The thumb

The thumb seems to be the most awkward finger for my beginner students to play with. At first, some students will make a fist and try to play a key with the very tip of the thumb or they will try to use the whole side of the thumb to play a key. One of my students has even started using her second finger to help the thumb play a note! To counteract this, I have tried to create exercises for the thumb and second finger in which the hand's arch keeps a 'C shape'. I have also tried placing a dot on the side tip of the thumb, staging a 'hi-five' for the thumb to make with the key. If anyone has any other tips or exercises for the thumb for beginners, they would be greatly appreciated!

In my own playing, I have the tendency to, as my piano teacher says, 'hail a cab' with my thumb. I sometimes stick my thumb outwards instead of keeping it slightly curved towards the other fingers. My teacher suggested that in my spare time, I should try to place my thumb inside of a closed fist, reinforcing the curved shape. The thumb also has the tendency to overemphasize the notes that it plays. 'Shadowing' the notes that the thumb plays can help prevent accentuation. It is tricky at first to not play the thumb's notes in practice but the end result is usually fantastic!

The February MTNA journal has an interesting article about the thumb and lists a few different exercises that can be done to strengthen and realize the muscles of the thumb. One exercise, called 'thumb push-ups', has the thumb lay underneath the hand and across the palm. By pressing the thumb downwards, this causing the hand to move upwards, or do a 'thumb push-up'. It was fun to try all the different exercises and now, even as I am typing, I am trying to feel the muscles being used!

Teaching Middle D

Instead of learning Middle C, I like to try showing my students Middle D first with the "Oreo cookie". I have them find the two 'cookie pieces' in the middle of the keyboard and then find the 'cream center', the note D! Then I ask them to find all the oreo cookies on the keyboard.





I picked up some of these great jello-jiggler-like decorative window letters at the local business store and use them with my younger students on the keyboard to reinforce where all the D's are located. The letters are all different colors and are a little bit sticky so my students love to touch them and place them on different spots on the piano. From there, I show that C is the note sitting lower than D, and E is the note sitting higher than D. Then, I ask the students to create their own song using C's, D's, and E's. They usually say "I don't know how to do that!" I suggest different moods that the songs could portray- happy, sad, mysterious, dreamlike, etc. and this usually sparks their imagination! Creating a title and then adding 'by (their name)' usually seals the deal! They have composed their own song and now know where C, D, and E are on the keyboard!

It would be great to see what other different ways teachers have used to teach C, D, and E. Please share if you have any!

'What not to play'

As I unwind from teaching my lessons, I sit in front of the TV and proceed to check my mail and search for a variety of pop songs that my students have requested to learn. I enjoy following the fashion scene and will occasionally watch those hour long makeover shows just to see the end results. I am inspired to write this blog because I believe that piano teaching, in many cases, has been calling for a makeover.

What should and shouldn't students play? With the introduction of Guitar Hero, American Idol, Rock Band, and publications in the music education world like Lucy Green's Music, Informal Learning, and the School, teachers are given the choice to enter a new era of poptastic chord progressions and co-constructive, creative learning. We have been given an opportunity to work with student interest and personal style, but where is the balance between Western classical tradition and FM radio?

I believe that we as teachers need to work with each student's interests, introducing them to many different genres while allowing for personal choice and expression. Instead of selecting classical repertoire pieces for students, we can offer them a variety to choose from. I think that classical pieces have great value in a student's repertoire but I also realize that not every student will be interested in pursuing a classical career. Classical pieces can be introduced along with pop songs that reinforce certain techniques. For example, a legato passage can be compared to a phrase of a pop song, in order to make the concept personally relevant for the student. A combination of classical, pop, and original songs can effectively teach musical technique and musicality while providing enjoyment for the student. I especially think that composition is a great way to reinforce musical concepts and gives the student a masterpiece to be proud of! I see that more and more of my students are wanting to create their own pieces when they are given the opportunity to. Some students are shocked after we complete lesson songs and I ask them if they want to write their own song. "You mean I can really do that?" Of course!

So can we balance Western classical tradition, Taylor Swift, and Jimmy's/Joe's/Katie's original songs?