| The idea of playing piano by numbers has been | | | | play by number as long as it takes me to get them |
| around for a long time. In fact, numbering the keys is | | | | feeling secure about deciphering sheet music. |
| just an extension of numbering the fingers, which was | | | | I try every lesson to move forward with reading music, |
| first done by Carl Czerny early in the 19th Century. | | | | and if the child isn't ready for the transition, we stop |
| In the 1950's, there was the Emenee organ, a | | | | and go have fun with games and counting and |
| keyboard which had numbers printed on the keys, and | | | | numbers. This patient "bait and switch" method, in my |
| a book of songs "by number" to go with it. There were | | | | estimation, always works, with any child. |
| even "play by color" products. The concept was | | | | Numbers are like training wheels on your kid's bike. |
| always to find a quick way to get people started | | | | When they're comfortable with taking them off, you'll |
| playing the keyboard.The reason for this is that reading | | | | be the first to know about it. |
| conventional sheet music is not easy, not for adults, | | | | Perhaps only the eye of a professional will be able to |
| and certainly not for children. Why should starting piano | | | | determine the exact moment for this transition from |
| be "easy?" | | | | numbers to conventional sheet music. I also recognize |
| Talk to most conventional teachers and they'll say that | | | | that almost all parents don't have the luxury of a |
| music is serious and difficult, and piano cannot be | | | | teacher coming to their home once a week. But the |
| made easy for beginners. The truth is that piano | | | | principles are the same. |
| students have historically had an 80+% quit rate. 8 out | | | | How will you know when your child is ready? As a |
| of 10 quit within the first year! Why? The teachers | | | | general rule, later is always better than sooner. |
| blame the kids, but perhaps the teachers are to blame. | | | | Give your child the chance to explore the piano at their |
| Do you know any method for anything that has an | | | | own pace. If the kids seem to lose interest, you should |
| 80% failure rate and calls itself a success? A golf | | | | renew your interest. If they see you keep trying to play |
| swing? A sewing pattern? A diet regime? It's | | | | piano, they will keep trying, too. |
| supposed to work! | | | | In fact, one element I look for in finding candidates for |
| Here are a few figures from my private teaching | | | | this transition to conventional sheet music is arrogance: |
| practice: 90 out of 100 children who start piano by | | | | I want a child to say, "This number stuff is too EASY!" |
| numbers are still playing a year later, almost all having | | | | That's when kids are ready for conventional sheet |
| made the transition to conventional sheet music. And | | | | music. Remember that by this time (every child differs, |
| almost all of those continue, year after year, because | | | | a week, a month to a year) any child will be able to |
| they are allowed to learn at their own pace, and | | | | play dozens of songs by number from memory, and |
| started having fun with the piano right away. | | | | dozens more with the book in front of them. |
| Who cares if a child who would normally have quit | | | | A child who has had a positive initial experience with |
| piano is happily playing songs by number and a few | | | | piano, and who already knows their way around the |
| pieces of sheet music a year later? The choice is to | | | | piano, is a much better candidate for conventional |
| have that child quit music altogether. | | | | music teaching than a child who is simply thrown into |
| If a piano method does not work, the method is wrong, | | | | complex conventional piano lessons and expected to |
| it's as simple as that. The professionals tell you | | | | succeed. |
| otherwise, but common sense tells you this is true: if a | | | | How far can piano by numbers take my child? |
| piano method does not work, the method is wrong, | | | | Piano by numbers, if introduced by a parent or |
| But why use numbers to teach beginning piano? What | | | | understanding teacher, offers the best possible starting |
| is there about conventional music notation (sheet | | | | platform. There's no confusion, discipline or force |
| music) that so confuses almost everyone, and | | | | involved. |
| specifically children? The answer is that numbers are | | | | Do I have to use more than PIANO IS EASY to get |
| understood by everyone. Numbers are essentially | | | | started? |
| one-dimensional, whereas conventional sheet music | | | | Absolutely not. We've created an entire system in |
| incorporates concepts from many dimensions to | | | | case exploring "piano by number" meets the long term |
| convey the information necessary to play, say, Jingle | | | | needs of our students. |
| Bells. | | | | The average child benefits by being able to start |
| Conventional sheet music and conventional music | | | | playing piano in a positive atmosphere, starting with |
| teachers demand that a child comprehend at least | | | | perhaps PIANO IS EASY or THE CHRISTMAS |
| four things in order to "succeed:" | | | | CAROL KIT, and then proceeding to I CAN READ |
| Find the correct piano keys to play (a big task for a | | | | MUSIC. Here are some of the benefits of starting a |
| child) | | | | child playing piano by numbers: |
| Be able to use the correct names for these piano | | | | Start learning piano at home where a child feels |
| keys (hard to remember) | | | | comfortable |
| Use the correct fingers to play those keys (even | | | | Use a system which is immediately understandable: |
| harder, especially at first) | | | | numbers |
| Play those piano keys at exactly the correct point in | | | | Build confidence with simple, barely perceptible, gradual |
| time (add this to the above three) | | | | steps |
| These four elements are overwhelming to all but the | | | | If all your child gains in starting piano "by number" is a |
| most musically gifted children. Is music only for the | | | | positive attitude towards piano, everyone is a winner. |
| musically gifted, or should everyone be able to play | | | | The goal is to see your child start playing piano in a |
| piano at their own ability? Kids are often devastated | | | | positive atmosphere, and then perhaps go on to |
| by failure at this ridiculous, conventional system. No | | | | private lessons. |
| wonder they quit. | | | | I'm not advocating playing piano "by number" for more |
| I'm not saying that the above four elements aren't | | | | than the initial experience. In my private practice, I use |
| necessary, I'm saying that almost all children don't | | | | "numbers" to start the child, and then, as we get |
| respond to this conventional system as a starting point. | | | | started with conventional sheet music, numbers are |
| We need a better starting point for children and the | | | | used as a way of defusing the tension kids feel in |
| piano. | | | | learning the more complex art of reading conventional |
| Playing piano "by numbers" requires only one thing: play | | | | sheet music. |
| the correct piano key as best you can. Believe me, | | | | Practical advice for parents: do's and don'ts |
| after watching thousands of kids, this is hard enough to | | | | Do encourage your child |
| do well. It's a great place to start for everyone. Just | | | | Don't criticize their playing |
| press the numbered keys so that it sounds like the | | | | Do sit and listen to them play |
| song you know. | | | | Don't demand that they "practice." |
| Music isn't just for musicians and teachers and stars | | | | Do ask them to "play" the piano |
| and artists and record companies, it's also for children, | | | | Don't set a time limit, such as "Practice half an hour." If |
| an essential part of childhood. | | | | a child doesn't do it under their own steam, it's pointless |
| But why "piano by numbers? | | | | to force them. Five minutes a day is all that a child |
| The basis of musical construction is mathematical. No | | | | needs, if it's fun. |
| one asks kids to start math class in the first grade | | | | Do play piano yourself. I teach in homes everyday |
| solving algebraic formula. We let them start adding and | | | | where the youngest ones are eager to try piano |
| subtracting for YEARS until we ask more. Piano by | | | | because Mom does it, Dad likes it, and the older kids |
| numbers gives children the same "gentle start." It's only | | | | play as well. |
| logical to start at their level. | | | | Don't take playing piano so seriously. If you think it's fun, |
| Numbers are an essential part of music. When we | | | | your kids will, too. |
| "number" the piano keys with stickers we do no more | | | | Do this if your child seems to not want to try it: go |
| than denote the classical "intervals." The numbers that | | | | over to the piano and start trying it yourself. You'd be |
| kids learn with this system are the same as the | | | | surprised how quickly your child decides that they |
| numerical assignments given to the relation between | | | | want to do it, too. |
| piano keys by classical music. When a child plays the | | | | Don't even think of Carnegie Hall. Don't apply any |
| piano key #1 and the key #5, they are playing the | | | | pressure whatsoever. If you push kids too hard, they |
| same combination of keys known as a "fifth" in | | | | turn off right away, and it's hard, if not impossible, to |
| classical music. | | | | get them back. |
| Everything learned playing piano "by number" will be of | | | | Do think about a private teacher for your child if they |
| value when making the transition to conventional sheet | | | | show interest. But not for a while. Let the child explore |
| music. Playing "by number" is a reinforcement of | | | | the piano on their own. |
| classical technique, a "prequel" that conventional | | | | Don't expect your child to understand things like using |
| teachers have unwittingly left out, to the unintentional | | | | the "correct fingers" or playing "in rhythm." All you want |
| detriment of their students. | | | | at first is to have your child enjoy sitting at that great |
| It's important for children to get started easily, and | | | | big piano for a few minutes a day. There will be lots of |
| successfully. I'm not advocating lowering the bar for | | | | time to pursue further interest if and when your child |
| everything and forever, only for the first year that a | | | | decides they want to take lessons. And when they |
| child starts music study. The benefits are enormous. | | | | start those lessons, they'll already have a relationship |
| Preview the elements involved in playing piano "by | | | | with the instrument. It's much easier to interest a child in |
| number" | | | | conventional music study when they think they already |
| Your child will play a single line of numbers, from left to | | | | can play! |
| right like a book. There are no other symbols to | | | | Do make games out of everything connected to |
| decipher. There are no chords and no accompaniment. | | | | music: |
| The child is not expected to play with both hands | | | | "You play a song, then Mom will play a song.""Let's see |
| unless this is what comes to them naturally. The object | | | | who can play Jingle Bells the fastest without any |
| is to have the child make the piano produce the tones | | | | mistakes.""Let's each play our favorite song.""Let's play |
| of a song they can recognize. | | | | the song backwards!" (Kids love this one!) |
| Recognition is the key: just watch the smile on their | | | | "I'm going to try a song using both hands.""I'm going to |
| face as they realize they are actually playing a song | | | | play three songs, and you play three songs.""Does this |
| they know. It's an instant increase in self-esteem, and I | | | | song sound happy or sad?""I'm going to use lots of |
| have the pleasure of seeing it every day | | | | different fingers on this song." "Let's play name that |
| I've put the stickers on the piano, now what do I do? | | | | tune.""Let's play musical chairs." |
| You should put the stickers on the piano with your | | | | Don't be impatient. Don't expect anything, and you'll be |
| child. Kids emulate what you do. If you play piano and | | | | pleasantly surprised. Expect lots of conventional |
| are involved, they will want to do the same. I can't | | | | accomplishment and your child will lose interest as |
| emphasize this enough. Even if you only try playing at | | | | soon as they see they cannot please you. Make it |
| the beginning, the sight of you trying piano is enough to | | | | easy to please you. |
| let them know that they should try it, too. Make the | | | | Mom and Dad say you have to practice. |
| launch as fun as possible. | | | | One case comes to mind, regarding forcing kids to |
| Open the book to the songs and try one yourself so | | | | "practice." I had a student, six, who was a great, zesty |
| you know what it's like. YOU are the teacher. You | | | | boy, clumsy and sensitive and athletic and curious. I |
| need to see what the children are attempting to do. | | | | used all my usual methods to get him started. He |
| Playing piano by number is so easy for adults that | | | | became a tinkerer, making up little songs, always |
| you'll get the idea in a few seconds. | | | | playing a few minutes every day or so. He was |
| It doesn't matter which finger or hand you use. If you | | | | progressing well enough toward learning the first five |
| or your child use one finger, most likely the index finger, | | | | notes of the conventional sheet music staff. I never |
| that's fine. The point is to start playing. It's better to play | | | | gave him assignments, or homework, but I always |
| with one finger than be confused by a flurry of | | | | brought him new conventional sheet music which he |
| commands and not play at all. | | | | had the option of exploring that week. He always tried |
| Here's a very important tip: lavish praise on your child. | | | | the pieces I left him. |
| Tell them they are great for playing Jingle Bells. Tell | | | | After five months he was intrigued by a silly beginner's |
| them you want to hear another song. Tell them you | | | | song called "My Wigwam" and played it at home, |
| want still another, if they seem still excited. Be amazed. | | | | according to his Mom's account, 500 times a day. His |
| It is amazing. Sit with them and listen to them. Be | | | | Dad hated this song. I tried to get the parents to see |
| involved. | | | | that it was important for the child to memorize and |
| Stay directly involved until your child seems to be firmly | | | | own a song that he liked. I advised them to grin and |
| launched, playing song after song on their own. Then | | | | bear it, be thankful you have a child who goes to the |
| back away and let them do it by themselves. If they | | | | piano under his own steam, with no one nagging him to |
| need help, there's nothing so complicated that you can't | | | | practice. |
| help them figure it out. Piano "by number" is that easy, | | | | But Dad instituted a new program, demanded |
| and satisfying to a child. | | | | assignments and started forcing the child to practice |
| My object in private teaching is to make a child into a | | | | half an hour a day, with Dad watching sternly, which |
| "tinkerer." A tinkerer is a child who: | | | | was very uncomfortable for this child who thought it |
| Plays the piano a little bit every time they go past one | | | | was fun to play the piano by himself. |
| Likes to try out new songs | | | | After two weeks, I watched the child give up and |
| Doesn't worry about anyone else's opinion of their | | | | want to quit. I told the child that he didn't have to play |
| playing | | | | piano if he didn't want to, that it should be fun, and that |
| Tries to play songs they hear on TV or elsewhere | | | | maybe he would start again some day. This was a |
| Is confident and curious about the piano | | | | child who had waited by the living room window for |
| Thinks piano is easy | | | | me to arrive for our crazy, fun lessons for five months. |
| Makes up their own songs | | | | After a month the parents decided that piano "Just |
| A piano weighs perhaps at least an average of | | | | wasn't for him." |
| 500-700 pounds. Are there any other 700 pound | | | | How do I choose a piano teacher? |
| pieces of furniture your child has exclusive control of in | | | | Very carefully. Look for the following list. Some |
| your home? My point is that just playing Jingle Bells on | | | | elements below are obviously hard to find, but you |
| a 700-pound monster is enough to raise the | | | | won't find them unless you look for them. |
| self-esteem of the most humble child. | | | | Look for a teacher that has a fun, warm manner. Don't |
| Never express disapproval. | | | | choose that great teacher down the block that |
| The only mistake your child can make is to not play | | | | everyone says is great but has a distant, professional |
| the piano. Praise, praise, and then when they are | | | | manner. You can come back to that teacher when |
| bored, go play the piano yourself. They'll keep coming | | | | your child shows promise and is older. Start with |
| back, and so will you. | | | | someone friendly, professional and skilled with children. |
| The phrase, "Piano Is Easy!" was in fact the | | | | Look for someone with the patience of a kindergarten |
| expression of one of my students. I asked a child, after | | | | teacher. |
| about a month, "Well, Dave, how's it going? Still like | | | | You need someone who is willing to go slowly, who |
| piano?" | | | | doesn't emphasize accomplishment as much as very |
| Dave, about seven years old, said, "Piano is easy!" with | | | | patient skill building. The truth is that music and piano |
| a smile that indicated anybody knows that silly piano | | | | study is hard, and it takes a brilliant, patient teacher to |
| stuff. I had the title for the book, right there. Thanks, | | | | inspire kids. Look for a teacher who also teaches |
| Dave. | | | | music theory to kids, not just piano, and has a |
| By the way, Dave now reads music, plays simple | | | | reputation for making music theory fun. Kids like to |
| Bach pieces and sight-reads any easy piece of | | | | know how music works from the inside, but it takes |
| conventional sheet music I put in front of him. Yes, it | | | | unbelievable patience on the part of the teacher. |
| took two years. But Dave plays (not practices) the | | | | Try to find a teacher who will come to your home. |
| piano without being told, because it's a fun activity. | | | | This is not easy or inexpensive, but for a beginning |
| Dave was allowed to discover that piano is fun, even | | | | child, it is often the difference between getting started |
| for people who can't read conventional sheet music at | | | | and quitting. A child is most comfortable at home. You |
| first. In my estimation, Dave had a 100% chance of | | | | can see and evaluate the teacher's manner and |
| being one of those "quitters" if I hadn't started him with | | | | "method." From the child's point of view, you've never |
| numbers, and then used numbers carefully to prepare | | | | seen a child as uncomfortable as a beginner sitting in a |
| his transition to sheet music. I always tried to find HIS | | | | stranger's music studio, unless the teacher really has a |
| level, and help him move up at his own speed. | | | | handle on putting kids at ease with games and fun. |
| How do you teach a child at first? | | | | If you can't find a "house call" teacher, ask to sit |
| To be honest, I make a game of everything. Kids are | | | | outside the teacher's studio room until the child feels |
| always scared and intimidated by the idea of "piano | | | | comfortable. It's hard enough to comprehend music, |
| lessons." (In the interest of accuracy, I make only | | | | much less do so with a stranger in a strange house. |
| "house calls." I am that rarest of teachers who travels | | | | Make your child as comfortable as possible. |
| to the child's house and teaches them where they feel | | | | Here's my most important point. Listen to your child. If |
| most comfortable, at home.) | | | | they say again and again that they don't like lessons, |
| You have to demystify piano lessons as quickly as | | | | that it's too hard, get another teacher and start over. |
| possible, and get the fun started. After the kids | | | | Kids don't lie about this: if they say piano is too hard |
| memorize the location of Middle C, I start playing | | | | very often, the method is wrong. Get another, more |
| familiar songs right away. | | | | sympathetic teacher. Every child is unique, and too |
| All you have to do is say, "Dave, play the piano keys | | | | many teachers forget this in their passion to teach |
| that are numbered, just like in the book." | | | | their "method." |
| The kids play familiar songs like Jingle Bells right away. | | | | I'd rather have a child love the piano and happily play |
| In fact, I've never had a kid who couldn't play Jingle | | | | six simple songs than hate piano as they play some |
| Bells in the first two minutes of their first lesson. And | | | | complex piece like a robot performing pointless |
| then five more songs. And then ten and then twenty. | | | | drudgery. |
| One important point: I break any tension with jokes and | | | | There's time enough to work on the hard stuff after a |
| fun and playing silly songs myself as soon as I see the | | | | child is inspired to do so. |
| child begin to wander, and kids will wander. Thinking | | | | In conclusion: |
| about music is hard work, so break it up with fun. As | | | | A child who has a positive start on the piano at home |
| soon as a child has a small taste of fun (a silly song) | | | | is more likely to make the transition to private lessons |
| they're ready for a little more work. | | | | outside the home. |
| Fun, work, fun, work. Watch their faces and you'll see | | | | In former times, before radio and television, the piano |
| exactly which one is right for the moment. The kids will | | | | was the entertainment center for the family. The |
| show you what to do! Keep leading them back to the | | | | whole family at least tried to play an instrument. |
| task, for short periods, and they will follow, because | | | | I believe beginning to play piano "by numbers" helps |
| music has its own inherent fun. Kids and music, work | | | | move a family toward that perhaps unattainable but |
| and fun, in simple combination, are a natural partnership. | | | | noble ideal. There can be only a good result from more |
| PIANO IS EASY and THE CHRISTMAS CAROL KIT | | | | people discovering the pleasures of the piano and |
| are intended as an ideal starting point for children's | | | | music, no matter how humble their current abilities. |
| music study. Almost all children can and should make a | | | | It's better to start playing piano with a simple system |
| transition from numbers to playing conventional sheet | | | | than to be confused with a flurry of conventional |
| music. For example, there are gifted kids I teach who | | | | commands and thus quit trying altogether. |
| have Attention Deficit Disorder, and I allow them to | | | | |