How Much Should Be Assigned for a New Lesson?

As a new teacher, there were some trial and error weeks as I determined how much should be assigned for a new lesson. Just as each lesson’s material was tailored to each student, the assignment amount to practice was also individualized. Here are some things to consider, especially for a beginner teacher, in order not to over- or underwhelm a student.

I’ve taught students as young as four years old and grandmas in their 60s. There have been a few businessmen in their 40s and many teenagers with busy schedules from school and sports. I’ve had superiorly dedicated students who faithfully practiced everything I assigned for a new lesson and enjoy every minute of it, and then there are others who didn’t – in varying degrees. I imagine most piano teachers could tell similar experiences.

1. STUDENT AGE AND MATURITY LEVEL

All of my recommendations are for use with the Revolutionary Piano Method series, starting with the books for the older student, age 6 years to adult, which has five levels. In Level 1, the format is four lines of practice exercises (saying the letter name as the key is played is mandatory), followed by one or two songs. For one lesson, three exercise lines is sufficient for the from-scratch beginner. The next lesson is the fourth exercise line plus the one or two songs. However, an adult beginner student is usually comfortable with all four practice exercises plus the song assigned for a new lesson.

In the very first lesson, there is a lot of introductory material that I cover before even getting to the first practice exercise. I judge the student and his performance at this point. Does he really need to keep for homework practice all the exercise lines or, if played correctly, could I have him skip one or two lines? Praise is rewarding and reinforcing to self-esteem. In the beginning, I would rather a student feel a bit underwhelmed rather than in way over his head when considering the amount assigned for a new lesson.

If there is extra lesson time, I have had students play the exercise line backward, still saying each letter name. I have pointed to a circled space and asked at random for the name and its location on the keyboard. For children, I allow time for the corresponding Theory Book pages to be done with me supervising during each lesson. This prevents errors from becoming learned and also allows me to evaluate if the student completely understands the new information by being able to work with it in a paper format. (I don’t suggest that adult students to use the Theory Book until level four.)

2. DEDICATED PRACTICE TIME

Another important thing to consider how much should be assigned for a new lesson is the amount of time the student has to practice regularly at home during the week before the next lesson. I recommend short but very regular (six days a week) practice sessions for all students when they are beginning. Rather than assigning a certain number of minutes, I have them play the practice exercises once (saying letters) and the song twice, every day. This is within their comfort level of “piano homework.” Frequently students play their assignment twice or more a day because it is not tied to a time limit.

High school students usually are very busy and sometimes the amount assigned for a new lesson just needs to be carried over for another week. The adult who also has a job in or outside the home, plus perhaps children to consider, will most likely take a few minutes to practice piano before bedtime or while dinner is cooking. A great routine to establish is parent and child taking turns to practice at the piano. The child may desire to act as the parent or teacher when his turn to be the student is over!

However, it does happen that piano practice time becomes the day’s reward as “My Time.” Forty minutes can easily turn into 90 when the pianist reaches that level of enjoyment after a long day of school or work. The assignment is not “work” but pure enjoyment for the sake of playing.

3. ATTITUDE AND INTEREST

Usually most young students have a positive attitude and are willing to take instruction, but there certainly are exceptions – and that negative mood can affect the amount assigned for a new lesson. I have found that with the young student who carries a sour outlook into the first lessons that the quickest way to turn around the attitude is to have the student believe he is good at something while at the piano. I keep the formal instruction a little short and make something about it seem to be a game. For example:

• Let’s time you to see how fast you can play this line without saying letters (after I observe that he has no trouble identifying the letters).
• Let’s see if you can play this line with your left hand holding your right ear.
• Can you find Center F with your eyes closed? Can you find the A key with your eyes closed?

As I said, I feel that honestly-earned praise is rewarding and reinforcing to self-esteem. All my students leave me feeling that their lesson has been successful, even if perhaps we didn’t go as far as I would have liked. I specifically find some thing that I can honestly praise the student for doing well. Perhaps it is nicely curved fingers or the way he draws a perfect little flat! If merited, I’ll say I have never seen “x” done better by anyone! A marked change in attitude comes about rather quickly – and that carries over into becoming a much more productive lesson, week after week, and an increased amount assigned in a new lesson!

I gradually increase the material in the lesson assignment after starting with somewhat less than they actually could handle. A positive attitude cannot be purchased or bribed, but it can be developed and acquired through lessons that are easily understood and performed, reinforced with praise and good humor. Just as each lesson’s material is tailored to each student, how much is assigned for a new lesson is also individualized based on these things just discussed. The next blog will be about how much should be assigned for a new lesson using the Revolutionary Piano Method for Itty Bitty Students Ages 4 to 5.

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