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I was out all day today at a local piano competition. There were long periods of waiting time, so I got a chance to talk to some of my students' parents.

One of my semi-recent tranfer students had the opportunity to compete for the first time. Her mother thanked me for pushing her daughter. It was quite a new experience for their family, seeing so many serious piano students gathered at the same place. She wonders why her daughter's previous teacher never took the time to encourage students to compete.

I think the reason is quite obvious. I am a more serious piano teacher than her daughter's previous teacher. When you take piano seriously, you play better. It is that simple. When many of my transfer students see what serious piano studies can bring, they never look back.

I agree with you, AZN. There is a great need for the "serious piano teacher". I learned from several myself. But I was a serious student. Many are not. Students learn for a variety of reasons and bring all different personalities, wants, needs, desires, and ambitions (or lack thereof) to the table. The teacher-student relationship is full of give and take. The student will only be as good as his/her ambition will take them, regardless of who is teaching them.
There are also many students who want to learn the piano but do not wish to compete or have the time to do so. They may not fall into the serious category, but they love music and want to learn the piano.

I tell my prospective parents up front that I am a serious teacher, and explain what that means. I do this forthrightly, because this is not what many, if not most, parents are looking for in a teacher. In this day and age, there is no reason for a student-teacher-parent mismatch. It still happens, but far less often.

Can you explain what that means here John? I am curious to know what your definition is. Thanks.

Probably the most complete answer can be gained by reading through my website.

Serious teachers have high expectations of students, expectations which can only be fulfilled with focused, daily practice. We expect parents to treat music study like they would sports practice - spending the money necessary for the right equipment, dedicating the time for daily practice, insuring that students are at all events (games in the sports vernacular).

Not all serious teachers focus on art music; not all serious teachers focus on the classical genre. But I think you'll find that serious teachers are really committed to their students and their progress in mastering the piano.

According to this, I am not a serious teacher, my kids don't join competitions.


Absolutely agree with you



According to this I am.

I guess like most other things in this forum, there is a mixture of all kinds of teachings and education, and we all fill the needs that we have at the moment

E&I--

It doesn't have to be competitions. Public festivals and recitals that involve students from several studios also count.

My most recent transfer students never played in these events, and when they do, it is always an eye-opening experience for them.

Yeah I'm "serious" then lol

John, your definition of the serious teacher is interesting to me because I had gone through a succession of teachers in my youth. My first teacher was a pianist for the San Francisco Symphony, and he was amazing, however it only lasted a short while and I was matched with one teacher after another. The local music center where I took lessons was apparently a way-station for temporarily out-of-work musicians who needed to make ends meet so I had no real stability in my piano instruction. I wish I had a long-term instructor with your dedication when I was younger. Luckily today I have the benefit of continuous instruction from an excellent instructor and also the ability to control my musical direction. Your students are very lucky!

How so, and in what way does it benefit them in their growth, if it's ok to ask?

The part that bothers me is the competitive part. I don't want to relate to an audience or to other musicians in that manner. I think that for me it would do something to the act of performing. Hearing others' interpretations, or even seeing where others might have difficulties and strengths is something that would be helpful I'd think. Is that the kind of thing you mean?

Keystring:

It doesn't have to be competitive. When students see what they _can_ do with music, that's when they are more motivated to do well. It is also helpful to witness other students who struggle, but somehow manage to finish.

If students do nothing but in-studio recitals in which everyone plays poorly, then the bar is set low and there is no expectation to play well. Then it becomes "what's the point?"

Thank you, AZN. Now I understand.
KS

Me, too, as well!

Apropos AZN's comment: I had a mom come up to me at some event last year and tell me she never knew students could play that well. And she plays the piano a bit herself.

When parents have an opportunity to hear/see what their student's peers are doing, it often changes the home equation. For the better!

BTW - AZN, at least some teachers have in-studio recitals. But from what I can glean, at least half of them have no recitals at all!

Many piano teachers and other music teachers as well, in my community, do not have any type of recitals at all for their students. They do group lessons and ensemble playing but that's it.

That is frightening! What's the point, then, of playing the piano? No sharing of music??

Well, would you call these "serious" teachers?

I wouldn't say they are not serious just because they don't hold public performances. After all, language teachers don't take their students to practice the languages either, but they are still serious about teaching the language.

However, the students would get better at speaking it if they could hear others doing it too.

I can definitely see where not holding any performances could hinder a student. Some kids just won't push themselves until they know they are going to be on stage. If they were never to do that, there are some that would never be motivated to perfect a few pieces.

But like John said, does it make them less serious as a teacher? I think that's an answer that is going to have a lot of differing opinions.

Do you have parents of your students who do not understand the importance of sharing music? Some parents of my students have actually begged me not to push their children to play publicly, in recitals or anything similar. While respecting their concerns and requests, I explain why recitals are an important part of piano study. What I'm suggesting here is that it's not always the teacher's fault if students are not performing. Do you have this issue in your studio and if so, how do you handle it?

Not any of the ones I know. Every language teacher I've known has strongly encouraged their students to get firsthand experience with the language, be it studying abroad or organizing a weekly Kaffeeklatsch where they can use the language, preferably with native speakers.