| Bringing music to life is a musician's job and their joy. | | | | "Uuuhhmmmmm...............my lesson?" |
| Children taking piano lessons can also learn to bring life | | | | Before I tell you my answer to this question, think |
| and artistry into the pieces they are playing once they | | | | about how you would answer it if you were the piano |
| understand this concept. But how is this communicated | | | | student? Do you have a better one? Here's mine. |
| to a child who plays mechanically and doesn't know | | | | "No Sally, what you are looking at are just ink blots on |
| how to make their pieces sound, well, human? | | | | paper. That's it. That's all you see here. There is no life |
| Here some ways to do this which I do not | | | | in those ink blots or the paper they are printed on. |
| recommend. | | | | There is no life in the piano you are playing on. It is just |
| 1. Tell the student who has no idea what you are | | | | a mechanical device to make sounds. But music has |
| talking about that they play like a machine. | | | | life!!! When you hear a jazzy beat and start to tap |
| 2. Tell the student who has no idea what you are | | | | your foot or swing to the music, that's life! When you |
| talking about that their playing sounds so terrible they | | | | hear a lullaby and it makes to want to rest, that's life. |
| should quit because playing piano just isn't their forte. | | | | Music has power to affect us, but where does that |
| 3. Tell the student who has no idea what you are | | | | energy come from?" "Uuuhhmmm....I don't know?" |
| talking about that they are incapable of playing | | | | "Well, let's think about this for a moment. The ink blots |
| beautiful music on the piano because they just don't | | | | on the paper aren't alive, and the piano you're playing |
| have the personality for it. | | | | isn't alive, so what else could bring the music to life?" |
| I don't recommend any of these approaches, because | | | | "Uuuhhmmm....I don't know?" |
| only someone who doesn't have any idea what the | | | | "Are you alive, Sally?" |
| problem is would do this. Too bad for them, but this | | | | "Yes!" |
| doesn't have to be you. | | | | "Sure you are alive, and you have the power to bring |
| Here's the real issue and what you can do about it. | | | | this music to life." That's what learning to play the piano |
| The reason students sometimes don't understand how | | | | is all about." |
| to bring their music to life is because they don't know | | | | You can do that by putting a little Sally into your |
| that they can. Try having this conversation with your | | | | playing. You have a great personality, Sally. Let it shine |
| child or piano student. | | | | through in your music. Communicate each note like you |
| "Sally, do you see this page of music? Do you know | | | | would tell a personal story of interest to your best |
| what it is?" | | | | friend. It takes hard work and planning to learn to play |
| Here are the answers that 95 percent of students | | | | the piano, Sally, but it also takes a little magic. And you |
| give. | | | | have the magic it takes to bring ink blots on paper to |
| "Uuuhhmmm....notes?" "Uuuhhmmmm.........music?" | | | | life! |