ピアノレッスン入門: ピアノのための音楽の動き、1 年間の音楽レッスンの本

Using the Music Learning Theory research of Edwin Gordon and the adaptation of those ideas to the piano by Marilyn Lowe, this method introduces students to the fundamentals of musicianship and music study that will be applicable in whatever direction the learner chooses to take their future musical studies. This class is a starting point for older beginning piano students, and is the continuation of the Keyboard Games, Music Moves for Piano Book B classes ("Introduction to Piano and Music: Music Moves Book B"). If you have questions regarding the best class for your learner, please don't hesitate to reach out! I'm happy to help!

This class has been updated to be an all-in-one class for beginning and continuing keyboard students. With instruction in level-appropriate songs, music theory and reading, improvisation and ear training, this live class will offer the freedom and flexibility for students to set the pace of their advancement. Over the past three years of teaching group piano here on Outschool, I have seen how many learners enjoy having classmates to study music with, but feel frustrated either by being rushed in learning a song or skill, or held back as others work on a song or skill. By teaching new songs through prerecorded videos instead of live in class, I will be free to offer one on one instruction and support during our class time together. 

Our weekly class will be typically structured like this:

10 minutes: We will start each class all together in a group with check-ins, physical and musical warm ups and playing for the whole group to get a sense of what we need to work on for the day
10-15 minutes: Breakout Rooms. This is when the majority of learning songs from our book will happen. Learners who are still working on a song will have a chance to review on their own and get personalized feedback from me. In general, there will be three different breakout rooms: a group practice room, a quiet practice room where learners can practice all on mute, and a one-on-one room with me.
5-10 minutes: End of class group time. We will play games, share what we've mastered that week, and set individual and group goals for what we're doing in the coming week.

Class recordings will be posted weekly when they have processed, and practice videos will be posted in the classroom to support learners as they learn the song(s) for the week.

For the topics and suggested deadlines for the songs we will learn in this class, please see the class syllabus.

*** FAQS ***
What does self-pacing mean for a live class?
-I am following the format put out by The Modern Classrooms Project. It means that the majority of my class time, demonstrating the new songs, will be 'outsourced' to me by way of previously recorded interactive videos. Using Nearpod allows me to insert questions and assignments directly into my teaching videos, helping young learners stay focused and engaged, and allowing them to go as slowly or quickly through new material. It also means that I am still there in class to answer any questions. Although they can go faster or slower, there will be 'soft deadlines' when I recommend they have certain songs and activities completed by in order to keep rough pace with this class

Can I join late?
-Yes! I strongly recommend you do the self-pacing/introductory class module FIRST ("Quick-Start to Piano Lessons for Beginners"). Due to the flexible nature of pacing in this class, late enrollments will be accommodated at a level comfortable to them. *Learners who have completed this module will get priority in late-enrollments as spots open going forward.*

How will learners know what to work on while they are in a breakout room?
-Using Nearpod student paced assignments, practice videos, handouts, and the class book, your learner will already have several physical and digital resources to keep them on track. Additionally, I will be checking in with the group, pulling learners out for one-on-one time, and reviewing what everyone is working on at the beginning of class.

What if my learner doesn't understand the teaching video or falls behind?
-I work hard to anticipate what learners will need to learn a song and have taught this material for a few years now, however if your learner is confused, I'm right there in class ready to meet them one-on-one and get them back on track. I won't be busy teaching the song over and over to the 'average' student-instead, I'll be meeting with everyone and giving them individualized feedback.

-If they fall very far behind (illness, family trip, etc) then students in my group lessons may get discounts for booking a one-on-one class with me.

What if my learner wants to work far ahead (way far ahead?)
-That's fine! I've developed this class in this manner precisely to be accessible to all students. Some will want to work a little slower, and some will want to 'zoom' through this book to start Book 2. Since the class is pay weekly, if your learner finishes the material before the class is over, you can withdraw and enroll immediately in Book 2 (which will also be self-paced and support learners joining at any point!)

How and when will my learner read music?
-We will introduce rudimentary reading concepts a few weeks into the course and continue building them throughout the year.