĒ All Rights Reserved

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Game for extending attention and memory span

This is an era of hyperactivity and impulsivity. Thanks the rise of smart phone, we like reading whatsapp messages and facebook, and even watching clips anytime and anywhere, such as crossing the road! And how about kids? Well, I find that they are more impulsive than us! I used to teach piano to early age students. But as I teach them over years, they gradually turn into teenagers. So I miss teaching early age students for certain years. Recently after the graduation of my old students, new generation of students starts. I start to teach several piano beginners. They are around 5-7 year old. They tend to get bored easily when doing some activities such as reading which are static and need higher degree of concentration. And the situation is worse than my old generation students.

Piano playing involve the integration of physical and mental coordination of our body. Some of my pre-grade students feel chaotic when they read two staves simultaneously.

Yesterday, during the piano lesson one of them teach me the following game:

The game starts with saying

"Yesterday I ate/drink ......"

Rules:

This game involves at least two persons.

We take turns to say what we ate (or pretend to eat ūüôā ) yesterday, but each¬†one¬†have to repeat what all other say before adding your part.

There is a tricking rule that we need to involve quantifiers for what you’ve eaten. And the quantifier must start from one and grows cumulatively. Furthermore quantifiers serve as memory cues in this game.

The game runs like this :

Me: Yesterday I ate one bowl of rice.

Student: Yesterday I ate one bowl of rice and drink two bowls of soup.

Me: Yesterday I ate one bowl of rice, drink two bowls of soup and three bars of chocolate.

 

My little student said the quantifier reaches 20 when they play this game at school. I tried two rounds of this funny game to this little student. There are lots of fun and laughs when we imaginatively include some strange stuff within the game. Then she played score with two staves more easily than before the game.

 

Of course this funny game is not for you to do confession on what you really ate yesterday. Instead , I hope this can serve as dessert during piano lesson and extend students’ attention and memory span poco a poco.¬†Improved attention and memory span can in turn helps us memorizing music faster and more accurately. This game also can act as¬†preparation to the melody and rhythm memorization in ABRSM aural tests (for example aural test 4A-8A, and rhythm recall test at the end of aural test in Grade 4-7) . And the game can¬†even improve our sight reading indirectly.

Sight reading involves a process called “read ahead“. There is usually a time lag between we read the notes on the score and realize (play) the notes on the piano. The time lag depends on several factors such as how you are familiar with the piece, your musical understanding and playing technique, your familiarity with keyboard geography, and the difficulties of the piece you play. In order to compensate for the time lag we are trained to read a bit ahead¬†while we play. So overall we play the piece continuously and on time while we are reading the score.

Extended attention and memory span somehow expand our cache capacity of the brain. So we can process more information simultaneously and more fluently. In turn, this facilitates “read ahead” process in sight reading.

Hope you enjoy the game!
Copyright ¬© 2016 Alice Ho ‚ÄĒ All Rights Reserved

Sight reading resources: Note reading game

Sight reading is among the topics that make piano teachers feel head-ached. Sight reading skill is highly essential in music learning. But not all students are in-born sight readers. So we have the sight reading training from the very beginning.

In pre-grade, we are concentrated on note reading training. Pitch names of notes on the 5-line staff and different types of note durations are being taught. In traditional approach we use note spelling exercise (paper work) and flashcards in note reading training. But students get bored easily through this approach. So here I share the note reading game that use during the piano class. It is also fun to use this game to sense the musical contour and have some exercise during the piano lessons kinetically.

Step 1
Firstly introduce 5-line staff without clefs to students and tell them that notes are either in lines or space. Then write semibreves within each space and altogether we get four semibreves on the staff.

face pure

Ask students to freely assign four different body movement/percussion for these four semibreves in bottom-up approach, for example tapping on the floor for the lowerest semibreve, then clapping on the knee and clapping hands for the following two semibreves and clapping on shoulder for the toppest semibreve. This approach resembles the rationale of musical notation that notes are getting higher in pitch when they are “climbing” up the staff.

After I learnt from my students their own version of body movements we re-do these four different body movement/percussion together for the randomly assigned semibreves, for example:

note game pure

Students can feel “ups and downs” of musical contour physically.

Step 2

Tell students that pitches must come from notes on the staff with music clefs.  I prefer to introduce treble clef first and tell students that we often use F-A-C-E to facilitate memorizing pitches in treble clef.

treble face

This time we redo step 1 with speaking out corresponding pitch names simultaneously.

note game treble

Step 3

This step suits those who can identify pitches but tend to overlook accidentals as just black keys nearby. Further developed from step 2, ask students to do movements only involving right hand side for notes with sharps and left hand side for notes with flats, and remaining both hands for no accidentals.  This step also resembles another rationale of piano notation that sharp (#) means raising the pitch a semitone higher (moving towards the right) while flat (♭) means the pitch a semitone lower (moving towards the left ).

 

advanced note game treble

 

This game suits pre-grade to intermediate level students, and especially for extrovert kinesthetic learners. Hope you enjoy this game!

Copyright ¬© 2015 Alice Ho ‚ÄĒ All Rights Reserved