| The first thing a child should learn at the piano is the | | | | piano using a game such as my FOURS. Using any |
| grouping of two and three black keys. It is the spine of | | | | finger, start ascending the white keys beginning with |
| visual recognition at the piano. You may have to keep | | | | Middle C. I start by trying to get the child to play a |
| coming back to it, but at first make the task be to find | | | | multiple, say 2s or 3s, as they ascend. They may only |
| C, the white key to the left of any group of two black | | | | comprehend "1s" so go with what they are |
| keys. | | | | comfortable with. |
| Ask the child to find every C on the piano. As you | | | | Our real goal is to increase their "piano comfort zone" |
| point out the two blacks, gesture for them to find the | | | | inch by inch, patiently going over the ground again and |
| white key to the left of the group you have selected. | | | | again while disguising the repetition cleverly as a series |
| This will immediately bring up the subject of left and | | | | of games. |
| right, a concept that children 4 to 6 are just starting to | | | | Next you should get a sense of how they are doing. |
| grab hold of. In other words, discerning left and right is | | | | After the game FOURS, they should be warming up, |
| the root skill of finding notes at the piano, and thus no | | | | realizing that this is not going to be a painful, intellectual |
| training in finding particular notes can be undertaken | | | | process. It's a fun game you play on that great big |
| until the left/right skill is broached and then mastered. | | | | piano. |
| If the child has trouble finding the notes you ask for, it | | | | I would not introduce reading music, fingering, hand |
| may well be that lack of the left/right skill alone that | | | | position or anything else at this time. First I would let |
| accounts for their difficulty. | | | | them play at least several familiar songs using PIANO |
| The time tested method for kids finding left and right is | | | | BY NUMBER so that their first experience at the piano |
| the question, "With which hand do you hold your | | | | is an easy-going one, wherein they feel proud that |
| pencil?" But many kids are unsure of even that, and | | | | they could play Jingle Bells, or Twinkle Twinkle, and can |
| some are only presently forming the habits that will | | | | play it for Mom and Dad. |
| lead to one hand dominance. | | | | That's enough for a first lesson. If they are older and |
| Next, the white key Middle C, in the middle of the piano, | | | | can go further, do so. |
| should be identified and marked with a sticker to | | | | But for the youngest ones, set them loose with a |
| remind the child of Middle C as the "starting place" of | | | | PIANO BY NUMBER book for a while and watch their |
| the piano. This provides a sense of security, in that all | | | | confidence and skills grow before embarking on |
| songs or exercises at the beginning of piano study | | | | learning standard musical notation at the piano. |
| start on Middle C, which becomes their first "comfort | | | | Start with this slower approach at the beginning of |
| zone." | | | | piano lessons, and you will be repaid with enthusiasm |
| Then start playing games on the white keys of the | | | | and confidence. |