I will hold GROUP LESSONS approximately once a quarter. These typically consist of 4-5 students of the same skill and age level.
As a teacher, I feel that it is important that I share with you my rationale behind the things I do; read the list below to see what happens during a group lesson and the reason I feel this is important. This will also help you understand how group lessons can be beneficial and enjoyable for students of all ages and experience levels. (Knowing what happens at a group lesson could also mean that you could discuss and continue some of the activities at home. Look for the blue text for at-home enrichment ideas that you could try with your student.)
The following activities happen at EVERY group lesson, though the order and some minor details may vary.
PERFORMING TIME - Each student comes prepared to perform one song for their peers. They always introduce themselves and their song, perform, and bow to applause at the end. In my opinion, this is probably the most important piano time spent all month. The opportunity to perform in front of peers is the best way I know to motivate students to practice. This also helps students to become much more comfortable with performing in front of others. (At-home enrichment idea: have your students "perform" for the whole family. At lessons they are always required to introduce themselves and their song, adjust the bench, play their song, and then bow. Have them follow each of these steps at home also.)
LISTENING TIME - This is the time spent while the other students are performing their songs. I try very hard to make this time productive and to help train students to listen with an experienced ear. As a result, each group lesson, students will complete a "Listening Sheet" while paying attention to the other students' playing. On their listening sheet, they must make comments about how the music made them feel, which dynamics they heard (pp, p, mp, mf, f, or ff), if they heard any legato, staccato, or accents (articulation), which tempo the song was played at, the meter of the song (3/4, 4/4, 2/4, 6/8, etc.) what kind of key the song is in (major or minor), and more. This seems difficult, and certainly can be challenging, but I am AMAZED at how quickly the students are picking up on these concepts and most can answer these questions correctly just by listening! After each performance, we discuss the listening sheet. I find this activity very helpful for students. (At-home enrichment idea: ask your student about some of the above elements while listening to the radio in the car or music at home.)
GROUP RHYTHM TIME - Rhythm and counting is often something students struggle with; as a result, I have been including a group rhythm time in each group lesson. During this time, each student receives a paper with the same rhythm written on it. I clap or tap the rhythm and count aloud while the students follow along. Then we all count and clap the rhythm. We do this once of twice until everyone feels confident in the rhythm. Then, using our handy metronome, we slowly begin to speed it up or slow it down, playing with a variety of tempos and focusing on staying with the metronome. Usually, after doing this once, we complete the same process again with a second, slightly more difficult rhythm. Sometimes we sit in a circle and clap, other times we use drum sticks and blocks, or gather around my kitchen bar and slap the countertop, etc. No matter the variation, though, this is always a good exercise for students of all levels. (At-home enrichment idea: Take time to clap out rhythms with your student at home, in the car, or wherever. Make up your own rhythms and patterns together. Ask your student how to count the rhythms.)
EAR TRAINING ACTIVITIES - Each group lesson we do five ear training exercises. Students sit in my kitchen with their paper and pencil, and I play a pattern of notes on the piano. The students then write down the notes I have played on their paper. At this point, we are using numbers. For example, I might play a C - D - E pattern on the piano. The students would then write down 1 2 3. If I played C - D - E - D, the students would write 1 2 3 2, and so forth. This is really good to train students' ears and help them recognize the distance between notes by ear as well as help them develop better pitch. With time, I hope to move on to using the actual letter names of the notes, and then eventually get to the point where the students write the notes on the staff as I play them. (At-home enrichment idea: Play this game with your kids yourself. Gradually give more complex patterns. Turn the tables and let your student play the notes and see how well you can identify them by listening - they will probably think that is pretty fun!)
ACTIVITIES AND GAMES - In addition to the above activities, we usually have time for two or three games or activities. Some of our favorites are: Music tic-tac-toe, interval whackers, the white dice game, steal the bacon, musical pictionary, note flash card around-the-world, music BINGO, dynamics charades, name that tune (as well as it's dynamics, meter, etc.), beat the teacher, sight-reading challenge, scale contests and more! Not only do these activities all reinforce musical concepts and help the students more thoroughly understand the theory behind music, but it is an important bonding time. Students usually leave a group lesson after playing some of these games feeling excited about piano. This time also helps students develop better relationships with their fellow students, as well as a stronger friendship with me as their teacher. (At-home enrichment: Ask your student what their favorite games or activities at group lessons are. If possible, play some of them together at home.)
