Monday, January 27, 2014

A Student's View

This is a college application essay written by Jared Funk, student of Kathleen Tueber Younker.

I started playing the piano when I was young. When I started learning music, my teacher taught me rhythm by having me stomp and clap to the beat. This meant that my repertoire consisted of what I could stomp and clap. Now I am currently working on the piece "Through Moanin' Pines", an early advanced song. It has always interested me how I could go from all my musical talent being stored in one finger to reading pages of music covered in ink. I think this also applies to my high school education because I'm ready to finish the “stomping stage.”
           
When I went to my first lesson, everything seemed intimidating. There was a tall lady who kept telling me what to do, large machines with unusual buttons, mysterious charts, graphs, and tapes. I never thought I’d be able to comprehend what was going on and what I was doing. I was forced to do some odd rituals similar to a dance. It all seemed so suspicious. Soon after that dreadful day, everything changed: that tall lady, weird machine, everything. Step by step, I began to grasp the concepts behind this thing they call music.
            
My piano lessons started with simple games so I would understand things like rhythm or how long a beat was and gradually transitioned into chords and scales. At first it didn’t make any sense. “Why do these particular buttons work together but these don’t?” That was the general question asked by my 5-year-old brain. Unfortunately for me, that wasn’t even the half of it. I had to press buttons at different pressures, speeds, and timings. I had to use more than one hand at the same time or use the pedals with my feet. All these tasks didn’t seem possible to do simultaneously. Those thoughts persisted until the moment I could actually do it. It was magic! Everything seemed supernatural at that point. It was time for the show: Lights, camera, action!
             
I’ll admit it. When I started playing piano, I loathed performing at recitals and concerts. Performing was pure agony. My teacher, however, insisted it was important. I could not understood why. Couldn’t we just learn music and keep it to ourselves? Now I understand that without something to strive for, without a testament to what we’ve accomplished, we’ll never have the motivation to finish it. That one idea, motivation, has meant a lot to me. The same idea that brings doughnuts and cake to people’s minds is what allowed me to accomplish great things.
              
I’ve been taking piano lessons for over 10 years, objectively speaking, but the impact from the simple practice of learning music has gone much farther than time. I’ve spent so much time pressing those keys of white and black no unit of time can do it justice. In retrospect, it's funny how this abstract concept of music, combined with this oddly shaped machine became such an influential part of my life.
              
Every once in a while my extended family comes in with their little troop of toddlers. They see that magical box of musical  wonder and start banging on the keys just to see what happens. I see in that moment a fraction of what I was like, how much I’ve changed. Then almost immediately one specific question pops up, “Can you play?” That's all I need to hear. There’s nothing left to do but bang on those keys.



Thursday, January 23, 2014

Getting Started

by Kirsten Levorson
Originally published in the January 2014 issue of the MMTA Newsletter

The Piano Exam Development Committee would like to thank all of you for responding to our survey this fall with helpful feedback about this program! Your responses are being reviewed to guide our work. Our first impressions: You affirmed the value of this comprehensive program, and you want tools to help you make this program even more accessible for more students.

As a result, we’ve decided to make “Getting Started with the Syllabus” our theme for this year. Our newsletter articles will detail a variety of ways teachers use the syllabus with their students, discuss the tools and resources we use to manage syllabus planning for our students, and give tips for mentally preparing students for the exam experience and for interpreting the adjudicator’s comments so that the student gets the full benefit of the program.

One comment that we heard many times from survey respondents was, “the syllabus provides the framework for my curriculum; I use it with all my students, even if they don’t go to the site and take the test.” That really sums up the value our members find in the syllabus.

So how do you get started using this fabulous curriculum with your students, if you haven’t before?

 1. Some teachers get started by using one part of the exam with all their students. It might be the technical
skills, or it might be the sightplaying. Students can prepare these portions of the exam and test them
separately if the comprehensive exam seems too daunting for a first step.

2. Some teachers learn the syllabus level by level. One year, they enter a bunch of students in the Prep level.
The next year, those students advance to Level One and a new bunch of students start Prep. Each year, the
teacher is simply learning the requirements for one new level of the syllabus.

3. Some teachers use the syllabus just for their hardest working students.

4. Some teachers limit the choices – for instance, having all students at a certain level play the same
repertoire selections.

5. Many let repertoire selections do double duty – contest pieces can be substituted, so that a piece the
student has already learned well can be the start of a full program.

6. Use your mentors. If you don’t have one, find one or ask a committee member for help. Check in
with a mentor when you are planning repertoire selections, and ask questions when requirements
seem confusing.

7. Volunteer on testing days. It’s a great way to get some hands on experience with the program. Helping at
the desk, you will see how things work and what you can do to make it a good experience for your
students. You’ll have time for conversation with seasoned teachers, too.

8. Check out the resources available to support the syllabus: 2010 Resource List helps you find syllabus
pieces in many anthologies; Piano Exam Prep Packet includes sample skills tests plus reproducible planning
forms; Style Characteristics Chart helps students prepare for oral questions; reproducible Keyboard Skills
sheets are available for Prep and Level One (more coming soon). All of these are available online at
www.mnmusicteachers.com on the Teachers Resources page.