Since I’m a one-woman show here on Piano Pantry, it’s taken me until now to figure out the technical side of how to make this resource available to you in the best way possible. I like things to look clean, well-laid out, and organized.
There are 15 assignment sheets of all kinds of sizes, shapes, and colors (well, not exactly, but the phrase seemed to work here). 🙂
The best thing? There are MORE to come! I have at least another ten sheets ready to be added to the page on top of the 15 already there. It takes me about 20 minutes per sheet to get it onto the website, so I didn’t want to have to wait until I got all 25+ up to make it available to you!
Hopefully, 15 choices are enough to get you started!
Swapping up assignment sheets every 6-12 months is just one way I keep things fresh.
The resource page can be accessed from the main menu at the top or click here:
The iconic spiral-bound notebook. Is there a piano student in all of the world who can be found without one? One of the first, if not THE first one I had was small (approximately 3″ x 5″) with a red cover and side spiral. I kept it for years but cannot seem to find it in my old memorabilia. Knowing me, I probably threw it away during one of my “reduce and minimize” streaks.
Do you still have or remember your first notebook?
As a teacher, I used notebooks for years, but in my effort to grow and manage the structure of lessons better, in 2009, I started making my own assignment sheets. I distinctly remember this as a period of intense growth and scrutiny of myself as a teacher as I was in the early stages of my graduate studies.
During this time, I was trying to figure out how to be a piano teacher as opposed to a classroom music teacher. Although I had been teaching piano part-time for years, it felt like a whole new world as I learned about true piano pedagogy. I had no idea there was so much that should be incorporated into the lesson!
Have you ever had moments when you feel like banging your head against the wall during a lesson with a student? Those moments seem to happen to me most often with musical terms and symbols. I’m not shy to say there are times I’m screaming in my head “Seriously, how many times have we used this term during lessons? It’s called a ‘staccato!'” while my more experienced and sensible teacher-side calmly says“Ssssttttaaaa” trying to draw the word out of them with a verbal cue or gives them multiple choice.
When asked what the term “Andante” means, the student looks at you with a sideways glance, eyes squinting slightly in uncertainty as if they had just eaten a piece of sour candy, hands twisting, and mind whirling. “It means…it means like slow….or well, maybe fast?”
At this moment, my teacher-conviction takes over, and I remember: