Starting to teach a new beginner student can be both daunting and energising. Daunting because they (and often their parents) are putting their trust in you to realise their musical hopes and dreams; energising because you have no prejudices or preconceptions about this beginner musician. Anything is possible.
First steps
It is vital to have a consultation, or at least a conversation, with the parents if the new student is a young beginner, as well as chatting with the new student. From this you can find out why the student wants lessons, if they have a piano and what kind it is, what music already exists in their life and their family's, what their hobbies and interests are (can music fit into an already busy life?) and so on. This is also a good opportunity to explain your policy on social media and to fill in a GDPR-compliant information sheet about the student (see box). Of course, this discussion and everything following it will vary depending on the age of the beginner.
An assessment of the student's current abilities and musicianship should then follow. For example, can they hear the difference between high and low, keep a beat, follow and read words, or echo-sing a short phrase? Keep it light and fun for both your sakes, and take note of the findings. Any difficulties encountered during this assessment should not prevent you from teaching the beginner, but they should definitely inform your planning and choice of music, materials and resources.
Tutor books and resources
A good tutor book is a blessing and a useful resource. However, it is not a curriculum. Sketch out a medium-term plan (short-term plans are too short and long-term ones are too distant) and use an appropriate tutor book to support it. When choosing a tutor book, consider your student and your own criteria for an effective tutor book or system, rather than using the one you had as a child or the first one you come across when you googled ‘books for beginner pianists’.
My criteria for beginner tutor books are that each page is clear and interesting without being cluttered; and that technique, theory and playing are integrated and laid out in an interesting way. Tutor books should also be pedagogically sound and practicable. Accompaniment parts and backing tracks provide excellent models as well as being a basis for good musicianship skills. For adults, the pace of concepts can move more quickly than for young beginners. For ages and abilities in between you will have to assess and adapt – be flexible in the early stages.
Supporting books and online supplementary music may be provided by a particular system, eg the Hal Leonard Student Piano Library (I particularly like their accompaniments and improvisation exercises), Piano Adventures also from Hal Leonard (great for explaining piano technique), or the Piano Time books by Pauline Hall (OUP). Separate theory books (ABRSM's Piano Star Theory is piano-based and far from boring), duet books (eg Duets with a Difference by Pauline Hall, OUP) and technical exercises all help build a rounded pianist as well as a musician. For teenage and adult beginners I recommend the Hal Leonard Adult Method, but Faber's Accelerated Piano Method is also good for beginners aged 11 plus.
Get digital
Everyone likes a little technology in their lives. Ask your students to purchase a metronome (if they haven't already got one in their digital piano). This is a useful tool and one that you will refer to repeatedly. After that go online, where there are chat groups for piano teacher colleagues on social media. Nancy Faber's demonstration videos of teaching young beginners on the Piano Adventures website (pianoadventures.com) are among the best I have ever seen, with supporting information for this particular method and apps galore.
Students who are not drawn to pencil and paper might find a note-learning app such as Flashnote or a note-values app such as RhythmSwing addictive in the early stages. ABRSM's Practice Partner takes the pressure off you by providing an authoritative model as well as ways to practise graded pieces. You can use YouTube to listen to different performances of a piece and discuss with your pupil what you liked or disliked, or to compile a library of a particular student's performances. YouTube has dancers in costume performing gavottes, minuets, and waltzes – good for learning why we perform these dances in certain ways. This is only the tip of the iceberg for what is online.
Seasonal and popular music
Students appreciate music that is anchored in their real world. Yes, this does mean Christmas music, and your tutor method may provide some, but it might also include a ‘back to school boogie’ improvised in a lesson with you, the latest Taylor Swift song, an arrangement of Pachelbel's Canon in D, or a selection of Halloween pieces (susanparadis.com is excellent for this and has many other free worksheets, activities and music).
For my young beginners I have flashcards (see composecreate.com for free cards, activities and fabulous beginner ‘almost by rote’ pieces), clockwork dinosaurs (every tutor book has a dinosaur piece in it), a selection of Iwako erasers (google them) to be used in many ways, certificates to boost early achievements, and stickers! My beginner students and I have posters for practice points, which can sustain interest and recognise small but vital achievements.
Keeping track
Keeping track of information is vital. It helps you to plan and provides protection if there is a dispute about what has been covered or not covered. You need a record of what happens in each lesson (I use a desk diary but this can easily be done online), a medium-term plan, a student profile sheet and a record of competitions and exams entered. ABRSM's Music Teacher's Companion: A Practical Guide has many useful planning sheets in its appendix.
Your beginner student (young or old) also needs a practice diary for you to record what occurs in the lessons, what and how they are to practise, and any other notes for them or their parents if applicable. If you are teaching in schools, this might be your only point of contact with the parents. It can take the form of a basic spiral bound exercise book or a commercially produced practice diary from a music retailer. I prefer one that is uncluttered and gives me space to write words or music and to add a sticker (if deserved!). Students should be encouraged to read their practice diary and use it.
So here you stand with your beginner pianist, equipped and ready to explore the amazing world of piano music. I wish us all joy in our music making.
GDPR
You may recall about a year ago that every company you ever gave your email address to suddenly started sending emails about GDPR. In short, GDPR is legislation designed to prevent companies from holding on to your personal data unnecessarily. As a private music teacher you need to comply with GDPR, and the Musicians’ Union has some helpful advice for how to do this on its website www.musiciansunion.org.uk/Files/Guides/MU-GDPR-case-studies
Social media
Many teachers avoid Facebook to sidestep the possibility of crossing paths with younger pupils socially. While this may seem extreme, it is certainly the case that social media interactions with students can be a safeguarding minefield, for which reason you should avoid communicating with children on social media altogether. Text or WhatsApp messages with children are also inadvisable.
