These things are included in lesson plans from time to time.
Students are encouraged to record at least one piece per term (usually two). A recording is made at an 'almost finished' stage to assist in self-correcting the piece. Then a further recording is made to help critical listening and assessment details. A final recording is made of all pieces being prepared for recitals.
At the end of the year, recordings are emailed home as an aural snapshot of the year's work. Think 'school photos', 'art portfolio' and similar.
From time to time a term challenge is offered.
A Smarties Challenge has been popular. Students are assisted with setting a small achievable goal aimed at improving an area that could do with some strengthening; bringing of all lesson materials consistently, note naming, sight reading, scale learning, technique exercise, note book reading, timely finger nail trimming to name a few.
Two recitals are usually held each year. Generally on the last Monday evening of June - to coincide with the end of Public Schools Term 2, and the end of year recital is usually the last Monday evening of November.
Students are strongly encouraged to participate in these as an opportunity to make a special effort on finishing and performing skills on two favourite pieces from the previous six months study.
I don't place a priority on formality at these. I encourage students to wear something they feel is comfortable and nice as generally players play their best when they feel they are presenting the best version of themselves. Shoes need to be suitable for using pedal if their piece requires pedal.
Siblings, friends and relatives are welcome if you wish to invite them - it is often a wonderful opportunity for encouragement and support. I only ask that if their are very young children that parents take all steps to ensure there are no extra stresses and distractions for performers as we are a mixed age group sometimes from 6 - 70 years. The length of the actual performance is very short (around 45 minutes if everyone is able to be there).
Venue advised close to the date. Time 7.30pm
I provide hot and cold drinks and ask each family to bring a small plate of supper to share after the performance. A great chance to meet other piano families.
This challenge is all about learning many new 'pieces' continuously each week, term and year. It helps students to keep reading new notes and patterns of notes, strengthening sight reading. New pieces are always fun to start and create a feeling of accomplishment in a measurable way. The '40' is derived from the fact that there are approximately 40 teaching weeks in a school year.
The 40 pieces can be any of the technical elements associated with a student's current level or connection with a current challenging larger piece.
Included are excrerpts of larger pieces, such as an 'A' section or a set number of bars.
Challenges can inculde pieces from grades below the currently studied grade. So a student studying Grade 3 pieces could have material drawn from Preliminary, Grade 1 or Grade 2 listed pieces.
Another fun list to draw pieces from is the student's own 'wish list' of songs and pieces - often the simplified arrangements which can then be embellished with more detail through improvisation.
