Practicing the piano is pretty simple at first glance. The more we practice, the better we play, and the better we play, the more fun it is to practice. This is true for all of the things that we enjoy, whether playing an instrument, cooking, drawing, or playing video games.

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Practice can be absorbing, rewarding, and satisfying when we have the proper support through a conducive environment, good habits, and a sound practice strategy. In the absence of a positive environment, habits and strategy, practice may be frustrating, hard to get around to, and boring or unproductive.

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Creating a Positive Environment

 

Concentrating well requires a peaceful, quiet environment. The most likely spot for the piano is the living room, or another common area, which is wonderful for the enjoyment of all family members. For me, the piano is always at the heart of the home, so this makes good sense. However, when practicing, the heart of the home can be very distracting! The family needs to support the budding musician and reduce distractions. Younger siblings can be relocated to remote parts of the house or outdoors for the duration of the practice session. Parents can make certain that their own phone calls or other distractions are out of earshot of the student. This habit benefits not only the pianist, but everyone concerned, as it cultivates respect for the serious pursuits of each family member.

 

A cluttered piano is also distracting. The piano at times becomes a catch-all piece of furniture. It is wise to make a point of keeping it cleared off and always ready for practice with a good source of light, the student’s music notebook, a pencil with a good eraser, and a device to view the practice video from the weekly lesson.

 

Most of us lead very busy lives. Family members have their own schedules to follow. Televisions, computers, and smart phones often command our attention. The energy in the home can be quite frenetic.

 

When we intentionally create a calm zone around the piano at practice time, free of clutter, noise, and other distractions, we are giving our young pianist the best environment in which to succeed.

 

Building the Habit of Showing Up

 

Learning takes time. Between school, homework, sports, and other activities, we struggle to get everything done. Here are some ideas to help you to fit practice into your daily schedule so you can show up at the piano.

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First, schedule practice time. Write out your weekly schedule, from getting up in the morning to bedtime. Certain things will be stable, but the time you arrive home at the end of the day may vary. Look for one or two times each day that piano practice may be inserted, perhaps linking it to an event that occurs every day. For example, a student may enjoy practicing right after completing their math homework. If there is one day a week that is simply too busy, it is fine to designate that day as free from practice.

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The length of practice time you schedule depends on the age and level of the student. Many teachers recommend that the time spent in the daily practice session match the length of time spent in the weekly lesson. I have a different approach. In the first year or two of study, 20-30 minutes per day, split into two short sessions, is usually a good amount. Perhaps one session may be scheduled after breakfast, and the other following an after school snack. As the student advances in their playing and reading skills, the practice time may need to increase to 45-60 minutes or longer, according to their level and motivation. Dividing the time into two sessions is still a good idea, and makes it easier to fit between other activities.

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Writing down your practice schedule is important. If the student keeps a planner for homework assignments, piano practice should be written into it. It should be considered of equal importance to the math or history assignments. Moreover, moving from the desk to the piano can be a welcome change of pace between other academic subjects.

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Another approach is to post a chart with daily practice sessions by the piano. It is surprising how satisfying it can be to check off this daily accomplishment. In any case, practice sessions should be written down in a place that is referred to daily. Leaving practice to the vague prospect of “when I can fit it in” means that it won’t happen. Take it from me!

 

Making a written plan and referencing it often is the essential step to creating the habit of showing up at the piano for daily practice!

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Following a Strategy of Productive Practice

 

The third pillar of support for productive practice is a sound strategy. Simply sitting at the piano and playing the assigned exercises and pieces from start to finish is fine for the new beginner.

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However, the lessons soon begin to move the student past the simple “playing through.” At this point tools for a more efficient and productive use of their time are introduced. These tools are learned and practiced in the lesson and should be revisited during practice time by watching the practice video I create at the end of each lesson. As the student grows in their ability to play and read, they will acquire ever more tools in their practice toolbox. In the lesson and video, I help them choose which tool will be useful for the job at hand. Over time, they learn to select on their own from the tools they have collected, and thus learn to direct their own practice with efficiency and good results. This is a process that grows over many years.

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Using practice tools efficiently and following the practice video results in productive practice sessions.

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Let’s Review

 

The process of learning to play the piano is a three way partnership between the student, the teacher, and the parents. The process rests on three pillars of support - environment, habits, and strategy.

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• The provision of a calm, quiet, uncluttered zone for the piano during practice time, with the needed supplies always present, constitutes the required environment, and is the responsibility of the parents.

 

• The formation of good habits, based on a well thought out and written schedule, is the joint responsibility of the student and their parents. I always stand ready to collaborate on this, so please ask me if you want help thinking this through and tailoring it to your child. It is good to reassess the particulars of this at least once a year, since schedules tend to change at the beginning of the school year.

 

• The practice strategies, or tools, are provided by the teacher, and conveyed in the lessons and videos. It’s the student’s responsibility to watch the video and practice efficiently. Parents can help here by providing a device that the video can be played on, and reminding the student to use it during practice.

 

Finally, bear in mind that, in addition to the development of musical literacy and aesthetic sensibilities, the piano student is also honing physical skills. Just as with dancing or learning to play tennis or soccer, the pianist must build technique, strength, and endurance, all of which are acquired by frequent repetition over time. Short daily practice sessions lay down skills incrementally and are vastly more effective than a 2 or 3 hour practice session put off until the weekend or the day before the piano lesson.

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When we strive to support our students in well planned daily practice in an environment conducive to good focus, we will have the pleasure of seeing them grow in their enjoyment of learning to play the piano, which is, after all, our primary goal!