| As a teacher, I like new pupils to go away with a | | | | worked out, and check the ones that they did for |
| sense of achievement after their first lesson and most | | | | homework are correct. I usually do this, so that I can |
| importantly, a big smile on their face. I think it's important | | | | see that they fully understand what we have done |
| when you start learning, not to be given too many | | | | together in the lesson. |
| different things, as you won't take it all in. I think from | | | | So moving on from basic chords, I then explain how to |
| experience you learn better just having a few tasks to | | | | read music, so I will show them how to work out the |
| do, rather than trying to squeeze loads of different | | | | notes, in the TREBLE CLEF & BASS CLEF. There are |
| things in. | | | | simple RHYMES to follow that help pupils remember |
| So to get absolute beginners started, I normally do the | | | | the notes (TREBLE CLEF BEING - EVERY GOOD |
| following in a first lesson: | | | | BOY DESERVES FOOTBALL, AND FACE. So the |
| First off I will make sure the pupil is sitting correctly on | | | | notes are E G B D F & F A C E. Starting from the |
| the chair. It's very important that you have good | | | | bottom line working up to the top lines. You have five |
| posture being a piano player. | | | | LINES on a STAVE, each line being a note, and the |
| Then I will get them just to play random notes, so I | | | | spaces in-between being notes as well. |
| usually show them where middle C is and get them to | | | | The lines are called LEGER LINES...You also have |
| do a small progression of C D E F G, and get them to | | | | notes of the stave, and you work these out by |
| repeat this a few times in both their right hand and their | | | | counting up or down the ledger lines. |
| left hand. | | | | The BASS CLEF Rhymes are GREAT BIG DOGS |
| Then I will show them how to place their hands | | | | FRIGHTEN AUNTIE so the notes are G B D F A... the |
| correctly on the piano....So I usually say that your | | | | notes on the lines) and ALL COWS EAT GRASS for |
| fingers need to be curled, and not flat. This helps you | | | | the notes in the spaces. |
| have better control over the keys. Your shoulders | | | | What we do after going through this is we normally |
| need to be relaxed, your wrist needs to be level with | | | | play these notes on the piano. So I get pupils to read |
| your knuckles and your elbow should be in line with | | | | these notes of a worksheet that I have prepared. |
| both your wrist and knuckles. | | | | Then I have a follow on worksheet that has notes in |
| I will then explain about the pattern of notes in music | | | | the TREBLE AND BASS. I will send this home for |
| and show how it repeats up the piano, and we do a | | | | homework and get them to write the notes |
| practical exercise on the piano, so pupils start learning | | | | underneath. The following lesson I get them to play me |
| where the notes are. The pattern being A B C D E F | | | | these notes, so I can see that they are starting to |
| G... I will then explain about using MIDDLE C as a base | | | | understand the process. |
| note to always come back to for both TREBLE CLEF | | | | I think this has covered quite a bit, so what we then do |
| AND BASS CLEF. | | | | is put this into practice. I will show a new pupil a simple |
| Then I will explain the importance of CHORDS, and | | | | piece of music, and we will go through this slowly. So a |
| play a few examples on the keyboard. Then what I do | | | | note learning exercise really. Rhythm is another aspect |
| is I show them how to work out MAJOR AND MINOR | | | | to grasp, but I usually leave this until the second lesson. |
| CHORDS using an easy to follow formula. We work | | | | I will get pupils to do this hands separately for the first |
| out a few together, and put them on a worksheet. I | | | | week, and also explain to them about using the correct |
| then get them to work out the other half for | | | | fingering. There is normally a guide on the music for |
| homework. | | | | them to follow, so I will highlight this and explain the |
| I will show them the correct fingering to use for the | | | | importance of correct fingering when playing the piano. |
| chords, and get them to play through a few. Then | | | | So there you have it... an introduction to a first piano |
| when they come to me the following week, I will get | | | | lesson with myself. |
| them to play random chords from the ones we | | | | |