Getting Ready for a Performance

Suzuki Book Graduation Recital, Anyone?  As there are several of my students coming up on this momentous event, I thought I'd share with you the performance descriptors as set up by the Suzuki Association of the Americas so you know exactly what it is that I am looking for in a graduation performance:

SAA Performance Descriptors

For use in Evaluation of Teacher and Student Performances

1. Repertoire
• Technical and interpretive demands of the selection(s) are commensurate with performer’s technical and musical abilities.

2.   Physical aspects:

*    Demonstrates balanced, erect posture.

*    Demonstrates ease of movement, efficient motion (e.g., no unnecessary tension evident).

*    Appears physically comfortable.

3.  Tone production

*    Tone is pleasing, resonant and full.

*    Tone varies when appropriate.

*    Volume is even but varies when appropriate.

4.  Technical accuracy

*    Plays correct notes.

*    Intonation is accurate.

*    Tempo is appropriate.

*    Musical pulse is steady, yet varies when appropriate (e.g., rubato, ritard).

*    Rhythm is accurate and precise.

5.  Musicianship

*    Dynamics are varied to create expressive effect.

*    Notes are articulated appropriately and consistently.

*    Creates motion in melodic line (phrase shape, rise and fall).

*    Phrases end gracefully (e.g., tapered dynamics, ending notes sustained).

*    Performance is consistent with (within the bounds of) stylistic convention.

*    Interpretive choices are consistent.

*    Performance conveys the character of the piece (e.g., march is march-like).

*    Performance demonstrates voicing of melodic lines and accompaniment.

6.  Stage presence

*    Demonstrates appropriate poise and bearing.

*    Acknowledges fellow performers (if applicable).

*    In the event of error, continues without pause.

*    Bows when appropriate.

7.  Focus of attention

*    Performance conveys sense of concentration.

*    Performance conveys sense of confidence (little hesitation or timidity evident).

The Achievement Program

Well, the scores are in, and anyone who participated in the Achievement Program assessment on December 2nd can be very proud of themselves.  Not only did everyone pass, but everyone passed with quite high marks!  I couldn't be more pleased!

Congratulations go out to:

Mary, Eddie, Natalie, Declan F., Diego, Declan H., Fiona, Ioannis, Pauline, Jerecho and Katie.

A little bit about the program that these brave and talented kids participated in for those of you who are interested:

The Carnegie Hall Royal Conservatory Achievement Program is a developing national standard of music assessment much like the Canadian and European programs.


For students who are dedicated to advancement and are motivated through the idea of leveling up, I think this is a very good motivational tool. It works a bit like PianoFest, however, the grading procedures have a lot more meaning. The piano repertoire has been organized by level and at each level, there is an assessment that a child goes through with one judge - playing repertoire, scales, sight-reading etcetera.


I think it is a very well-put-together compete program that assures everyone that your child is getting a solid musical education held to a national standard and I'm looking forward to working with my students in this program.


There are three possible assessments per year, and children sign up whenever they're ready for one. Some of your children may already be playing the pieces that they would use in the assessment! If you are interested, please talk to me at the beginning of your child's lesson.


Here is a link to an overview of the program:

http://www.theachievementprogram.org/students-and-parents/benefits-program

Starting All Over Again

Welcome back, everyone!  Is it my imagination, or did we skip autumn this year?!

This week I've been thinking a lot about what strength of character it takes to relearn something.  In lessons over the past two weeks I've been encouraging students who lost a bit of what they could previously do at the piano over the summer vacation and are discouraged by how lacking they have found their skills upon returning to lessons.

Sometimes, when all we have in mind is the big picture, the distance we find ourselves from our goal is the only thing we can see.  And when that distance gets slightly bigger, it seems that we are hopelessly heading in the wrong direction.  And then practicing seems frustrating.

But that isn't how our brains work!  Luckily, every time we "relearn" something, we're not starting from scratch AT ALL!  These skills that we've developed stay with us ("like riding a bike") and it is just being able to access these skills smoothly that we need to practice.  And it takes far less time to remember how to access these skills than it does to learn them in the first place.  

I've seen students this month cheerily tackle this, knowing that if they did it once, they can do it again.  Good for you!  I've seen students dramatically get angry with themselves for not living up to their own expectations.  No biggie!  Stomp around a bit!  Go get a cracker and a piece of cheese!  Then take a breath and come back to the piano - your brain has been practicing that whole time anyway!  I've also seen students retreat from the piano and their normally ebullient selves when faced with the daunting and disappointing task of relearning something.  It's okay.  It isn't YOU.  We just need to remind your hands of our expectations and give them a little practice before we go around thinking they can just do this miraculous thing on command! 

So, do me a favor this month.  Trust me and relax.  Let's practice together in lessons and find those skills again that I know you have!  We'll do all the work together - all you have to do at home is check in on your hands every day just to keep reminding them of what they learned in lesson.

Happy Practicing!  

What is the best thing about being a pianist?

I asked this question of all of my students recently on an online poll.  At the end of the day 7% of my students said it was looking cool, 14% said learning something new every day, 38% said the best thing was being able to do something other people can't do, and 50% said that making beautiful music was the best thing about being a pianist.

Have you thought about why you are a pianist?  Are the reasons still the same as they were when you first started taking piano lessons?   Is it ever a combination of all of those answers?

Some pianists play to entertain others; some to entertain themselves.  Some like to share the music they produce and some want to be left alone with it.  For some, working through something new at the piano makes them feel really smart and for others, it is all about the finished product. 

I admit that the best thing about playing the piano changes all the time for me.  Whether I'm a teacher or an entertainer or a philosopher or a therapist; whether I have a musically educated audience, an undiscerning and eager audience or whether I'm playing just for myself - I'm always getting these things out of it.  I'm always feeling great about improving every day; I'm always proud of what I've accomplished and I almost always get to make beautiful music.

Happy Practicing!