One-Minute Club

Note-Naming Challenge

A few years ago I implemented the “One-Minute Club” in my studio. The idea, first made famous by Jane Bastien, has been continued and further developed by Susan Paradis. Susan has a wealth of free downloadable materials which she redesigns each year.

Read about it on her blog.

There are downloadable charts, flashcards, and full-size and business-card size certificates available. See more here.

The first year I did this, it was ongoing throughout the year. For me, this didn’t work, however, because I often forgot and wasn’t consistent. The following year I started doing monthly challenges with my students and decided to make this the challenge for April-May, approximately 6-7 weeks leading up to the Spring Recital. I love doing it this way as the whole studio is focused and I do it at every single lesson.


I put together a permanent portable board from an old cork board I had laying around.  I covered it in white cardboard, bought cute letters from Target, posted the levels, winners from each year, and guidelines (so I remember my rules from year to year(!). I keep plastic lanyards inside a plastic holder made by cutting off the bottom of a plastic sleeve cover (more on the lanyards below). Color-coded copies of each level of notes are available so students can practice while waiting before or after lessons or even during their lab time.

Using a larger chart (purchased from United Arts and Education) helps me see each student’s progress from year to year.

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Assignment Sheet Addiction

It’s Small, White and Written All Over…

The iconic spiral-bound notebook. 

Is there a piano student in all 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.

As a teacher, I used notebooks for years, but in my effort to grow and manage the structure of lessons better 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!

For years, I relied solely on method books to guide me and tell me what I was supposed to be teaching. It took several years and even some graduate pedagogy courses to truly have a deeper understanding of the big picture. Some of that growth came from simply studying and teaching from different methods, understanding the philosophy behind the progression, and experiencing what does and doesn’t work for certain students.


Methods are to Recipes…

I’m an avid cook. I grew up watching and helping mom out in the kitchen. Mom is a good country cook who raised her family through the 80 and 90’s – a time of Campbell’s soup and casseroles. Although she had her trusty favorite recipes, we often called her MacGyver in the kitchen as she could make a meal out of nothing.

When I was first married, I used all her recipes, but when the poundage began to add up on both my husband and I, healthy cooking  realized I needed to learn to cook healthier and incorporate flavor through herbs and spices instead of butter and sour cream. Thus, I embarked into the world of cooking shows and an endless recipe obsession.

Stick with me…

One of my favorite shows, when we lived in Australia, was Chef at Home, hosted by the Canadian chef from Prince Edward Island, Michael Smith. He advocates using your instincts and what you have at home to put together simple, easy, and delicious meals. At the time, I thought “yeah right!” I can follow a recipe and make an amazing meal, but I don’t have a deep enough understanding of food to come up with something on my own – I’m no MacGyver.

Stick with me…

A few years down the road and one day it suddenly dawns on me that I’m cooking something for dinner with complete confidence – NO recipe in front of me! What an intense and rewarding feeling that was!

Do you see where I’m going with this? Method books are a recipe. They help us know what musical concept to introduce in what order. However, when we understand pedagogy, how children learn music, the foundations of healthy technique, and more, we’re understanding the flavor of the ingredients and how those ingredients come together to make a pianist. It’s kinda like knowing how the ratio of flour, sugar, butter, and egg make a cookie as opposed to a cake.

There is a connection to my assignment sheet addiction, I promise…

While I still use and rely on the sound progression and solid pedagogy of several methods on a regular basis, I was freed the day I realized I could teach a student without a method in front of me if I wanted.


Why the Addiction?

My assignment sheet obsession started out somewhat as a way for me to write out my own “recipe instructions.” Their role became a way for me to help guide my lessons, to remind me of what I needed to incorporate. Each one tells a different story of the goals I had at the time and things I was focused on as a teacher.

I create a new assignment sheet at least once to twice a year, and sometimes I trial a third through the Summer before I decide if I want to use it in the Fall.

They range from simple one-page sheets to a two-page spread that includes incentive program instructions.

I’m not going to weed them out and present you with my favorites because, at one time or another, they were each perfect for me. Who am I to say which one will work best for you?

There were times in the early days when it almost felt that if I could just make the perfect assignment sheet somehow, I would be a perfect teacher. Bahahaha yes, we’re all laughing, I know! Looking back now I realize that is ridiculous.

I’ve learned to let it go and honestly, the main reason I switch assignment sheets now is completely out of boredom. I get tired of looking at the same sheet day in and day out. Plus, I start thinking things like, “Gee, maybe if I add a new joke or quote to the sheet each week I’ll get some of them to fill it out more regularly.” Bahahaha, a laughing matter once again, I know!

There are always students who fill it out diligently and others who don’t bother no matter what I do. I’ve called them anything from “Weekly Learning Guide” to “Assignment Sheet” to “Assignments for the week of…,” to “Piano Homework” to “Daily Practice Steps” and more. Does the title make a difference or inspire them more? Nope, not one bit.

I have a few students who hate it when I switch in the middle of the year, so I just use the same assignment sheet for them all year. Others find the switch refreshing as I do and some don’t care either way.

There were times where I’ve used the same sheet for everyone and times I’ve used a different sheet for adults, preschoolers, elementary level, and high schoolers.

They’re kept in color-coded hanging files next to the piano, and I just pull a fresh one out and place it in the front of their binder on top of last week’s sheet.

Most have been designed in Microsoft Word and Microsoft Publisher but have also experimented with


Assignment Sheet Central

You can access all my assignment sheets on Assignment Sheet CentralTake your pick! You name it, I probably have it.

Do you still have or remember your first notebook? What did it look like? Do you use a spiral notebook for assignments, binders with printable assignment sheets, or are you 100% digital?

Dynamic and Tempo Meter

Free Download

Adagio, Andante, Allegro, Moderato…whaaat?

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:

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