Creativity in the Piano Lesson

Have you ever heard of the paper clip test? It measures creativity* by asking a simple question:

How many uses can you think of for a paper clip? 

Most people can come up with a list of 10-15 things. How many things do you think a kindergartener could list? Around two hundred. 

There is an infinite amount of potential for teaching and learning with this level of creativity. The question is, how can we as teachers create opportunities for divergent thinking and foster creativity in our students? 

Here are a few ideas:

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5 Ways to Foster Creativity in Your Piano Students

1. Find ways to incorporate creative movement. 

Introduce a new rhythm pattern (preparation for a new song, perhaps) and ask the student to create a corresponding movement. I had a student last week suggest elbows and fist pumps. I kid you not.

2. Use different voices to speak rhythm patterns. 

Sometimes, rhythm syllables and neutral syllables get old. Some other creative ideas include: opera star, baby, howling dog, barking dog, cow, etc.

3. Improvise. 

Build in time for an in-lesson improvisation, based on something familiar to the student.

For instance, I had a student last week who had just gotten back from Zoo Camp. Naturally, I asked him to improvise a song about the animals at the zoo. He chose to include: lions, a tiger, a gazelle, a crocodile, a blue jay, and a mouse. (I know because he added in narration along the way.)

4. Respond to the moment. 

This is a creative challenge for teachers - what do you with a wiggly five-year-old at the end of their lesson when you're just trying to get through "In a Canoe" and they just want to experiment? 

You propose a "murky water" improv section (setting the scene for the canoe) + patterns from the song. And you go with it.

5. Give a weekly creativity challenge. 

I add this to the bottom of the student's assignment sheet. I usually provide a few simple parameters (i.e. use only black keys or only short sounds) and/or a theme or point of inspiration. 

Here’s an example for a kindergarten student:

“Create a song about cars and trucks.  What do they sound like?  Are they driving or stuck in traffic?  Be sure to give your improvisation or composition a name!”

Related post: 40 Ideas to Inspire Creativity in Your Piano Students

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Have other ideas for adding creativity into the piano lesson?  Leave a comment - I'd love to hear from you!

*Note: If you haven't seen Sir Ken Robinson's TED talk on this topic, watch it here (short animated clip) or here (full video).

Building Musicianship - Part II

A glimpse at some of my notes from class

I am four weeks into the spring semester and four weeks into my "Keyboard Skills" class that I mentioned in my previous post.  Let me just say that this may be my favorite class ever.  I am learning so many practical skills for performing, improvising, teaching, playing church music, etc. and I'm learning so much about myself as a musician in the process.  Let me give you a little sneak peek into my practice time these past few weeks:

1. Paradigms Paradigms are a fancy theoretical word for short chord progressions, essentially expanding the tonic key.  Each paradigm has 3-4 chords, functioning as a building block in music (we've been practicing them in all twelve keys, major and minor).  Each week of practice assignments builds on the week(s) prior so as we progress, we're expanding our tonal vocabulary more and more.

Week 1: seven paradigms Week 2: seven paradigms Week 3: thirteen paradigms Week 4: three paradigms

This week, we're also working on diatonic scale harmonizations--or, in English--adding chords to an ascending and descending scale line (think vocal warm-ups). With a total of thirty paradigms, harmonizing a scale line (or really any melody) is just a matter of linking these progressions together in different ways.

2. Score Reading In addition to reading treble and bass clef, we're learning (or re-learning) how to read alto clef.  To practice this, we've been working on mostly two-part repertoire (alto clef in one hand, bass or treble clef in the other).  A few practice techniques:

1. Hands separately 2. Hands together 3. Hands alternating by measure 4. Hands together, stopping/starting

Practicing with hands alternating every measure trains your eye to move quickly between staves and trains your mind to translate the various clefs quickly and efficiently.  Starting and stopping (while you keep time in your head) gives you an opportunity to audiate what's on the page (hear something in your head without the sound being present) and again trains your mind to quickly recognize various clefs.

3. Transposition We've had three transposition assignments now--two hymns (4-voice texture) and the accompaniment to a Schubert Lied.  There are a few strategies here, as well:

1. Analyze the harmonic progression--think about function 2. For homophonic music, think about the intervals within the hand (practice hands separately in the new key) 3. Identify cadences (and tonicized keys, where necessary) 4. Use clef transpositions whenever possible 5. Practice hands together in the new key, staccato

Clef transpositions means looking at the stave as if it's in another clef.  For instance, if a piece is in A Major, and you need to transpose it to C Major, think of the treble staff as being in bass clef (the second space is A in the treble staff and C in the bass staff).  Use alto clef to help you, too!

4. Coordination We keyboardists tend to think of ourselves as fairly coordinated but let me tell you, reading a bass line with your left hand and conducting a 4-beat pattern with your right hand is complicated!  Here are a few ways to practice coordination (beyond what we normally do):

1. Sing + Play - For 2-part music, sing one line, play the other, then switch - For 4-part music (hymns are great), sing one voice and play the remaining three 2. Play + Conduct (play with one hand, conduct with the other) 3. Practice standing up

5. Sequences This is a prequel to reading figured bass but the practice of filling in chords aurally while reading only the melody and bass line is a valuable ear exercise.  Sequences are pattern-based so it also reinforces good voice-leading and keyboard-style playing (three voices in your right hand, one in your left hand).

Whew!  A lengthy post (props to you if you're still reading!) but hopefully it's helpful to some of you as you continue your own journey of building musicianship.  Next up in this series--harmonization!

Previously: Building Musicianship - Part I

Give Thanks Always

Gratitude.

Everyone has it during the month of November.  You've seen the daily "I'm thankful for" posts and the #grateful hashtag.  Everyone remembers to count their blessings, be thankful for what they have, and give to those in need.  But then, December happens and people tend to get swept up in the season of giving (and receiving), traveling, and those can't-resist holiday indulgences (cookie, anyone?).  Somehow, by the time the New Year rolls around, we're all ready for a break.  We crave a fresh start, a new-and-improved lifestyle, and time to breathe, and we resolve to make changes.  Sound familiar?  I want to break out of this cycle.  I want to find ways to keep that spirit of gratitude in our hearts and minds all year long.

I've been reading through a few She Reads Truth plans on YouVersion these past few weeks and, though I've read it before, these verses really resonated with me:

"Rejoice always, pray continually, give thanks in all circumstances; for this is God’s will for you in Christ Jesus." - 1 Thessalonians 5:16-18

After reading them over a few times, I wrote the following note to myself: Give thanks always.

It's that simple.  In my vision for this year, I wrote that I want to live a life of gratitude, love, and grace.  It starts with gratitude.  So, hanging in our kitchen is a little gratitude list-nothing fancy-just a way for us to thank God for his goodness to us and be grateful every day.  I created a free printable version for you, too!  Just download the PDF file below, print on an 8.5 x 11" piece of paper or cardstock, hang in your home or office, and start making your very own gratitude list.  Enjoy, y'all!  And give thanks always.

FREE GRATITUDE PRINTABLE

Building Musicianship - Part I

Musicians often talk about "developing their musicianship."  It's the artistry in performance, it's interpretation, it's an approach to one's instrument, it's the way we communicate without words.  Truth be told, it's something we're never quite done with.  You see, there are always new things to be learned, things that could be more efficient or more natural, different ways of thinking, bad habits to break, etc.  As musicians, we are all continual works in progress.

So, we find ways to develop our musicianship, our artistry.

For me, this means some of the things I mentioned in my list of goals for this year: become a better improviser, sightread and sightsing on a more regular basis, become more efficient at transposing and reading open score (4+ lines of music), and become a more competent listener.  How do I improve these things?  Practice, practice, practice.

I'm taking a wonderful theory class this semester called "Keyboard Skills" - essentially, a theory class at the keyboard.  More on this soon (sneak peek in the picture above!).  The assignments for this class go hand-in-hand with my musicianship goals for this year so yesterday, I sat down with my planner at the kitchen table and blocked off some time in my schedule (with striped washi tape, of course) to spend in the practice room.

Goal: Learn five songs in twelve different keys

This is one of my specific goals for building musicianship this year.  Playing simple songs by ear will improve my harmonic listening skills (listening to more than just the melody) and learning them in every key will aid transposition and improvisation skills.  Each week, I'll focus on a few keys, adding to the list with each successive week until I've worked through all twelve keys (major or minor, depending on the tonality of the song).  Here's how I plan to make this happen:

Week 1: Play song in C, F, G, and D Week 2: Play song in A, E, and B + review C, F, G, and D Week 3: Play song in F#, Db, and Ab + review C, F, G, D, A, E, and B Week 4: Play song in Eb and Bb + review C, F, G, D, A, E, B, F#, Db, and Ab

This week, I started Song #1.

This is the first of a few posts I plan to write about my strategies for building musicianship.  More in the weeks to come!

On Teaching

Last week, I found out that one of my former students in Massachusetts passed away suddenly.  Ironically (or perhaps not), I thought about Ed Sunday night and told Steve, "I should write him a note this week and see how he's doing."  Later, I found out that he died the next day.  Life is short, friends; too short to leave things unsaid, to worry about what others will think, to value things that don't matter.  Act now.  Love now.  Give now.  Focus on what matters. Ed was 73 years old when he began taking piano lessons from me in the summer of 2010.  I'll never forget that first week - he came in with a stack of big note, EZ-read piano books, a mini audio recorder, and an enormous amount of self determination.  We started at the beginning: landmark notes (Frances Clark method), folk songs, rote songs, and technic exercises.  Within the first year, he was sightreading simple songs, harmonizing folk melodies, and playing teacher-student duets in the studio's spring recital.  He was dedicated.

In our second year of study, he began learning key signatures and counting in unusual meters.  He performed solo in the studio recital earlier this year.  Our last lesson before I moved was at the end of July.  In those final weeks, Ed began asking questions about chords, harmonic progressions, and inversions.  He was curious and he truly loved learning.

Every week when he came into his lesson I would ask, "How are you doing today?"  His response always caught me off guard: "Oh, I'm much better, thank you."  "What do you mean 'much better'?"  I'd say.  "Were you sick?"  "No, I'm fine.  It's just that people always pay attention when you say 'I'm doing much better,'" he'd say with a grin.  I smile when I think of him looking down now, saying, "I'm doing much better, thank you."

What a privilege we have in teaching.

Teaching to me is not just about music or experiences.  It's about people - people like Ed who want to build on a lifelong love of music, people like Bobby who love to create, and people like Matthew who love to explore and build with musical patterns.  What an opportunity we have as teachers to engage with others, interact, and share musical experiences.  I am so grateful.

Love, Speak, Give

The phrase, "Love, speak, give with intention" appears on my lock screen as a constant reminder to be more intentional about life.  It reminds me to do small deeds with great love, choose words carefully and intentionally, and give with joy.  This month, I've been intentional about gratitude and really acknowledging the good gifts we have been given.  As we celebrate Thanksgiving and families and football and turkey and cranberry sauce this weekend, I hope you sit a little longer, hug a little tighter, speak with intention, and give to others as much as you are able.  "Now thank we all our God with hearts and hands and voices..."

Happy Thanksgiving to you and yours!

Do What Matters

Do what matters.

This is my new motto.

When you really stop to think about what matters in life, the world seems to stop spinning quite so fast.  There are so many things in life that vie for my attention every day - emails, bills, people asking me to do more, my iPhone in general, you get the idea.  But do they really matter in the bigger picture?  Not so much.

Sometimes things happen that put things back in perspective.  You make choices about what you are going to do and what you are going to leave undone. 

Sound familiar? 

This happened to me last week.  The decision seems easy at the time but it makes you stop and think.  How often would I make this same choice on a normal day?  How often do I scroll through Instagram during our after dinner conversations?  As recently as last night, I'm embarrassed to say.  How often do I fret about meeting the expectations of others or getting everything done in a day?

This is a reminder to myself: Do what matters. (Forget the rest.)

Life is Good

Oh my goodness, what happened to September?!  Suddenly, it's cold enough to need scarves and sweaters (and salted caramel mochas) and it's dark by the time we sit down to dinner in the evenings.  Yes, the weeks are flying by but every day is so fulfilling.  I absolutely love the work I am doing!  Life is full, life is busy, and life is very rewarding.

Life is good, y'all.

I used to be afraid of change.  In some ways, I still am - it's different, uncomfortable, and unfamiliar.  But you know what I'm learning?  Despite all this, change can be a good thing.  Really good.  The past few months have been full of change for us but it's good change.  It's a growing kind of change.  I jumped back into the life of a full-time student (which I love), Steve recreated his daily routine, we've been humbled by God's goodness to us (more than we could have asked for), we found a new church home (and joined the choir!), we defined our new "normal."  There have been a few challenging moments for sure but when I consider the number of wonderful, new opportunities we've both had of late, I find I can be nothing but grateful for all this change.

Every day is a chance to make things happen, learn something new, or teach something.  I came across an awesome quote in my reading this week: "Doing creates knowing" (Patricia Miller).  This holds so much truth in so many areas of my life right now.  Go and do this week.  Don't just think about it or talk about it or wish about it.  Go and love.  Go and teach.  Go and give back.  Go and live life to its fullest.  Go and make it happen!

xo, Ashley

P.S. Next month, we'll be celebrating our first anniversary!  Can you believe it?  What an adventure this year has been!  So grateful.

Cultivating Creativity

"If you're not prepared to be wrong, you will never come up with anything original."

What a great quote by Sir Ken Robinson.

Confession: Sometimes, I get caught up watching TED Talks.  They're just so engaging and each presenter has something unique to say.  Topics are often very different but the commonality is found in the discussion of innovation, education, technology, and creativity.  In this talk, Sir Ken Robinson talks about the creativity of young children and how our educational system counteracts it (i.e. kills it) in favor of more important subject matter (math and science).  He offers three useful points when describing intelligence:

1. Intelligence is diverse. We think visually, in sound, and kinesthetically; we think in abstract, we think through movement.

2. Intelligence is dynamic. The brain is interactive.  Creativity often comes about through different disciplinary ways of seeing things.

3. Intelligence is distinct. How did you discover your talent?

How can we cultivate creativity in our teaching?