EXPLORE PIANO MAGAZINEPIANO PIANO MAGAZINE COVID-19 SPECIAL ISSUE 2020 | VOL 12 | NO 2

in the COVID-19 SPECIAL ISSUE 2020 | VOL 12 | NO 2 $12.99 TEACHING PIANO TIME OF COVID-19 • SPECIAL ISSUE •

Best Practices for Technology & Tools Maintaining Your Studio Teaching Individuals for & Your Health & Groups Online Teaching Online During the Pandemic

CLAVIERCOMPANION.COM / a magazine for people who are passionate about the piano PIANO MAGAZINE

ONLINE PUBLISHER The Frances Clark Center for Keyboard Pedagogy

EDITOR-IN-CHIEF / CHIEF CONTENT DIRECTOR Pamela D. Pike

LEARNING SENIOR EDITOR / DIRECTOR OF DIGITAL CONTENT WHAT YOU’LL Andrea McAlister The Future of Music Education FIND INSIDE SENIOR EDITORS Steve Betts • Craig Sale

COVERAGE OF THE COLUMN EDITORS Using the power of technology, NEWEST TRENDS & IDEAS Linda Christensen, Technology Vanessa Cornett, Healthy Playing, Healthy Teaching the doors of online learning are IN PERFORMANCE Barbara Kreader Skalinder, Teaching now open to all. AND PEDAGOGY Nicholas Phillips, Recordings Suzanne Schons, Books, Materials and Music • Helen Smith Tarchalski, Keyboard Kids The Royal Conservatory of Music’s PRACTICAL SOLUTIONS Jerry Wong, International Richard Zimdars, Poetry Corner suite of online learning products FOR PIANO TEACHING & LEARNING PROFILES EXECUTIVE DIRECTOR & CEO provide convenient and flexible online Jennifer Snow • options that will help teachers build DESIGN & PRODUCTION studio Chartreuse lesson plans and give students the LEADING PIANISTS & PEDAGOGUES COPY EDITORS opportunity to learn and earn RCM Rebecca Bellelo • Kristen Holland Shear recognition from the comfort of their THOUGHT-PROVOKING DIGITAL OPERATIONS own home! IDEAS FROM A RANGE Shana Kirk OF CONTRIBUTORS ADVERTISING COORDINATOR Anna Beth Rucker • CUSTOMER SUPPORT THE LATEST IDEAS Angela Triandafillou Jones ABOUT TEACHING PIANO CIRCULATION The Frances Clark Center for Keyboard Pedagogy ONLINE EDITORIAL BOARD Nancy Bachus Alejandro Cremashi Barbara Fast rcmusic.com/DigitalLearning Rebecca Grooms Johnson Scott McBride Smith

3 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 1 CONTENTS CONTRIBUTORS

REBECCA C. BELLELO DAVID CARTLEDGE LUWEN CHEN LINDA CHRISTENSEN ANDREW COOPERSTOCK

VANESSA CORNETT ALEJANDRO CREMASCHI DIANA DUMLAVWALLA SARA M. ERNST ESTHER HAYTER

Angela Triandafillou Jones teaches a student online, New School for Music Study, April 2020.

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CASEY HILDER CHU FANG HUANG ANGELA TRIANDAFILLOU JONES SHANA KIRK MELISSA MARTIROS 4   EDITOR'S LETTER 49 MENTAL & EMOTIONAL 12  THE NEW NORMAL 31  TEACHING VIA VIDEO: Pamela D. Pike WELL-BEING IN THE OF PIANO TEACHING HOW TO STILL BE TIME OF COVID-19 Shana Kirk "YOU!" 5  LESSONS FROM Vanessa Cornett David Cartledge TEACHERS IN CHINA 15  STRIVING FOR Jerry Wong with 55  PHYSICAL HEALTH EXCELLENCE IN ONLINE 36  TEACHING WITH Luwen Chen, Chu Fang & WELLNESS PIANO PEDAGOGY: MY MUSIC STAFF Huang, Matthew Quick CONSIDERATIONS CHARACTERISTICS Suzanne Schons & Yaokun Yang FOR ONLINE TEACHING OF EXPERT TEACHERS with Angela Triandafillou Vanessa Cornett USING THE VIDEO- Jones 10  KEEPING A STUDIO CONFERENCING ANDREA MCALISTER ARTINA MCCAIN REBECCA MERGEN PENNINGTON NICHOLAS PHILLIPS PAMELA D. PIKE RUNNING EFFECTIVELY 59  DELIVERING PIANOS FORMAT 38  TEACHING Rebecca Bellelo TO THE UNIVERSITY OF Diana Dumlavwalla ADVANCED PIANO MEMPHIS STUDENTS STUDENTS IN 19  SMILING FACES & Casey Hilder, 22 TEACHING GROUP UNCERTAIN TIMES ADAPTED APPROACHES Artina McCain CLASSES REMOTELY Andrew Cooperstock IN ONLINE LESSONS & Jonathan Tsay Esther Hayter, WITH CHILDREN Angela Triandafillou Jones, 40 THE BENEFITS Sara M. Ernst 62  TEACHING MUSIC Rebecca Pennington, OF TEACHING ONLINE: PAST, Allison Shinnick, ADVANCED STUDENTS 37  THE ROLE OF PRESENT, AND FUTURE Trevor Thornton REMOTELY TECHNOLOGY IN Pamela D. Pike Nicholas Phillips THIS TIME OF CRISIS 26 TOOLS FOR GROUP SCOTT PRICE MATTHEW QUICK SUZANNE SCHONS ALLISON SHINNICK JENNIFER SNOW Linda Christensen 65  LIFE IN MUSIC PIANO ONLINE 44 INCLUSIVE AND Jennifer Snow Alejandro Cremaschi ONLINE FOR 46 SUPPORTING OUR STUDENTS WHO ARE STUDENTS WHO ARE 66  TIP SHEETS FOR 29 CLASS PIANO SPECIAL LEARNERS AT-RISK TEACHING ONLINE & COVID-19 Scott Price Melissa Martiros Andrea McAlister

ON THE COVER: Screenshots of COVID-19 Webinar Presenters, Frances Clark Center, March and April 2020. TREVOR THORNTON JONATHAN TSAY YAOKUN (ANGEL) YANG

2 / PIANO MAGAZINE Visit plasticfilmrecycling.org to find a recycling location for your magazine’s plastic poly bag. COVID-19 Special Issue 2020 Vol 12 No 2 / 3 LEARN LEARN EDITOR’S LETTER LESSONS from TEACHERS TEACHING PIANO in CHINA IN THE TIME OF COVID-19 Introduction by Jerry Wong

Years from now I suspect we will all have our own stories of Wenzhou University where I teach has been postponed PAMELA D. PIKE to tell of how we were affected by COVID-19. From my own until further notice. In order to keep this semester on track, Editor-in-Chief/Chief Content Director perspective, colleagues in China, Hong Kong, Singapore, we have transitioned all the courses to online teaching. and Taiwan were the first to share updates of school closings and a new culture of all online, all the time. The Frankly speaking, I admit that my colleagues and I had our doubts about this new method of instruction when it Excellent piano teachers negotiate the delicate balance teaching online for over a decade, while others began their situation took on a different resonance as I began to hear first began. Truthfully, most of us were unprepared and between preparing and planning for each lesson, and online teaching ventures more recently. However, I know from family and friends back in the United States who were inexperienced. The requirement to livestream all lessons responding to unanticipated student needs during the that we learn best when we share with and learn from each scrambling to adjust to new safety measures. When the proved to be more complicated than just uploading videos lesson. These two skills, careful preparation for upcoming other. Nancy Baym notes that “we use technology to suit numbers of those infected began to rise here in Australia, onto the online course platform. After a couple of weeks of lessons and thoughtful flexibility during actual lessons, are our own aims.” 1 As you learn more about teaching piano I watched closely as colleagues at the Melbourne learning and adapting to the new way of teaching, I became essential during the COVID-19 global pandemic. So, even online, consider how you can use technology to your Conservatorium of Music joined together to adapt to a used to it, and even surprised myself to find some benefits as we struggle to make meaning of our new daily realities advantage in your piano studio. series of swiftly changing policies. Optimistic proposals to online teaching. I came to appreciate a certain efficiency and the enormous human suffering during this unsettling to livestream some of our scheduled performances gave and flexibility. For the students, they could review the lessons time, most of us possess the educational skillset required I encourage you to peruse all of the articles in this issue, but way to outright cancellation. Large lecture classes were on their timetable as well. For me, I no longer needed to to bring music into the lives of our students from a distance. read those that pertain to your specific teaching situation required to go online within a forty-eight-hour time period. first. Later, when you have taught online for some time and Multiple seminars in using Zoom were offered in quick drive to school and walk to different buildings between As pianists have discovered, teaching piano in the online have reflected on your own teaching practice, consider succession. Days later, a mandate to lockdown University lessons. With one click of the “Close” button, I could return environment requires careful preparation, planning, going back to re-read or explore different articles. Each buildings was imposed and all face-to-face meetings and to my own creative research projects immediately after and sequencing of lesson activities. However, technology article contains important kernels of pedagogical wisdom lessons came to a halt. teaching a class. can be fickle and working online is not the same as playing that can be applied in multiple teaching environments. As a piano teacher, two matters needed to be addressed with our students in the studio, so we must be flexible and Broad topics include best practices of teaching online, Whether emailing with colleagues in the United States, during the setup process. The first was finding a suitable adaptive during online lessons. Having taught online for teaching individuals or groups of piano students, teaching Asia, or Europe, trading messages with students about livestreaming platform and equipment, and the second many years, I am always amazed at how quickly most of beginning, advanced, or unique learners, maintaining your the best technology to continue lessons, or just catching was finding out if each student had access to a keyboard. my young students acclimate to the online environment. studio online, preserving your own health and well-being up on social media, I am constantly inspired by the Because I’m not a tech-savvy person, I was overwhelmed Though, it can be more challenging for adult students and while teaching online, and the importance of continuing musical community’s resilience and desire to stay connected. by the choices of platforms, software, and apps. After teachers to feel comfortable with the new medium. our work online, even though our teaching has become Lessons and lectures live on in all forms of online dozens of trial lessons and tests with my colleagues and more challenging. We’ve also compiled practical tip sheets communication. Hearing stories of personal reflection students, I felt that Zoom was a good choice for me. It was Ideally, teachers have time to read about best practices in for teaching online and links to valuable resources. and adaptation from pianists in China, who were among online music teaching, contemplate how they will transfer the first to work through some of our collective challenges, simple to use and had better video and audio quality than their instruction online, and then have time to experiment, Now, more than ever, music has an important role to play is as enlightening as it is inspiring. some of the other platforms I had tried. I could share scores, reflect, and improve upon their online teaching based on in our lives. Learning is critical to childhood development documents, and PowerPoints with students, and make student and video feedback. Since January 2020, piano and throughout life. Our students need to continue learning notes that they could see simultaneously. Zoom also has a teachers across the globe have made the shift to teaching technique that will enable them to play great music. recording function, so the students could record and review A PIVOTAL MOMENT in TEACHING the lesson later. In addition, both teacher and student exclusively online, without the benefit of extensive training Learning and playing music allows us to engage in a when and study. I am heartened by the number of teachers who meaningful activity, be creative, refine our skills, and express LEAST EXPECTED needed to have a piano—or at least a keyboard in front of have availed of collective resources from our teaching important emotions through performance. I can think of by Luwen Chen them. Some students in my Piano Improvisation class did not have pianos in their homes. As a result, I needed to community as they navigate these uncharted waters. nothing more important than making music at the piano Because of the coronavirus pandemic, this is now my sixth adjust my teaching plan to include a more theoretical during this perplexing moment in time. week of working as a “livestream host” at home instead of In this COVID-19 special issue of the Piano Magazine, we approach and resort to lecture-style teaching. have assembled articles and information from pianists and teaching students in the classroom and performing in the pedagogues throughout the world who have thoughtfully concert hall. Many cities here in the Zhejiang province in One aspect of our discipline that is fairly unique is the high NOTES China have been on lockdown and the government has moved their teaching online. Some of the authors have been 1 Nancy K. Baym, Personal Connections in the Digital Age (Cambridge, UK: Polity, 2010), 151. demand placed upon audio and video synchronization. asked people to self-quarantine at home. The reopening Many of the other subjects at our University revolve around

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more static content. Despite the advancements in current Real-time Discussion SERENDIPITY DURING a TIME of CRISIS technology, this still remains the biggest challenge for COLLABORATION in the CLOUD A remote expert forum is another effective way to enhance by Chu Fang Huang music lessons. Careful attention to a student’s tone quality by Yaokun (Angel) Yang from Liaoning Normal University network learning. The Tencent Meeting platform is used and dynamic contrasts is one of our greatest responsibilities by twenty-six piano professors and enables us to chat with I truly believe that we are in an age that will be remembered as as teachers. The timbre changes can be very subtle at In navigating the impact of the COVID-19 pandemic, music our entire body of 13,000 students. We have been assisting a breakthrough in online teaching. Like so many musicians all times, and this is difficult to identify if both parties are not teachers all over the world have had to adapt from traditional them in clarifying the confusion that sometimes occurs in around the globe, I have had to make adjustments to my equipped with excellent hi-fidelity equipment. At the same lessons and lectures to virtual learning. Having dealt with the process of learning to play the piano. Weekly lectures teaching when switching to a virtual space. Generally time, I found that I also needed multi-perspective video this situation in China since February, Liaoning Normal are also held in which our students specify topics they wish speaking, I’ve been doing much more lecturing on a variety action. I wanted to pay attention to each student’s move- University, where I teach, has developed innovative to explore with faculty. Students are acquiring knowledge, of topics. Because listening through the lens of a video ment and fingering when playing the piano. In order to solutions. We have suspended in-class instruction and while colleagues are exchanging research and creative camera or laptop has its challenges, I feel that this broader improve the quality of lessons, we not only needed better switched to online learning for the spring semester. I am teaching solutions. approach towards piano teaching has kept me in touch equipment, but also fast and stable internet connections. pleased to share these practices for continuing our with students in both America and China. As a result of our internet's one-way transmission time, collective knowledge as we set out to do important work in the virtual space. While I am not able to share any particularly new insights if a delay is more than 150ms, the user experience will be about online instruction, I can tell a very personal story of affected. On the other hand, if the delay is more than Diversity how the coronavirus affected my musical life, as well as the 400ms, the user endurance limit will be exceeded. When To ensure the sound quality of online communication, lives of my students. As founder and director of the Ameri- trying to play a bass part along with the student’s melody, professional network platforms like WeChat, Zoom, and China International Music Academy, I divide my time it became impossible for us to collaborate with each other Ding Talk aid in avoiding network disruptions. Devices between Philadelphia and Wuhan. While in the latter region because the delay was so noticeable. At other times, for virtual lessons include two Shure SM57 moving coil for the Christmas holidays of 2019, I had an unfortunate I needed to speak very loudly if I wanted to correct or stop microphones and a Steinberg UR242 audio interface, and disturbing incident. While walking down the street one them, because they couldn’t hear me while they were both of which dramatically improve the performance day, a taxicab passed by hastily, and in the most fleeting playing. I felt that it was important that the student know effect. Multi-angle images from an iPad, computer, and moment, my left wrist was struck by the car. Stunned and I was not expressing frustration at them, but rather learning fish-eye lens help students correct technical issues and keep in pain, I watched as the cab driver fled the scene, his side to cope with the technological gap. the lessons flowing fluently. Microlectures are then adapted PHOTO: Chinese pianists using the Tencent Meeting platform. mirror dangling from the impact. after each lesson to show the students’ specific piano skills, During this special period, the old Chinese proverb “Two According to the current situation, we are expected to With upcoming concerts and travel closing in on me, I was along with related audio and video files. heads are better than one,” certainly rings true. Let us have another month of online teaching before returning to quite devastated to be informed by doctors that my wrist make a collaborative effort, and together, with ongoing traditional classes. I look forward to learning more during was indeed broken. Knowing that I needed to take the technology and personal cooperation, we can spark this current period. I was admittedly skeptical about the greatest care for my pianistic future, I decided to seek out creative and innovative ways of learning. I strongly transition in the beginning, and while there are drawbacks particular medical specialists back in the United States. believe we can dispel the clouds and see the sun soon! due to hardware and software technology, I also feel more My original date of departure had been January 18, but I open to a hybrid way of teaching music and piano in the quickly accelerated travel plans to leave on January 8. As future. This pandemic has shocked the world, yet it may this was also the height of audition season, I had about also be a turning point in the high-speed development of a dozen students under the supervision of my foundation new teaching methods. “During this special period, the old (nine from Wuhan and three from Beijing and surrounding regions) who were having frequent lessons in preparation Chinese proverb ‘Two heads are for their auditions at schools like Curtis and Juilliard. They better than one,’ certainly rings true.” were all to come to the States a few weeks later, but eager “This pandemic has shocked the PHOTO: Student at Liaoning Normal University meeting with his professor to continue their preparations, each decided to follow a via the Tencent. day or two behind me. world, yet it may also be a turning point in the high-speed development Interactivity Just as we were all settling into a routine in the United Providing a wide variety of small ensembles for your YAOKUN (ANGEL) YANG holds a DMA degree in piano States, the outbreak of the virus in Wuhan increased performance and pedagogy from University of Kansas. drastically and the area was completely shut down. Had of new teaching methods.” students can also help with stimulation and overall interest. She currently serves as Associate Professor of Piano at Repertoire is assigned in parts to be learned individually Liaoning Normal University in China. Dr. Yang also those students not left early, they would surely have been before online sessions. Focus will then be placed on each enjoys an active career as performer, educator, clinician, at greater risk and forced to cancel their auditions. student’s tempo, rhythm, and melodic ideas until they are and researcher. Each of these students has now played their auditions and LUWEN CHEN is an Associate Professor of Piano at unified in one controlled, harmonic group, so that they found safe passage back to China, where they will obviously Wenzhou University, China. She is also the Deputy Director could actually play together virtually in different places of the International Education Office. Chen graduated with face strict quarantine measures. We all have our own without a time delay. This can also help students present an Artist Diploma from the Cleveland Institute of Music in stories to tell at this important moment in history. Sharing virtual recitals through live streaming platforms to excellent Piano Performance and Collaborative Piano. She made her the remarkable set of coincidences that began with my Carnegie Hall debut in 2018 and has performed widely in performance venues. the United States and Asia.

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unfortunate accident and ended up with the passage of Most of our friends, colleagues, and students were still up your teaching into several smaller videos, each one these talented students fulfilling their dream of auditioning over there. Yet we were in America, seemingly out of reach addressing a specific technique, piece, or different in the United States will be among my reflections for many from the lurking threat that would come to be known as problems within the same piece. For example, one video “The answer turned out to be simple. years to come. COVID-19. Our minds and hearts were certainly with them might focus on rhythm and tempo issues, while the next all. But we discovered that staying truly connected would one might discuss aspects of tone and melodic contour. Adapt. I quickly realized that I could take much more planning and effort than we had imagined. Another indispensable tip: assignments are your friend. no longer teach in the same way China was shutting down. People were trapped in place, And if the student does not have access to an instrument, as before, and I needed to change many of them having traveled across the country for assignments are your best friend. This is where you can winter break. Our conservatory’s thousands of students really get creative. Have them research the history of their my expectations for student learning and teachers were scattered and stranded on lockdown. repertoire or analyze the harmony and form. Have them Undeterred by what appeared to be insurmountable compare recordings of great artists. Give them something as well. This challenge grew into complications, schools in China began preparations for the new to think about. Challenge them. an opportunity.” following semester. Our faculty had to find a way to teach their usual coursework online, and students had to keep up. In my piano chamber and accompaniment class, since the current situation impedes collaborative playing, I am Many of them did not even have access to an instrument. having them study the orchestral reductions of concerti. How do we fulfill our teaching obligations? How can Each week a student is selected to play the second piano A graduate of Vanderbilt University and the University of Cincinnati College-Conservatory of Music, students meet their study requirements? How do we ensure part of a concerto movement and send the video to our MATTHEW QUICK is the piano department’s Foreign that they continue to learn and grow? group chat. If they don’t have a piano, they must record Expert at the Sichuan Conservatory in Chengdu, China. a brief lecture analyzing the piece and discuss issues of He enjoys an active career as a teacher, performer, PHOTO: Chu Fang Huang and students. The answer turned out to be simple. Adapt. I quickly recording artist, and frequent guest at international collaboration. Their classmates are then required to events, festivals, and competitions. realized that I could no longer teach in the same way as submit written responses via an online form. before, and I needed to change my expectations for student learning as well. This challenge grew into an opportunity. Thoughtful assignments not only keep students engaged “I truly believe that we are in an It was a chance for creativity and innovation, a fresh start but serve as an opportunity for them to learn in ways they to explore new avenues, re-examine teaching methods, might not experience in a live lesson. Pre-recorded videos age that will be remembered as a and re-think the learning process. allow students more time to think, respond, and assimilate new ideas. For the teacher, this will necessitate that you breakthrough in online teaching.” My current obligations to our conservatory include private prepare better than ever and think more carefully about piano lessons, teaching chamber music class, and advising how to communicate your ideas. You may find that with research projects for my graduate students. My current these methods, your students’ progress is even greater than obstacles include teaching with a thirteen-hour time gap Winner of the Cleveland International Piano Competition usual. And when you learn to adapt, you will undoubtedly and recipient of an Avery Fisher Career Grant, pianist and dealing with painfully sluggish internet in the country- find your progress as an educator will grow too. CHU FANG HUANG is also the Artistic Director of the side while having to communicate in Mandarin Chinese. Ameri-China International Music Association, an I’ve definitely had to adapt. organization dedicated to providing talented young pianists a variety of educational opportunities and Thankfully, most people in China are already accustomed performance exposure. to using WeChat, a social media platform that supports numerous forms of digital communication and exchange. LOCKED OUT OF CHINA: I am using it extensively during this time. In light of my for the particular situation, I do most of my piano teaching TEACHING ONLINE SICHUAN through pre-recorded videos. When I am able to establish CONSERVATORY a live connection with my students, we stick to verbal by Matthew Quick discussions. For the times in between, we send each other “We will get through this together,” I stated anxiously to the messages and documents as needed. And I have certainly camera. Although I believed every word, I felt a sense of irony been learning along the way. as I spoke to them from the other side of the world. My wife, I find that the most important aspect of any good teaching daughter, and I had already left China for the United States. video is clarity. What exactly do you want the student to Nonetheless, I was asked to record a statement for Chengdu learn, and how will you express it efficiently and effectively? television, a message to give hope and encouragement The last thing you want to do is record a forty-five-minute to the individuals and families in China who were on the oration, wandering aimlessly in an attempt to cover precipice of a terrifyingly uncertain moment in history. every detail while losing the student in the density of your presentation. One easy method to prevent this is to break

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Here are a few other tips that I think can make moving I will be prepared for the next lesson, and I can anticipate to online lessons in your studio quite bearable, even any technology issues from the previous week. The more enjoyable, in these uncertain times: mentally prepared I can be, the smoother each lesson can go while we focus on the music and playing the piano, LESS IS MORE instead of the technology component. Most teachers were thrust into the online teaching world Keeping a Studio overnight. There is a wealth of information available MY FAVORITE TEACHING WORD IS… about where to start. YouTube, Facebook, and webinars FLEXIBILITY! are packed with tips and tricks. The sudden amount Both teachers and students have to be flexible at this Running Effectively of new information can quickly leave you feeling moment of life. Don’t be afraid to pause during a lesson overwhelmed, confused, and anxiety-ridden! If you are to switch platforms, move your camera, adjust a sound relatively new to online teaching, I recommend that you setting, or even physically get up off of the bench and go select one or two video-conferencing platforms to use look for a resource. Much of the video and sound quality by Rebecca Bellelo with your piano students, and stick with those for has to do with the internet connection and bandwidth instruction. In other words, limit yourself. I find that available in both environments—things completely out FaceTime and Zoom are very popular and reliable choices, of our control. Teachers are accustomed to dealing with and either of these seem to be used easily across a range situations in face-to-face lessons that are beyond their of devices and operating systems. There is no need to control—a student forgets his books at home, the student become familiar with every video-conferencing platform forgets to practice, the student breaks her arm two weeks On a Wednesday afternoon last month, one of my out there—pick a couple to use, and get comfortable before the spring recital, etc. Teachers are flexible. They with them. problem solve and come up with creative solutions unique colleagues and I stood in the hallway of my studio between for each situation. Problem solving through this digital This also goes for the “extras” that can accompany online lesson time should not feel that foreign to us. We might our lessons, and he asked me “What are we going to do teaching, such as multiple external devices and cameras. just have a few new things to think through dealing with While more tools can be very resourceful and helpful for technology mishaps (and trust me, there will be mishaps). about lessons if the schools close because of the virus?” students, a simple yet effective setup is your main device Embrace this flexible environment, and don’t sweat the I shrugged it off, thinking surely it would not get to that point. such as a laptop or tablet, along with an external small stuff. microphone and headphones. You can always add on to your setup as you go, but do not let the technology Rely on your teaching pedagogy, celebrate the small overwhelm your teaching. Your solid teaching methodology victories, and recognize that progress can appear in is the most effective tool in your toolkit right now, all forms during these moments. This can really be Well that changed quickly, as we realized universities One thing I did right away was make sure each teacher no matter how many camera angles you have. the time for music. and schools were closing, businesses and restaurants and student was equipped to meet online, using either were shutting their doors, and stay-at-home orders a laptop, tablet, or phone. Teachers reached out to STAY ORGANIZED were spreading around the country. I never in my wildest each family on an individual basis to discuss which I quickly realized that I needed to have a different dreams thought we would be where we are today. video-conferencing platform to use in lessons. We mostly organization method for staying on top of online- When all the other activities in continued with our same lesson schedule, but using online lesson planning. I needed a way to keep up with my the world have halted, we can still My music studio, Piano Pathways, serves the city of platforms. This allowed teachers to teach from home. student’s assignments from week to week, and to Baton Rouge, LA and surrounding area with over I also shared resources with teachers which could be used keep track of any technology issues needing attention. make music and share our gifts. 100 families enrolled in our lesson program and with to help students stay motivated during this time—apps, I decided to keep a journal with an entry for each five additional instructors employed. Our piano students websites, books, games, lead sheets, repertoire, etc. student’s online meeting, with notes such as: which Happy playing, everyone! range from beginning children to senior adults in RMM Since we will not have any of our regular spring events video-conferencing platform we use, how I am managing classes. It has been a crucial responsibility to assist like local festivals and a recital, I made a studio YouTube the student’s assignments, whether emailed PDFs or both teachers and students as they transition to online channel that we are preparing for an online spring recital. texting images was preferred, what theory page or REBECCA C. BELLELO teaches applied piano and instruction during this crisis. Since we are making Lastly, I try to stay connected with my teachers as much sight reading I assigned, and any other challenges RMM classes to students of all ages in her multi-teacher adjustments every day, sometimes even every hour, as possible to remind them that they have a network we might have encountered in the lesson or in my studio, Piano Pathways, located in Baton Rouge, LA. that workload, alongside full-time teaching, and support system through all of this. reflection of the lesson. It is more information to keep She has presented research regionally and nationally and serves in state and local MTAs. can be daunting. up with than there used to be—there is no way I can remember it all by the next lesson the following week. By using a detailed journal, I can relax knowing that

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The New Normal of Modify the Expectation This means: Of course, sometimes there’s just no fixing connection speeds. So, like a small-handed pianist trying to play • Keeping your video shot uncluttered Rachmaninov, you might need to modify the expectation. • Eliminating extra noise and distractions Piano Teaching • Bringing the most energy and enthusiasm Ask yourself as a teacher—how could I work with this student in a different way? Is real-time instruction the only to the lesson by Shana Kirk option? In many cases, there are options. If your student is • Dressing professionally young and the object of a lesson is to cycle through several activities in a short amount of time, you might offer many Exaggerate Good Pedagogy of these activities through apps the student can do Once you have your space prepared, it’s time to put your independently. You might create some simple, short videos hard-earned teaching skills to work. In online teaching, modeling the new concept, though pre-recorded video your teaching priorities are going to be more important Hopefully, we have taken a moment or two might take longer to load over a poor connection. (Mario than ever. Engage the student’s focus by employing creative to reflect on just how remarkable and how meaningful Ajero gave some good tips on reducing video file-size in his activities and by organizing the lesson time and pace recent webinar “Do-It-Yourself: Creating Engaging Online appropriate to their age and skill level. When you are in a our transition to the new normal has been. Piano Lesson Videos.) [event.webinarjam.com/replay/13/ one-on-one lesson online, it’s more important than ever to: w65k7fyh1c0u990g] • Model good playing For older students studying longer repertoire, the basic idea • Model good technique is the same, except they are the ones recording and sending • Allow time for dialogue and exchange video to you. (See Stella Sick’s short video [claviercompan- • Give the student time to apply the concepts All of us have spent the last several weeks adapting to the 1. Identify the challenge ion.com/article-details/how-to-create-an-unlisted-video-in- • Break problems into small, digestible bits reality of a world where the COVID-19 pandemic has 2. Break it down into manageable tasks youtube] on how to create an unlisted YouTube video in the • Plan your lesson time carefully Piano Magazine resources,) In this scenario, you review the acutely changed nearly every part of our lives. For many 3. Modify tasks as needed • Ask effective questions and help students video and then provide written comments or have a shorter, piano teachers, it has been a time of sink-or-swim adaptation. 4. Review and repeat become independent learners Our teaching spaces are now more like broadcast studios less audio-dependent phone call or video conference. than piano studios as FaceTime, Skype, WeChat, or Zoom After these first weeks of helping teachers leap into online It’s also extremely important to use positive reinforcement. As with many challenges, it’s often possible to anticipate now replace the untrampled welcome mat lying outside instruction, I thought it might be useful to explore those Many platforms will let you do fun things like changing your them in advance and reduce their impact. In teaching, this the door. We no longer worry about disinfecting the keys, steps with some common challenges found in distance background image. But another thing you can do without often comes down to communication. Let families know because there’s no one coming in to play them. We cringe learning. None of these involve advanced setup or any special technology is have some stuffed animals give how to prevent the things that make lessons frustrating by at weak connections, bad audio, and disruptive siblings. technology beyond home internet and a reasonably- commentary to keep young students engaged, give simple communicating in advance. We long to play duets with our students or host studio capable connected device. virtual high fives, and share emojis in the chat. You don’t parties with music-themed confections. CHALLENGE 1: CHALLENGE 2: have to be fancy. Hopefully, we have taken a moment or two to reflect on just POOR INTERNET CONNECTION STUDENTS ARE DISTRACTED CHALLENGE 3: how remarkable and how meaningful our transition to the new normal has been. Families already trusted us to provide Internet quality can make or break a distance learning Teaching students in their homes can be very enlightening POOR SOUND QUALITY —you suddenly become aware of which students have pets, a unique part of their children’s education and development. experience, and it’s certainly no fun to watch the little circle No matter what platform you use, there will be some degree siblings, noisy spaces, unmaintained instruments, wrong- Now they are depending on us for a much-needed element spin with a connection warning. So, when it inevitably of compression happening—when the microphone feeds height benches...the list goes on. The breakdown of tasks of continuity that only we can provide. So, it’s more happens, what do you do? Assuming this problem is limited into a digital stream, various platforms employ various types in this case involves only what you can control. important than ever that we find a way to let our teaching to specific students, there are a few things to try: of audio compression to conserve bandwidth. This means skills shine, even in this murky, unfamiliar environment. • Close unused apps or software Prepare Your Space they clip the sound so that some frequencies are not being As a longtime music technology consultant and member of • Limit excessive internet activity in the rest of the house Students are most able to learn in a welcoming space, captured. In nearly every case, these decisions are made to the NCKP Technology Committee, I am constantly tasked (gaming, streaming, etc.) during the lesson even if that space is limited by the confines of your webcam. optimize the environment for speaking, not the much broader sound spectrum for making music. with helping teachers navigate the world of educational • Consider a different device or a location closer to Just as you would prepare a professional space for in-person lessons, it’s important to prepare a virtual space. technology. Through workshops, coaching sessions, and the WiFi source Leaving aside fancier setups with mixers and external one-on-one handholding with teachers aged nineteen to microphones for now, there are still ways to get the most ninety, I find myself offering the same strategies that I use out of a single device with its built-in microphone: with teaching new repertoire:

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As with many challenges, it's often possible STRIVING FOR EXCELLENCE IN ONLINE PIANO PEDAGOGY: to anticipate them in advance and reduce their impact. In teaching, this often comes down CHARACTERISTICS OF EXPERT to communication. TEACHERS USING THE VIDEO-CONFERENCING FORMAT Audio Setup and Hacks No matter where you are in this bizarre new world, you • Look in your platform’s audio settings and reduce are part of a vital community of professional teachers. the input volume. I urge you to explore the full extent of the webinars, Piano by Diana Dumlavwalla • Turn off any settings to “automatically adjust audio.” Magazine archives, tip sheets, and other resources available This way, your playing will be less likely to get clipped through the Frances Clark Center [claviercompanion.com]. During a recent tour at the Bell Homestead in my home- popularity of online lessons has grown exponentially in when you are feeding a wide range of dynamics into There has never been a more important time for the town of Brantford, Ontario, Canada, I came across an recent years. This is particularly relevant now with the the microphone. valuable, grounding, uplifting power of music making. interesting fact. In 1876, Alexander Graham Bell set up current situation of the COVID-19 (coronavirus) pandemic. • Use headphones for hearing your distant partner, The numerous resources at the Center can help you forge a demonstration of his new invention, the telephone. Teachers across the globe are learning how to adapt to this use the built-in microphone to transmit to your a path forward that keeps you working and keeps music He arranged for friends to play a melodeon and sing over lesson setting in order to help their students continue their distant partner. in our students’ lives. a telephone line in order to show that sound could be musical studies. There is also a growing body of academic transmitted over the telephone wire. The connection was research related to this educational environment. 3 This • If you’re using a mobile device, set it on a soft surface from their home in Brantford to Bell’s residence in nearby innovative lesson setting is definitely here to stay and I think to reduce the tinny sound that results from sound Tutela Heights, Mount Pleasant. This was the first time it is important for us to be familiar with this lesson format bouncing off hard surfaces. SHANA KIRK is a Colorado-based pianist, teacher, and technology consultant. She is a frequent presenter in history that the sound of a musical instrument was and the characteristics of successful online piano teachers. • If your students use earbuds with a microphone, across the US and Canada, and serves as the Director conveyed from one geographical location to another locale ask them to wear a hoodie to serve as a sort of of Digital Operations for the Frances Clark Center. through telecommunication. 1 Little did Bell know that Several years ago, I started teaching online piano lessons acoustic treatment. almost a sesquicentennial later, music would be filling when I moved from Ontario to Florida. The arrangement was a temporary one in order to help my students in CHALLENGE 4: the air of video-conferencing platforms over the internet connection, the successor of the telephone. Ontario transition to a new teacher. However, the experience STUDENT RECITALS sparked my interest in this area of instruction and how we, With the dawn of the millennium, there has been noticeable as teachers, can make it an effective learning environment Although we all miss the cupcakes and camaraderie that interest in synchronous online music lessons, especially for for our students. This past year, I viewed videos of expert come with recital time, there are still great ways to put your piano instruction. 2 Just ten to fifteen years ago, the thought online piano teachers. These individuals reserve a students’ hard work on display. of this new lesson environment would make many teachers considerable amount of their schedule for online instruction. shudder. Many wondered (including myself) how could it I observed their effective pedagogical techniques and Extended Learning Projects be possible to replicate the intricate dynamics of a one- determined how they successfully communicated to make • Assign some extended learning projects that might on-one in-person lesson over a digital connection? However, meaningful change in their students’ playing. I have involve multimedia, history, or cultural research. with the advances in technology, the creativity of talented distilled the information I gathered from these observations (Encourage them to ask if this might also count as teachers, and open-minded students and families, the and my experience teaching online to eight key characteristics schoolwork in their K-12 education.) • Ask young students to create a series of drawings as a comic strip based on music they are learning. • Middle schoolers could create soundtracks to silent “Little did Bell know that almost a sesquicentennial later, films. (Here’s a pre-made search [loc.gov/ music would be filling the air of video-conferencing film-and-videos/?fa=subject:silent+films%7Csub- ject:short+films] from the Library of Congress.) platforms over the internet connection, the successor • High school students can create multimedia projects, research composers, compose, or of the telephone.” improvise a soundtrack.

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that are notable in effective online piano instructors. • If there is no MIDI connection used (teacher and/or By identifying these positive traits, we can all work toward student use acoustic piano), latency, causing a delay of being successful teachers in this new learning environment. sound means that teachers will find it difficult to coach “Just like traditional lessons, it is important their students as they play. Additionally, it is impossible to keep a record of what takes place in each session 1. Understand the nature of the lesson setting to play teacher/student duets. and what the student has to practice.” It is important to recognize why individuals choose to teach • It can be difficult to truly evaluate tone quality in online online. Some valid reasons why teachers might want to music lessons. explore this lesson format include widening their market of potential students, offering more flexibility to parents, 2. Pay attention to the setup of both the and motivating students through the use of technology. student’s and teacher’s location, recording the lesson takes 6. Be effusive with your enthusiasm teacher and student little effort. These video files can be stored in a shared cloud Additionally, awareness of the advantages and drawbacks As mentioned earlier, it can be difficult to establish a related to this lesson setting will help instructors make the Whether you and your students are choosing to use laptop folder or can be uploaded to YouTube as unlisted links that computers, tablets, or mobile phones, it is important that can be included in the student’s digital assignment note- personal rapport with a student through online lessons. necessary accommodations needed to ensure the experience Young children, in particular, will find it hard to feel a is a positive one for their students. the camera captures the full playing apparatus of the book. Reviewing a recording once or several times during individual (especially the student) so that posture can be a week will certainly help a student retain the topics covered connection with the teacher. Therefore, it is important to The advantages of online teaching include: observed. An adjustable music stand like a Manhasset in the lesson. provide even more encouragement in this lesson setting. Students need to know when they are making progress and (which you may already have in your studio) can serve as 4. Help students become more independent • Instructors can expand their studio offerings for an excellent stand for a digital device so one can experiment they will benefit from the ebullient positive reinforcement interested students and families and reach clientele with the height and angle of the camera. Affordable of a teacher. beyond their immediate geographic location. Online lessons can provide opportunities for students to stands designed for tablets are also available. I would not take more ownership of their learning. For example, with 7. Address body alignment and a healthy • Students have a greater number of instructors they can advise using mobile phones since the screens are much the basic setup of laptop/tablet device, instrument, and no playing technique choose from. They are not restricted to those in their smaller and it will be more difficult to view the video image other digital applications, students will annotate their own local area. with the necessary detail. However, if that is the only device scores. This can lead to a deeper understanding of concepts Although the teacher and student are not physically present available, it can be a helpful tool for getting started. It is such as articulation, dynamic contour, and formal in the same room during an online lesson, it does not mean • Students who may live in remote areas and might not necessary to emphasize to parents that involvement in their structure. 7 Also, as students watch the recordings of their the physical aspects of playing the piano should be avoided otherwise have the opportunity to work with a qualified child’s music education will still be needed, even with lessons during the week, they will be able to observe in the instructional dialogue. Ensuring that students are teacher now have more options. online lessons. themselves in the instructional setting and detect aspects playing with a healthy piano technique should remain a about their own playing they may want to change. paramount concern for any online teacher. Therefore, it is • Busy families may find it convenient that they do not Young children will need help to properly set up the important for instructors to ensure they have a full view of have to travel outside the home for lessons. equipment and parents still have an influential role in daily 5. Use vivid descriptions and analogies and the student’s playing apparatus, from head to toe. A view practice. If the teacher and student are using digital pianos, • Since teachers are not physically present for lessons, remember that modeling/demonstrating of the student’s facial expressions can provide useful non- the use of a MIDI connection will allow both parties to hear is an important part of teaching verbal insight for the teacher regarding how the student is students may take more ownership of their music the other person’s playing through their own MIDI device learning and become more independent. 4 comprehending instructions and explanations. A student’s or computer, rather than through the video-conferencing In order to compensate for the lack of physical presence, face can also provide information about any tension he/she • Teachers engage in self-reflection and pedagogical platform. This leads to hearing the sound of the other vivid descriptions can help students internalize artistic ideas may be harboring. It is also necessary to ensure a student is development as they adjust to this new setting. 5 party’s digital piano more clearly. Finally, it is imperative to and understand the physical motions necessary to over- maintaining proper posture at the piano including flat feet, set up accounts with multiple video-conferencing platforms come technical challenges. Students may find these seating position on bench, distance between bench and While online music lessons have grown in popularity, (e.g., Skype, FaceTime, Google Hangouts, Zoom). That imageries helpful in performance as they will have some- piano, etc. The teacher is able to address body alignment it is also essential to recognize the drawbacks of this way, if the connection is not stable with one program, the thing tangible to latch on to. This will improve their by carefully watching the video image of the student. Both 6 lesson setting: teacher and student can quickly switch to another program memory of the repertoire. I observed this approach while parties may need to adjust the angle of the camera through- without wasting time. watching a video of an instructor teaching her student how • The lack of physical presence may make it difficult out the lesson so that the teacher can demonstrate proper to play scales. The student was playing with a “pokey” body alignment and check that the student is following up for both teacher and student to adjust. Teachers who 3. Be organized type of sound and the individual notes did not flow together are naturally more tactile when discussing the physical appropriately. It is also possible to set up multiple cameras, Just like traditional lessons, it is important to keep a record well. Wisely, the instructor suggested that the student simultaneously, at different angles. This arrangement will aspects of playing an instrument will have to “float” her scale so that her physical touch at the piano make accommodations. of what takes place in each session and what the student be most advantageous when discussing body alignment. has to practice. Storing lesson assignment sheets in a shared would not be as strident. Also, the teacher advised the • It can be difficult to build a personal rapport with the cloud folder or using one shared Google document are just student to “play with vowels rather than consonants.” student due to the interaction through virtual means. two paper-free options. Recording online lessons is an In the English language, consonants have stronger and added bonus feature of this lesson environment. Since a harder sounds, and imagining vowels helped the student camera and microphone are already available at both the to remove the edge from her sound.

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“Distance learning is occupying a significant role in our educational settings and the music world is now embracing this development.” Smiling Faces and Adapted Approaches NOTES 8. Improve your technological setup as you 1 The Bell Telephone: The Deposition of Alexander Graham Bell, (Boston: American Bell gain more experience Telephone Company, 1908): 121–125; No author, “Three Brantford Sisters Sang Over Early Telephone,” The London Free Press, March 5, 1947. IN ONLINE LESSONS WITH CHILDREN 2 Synchronous lessons refers to real-time interactions using video conferencing software Once you have mastered the basic setup of an online lesson, like Skype, FaceTime, Google Hangouts, or Zoom. Asynchronous lessons refers to consider enhancing your students’ experience by using apps interactions that are time shifted through the use of pre-recorded videos exchanged between teacher and student. Kristin Shoemaker and Gertjan van Stam, “e-Piano, such as Superscore, ForScore, Home Concert Xtreme, and A Case of Music Education Via e-Learning in Rural Zambia” (Presentation at Web iRealPro. There are also a number of external webcams, Science Conference, Raleigh, NC, April 26–27, 2010. microphones, and speakers that can heighten the video 3 Mario Ajero, “Random Access: Helping Out Piano Students Online,” American Music by Sara M. Ernst Teacher 64, no. 1 (August/September 2014): 45–47; Richard J. Dammers, “Utilizing and sound quality. At some point, individuals who find that Internet-based Videoconferencing for Instrumental Music Lessons,” UPDATE: Applications they do a bulk of their teaching online may want to look of Research in Music Education 28, no. 1 (August 2009): 17–24; Keith Dye, “Student and Instructor Behaviors in Online Music Lessons: An Exploratory Study,” International Journal into using multiple cameras capturing different angles of of Music Education 34, no. 2 (May 2016): 161–170; Pamela D. Pike, “Online Piano Lessons: them at the piano, giving students a multi-dimensional A Teacher’s Journey into an Emerging 21st-century Virtual Teaching Environment,” American Music Teacher 65, no. 1 (August/September 2015): 12–16. experience. If you and your student are both using MIDI 4 Diana T. Dumlavwalla, “Transitioning from Traditional to Online Piano Lessons: capable devices, it is absolutely necessary to use Internet Perceptions of Students, Parents and Teacher,” MTNA e-Journal 8, no. 3 (February 2017): 4–20. MIDI by Timewarp Technologies. 5 Pamela D. Pike, “Improving Music Teaching and Learning Through Online Service: A Case Study of a Synchronous Online Teaching Internship,” International Journal of Music Distance learning is occupying a significant role in our Education 35, no. 1 (February 2017): 107–117. educational settings and the music world is now embracing 6 Dumlavwalla, 2017. 7 Dumlavwalla, 2017. this development. Now more than ever, it is important for us 8 Brenda Hunting, “Setting up for Skype Lessons,” Piano Pedagogues: Solutions and as piano teachers to adapt and adjust with these new ideas Resources for Pianists (website), November 14, 2019, pianopedagogues.com/ single-post/2018/02/14/Setting-up-for-Skype-Lessons; Shirley Kirsten, “Technology in and technologies while maintaining our standards of the Piano Studio,” Arioso7’s Blog, Journal of a Piano Teacher from New York to California excellence. In addition to the research articles cited here and (blog), November 14, 2019, arioso7.wordpress.com/2019/11/11/technology-in-the- piano-studio/; Tim Topham, “Online Piano Teaching,” TimTopham.com (website), the related research that can be accessed through the November 14, 2019, timtopham.com/online-piano-teaching/; View videos on Youtube bibliographies found in these publications, there are several created by Shirley Kirsten: youtu.be/VhfRTde-ZWE; youtu.be/dly2rdkC3-M; youtu.be/6tlIfx- online resources that provide very practical advice for BRBk4. My recent lessons with elementary and intermediate those interested in exploring online lessons. 8 Incorporating students have been filled with music making the skill of effective online piano instruction can enhance our pedagogical toolkits and make us even more versatile and sweet moments of personal connection. and fully informed about our ever-changing learning environments. I enjoyed a student's smile with a first lost tooth, another's excitement in showing off her scales with both hands, and exclamations of DIANA DUMLAVWALLA is on faculty at Florida State University’s College of Music as Assistant Professor of Piano Pedagogy. She serves as an examiner for the “I love this piece!” and “That's Treble G!” Royal Conservatory, is president-elect for FSMTA, and has performed across three continents. Diana is the recipient of the 2018 MTNA e-Journal Article of the Year award.

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While these experiences are commonplace in our physical To pace successful online lessons, it is necessary to direct a 4. Correct First Experience and rhythm or tempo demand, the student can clap and studios, they are now on a screen with student, parent, and student’s gaze and to read non-verbal cues. It is helpful for Sound-Feel-Symbol-Name count before playing each section. This will not only prepare teacher, and an entire internet in between. The challenge the teacher to face the screen and to request the student accuracy but also facilitate any correction that may teachers face is making online piano experiences equivalent to also do so at times. Throughout activities and playing, One of the most important mandates teachers have with be needed. to in-person lessons. To accomplish this, I have sought to watch for confusion, frustration, restlessness, and fatigue. young learners is to create an environment rich with musical uphold six important pedagogical tenets, adjusting my Vary the lesson plan to respond to the child’s immediate experience through the process of sound-feel-symbol-name. Polishing well-learned pieces will be enhanced by pre-lesson approach to accommodate web communication and lack needs. Ask the student to closely watch your playing, share Indeed, in online lessons, the mandate of correct first videos recorded and submitted by the parent/student. of physical presence. the screen and play a game, stand up and move to music, experience may feel most daunting. Through the screen, In addition, teachers can provide model performances or do an improvisation or composition activity. It is teachers can continue good habits of concept preparation through links or by recording their own videos. Self-made 1. Parents as Partners important to find moments of joy, good humor, and playful through sound and feel first before presenting the notation videos can even show targeted portions of pieces for the discovery to enliven the video conference. and name. student. Teachers can also record duet parts—students can Parents (and/or caregivers) are crucial to the success of play along with these at home and during the lesson! Use young musicians regardless of the learning situation. Since 3. Directive and Objective-Oriented To introduce new music effectively to young learners via of video in this way allows for high-quality, uninterrupted the COVID-19 crisis, the parent’s role in the piano lesson Communication video conferencing, teachers must simplify all steps and sound, the teacher’s preparation of objectives before the has likely expanded, and additionally, parents are facing processes into mini-tasks that students can complete lesson, and the student’s review during the week. work-at-home and schooling responsibilities. First and The delays and lags that can occur over video conferencing without confusion and with success. To demonstrate, foremost, teachers can help by being organized and can be overcome through concise, direct speech. It is the following is a list of example prompts to use with a 6. Providing Detailed Assignments preparing in advance. Lesson sheets, assignments, needed best to use focused language with directions and beginner student: materials, and links can be sent in one concise communication, objectives, framing this with show-do activities and student Elementary and intermediate students need a clear record with plenty of advanced notice. Reminders can be kind self-assessment. This is quickly accomplished through � Open your book to page 12. Find the piece of what to practice, how to practice, goals for the coming and supportive. several methods: “Chin Up!” This piece is about singing to cheer week, and other learning tasks. Online lessons can be you up when you’re sad. supported with a detailed assignment that can include: Depending on the child’s age, maturity, and level, parents � State (or ask about) objectives before playing. � Point to the first note. Point to the notes as I play � Demonstration videos of new material may need to be present and active during the entire lesson. � Simplify any learning process into mini-tasks. line 1, etc. (made in the lesson or before). My students age eight and above work directly with me, � Show each step before asking the child to copy. � Find the one note that is different in line 2. Circle it. � Teacher performance and duet videos. except for one older beginner whose father assists. For all � Give a short cue for when to play (i.e., “your turn”). What finger plays that note? � Student performance videos assigned for the children, it is helpful for parents to be within listening � Ask the student to self-assess. � Listen and watch as I count the rhythm. Your turn. next lesson. distance, so that they can be easily called in for support � Wiggle the finger that plays the first note. Does the Over the internet, teachers can feel restrained by the � Tasks to complete for future learning, such as or to hear important lesson summaries. next note go up or down? Wiggle that finger, etc. inability to coach or play along with students. The frame- listening to a new piece, marking in measure For beginning students, in-lesson tasks can be directly work above is an alternative, integrative approach that can � What is the first letter? Put right-hand finger 3 on numbers, or copying in score notations given given by the teacher to clarify the parent’s role and avoid be augmented by teacher modeling (provided either in that note. The left hand?, etc. Do your hands look in a scan. like mine? [check position] unwanted input. “I’d like your practice helper to:” real-time or by recording). � Other learning tasks, such as games or apps. � Play line 1. Will you play loud or soft? etc. � Point to the notes while you clap and count. Effective communication can be amplified through use of I can state without reservation that my life and my young � Prop up your hand bridge from underneath. visuals. Correction of technique can occur by imitating the For rote instruction, teachers must begin with small musical student’s lives have been enriched by our online piano � Check your left elbow to make sure it is student’s position (“Watch me—I see this”) and showing segments (add-a-note approach) and provide visual maps studies through this pandemic. It has amazed me how all hanging freely. how to fix it (“Make it look like this”). Having a camera and marked-up scores to complement learning. A camera of us—students, parents, and teachers—have adapted to � Ensure your first finger is on Treble G. mounted above the keyboard or to the side facilitates view from above and recorded video models of assigned this new mode of learning. Fundamental pedagogical � Draw a star on the loudest note of the phrase. adjustment of technique. Furthermore, hand placement music are recommended. principles are equally applicable to lessons via video � Watch your eyes to see if they track the notes. and new material can easily be shown from above, and 5. Importance of Coaching and Modeling conferencing. Embracing this experience has rekindled my then, recorded for later review. The ability to share a passion and challenged me to be creative and hone my 2. Connection, Enthusiasm, snapshot of the score or activity facilitates pencil work and Responsiveness To improve a student’s sound in review music or exercises, teaching approaches for web-based, musical experiences. because students can be directly shown where and what to guided activity and show-copy methodology contribute to mark. Also pre-made slides, images, and documents for Piano lessons are likely a highlight of our students’ weeks efficient time use and communication. Before playing, ask rhythm and reading activities provide variety and flexibility —even more so during these closures—as a time to interact directed questions to help students articulate key objectives, to lesson plans. SARA M. ERNST is Assistant Professor of Piano and with a familiar face outside the family. The teacher’s direct such as varied dynamics, phrasing, or touch. The lesson can Piano Pedagogy and the University of South Carolina. eye contact (even through the screen), pleasant and smiling proceed through sections; the student plays the first phrase, She is the president of SCMTA and the Director of face, and energetic vocal tone will create a welcoming and the teacher asks the student to assess the goal. Teacher Teacher Engagement for the Frances Clark Center. learning environment, and enthusiasm and acknowledgement modeling of sound and practice strategies in a show-copy of progress will motivate future practice. style can clarify important concepts. Guided activity can also be used to establish objectives. If the piece has a unique

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When introducing new music during an in-person class, constructive feedback with their peers. Following student TEACHING teachers may use a variety of approaches, including performances, encourage the rest of the class to applaud, teacher performance and discussion, a workout of a small just as they would in an in-person class, to offer their portion of the piece, and a full workout. Teachers may support and encouragement of their peers. Group Classes Remotely utilize any of the same introduction strategies in an online group lesson. Clear instructions for a small portion of the by Esther Hayter, Angela Triandafillou Jones, piece will likely be the most successful. This requires Rebecca Pennington, Allison Shinnick, Trevor Thornton efficient use of language and careful sequencing. Students must leave the online lesson having experienced something about the piece that equips and inspires them for their practice in the week ahead. Group classes are a vital form of interaction in the time of COVID-19. Now more than ever before, students cherish opportunities to see familiar faces, Coaching Review Music interact with peers, and make music with others. Online group classes can operate and Facilitating Class Discussion in much the same fashion as in-person classes with careful planning and creativity. Group classes provide excellent opportunities for students to share their music with each other, a benefit that is A detailed lesson plan is important when preparing for remote group classes. amplified during a time when students might have fewer The transition time between activities will be brief, and the teacher must be ready performance opportunities. Consider projecting scores for PHOTO: Students clapping rhythms on Zoom. with the next activity promptly. Before the class, the teacher should provide the class to follow during performances. Screen sharing is particularly effective when you upload scores to a power- Skills the students with information needed to access the class, as well as any assignments, point presentation or similar application. links, or activities the students may need. Much like setting up a physical classroom, (rhythm, note naming, intervals, theory work) the teacher will need to set up the class activities on the computer so they are easily Teaching online group classes provides ample opportunities accessible during the class. Establish a routine for getting the students for reading and rhythm activities. Just as we might use flashcards or a dry erase board in person, similar activities onto the meeting and ready to begin so that music making can begin promptly. can be replicated virtually by using google slides or docs A quick “sound check” as students arrive in the room may be useful. and sharing the screen with students. A helpful music notation add-on for google slides and docs is Flat for Docs, which can be used to generate and insert musical “snippets.” Musictheory.net also allows teachers to create customized Getting Started and Classroom Management In person, we carefully plan out transitions between ear training and reading exercises that students can access activities, especially when this involves moving to a different outside of the class time. Class worksheets printed at home Provide students and parents with the group class plan, area of the classroom. When teaching online, transitions can provide a way for students to complete written activities. which can include the book and page numbers for pieces. between activities may take less time, so it is important Once an activity is finished, students can check their Having this overview of the class can help everyone stay to carefully plan the order of the activities for optimal work together. focused and ensure that students are looking at the engagement and flow of the class. Consider alternating correct page. One of the benefits of online teaching is that each student activities that require students to use their pianos with has access to a piano for the duration of the class. Teachers activities that have them focused on the screen. PHOTO: A coaching session via Zoom. Students can get excited when they see each other and can demonstrate a warm-up or drill, students can practice may all try to talk at once. Consider ways for students to Technique and Introducing New Pieces While coaching review music, engage the class as much as on their own while muted, and then the teacher can call respond non-verbally. For example, when identifying upon and unmute individual students to play for the group. Although physical interaction is removed, technique and possible so they remain focused and attentive. For younger intervals by ear, students can hold up 2, 3, 4, or 5 fingers to While students are muted, they can play along while warm-up exercises should not be neglected in online classes, have them draw a picture or a map of the piece show which interval they hear. Students could also provide teachers play and say finger numbers or note names aloud. answers by giving a “thumbs up” or “thumbs down.” lessons; rather, they must be carefully explained and during each performance. Discuss the title of the piece and how elements such as dynamics and articulation reflect the This allows teachers to easily assess all of the students’ demonstrated. Multiple camera angles—both from the side Aural Skills and Creative Assignments understanding at once. When students need to respond and from above the keyboard—are useful in pointing out title. Ask for volunteers to share their artwork with the class individually, they can raise their hands just as they would specific motions and patterns. In a group setting, the by holding it up to the screen. For older groups, have them Ear training activities, such as playbacks, clapbacks, and in person, and the teacher can unmute that student. teacher can observe each student as they play the technical listen for specific musical elements (articulation, dynamics, interval and chord drills, all translate well to online teaching Alternatively, teachers may decide to call upon students exercises together while muted. The teacher might choose etc.) during each performance and then discuss how and without much modification. Playbacks and clapbacks, in directly, rather than asking for volunteers. to “spotlight” (momentarily enlarge the video for all to see) why the composer used these elements to portray the story particular, work well because they are turn-taking activities. a student who demonstrates proper technique. or character. Encourage students to share positive and

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in-person class has an ending routine, ask yourself if there are elements of that routine that can continue online. After the class is over, communicate any follow-up comments or assignments promptly with parents and students. Giving students an opportunity to interact with peers, make music in a group setting, and discuss and enjoy music is important during this time of social isolation. Students have an opportunity to share music with one another, get feedback on their playing, and work together on skills. Regular meetings encourage regular practice. Remote group classes are an excellent way to encourage students and nurture their love of music. PHOTO: Student setting her metronome during coaching via Zoom.

ANGELA TRIANDAFILLOU JONES is on the faculty TREVOR THORNTON is a Postgraduate Fellow at the of the New School for Music Study, and also serves as New School for Music Study, where he completed the Admissions Director. She holds degrees from Ithaca Comprehensive Practical Teaching Program. Thornton College and the University of Oklahoma. holds degrees in piano performance from the University of Missouri-Kansas City.

REBECCA MERGEN PENNINGTON is the ALLISON SHINNICK holds degrees from Lawrence Administrative Director of the New School for Music University and UMKC. She teaches at the New School Study, where she has been on the faculty since 2007. for Music Study in Kingston, NJ, and is the Digital PHOTO: Sample Google slides used during class. She holds degrees from The University of Kansas and Communications and Engagement Coordinator for Concordia College and is active as a performer the Frances Clark Center. One helpful modification is to mute the students’ are of particular importance, especially for younger classes. and presenter. microphones while doing a series of clapbacks because While one student performs, others can sing and swing. the lag will frequently make the beat unsteady. In this Marching in place, tapping and counting, or pointing to scenario, the teacher would clap a rhythm and then point the music and counting prepare and establish strong ESTHER HAYTER is a faculty member of the New to the screen for the students to echo. Because each rhythm skills. School for Music Study in Kingston, NJ, and serves as student has their own piano, playbacks can easily turn into the Event and Project Communications Coordinator for the Frances Clark Center for Keyboard Pedagogy. a group game, like creating a four-note chain using C, D, Games and activities that involve the whole class are an or E. Interval and chord drills are useful as a refreshing effective teaching tool when teaching online. Games could reset for the class. For example, ask students to stand when include rhythm bingo (teacher provides bingo cards prior they hear minor or have students strike a pose based on to class) or different note-naming apps shown with screen what interval they hear. share. Clapbacks and playbacks can be done as a class as well; with the students muted, the teacher claps a rhythm Rethinking creative projects to make use of the online or plays a short melody, the students repeat it, and the platform can be exciting for your students. Teachers can teacher unmutes one student to share with the class. record a video describing a composition assignment, with musical parameters, and send it to the class. For example, Round-robin activities could be used for review pieces “Compose a piece about falling rain using only black keys.” and improvisation to enhance the feeling of the large Students can easily review the video throughout the week group. Students can also listen to YouTube clips of classical before playing their compositions in class. repertoire and discuss what they heard as a class. Conclude the class with a musical celebration and some Large-Group Activities and Movement positive encouragement. It is easy for students to feel Many group activities that are done in a physical classroom discouraged when they are out of their normal routine and can also be done in an online format. Off-bench activities feel isolated. Remind them to practice each day and that making music provides hope and a feeling of joy. If the

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TOOLS FOR Creating Instructional Videos Sharing Materials, Files, and Videos In asynchronous instruction, teachers rely on digital files Most universities use robust Learning Management and videos to deliver information and to model. It is Systems such as Canvas or Blackboard to allow important that instructors plan their instructional videos teachers to post materials and videos, create discussion carefully. I usually write down a rough script and a list opportunities, and track student engagement. These Group Piano Online of the different “scenes” to help me decide exactly what platforms also allow students to submit and share their I will show and say, how many takes I will need, which performance videos and to comment on each other’s camera angles to use, etc. Videos should be as short performances inside discussion groups. and succinct as possible (preferably shorter than ten by Alejandro Cremaschi minutes), and they should address one, and only one, Instructors teaching outside higher education have topic per video. A number of software tools are available a few other choices to exchange videos and materials and create interaction: The advent of COVID-19 has forced teachers to move for producing these videos and extensive online tutorials. This list is not exhaustive, and it shows them from • SHARED FOLDERS AND DOCUMENTS group piano instruction online. While the online medium is not simplest to most complex: IN GOOGLE DRIVE, DROPBOX, OR OTHER ideal to teach performance skills, there is a silver lining. • RECORDING VIDEO CLOUD PROVIDERS - Zoom, while originally intended for video • CLOSED FACEBOOK GROUPS Online learning does present many benefits; chief among time with one another through video conferencing. conferencing, has the ability to record the screen and the webcam in your device • COLLABRA them is the great degree of flexibility it gives students Asynchronous learning relies on the exchange of videos (available at collabramusic.com) and teachers. Students can watch and read instructional and materials through online repositories. The parties - Quicktime Player (Mac) and Camera App material at their own pace, as many times as needed, involved in asynchronous instruction interact, view, read, (Windows, Android, iOS) Collabra has been recently redesigned. It is a before submitting their work; teachers can create materials or respond to the material at their own pace, in a time- - OBS (free, Windows and Mac, comprehensive closed platform that allows teachers once, and deliver it repeatedly to the students whenever shifted fashion. https://obsproject.com/) to create groups, post and share video “lessons,” assess needed; they can assess and provide feedback at their and annotate student videos, and track student practice. own pace as well, and teach from anywhere in the world. Common tools used for synchronous instruction - Camtasia ($) and ScreenFlow ($) Students use the platform to record their practice and include video conferencing platforms like Zoom, Skype, performances, and share those with the teacher or Because of these advantages, some of us have been • CAPTURING THE SCREEN WITH FaceTime, or Google Hangouts, among others. There group. Collabra is offering free access until May 2020. exploring group piano online for some time, even before VOICE OVER COVID-19. In my case, I have offered summer online are many good tutorials on how to optimize them for Watch a thorough tutorial and demo here, piano courses for non-majors at CU Boulder since 2016. music teaching (see, for example, this video on Zoom, - Zoom collabramusic.com/support/portal/teacher- [youtube.com/watch?v=50NoWIiYECA&feature=youtu. - Quicktime Player (Mac) and Game Bar tutorial-web/. One of the most problematic aspects of teaching group be]). You can also find information about different setups (Windows 10) piano online is that the natural and frequent student and equipment in several excellent webinars offered by interaction we are so accustomed to is difficult to attain. the Frances Clark Center in the last month. - OBS “Synchronous instruction occurs Face-to-face interaction in traditional settings allows - Camtasia ($) and ScreenFlow ($) students to help/teach each other, develop critical Unfortunately, video conferencing is only effective if the when the teacher and the student(s) listening skills, learn to speak intelligently about music and parties involved have reliable internet and equipment. • EDITING VIDEO performance, and develop functional skills like ensemble In a group situation, potential issues become much more (trimming, clipping, superimposing, interact in real time with one playing or improvisation. 1 In short, traditional group classes probable when you have a large number of people adding captions) participating in the conference. To put it bluntly, large another through video conferencing. allow for the incorporation of effective cooperative learning - Camtasia ($) and ScreenFlow ($) opportunities. 2 In online teaching, the teacher must use group meetings online are not very efficient or easy to run. Asynchronous learning relies on the technology in creative ways to create student-to-student For these reasons, I decided to rely mostly on asynchronous You can find an example of an edited video with multiple engagement and to mitigate the impossibility of tools for our online group piano classes at CU Boulder. cameras and screen capture here, [youtube.com/ exchange of videos and materials in-person interaction. Students are still able to “meet” with me during office watch?v=vjmj-jvvF84&=&list=PLtJhFpjjn- through online repositories.” hours. However, if desired, it is possible to schedule online LM1H-H787YBJbJo0B38jkbTp&=&index- There exist two global modalities of online instruction: class meetings where the instructor or students play back =2&=&t=17s] which I created using Camtasia. synchronous and asynchronous. Synchronous instruction pre-recorded materials for feedback or discussion. occurs when the teacher and the student(s) interact in real

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harmonization. The e-book includes excellent demonstration Additional Tools videos and sound files that are perfectly suited for ANNOTATING VIDEOS online teaching. Class Piano and Time-stamped video annotations are an effective way to COLLABORATIVE CREATION share comments and feedback with students, and to allow Among the most impressive platforms for collaborative students to comment on their own or another student’s creation are: videos. The time stamp makes it easy to know the exact point of the video to which the comment refers. These are some • FLAT.IO AND NOTEFLIGHT.COM of the tools used to annotate videos: These online music notation tools allow for COVID-19 collaborative creation. Students can, for example, • DROPBOX (PAID ACCOUNT) collaborate to complete written harmonization by Andrea McAlister Users can insert time-stamped comments to assignments, etc. videos stored in the user’s Dropbox storage. • SOUNDTRAP.COM • VIDEOANT (ANT.UMN.EDU), Students can collaborate by creating different RECLIPPED.COM, AND TIMELINE.LY tracks. Unlike Flat.io, this is not notation-based. These three platforms allow users to create Rather, students either connect a digital piano time-stamped annotations to videos stored to their device, or use a microphone to record in different cloud providers, without altering, tracks. This tool can be used for group composition, downloading, or copying the original videos. improvisation, or asynchronous ensemble - VideoAnt and Timeline.ly can annotate performance. Watch a demo of an improvisation This task is made even more difficult with students public or unlisted Youtube videos. See a short [youtube.com/watch?v=15mYs5VI3x8&feature=you- in locations without access to a piano or keyboard. demo of VideoAnt here, [youtube.com/ tu.be] and an asynchronous ensemble [www.youtube. It is important to organize yourself and your students watch?v=mT_Etx4tUEc&=&list=PLtJhFpjjn- com/watch?v=COYBdkKQf2w&feature=youtu.be]. in order to create an online environment that will LM0_1_BsUR1jIAsOea30cM2_&=&index- emphasize keyboard skills, strengthen aural skills, Online group piano courses are really a “new animal” =10&=&t=3s]. and give students meaningful and necessary social —they look different, and they feel different. Online connections in this time of physical distancing. - ReClipped can annotate public or unlisted videos teaching forces us to rethink what we do and how we do it; on YouTube, Vimeo, and other platforms. In this unprecedented I find this process exhilarating, despite being challenging Before beginning online instruction, establish new COMPUTER FEEDBACK at times. Inevitably, we lose some elements, but we also time of uncertainty goals. This includes exploring the various online Piano Marvel (pianomarvel.com) is an interactive platform gain a new perspective and ways of communicating when video platforms available for synchronous instruction. that offers, among other features, an online method we move online. I do believe that, in the end, the medium around COVID-19, Once you have chosen your preferred platform, book with pieces ranging from elementary to advanced. we use to deliver instruction is not as important as the explore all the options within that platform. Most Users can connect a digital piano to their device, get basic instruction and the content themselves. class piano instructors have tutorials available such as Zoom, Skype, feedback (notes and rhythm) and obtain scores for their FaceTime, and Google Duo. If you prefer asynchronous performances. At CU Boulder, we use Piano Marvel are faced with the instruction, or wish to combine synchronous and in our non-major classes. The instructors are able to track asynchronous, creating short, well-sequenced videos practice time and scores obtained by their students for ALEJANDRO CREMASCHI is Professor of Piano daunting task of moving will help clarify assignments and teach new skills. Pedagogy at the University of Colorado Boulder. His Try to keep videos to five minutes or less, even if you specific, pre-assigned pieces. The platform requires a research areas include pedagogical technology and Latin monthly subscription and offers several practice tools American music. He has recorded for the labels IRCO, instruction online. create several that focus on just one skill, piece, or and sight-reading assessment. Ostinato, Marco Polo and Meridian Records. His concept. Pre-made videos will also be a great way pedagogical edition and recording of Alberto Ginastera’s to greet your students each week and offer a friendly E-BOOKS Doce Preludios Americanos for piano was published by Carl Fischer in 2016. face in this time of change. A weekly video that In addition to Piano Marvel (see above), we use eNovative explains assignments and due dates will keep your Piano for the music major classes at CU. eNovative Piano students connected to you, even if they are not offers a full curriculum created by seasoned group piano NOTES seeing you in real time. teachers. While it does not provide feedback, it contains 1 Pamela D. Pike, Dynamic Group-Piano Teaching: Transforming Group Theory Into an extensive graded collection of materials that includes Teaching Practice. New York: Routledge, 2017. 2 Alejandro Cremaschi, “Cooperative Learning in the Piano Classroom,” Piano Pedagogy functional skills like transposition, score reading, and Forum 3, no. 2. Retrieved April 10, 2020, from keyboardpedagogy.org/images/PPF/ PPF%20Vol.%203%201-3.pdf

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Individual instruction and peer-to-peer interaction When faced with students who have no access to will obviously suffer without the class atmosphere. a keyboard, our options are limited but we can still Teaching Via Video: Encourage or require students to reach out to one encourage continued understanding of keyboard skills another to complete assignments, hold online office and repertoire analysis away from the bench. Written hours, or set up a private class Facebook page to assignments can solidify understanding of fingerings, create an environment of collegiality and connection. harmonic progressions, form, and transposition. These written exercises can then be turned into aural How to Still be drills by singing scale fingerings, improvising melodies over a chord progression, and vocalizing notes or intervals Study your syllabus when planning the in a transposed key. Paper pianos or piano apps can also content of your online curriculum. be used to “play” exercises, although their ranges may be limited. Discourage students from downloading piano apps onto their phones as the keys will be too small to be What assignments have been completed? effective. Better to use a paper piano or even a tabletop than try to tap on virtual keys that are too small. How can you restructure your grading? “YOU!” Moving assignments away from the keyboard can engage by David Cartledge How can written assignments your students’ senses in other ways. Send audio files of replace performance-based assignments? pieces and ask students to identify the chord progression. Record videos of yourself that include inaccuracies in How will your learning outcomes technique, notes, rhythm, and style and ask your students Our New World deal with the limitations of the setups of each one of be met by online instruction? to identify the problems. Make a YouTube playlist of your students. Don’t be afraid to “play director” with your pieces studied in class and ask them to compare and Our current pandemic has us all teaching in new ways. students to get the camera angles and audio settings that contrast performances. Playlists of various genres, I have long thought of online learning as an opportunity, you’re going to need. These are all important questions to ask lesser-known composers, and collaborative performances a way to indulge in creativity. It represents, however, a as you plan your weekly assignments. will allow them to think beyond the traditional canon significant challenge when it becomes forced upon us in Even with technical issues sorted through, the age-old of repertoire. Be creative and thoughtful as you fulfill times of global strife. We are all accustomed to conventional problem remains: what do students do in-between their your learning objectives in new ways. in-person weekly studio teaching. In-person teaching is lessons? This is heightened with the unfamiliarity of “synchronous,” meaning that your dialog with your student video-conferenced lessons, but we can use that same Even the most well-structured online course will require No matter what approach you take to this new world of happens in both directions—from them to you, and from video technology for other, really effective, interventions. well-organized students. Every class in their schedule online class piano, listen to your students. They are going you to them—simultaneously. Even when sharing a weekly through a stressful time of anxiety and uncertainty. Some A strategy that has considerable popularity right now has been forced online, which means a lot of variation in-person lesson with a student, there was always the is for students to record their own performances amongst professors. Help your students by being specific are missing the final weeks of their senior year. Some are question: what happens after the lesson? I have long missing a final performance or recital. All are missing asynchronously, in-between lessons, and to share them about deadlines, submission format, and grading rubrics. advocated that videographic interventions provide a tool with you. “Asynchronous” refers to a type of instruction Many video files are too large to send over email so give their friends, their routines, and their college community. to address this problem. Be flexible, be supportive, and be compassionate. where the delivery of the content and the consumption them options of how best to send, as well as your pre- of that content happen at different times. ferred methods. Try to keep all information consolidated As you rapidly confront the need to re-tool everything you to just a few platforms such as a familiar Course do and to bring it “online,” the transition can be confronting. Modern smartphones have surprisingly decent microphones The ostinato of your lesson routine is disrupted. You lose Management System, email, e-book, or video platform. ANDREA MCALISTER is Associate Professor and cameras. Your students can produce easily-shared of Piano Pedagogy at Oberlin College. She is the comfort of the student exchange at the front door; of recordings of greater musically-acceptable quality than is Consider how long assignments will take your students Senior Editor and Director of Digital Content for getting the student settled at the piano; of chatting with the apparent in a “live” video-conferencing setup. Review of Piano Magazine and serves on the executive committee parent; of asking about the week; of stretching your legs as and have reasonable expectations of workload. of the Group Piano-Piano Pedagogy Symposium. these videos can be part of your weekly lesson. Assignments may take longer to complete at home, you move about the room. Now you are tied down between and students may not have access to consistent internet, piano, camera, and screen, and you lack the opportunity You can make videos, too. Short videos, explaining small- pianos, or keyboards—or the keyboards may have fewer to be “you.” bite concepts, can reinforce ideas and strategies that you octaves, limited dynamic options, and may lack pedals. have initiated during regular weekly lessons. Your assignments should have several options for You will see threads on social media about which conferencing completion under a variety of circumstances. software handles music best; you will see valid discussions Your students are almost certainly already voracious about how to optimize your settings for music. Even if you consumers of online video content. Moving into their online get your own settings just right, you’re still going to have to world can feel intimidating: the creation of content for

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do the job). Audio technology works, however, a little bit behind your camera, so that they are in your view as you Even when sharing a weekly in-person lesson like the world of wine—you can get fairly cheap, acceptable speak. The more you are in front of the camera, the more options, but there is the possibility of rarified expensive you’ll be comfortable going ahead with talking points, with a student, there was always the question: outlays for high-end results if you want to spend the cash. and without a script. I recommend restraint. Be yourself: don’t assume some kind of public-speaking WHAT HAPPENS AFTER Familiarity Breeds Success persona. Try to strike the same tone and manner you have during lessons. In your years of teaching, you will have THE LESSON? You do want to make sure that you have in frame only what developed a rhythm for explaining ideas, a manner, a you wish to show. Much of your setup time for shooting any mood, a mode of teaching that works for you. Of course, video is making sure that the shot shows just what you want it’s one thing to assume your standard “mood” when there’s it to show. It can be embarrassing to unintentionally exhibit a real live student responding to you in the room. It’s a your piles of unpaid bills or personal items. Make very short whole other thing to assume your standard “mood” when consumption by connoisseurs is confronting. Fortunately for Right now, online videos are a “wild west” of copyright sample videos so that you can practice different angles to there’s no one there other than the dead eye of a camera us, much of the culture of online video is very “rough and violations, fair use, and legitimate public domain use of see what works for you. It is unwise to post a video publicly lens, and the distracting image of yourself off to the side. ready.” There’s some appeal in videos that don’t necessarily materials. Given that, when I produce a video, I have until you’ve had a chance to view it at full size. It can take meet TV production standards. Additionally, you are simply typically put quite some effort into making it exactly the several tries before you find what works for you. When I am on camera, I tend to work super-hard to trying to connect with your students between lessons, and way I want it to be, it would be horribly depressing to have visualize a specific student, and to work hard to teach to your students won’t necessarily have high expectations for it suddenly taken down due to an infringement notice. Avoid being demoralized by the learning curve—getting him or her. This might be a real person, or it might be a the video production prowess of their music teacher. Any comfortable making videos is like being in the practice composite of several people with specific pianistic problems successes you have will be a “win.” Facing the Music Technology room: some of what you do isn’t going to be very good. It is I’ve encountered in the past, but it is really important to best to be prepared up front for the idea that you’re going converse as if there is a real, individual person at the other Planning Your Videos Being on camera can feel intimidating. Take the advice you to get better over time, and that practice will help you get end of the line. give to your own students: start slowly. Begin with teaching better. Shooting well can be time consuming, particularly if Your videos only need to be a few minutes long. Pick a material with which you are extremely comfortable. you start to get obsessive about results. This is true even for In presenting concepts during a real-life lesson, you have single idea: it could be teaching a single scale; it could be Removing worries about content allows you to be those YouTube stars who look at such ease, but who in fact the advantage of gauging the student’s reaction, of strategies for playing a particular kind of passage; it could comfortable being on camera and dealing with technology. do significant amounts of preparatory work and editing. measuring their understanding. You might know when they be an introduction to a particular piece of music that is a Fortunately for us, technology has gotten a lot easier to I don’t think “YouTube-star” work burdens are necessary, have “got it” by a quick nod of the head. You might see a routine part of your syllabus. You will thank yourself later use. There are some compromises between a smartphone’s but you do need to be accepting when a video does not glimmer of understanding in their eyes, or in the wrinkle of when you have produced a video you can use for more than results and what you might achieve with a professional come out the way you want it on the first try. Very few their nose. In person, we have all these cues, so we revise one student. camera, but the power in your phone is pretty stunning. people can achieve this. and extend explanations until we see understanding. Using technology with which you’re already comfortable In asynchronous video, redundant additional explanations Great topics for videos are the little teaching speeches that is a key to success. That comfort will allow you to focus If you are shooting so that your face can be seen, please can become a distraction. Use your pedagogical you give so often that you know them by heart. We all have on content. It is not necessary to grapple with high-end make sure you’re really looking at the camera. If you’re experience. Pick your top two ways of explaining some- techniques, concepts, ideas, and pieces that we introduce cameras, expensive microphones, and complex using your cellphone to shoot, then you will be able to see thing, and use those. Explain clearly, and get to the point. repeatedly. These are excellent ideas for videos. editing software. yourself in the phone’s screen. Don’t look at yourself: if you do, you’ll look “shifty!” Illustrate as effectively as you can on camera. Video offers For any one piece, you might make several videos to deal I would recommend obtaining a cheap mobile-phone the opportunity for your students to rewind. If you are with the different concepts, ideas, and stages of learning tripod, which is superior to the surprisingly popular solution For the same reason, if you’re shooting short videos of just efficient, effective, and clear, your students may well want that might be involved. You might make one to demonstrate of propping one’s phone up against the cheek of the piano a few minutes, don’t use a script. Instead, make bullet-point to watch your videos more than once. figuration in the left hand of a piece, but another to show and shooting an awkwardly close side angle. A remote notes of your main points, and tape those up in big type direction and voicing of the melody. You might have shutter button, which connects via Bluetooth to your phone, discussions about aspects of analysis and theory. You might can allow you to eliminate the need to reach over to your want to draw connections between a piece of music and phone to start and stop the recording. I’ve made several poetry, or the visual arts. videos where I keep my remote button slightly out of the A word about copyright is important here. The minute you shot, and I subtly press that button in order to start and end point a camera at a score, or the minute you post a recording the clip that I am shooting. This convenience saves significant BE YOURSELF: amounts of editing time. of a piece of music, you are entering a world where copy- don't assume some kind of public-speaking persona. right matters. The easiest solution to this problem is to make Audio improvements can be achieved with a cheap lavalier sure that you don’t make recordings that raise this particular microphone, and perhaps a microphone you can point at Try to strike the same tone and manner you have during lessons. issue—don’t point your camera at published materials, and your piano, too (a “TRRS”-style microphone will typically don’t record works that are still under copyright.

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Be prepared to experiment with different camera angles. There are times when you might want to shoot your There are times you might wish to point your camera at a piece of paper (Photo 4; video at youtube.com/watch?v=HFuKLln- hands from above (see Photo 1; see video at youtube.com/watch?v=o8boFCYzqRw&feature=youtu.be), or from the side BC-w&feature=youtu.be), and just explain some theory. You might want to shoot props (Photo 5; video at youtube.com/ (Photo 2; video at youtube.com/watch?v=kUpZTas5UCE&feature=youtu.be). watch?v=yshKFxgvh8g&feature=youtu.be): I had fun once making a video that demonstrated a piano action model. It can be entertaining to experiment with camera angles in search of new pedagogical possibility.

Photo 4: Photo 1: PAPER FROM ABOVE FOR THEORY

Photo 2: Photo 5: FROM THE SIDE PROPS

When explaining the pedal, you might want to shoot your feet (Photo 3; video at youtube.com/watch? Remember that what matters above all is your love of v=u3s2njY27pE&feature=youtu.be). communicating about music and teaching the piano to DAVID CARTLEDGE is Co-Chair and Associate other people. Use of video allows us to do this in new and Professor in the piano department at Indiana exciting ways. Playing around with video, microphones, University’s Jacobs School of Music. Teaching both applied and academic courses, he champions and cameras—using them to advance our piano teaching innovative and effective pedagogy. —allows us to engage in new ideas about incorporating technology into teaching, while still serving our main professional pedagogical mission. It gives us the chance Photo 3: to “play” while at work. FOOT & PEDAL

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TEACHING with MY MUSIC STAFF during COVID-19 The Role of Technology by Suzanne Schons, with Angela Triandafillou Jones in This Time of Crisis A lifeline for many teachers during their sudden change- quick and easy. With many parents and kids working over into online teaching has been the exchanges on from home, some families understandably require greater various social media forums of teachers generously sharing scheduling flexibility. I have appreciated being able to by Linda Christensen their tips, ideas, and experiences. A frequent recommendation easily update my weekly schedule to keep track of these I have seen mentioned for getting organized and teaching changes and attendance.” online during COVID-19 has been the web-based studio In this unprecedented time, we are finding that technology the steps beyond that. And, as Aaron said in our conversation, I also asked Angela for her thoughts on how much of a time management program My Music Staff. A kneejerk reaction is crucial to our success, both on the student and teacher we need to face facts: The future involves assessment and investment is required to get started with My Music Staff might well be, “No, not another program to learn!” Many sides. Teachers who have not embraced technology in their instant feedback at every level. If you understand the and how much time it ultimately saves her. She replied teachers have been overwhelmed by quickly having to learn studios are now finding that they must, and the learning technology, and know the best tools to use, all students, that, “Setting up MMS for online teaching felt similar to new technologies and how to implement them effectively in curve can be overwhelming. Students who have not from beginners to doctoral students, can learn in a more finalizing my schedule, organizing my teaching binder, lessons during the pandemic. It may seem daunting to think embraced using technology are finding that they must also efficient way. Students can learn the notes and rhythms and creating email lists for the start of a new school year. about adding yet another new component. However, it is learn how it can be beneficial for their learning. Fortunately, quickly using technology tools that assess their performance. It requires collecting and organizing all of the information, evident that My Music Staff, as with many new technologies, many app and software developers are finding new ways to If you don’t guide them to the best tools, they will find other but just like any good ‘system,’ it has the potential to save is one that once you start using it, quickly gets easier and support music teachers. As teachers and students shift their ways to learn on their own. You can lead the way rather considerable time and energy in the long run. The time it makes the business of teaching so much more efficient mindsets from the traditional lesson structure to an online than be left behind. takes to set up MMS will vary depending on the size of your (whether for in-person lessons or online). Even more setting, developers are ready to help. importantly right now, it helps facilitate the necessary studio, and how much of the student contact information When speaking to software developers over the past few online lesson formats that music teachers are dealing with. you have readily at hand. However, the answers to any The role of technology in the studio has gone from a luxury weeks, some common themes have emerged. The first, and questions one might have along the way can likely be found to a necessity overnight. In a recent conversation with Aaron arguably most important, is that software developers want My Music Staff (MMS) is a music studio organization in the help section of MMS, which is quite comprehensive Garner from Piano Marvel, he said, “During my doctorate, to support teachers and learning. For example, the developers program that allows teachers to easily manage their and user-friendly.” She also added, “MMS is an invaluable I remember the school forcing me to use this thing called at Piano Marvel have a series of webinars that they have students’ lesson schedules, invoicing, payment collections, tool for keeping track of scheduling and attendance, email. I thought it was ridiculous. It’s easier to write a letter opened up for free. Topics include basics like how to upload records, and many other studio business tasks that can be student contact information, and integration with online than do a stupid thing on the computer. It was new, and the a video to YouTube, as well as more advanced topics such as time consuming for teachers to do. During COVID-19, it is teaching platforms. The parents have been positive about biggest problem was that nobody had email. You could using multiple cameras. These webinars are normally part especially useful that MMS is integrated with Skype, Zoom, this system since we implemented it school-wide this fall, communicate with only a small part of the population. of a paid subscription, but are free during this time. Many and FaceTime, so that teachers may seamlessly use those and it has really helped me work out many of the logistics It was not effective for me, so I didn’t see the value. I also others are opening up their paid content and providing programs in conjunction with their teaching and use of of transitioning to online teaching. I would encourage other watched my wife text in the early days of texting. She said additional material for free. There are some apps that are other MMS features. The website for My Music Staff teachers to explore using MMS.” I should try it. For thirty minutes, I watched her try to set a offering options for self-learners, also, which is very helpful contains detailed instructions and video demonstrations for time to get together with her sister. I told her it was a waste at this time. While we all know that students are more Teachers who are interested in learning more can find teaching online with those platforms. Billing and payments of time and she should pick up the phone and talk to her. motivated by the structure and guidance of a teacher, not detailed information on the features of My Music Staff and can be done automatically and online too, so that teachers I was getting frustrated with the world changing on me. One all who want to learn can access a teacher. For those how to use them at: mymusicstaff.com. Teachers may try it no longer have to personally remind parents of payments day, I decided that I was done fighting technology and that students, at least they have some tools to begin exploring out with a free 30-day trial. Should they wish to continue due nor conduct in-person financial transactions. However, I should learn something new every day. I made a habit to be and learning the piano until they can find a teacher to help after that, there is a flat fee of $12.95 (USD) per month. for teachers who only want to use MMS for the ease of an early learner and help others. Then I realized that there them further. scheduling and online teaching and do not want to use is a value to these tools. It can make you more effective and the financial features of MMS, those can be disabled. efficient. Changing your mindset is hard, but important.” As we navigate these new challenges, I encourage everyone, SUZANNE SCHONS is Music Editor at the Piano from teacher to student, to explore the amazing tools I asked Angela Triandafillou of the New School for Music Magazine. She teaches music courses at the University When I think of teaching piano, I tend to categorize learning that can help them be successful. From video teaching to Study, an experienced user of My Music Staff, for her of St. Thomas and piano lessons at K&S Conservatory of Music in Minnesota. into three stages: getting the notes and rhythms into the assessment, there is a tool for what you need. thoughts on how MMS has benefitted her teaching during fingers, refining the piece musically, and preparing for a COVID-19. She responded, “Now that I have everything performance. As a teacher, I find the first step the least set up, I can view my daily agenda and simply click the rewarding, both for me and the student. The use of LINDA CHRISTENSEN holds a Ph.D. in Piano ‘FaceTime Lesson’ or ‘Zoom Meeting’ button to connect technology to help with that first step has afforded me more Pedagogy and works on the Roland piano team. She with each student. MMS stores each student’s contact ANGELA TRIANDAFILLOU JONES is on the faculty time to spend on the more rewarding steps of musicality, serves on the technology committee for the NCKP, and information, which makes switching between platforms of the New School for Music Study, and also serves as is a frequent presenter for MTNA, NCKP, and many Admissions Director. She holds degrees from Ithaca technique, and performance. Many tools can tell the other regional, national, and international conferences. College and the University of Oklahoma. student if the notes and rhythms are correct, or where they made a mistake. Where I feel most valued as a teacher is in 36 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 37 TEACH TEACH ADVANCED ADVANCED

I can watch prior to the lesson, or which can be “shared” Teaching Advanced Students during our Zoom session. Not only have we found value in listening and critiquing together, but the “shared” sound is of much higher quality. Additionally, I require all students IN to send me PDF scans of their music, usually created with a phone app, so that I can follow along and mark Uncertain Times up in forScore (forscore.co) on my iPad. Following lessons, I email these annotated scores back to the students. by Andrew Cooperstock Other than questionable sound quality, I find that I am able to see and hear well enough to comment on accuracy, rhythm, timing, technique, and so forth. Dynamics seem particularly difficult to decipher, so I suggest playing them with even greater intention, probably a good idea for the time when public performance is possible again. Pedaling, Over the course of a few days in mid-March, the University of Colorado (CU), too, is often a challenge to hear. Perhaps we will have learned as many schools, quickly and suddenly transitioned to distance learning. Students have shared their thoughts on practicing over to express ourselves even All students who were able were asked to move home. All face-to-face engagements, the past few weeks. While they are enjoying the extra time including classes, private lessons, and committee meetings would move online. to learn, to experiment, to read, and to listen, some are more clearly and concisely in In short order, piano teachers everywhere would set up makeshift broadcast studios, bothered by distractions at home, and all miss playing on lessons and to perform with complete with external mics and newly purchased webcams, and they better instruments for in-person audiences. Several are having problems with time management. When most of even more intentionality. would learn to navigate Zoom, Skype, or FaceTime. We would tune in to daily the day is now available for practice, how do they add Frances Clark Center webinars, led by those with years of experience in distance structure? Perhaps most challenging is the struggle to Maybe our practice time will learning as well as those dealing with this new challenge for the first time, maintain enthusiasm when goals have so drastically thankful for the much-needed guidance and just as thankful for the emotional changed, degree recitals and juries having moved from remain better organized. support of our close-knit community. celebratory live events to recording submissions. And we will certainly be more I have been thinking about what good we can take away than grateful for the from this time, once circumstances normalize. We will certainly have a greater comfort with this technology and opportunities as performers may choose to continue using it to check in on students In my own home studio, I began by placing my computer used electronic keyboards to their advantage by routing during the week or perhaps to teach them when one or the or audience members, teachers atop a small table piled high with books, so that I could sound output directly into their computers and bypassing other is out of town. Perhaps we will have learned to or students, to be all get the proper angle of me and the piano keyboard. Soon, the mic altogether. All became adept at using Zoom, express ourselves even more clearly and concisely in lessons I replaced this set-up with an external webcam mounted manipulating settings, and sharing screens. and to perform with even more intentionality. Maybe our together once again. high on a tripod, the laptop now free to be situated on practice time will remain better organized. And we will the piano desk itself and attached to a small set of USB In order to create a sense of normalcy, I meet my students certainly be more than grateful for the opportunities as speakers to improve sound. After trying various video- at their regular lesson times, and we hold a Zoom group performers or audience members, teachers or students, conferencing platforms, I chose Zoom for its flexibility studio class on Wednesday afternoons. We use the to be all together once again. and features, and I quickly settled into a teaching routine. beginning of each lesson to check in with each other —so important during this time of distancing and uncertainty. By this time, all of my CU students had moved home with I’ve also enjoyed seeing where my students live and, in some cases, meeting their cats for the first time. Lessons ANDREW COOPERSTOCK is Professor of Piano at their parents or hunkered down in their apartments. the University of Colorado, where he received the 2020 Fortunately, a couple had nice grand pianos, but most proceed as normally as possible with students playing, Boulder Faculty Assembly Excellence Award for had less capable uprights or electronic keyboards, and the while I comment and demonstrate from my end. We must Teaching and Pedagogy, and Program Director of the University was able to lend keyboards to those who would be sure to take turns speaking or playing, in order to Saarburg (Germany) International Music Festival and School. An active performer on six continents, he has have otherwise been without. While the campus practice improve clarity. Since it is more difficult to pick up on body recorded for Deutsche Grammophon, Bridge, Naxos, rooms remained open, students began feeling less language online, we must each express ourselves extra and Azica. http://www.colorado.edu/music/faculty/ comfortable going to campus. At home, several students clearly. Performance sound quality varies, so I sometimes andrew-cooperstock had external mics to improve sound quality, and a couple ask students to send me an advance video recording, which

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I happen to have enough old devices and tripods lying unless you and your student both have the coveted trio THE BENEFITS OF around that I can set up a side-view camera angle, of amazing pianos + external microphones + super-fast, as well as an overhead view of the keys. I run these angles reliable internet. The absolute best scenario for remote through a free software program called OBS Studio lessons is if you both have Yamaha Disklavier Pianos; Teaching Advanced (obsproject.com) on my MacBook, and then share that but that is a huge financial investment, of course, and screen while in the Zoom meeting. I am also able to share not likely an impulse buy! Make the best out of your my iPad screen, where I can annotate music in the forScore individual setting. Students Remotely app (and ask them to copy what I mark to their physical score). I should note that I am not a tech guru. I simply Assessing Our Teaching and Maintaining Focus set all of this up by listening to what others were doing, As teachers we are constantly assessing our students, but by Nicholas Phillips watching tutorials, searching for solutions, trying test how often do we truly assess our own teaching? We can runs to see what platforms worked best for me, and also easily fall into a comfortable routine of preparing students’ having multiple options ready to adapt to different students. repertoire in their lessons with the same general goals A New Reality My Virtual Studio However, I could easily just teach them with a single —studio class performances, auditions, juries, recitals, camera angle, placed at an appropriate height and competitions—and unwittingly become disengaged from It has been remarkable to see our community of piano Before I continue with some ideas for how I’m planning more active and thoughtful listening and guidance. The teachers come together to share resources and provide to make this a positive experience for myself and my distance from the keyboard. For teaching advanced students, achieving the best possible audio is more sheer monotony of our daily schedules, week-after-week, support to one another during this pandemic. We had to students, I’ll address a few logistical points to consider. has carved us into a predisposition for this pedagogic transition to online teaching very quickly—overnight for Many excellent online resources have been available since important to me than multiple camera angles or enhanced software options. Whatever platform you choose to be doldrum. However, I found in my first few remote lessons some—and mobilize what technology we had on hand to early March—from webinars curated by the Frances Clark that my teacher “ears” were instantly re-activated. I was create makeshift virtual studios. I think it is safe to say Center featuring experts in our field to Facebook groups your primary source, I would advise you to have a backup plan, or two, to adjust to students when needed. listening more intently—even with less than ideal audio that all but a small handful were totally prepared for this. focused on specific populations (Higher Ed, Teachers using —and giving directions with more specificity. Personally, I never seriously considered online teaching. Zoom, etc.). I won’t rehash the basics here, or the pros and I’ve seen excellent demonstrations by teachers who do this cons of the various options. After all, we all must make use Turning Lemons into Lemonade Working in small, focused chunks is particularly effective regularly; but caught between a preference for in-person of essentially what we have in our homes, and it is really online as we listen and assess what needs help. Last I plan to make the best of this situation that neither my lessons, and lack of confidence with the technology, my important to remember that every teacher’s setup week, a student and I focused on the tricky left hand in students nor I chose to be in. If there is a silver lining in thought was always some version of “I’m glad it works so (instrument, tech devices, internet speed, and physical the modulatory passage in measures 29–36 of Chopin’s this switch, it is that we can reflect on improving our best well for them, but I could never do it!” space) will be different. Additionally, every student’s setup “Revolutionary” Etude, Op. 10, No. 12. Having already teaching practices. I think remote lessons will: give us an will be different. talked about fingering in a previous lesson, I reviewed But here we are. With most of the world being urged to stay opportunity to re-evaluate our teaching and hone our that by sharing my iPad screen to draw attention to the home, we have begrudgingly embraced remote lessons out Luckily, my college students and all but two of my pre- pedagogical skills by getting us out of our comfort zones “problem notes” she was missing, and proceeded to of necessity with a mix of shock, panic, anxiety, and mild college students have laptops and access to internet and and making us assess what we’re doing with a fresh demonstrate slowly while she watched my overhead view. intrigue. Many are still in triage mode; that is, we are a piano. For the two who don’t have laptops, I teach them perspective (while thinking about what we teach and why), The student was playing correct notes and fingerings, but determining what is most urgent, and how best to “just get via FaceTime (MacBook to iPad) and the sound and audio force many of us to become more comfortable with some still struggled to maintain a fluid line and steady tempo. through it” until we can return to in-person lessons. This is are pretty good. For everyone else, I teach them via the basic technology that we often eschew in favor of what is We chose to think in half-note groups, playing from beat a completely natural response, and I look forward to seeing platform Zoom (zoom.us). Students download it for free, familiar, and remember and reconnect with the knowledge one to the first note of beat three slowly. With my side my students again face-to-face as soon as it is safe to do and then change a few audio settings to optimize the that our weekly lessons have a powerful and positive camera, I directed the student to note the wrist and arm so. As we get accustomed to the new “normal” though, sound: 1) turning off the “automatically adjust volume” impact on our students. Perhaps most importantly, the gesture I was demonstrating, and to try on her own. with no real idea how long it will last, I am choosing to treat setting, and 2) turning on the “enable original sound” switch to remote lessons can help us—and our students Focusing on just those two beats, we worked until she could this forced change in lesson format as an opportunity for option. I chose to upgrade to a Pro account on a monthly —learn to be more creative in everything we do. play them consistently, then added the next half-note personal and pedagogical growth. basis, to alleviate some time-consuming workarounds group. Giving detailed directions, and clear starting and I found in testing the free version. I wear headphones to Accepting Limitations stopping points made it easier to assess, comment, and minimize ambient noise and ask that my students do the For traditional piano lessons focused on solo repertoire re-direct the student as needed, and kept me from talking same, provided they have a long enough cord or can and issues of interpretation and artistry, teachers with over her playing. purchase an extension cable online (these are quite advanced students of all ages face additional challenges inexpensive). This is especially important since everyone in adapting to an online format. Let’s face it; a lot of the In addition to being well-suited to work on small details, is at home and many are sharing spaces with family subtleties we listen for and demonstrate (color, tone, online lessons can help us engage the students in broader and/or roommates. phrasing, dynamic arcs, pedaling, etc.) will not sound the interpretive decisions and thoughtful reflections. Another same as they do when you’re sitting next to each other, student last week was playing “Pagodes” from Debussy’s

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Estampes, and we talked specifically about measures 15–30. interruption that may occur (children, pets, UPS driver broader public, friends, and family, we can continue to � VIDEOS: There are four different four-bar phrases here, each with ringing your doorbell), and so on. But getting out of our have a powerful and positive impact on their musical There are many wonderful videos piano students can its own color and character, and several tempo changes comfort zone, in nearly all aspects of life, can help us grow. growth and general well-being. watch and then discuss with other students in an online (“Animez un peu,” “Toujours animé,” “Revenez au 1 Tempo,” It challenges us to become better, and more creative, forum. These discussions can be moderated by you and “Rit”). With leading questions about what she thought and to remember an important point—we are all Getting Creative or can be free form. A few ideas include: the music was expressing, and what clues the tempo lifelong learners. We can think of alternative ways of engaging our students - The Legacy of Rosina Lhévinne (YouTube) markings gave us as to pacing and the build-up and with interesting projects focused on literature, pedagogy, - Jeremy Denk’s interview “The way that people relaxation of intensity, I asked her to close her eyes and hear Finding Peace with Technology and our rich pianistic traditions. We can guide them build careers is mysterious and unique to each the passage in her head, engaging her inner ear. We then Almost all of us stress this one. I get it. I know the absolute to think creatively about how they can still present person” (YouTube) had a great discussion about setting the appropriate minimum info needed, and have learned to do, in order to performances in the midst of “stay-at-home” orders, - Richter, the Enigma—a documentary by atmosphere before ever playing a note. type this article in Microsoft Word, for example. I can do and encourage them to begin thinking about their Bruno Monsaingeon (DVD) very basic functions in other programs like Excel and Adobe online musical profile. There are many things you can Assessing Our Curriculum Acrobat. Why? My daily life has not required me to know get creative about. Here are a few I’m trying: I hope that you will continue to gain confidence and As a university professor, the “tried and true” format of more to survive and thrive; with no motivation to learn feel empowered to make the most of this new venture. weekly lessons and studio classes preparing students as more than that minimum, I have chosen not to. When it � PIANO BUDDIES: Personally, I think it will help me to continue making they march towards the familiar goal of a memorized jury comes to technology, it appears I am the lazy student who I am asking my piano majors to choose a different more intentional choices in my teaching and to grow of standard repertoire has been flipped on its head, at doesn’t learn more than the measures assigned, or speed buddy each week for the rest of the semester. They as a teacher. least to an extent. While we can maintain what we would up until expressly given a new metronome mark goal for set up a time to meet virtually and play for each other. normally be doing by commenting on video submissions my next lesson! It doesn’t matter what they play, or the stage of their for studio classes and juries, and enjoy synchronous weekly piece. The important thing is that they are engaging NICHOLAS PHILLIPS is Recordings Editor for the lessons, I actually see this as a great opportunity to allow Again though, getting out of our comfort zone allows us to with a peer, commenting on what they hear, and giving Piano Magazine and Professor at the University of explore new things and gradually expand our knowledge. themselves a goal beyond our lesson for which to be Wisconsin–Eau Claire. He has performed in solo flexibility into our teaching. We can do so by loosening recitals across the United States and abroad, is an memorization requirements—something I already do I now know how to use Zoom with a moderate degree of accountable. active recording artist, and is a regular presenter —allowing students to explore additional solo repertoire competency, and have walked students through how to at national and international conferences. change their own audio settings. I have watched tutorials � SHARING MUSIC: (of any genre) they are drawn to, or helping them with I saw a colleague share this idea online and I loved it, chamber music, having no specific goal other than exposure on how to share multiple camera angles via OBS. If ever there is something you don’t understand, you can count so I borrowed it. I added a discussion thread in Canvas, to great music. At my institution, many of the standard our online course management portal, for students to assessment rubrics (which I abhor!) have been cancelled on finding many video tutorials online to lead you through your problem. share links to music of any genre that they are listening for this semester, so I have the freedom to simply teach to at the moment. my students in the moment. You may have limited devices, and that’s okay. Take this time to be able to do the most you can with the technology � LIVE-STREAM RECITALS: Saying Goodbye to Your Comfort Zone you have. You might also plan out what you would like If a pianist was scheduled to give a solo degree recital, I feel very comfortable teaching lessons in my office, with to invest in, if you’re able, should the need for remote they can live-stream it and have a Facebook watch me and the student seated at our pianos. We talk about the lessons extend longer. Also, know that there are others party. They should simultaneously video-record it to week, how life is treating them, practice goals, upcoming in the same boat, and many who are willing to walk you maintain an artifact for grading purposes and for their performances, and obviously work through repertoire through solutions. own later use. Will the quality be the same as if they together. Sometimes they play through a whole piece, were playing on a concert grand in a recital hall? No. and sometimes I stop them after a phrase to work on tone, But again, nothing is ideal right now and we can The Power of One-on-One Connections choose to make the most of it. articulation, phrasing, or pedaling in great detail before As I meet with my students and communicate with them moving on. There is a give and take that happens naturally, during this time, I’m constantly reminded how much we � ONLINE PRESENCE: as we feed off of each other’s energy, body language, and both need our weekly connection. As piano teachers, we Your students consume a lot of musical content online. level of understanding. We’ve all been doing it for years. spend more quality one-on-one time with our students How much have they produced? Do they have a There is nothing immediately comfortable about abruptly than any of their other teachers. While I miss seeing them YouTube channel, or SoundCloud presence? Now is a switching this scenario to one’s home, though! We can be in person, our weekly remote lessons are helping them great time to begin exploring this. Students who have self-conscious about our piano (when was it last tuned, regain a sense of “normalcy” in their lives (and mine) that prepared for their recitals and juries can make videos exactly?), the cleanliness of the part of our home that will they don’t otherwise have. In a time of isolation from the and get familiar with these important platforms. be viewed by the student, the myriad possibilities for

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INCLUSIVE AND ONLINE FOR STUDENTS THE ROLE OF VOICE AND LANGUAGE working with camera angles, and can help give instruction In an online medium, the subtleties of voice tone when audio cuts out or is unclear over the speakers. WHO ARE SPECIAL LEARNERS and timbre are often lost in transmission. Be sure They are also experts at handling behavioral issues. to maintain the usage of clear, concise, and literal The parents of my students are wonderful professionals vocabulary. Instead of “what do you see in measure in this regard and have been my best assistants by Scott Price two?” try saying “In measure number two, left hand, (or sometimes my teachers!). first note, what dynamic marking do you see? Forte? Like most of you, I am currently working from home. Many of our students need to maintain routines and Very good! Can you play measure number two again Be flexible with parents’ choices for instruction. At the time of this writing, our city is under a stay-at- schedules, and they experience anxiety with sudden with your left hand and remember to play forte?” Remember that they may need to cancel lessons for home order, and our public schools, colleges, and change. Communicate with them via their parents that Enunciate clearly, use a positive tone of voice, and give the foreseeable future, or they may need adjustments universities are closed. Like most of you, I have moved you are okay, they are okay, and you will check in with enough time for the students to aurally process what in lesson time or content. I have one situation where all my teaching online including my teaching of students them on a regular schedule. This helps to alleviate anxiety they have heard. Remember that you will be on the screen technology creates a severe “stim” or self-stimulating who are special learners. I am missing my students surrounding their lessons. They may not understand that and out of the student’s direct range or peripheral vision. behavior that manifests in behavioral issues and severe terribly, and worry that I am delivering less-than-ade- you are okay when they do not see you—especially when distraction. This student’s parents have opted to not quate instruction through the new medium—a medium they hear things on the news and may not be able to The use of body language in instruction is often now pursue online instruction, and I have honored their that may be disrupting for those students with learning understand the larger context. They always appreciate ineffective. This means that literal and specific vocabulary request and let them know that their child is welcome differences. I have come to the conclusion that feeling a short email saying “Hello!” or “I’m looking forward and a detailed routine in interpersonal interaction is back as soon as it is possible. Some parents may feel inadequate is okay. If you have similar feelings about to our lesson!” crucial. Remember that they will see you as a large image that asynchronous instruction is best for their children, your teaching, that is okay. What is important is that on the screen. Try not to let your students see any frustration and others may be fine with synchronous instruction. you are there for your students, helping them cope CHOICES IN INSTRUCTION with the online experience reflected in your facial I have found it is wise to also accept their criticism. with an unprecedented situation, providing them with When teaching online lessons, try to keep lessons expression—they may misinterpret that as displeasure They only wish to help us achieve the best learning important social and communicative interaction, and on the same day and at the same time, with the same with them or their performance. I maintain what I call the scenario for their child. helping them maintain a sense of normalcy in their lives. instructional format. Sameness and regularity in lesson “perpetual smile” throughout a lesson. If something is not Many of the people who are part of their daily lives are plan and format should be maintained as much as clear, or there is video lag or audio trouble, you can always BEING THERE FOR YOUR STUDENTS no longer there in the same way—except for you. possible. Go into the lesson with a solid and detailed ask to do it again and the student will be happy to comply Above all, don’t worry. Let your students know that Music teachers are special people in students’ lives, plan, and explain the plan to the students at the with the request. I constantly have to remind myself to you care about them, that you are there to try and and just being there in some way to continue their beginning of the lesson. not shout or raise my voice during the lesson—distance help them, and that you will continue to be there for musical experience is the best thing to be done for them. in location does not mean distance when online. them. If there is a need to cancel lessons, let them know You are probably doing a far better job than you believe. Some students will already have experience receiving that they will recommence in the future and that you instructional content via email, phone, Skype, FaceTime, WORKING WITH PARENTS will be happy to welcome them back to study when WORKING WITH SPECIAL LEARNERS Zoom, or YouTube. If not, communicate clear and Your health and well-being, and that of your family the time is right. Our students are resilient. They have a remarkable detailed instructions on how the online lesson will work. members, are first priorities. Follow your own instincts ability to adapt within a clear and structured framework. Online methods may not be ideal, but they can be and health guidelines from the CDC. Do not feel Less ability to express emotion or thought does not Structure is the key—try to maintain as much structure effective and even fun for the student if the teacher is guilty about protecting your own health by cancelling mean that a student has less emotion or thought. in scheduling, lesson planning, and content delivery open to the options. Be flexible in choosing and using in-person lessons and redirecting to an online format. Our students need our love and assurance, and the as possible. synchronous (real-time) and asynchronous You are extremely dedicated and your desire to conduct knowledge that everything is okay with their study (time-shifted) instruction. in-person lessons is strong. However, the health of and that you will still be their best friend when it comes Use a macro-routine to guide parents in helping you everyone involved is first priority and online lessons to the piano. You are often one of the most important prepare the student for the lesson. They can explain Many of our students are used to working with electronic are the best option at this time. people in their lives. Being there for them means truly that the lesson will be online, and that the student will content. For other students, it is a distraction. Simplicity and simply being there for them, and that is one of the see their teacher on a screen. The lesson will proceed as is often the best option. Typical online instruction with The parents of special learners are experts in managing foundations of good teaching. usual, but the teacher will not be there to provide visual a detailed plan will work for some students. For others, their child’s needs. Don’t be afraid to ask for help or to prompts or the usual interaction. There are parts of the technology can be a distraction during a lesson. In this ask what they need as they continue their child’s piano lesson that may not happen, but that is okay and the case, asynchronous pre-recorded lesson content may be instruction. Find out how they need to receive your SCOTT PRICE is Professor of Piano and Piano Pedagogy student need not worry about it. It may also be necessary an option. The student may also record their practice and assistance. Deliver all messages and lesson content at The University of South Carolina. He is internationally for parents to explain that it is not appropriate for send it to you, or post it on a private YouTube channel. through the parents, and/or copy them on all correspondence recognized for his work in teaching students with autism. students to ask why the teacher is dressed differently, In other cases, technology can be a trigger for behavioral His webinars and articles on teaching students who are with the student to avoid complications. It is important special learners are available through the online teacher or to get distracted by the teacher’s home surroundings, issues. Work with the parents to develop the best approach to do a test run of online software to be sure that all portal of The Royal Conservatory of Music, and the or by the process of working online. There will also be to the lesson. Parents are wonderfully adaptive, know technology connections and settings work prior Piano Magazine website. a lot of “my-turn, your-turn” in the teaching and it will their children best, and often have unique and effective to the lesson. This will help to avoid interruptions, upset, be important to listen very carefully. ideas regarding their own child’s instruction. or behavioral triggers. Parents are also very helpful in 44 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 45 LEARN LEARN

LIST B: continue to engage with music and, to the best extent Supporting THINGS I CAN CONTROL possible, continue to learn. During this time of COVID-19, I have found it is important Flipgrid and Google Classroom to stay focused on the things I can control, as listed below. My college student instructors have taken the lead on building out an online platform, using Google Classroom, Our Students Emotional Supports Flipgrid, and their own creativity to begin offering music During this time of COVID-19, I can control the emotional instruction to all of our OpporTUNEity® kids. As a starting supports I provide to my students, even when virtual point, all of the lead teachers in the program came WHO ARE AT RISK platforms are my only means to provide these things. I do together to create an introductory video [opportuneity this by delivering a steadfast message to all of my students music.org/home/2020/3/31/y9l4q8pupa09euj5h0ghv- that I am here, our music programs remain intact, and that 25eg1yfky] to be shared with all OpporTUNEity® learners by Melissa Martiros we will be waiting to receive all OpporTUNEity® learners and their families. with open arms when social distancing is no longer ® required for the health and safety of all. Our OpporTUNEity Google Classroom is currently filled with all sorts of video tutorials the college students have Flexibility made to stay connected to the kids through music. Our Like many of you, we’ve found ourselves having to shift ® I run music programs that serve the underserved. Specifically, OpporTUNEity learners also submit videos to our team. LIST A: gears quickly, developing contingency plans for online through OpporTUNEity® Music, I lead community-based Both Google Classroom and FlipGrid are free and easy THINGS I CAN’T CONTROL delivery using unfamiliar platforms as we strive to preserve music programs that engage undergraduate music to use. instructional integrity for our students who need music in students through the design and delivery of curriculum and During this time of COVID-19, I worry about the wellness their lives now more than ever. As we strive to do this, we Curriculum Design instruction to children living in poverty. As a program that of all of my students, especially those involved with It is important to note that a major goal of the ® are faced with the reality that some of the children in our relies heavily on institutional resources in higher education OpporTUNEity . And as difficult as it is, it is important ® programs may not have access to home internet. In order OpporTUNEity program is to create space for college to partner with K-12 schools, this past month OpporTUNEity® for me to recognize that I cannot control many of the daily to accommodate most of our students, we have adopted students to take ownership of the program and, as much has been in a state of crisis, along with many other wellness factors that weave in and out of my students lives. an asynchronous approach to delivery. as possible, ownership of all curriculum development and education programs and institutions across the world. For instance, I cannot control: delivery. As we have moved to online delivery, I have That said, not all of our OpporTUNEity® learners have As I work with my college team to build infrastructure and maintained this core value, assisting our college student access to reliable tablets or other devices that are required find solutions through online learning, I find myself deeply • The access to food my students have in their homes. instructors as needed, while also giving autonomy so that for the delivery of online instruction. So, we have worked concerned about the wellness and safety of many of the onus continues to be theirs. It is inspiring to see them • The access to safe childcare during the time together to establish a model of instruction and within that our OpporTUNEity® learners during the COVID-19 crisis. coming together during a time when they themselves are of school closures. model we have developed alternative forms of delivery I worry about the increase in vulnerable situations, the working hard to make sense of what is happening around (i.e., document packets to be sent via email or snail mail them. As one Senior Music Education major said, “We are upward trend in child abuse, the long-term psychological • The loss of family income that will come from if necessary) for students who do not have access to the going to have amazing resumes if we pull this off.” And and behavioral impact this will have, the lack of access parents losing jobs and access to revenue streams technology required for online learning. Above all else, they are pulling it off impressively. to adequate nutrition, the lack of structure, the burden that are already grossly inadequate. I regularly remind my college student instructors that it is of caring for siblings during the hours typically spent in When our OpporTUNEity® learners come to the Anna • The exposure to increased levels of abuse and important to remain flexible, with technology, with our schools, and, most critically, the increased distancing Maria College campus, they cycle through four different trauma that is predicted to unfold during this time. learners, with their instructional plans, and with themselves. from areas of life that typically serve as lifelines for our classes. One of the most important classes is Creative ® OpporTUNEity kids. • The long-term impact this period of quarantine will Continued Instruction Expressions, taught by undergraduate Music Therapy During this time of chaos and uncertainty, when our My deepest fear is that it will take a lifetime for children to have on the lives of the at-risk learners we serve. majors, designed to create neutral space for the college colleagues across the world are faced with the reality of recover from the high levels of concentrated trauma they student instructors and their students to learn from each As much as I want to fix these things, I simply cannot. So, having to change their entire platform for instructional ® will be exposed to during this time. Like so many of my other. During the first week of OpporTUNEity Online, I have made it my intention to continue to provide space delivery, my heart has been warmed by the resulting surge colleagues, working in private studios and public schools, the Creative Expressions teachers reached out to all for music learning and music making, by whatever means of comradery. From social media platforms to the I find myself frustrated by the things I cannot control. children in the program through Flipgrid, asking them to possible, so that we can be a lifeline to our OpporTUNEity® corporate world, I have seen countless instances of people And so, for my own sense of focus, self-care, and mental share back what they have been doing with their time since learners during this time of crisis. stepping up to help others in the profession tackle this health, I have found it helpful to make lists, divided by schools closed in March. Music Therapy major Katelyn enormous challenge. While the approach may be different, things I can control and things I cannot. Sable can be seen addressing 5th grade students in this the message is always the same: As a collective, we will do video. [flipgrid.com/c7006ec1] (Note: You can access all what is necessary to ensure continued instruction so that all Flipgrid videos linked to this article by using a gmail address students, regardless of ability, access, and privilege, may for login.)

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“BEYOND THIS MOMENT & LOOKING AHEAD TOWARD THE FUTURE, I believe it is critical that we document what is happening in this moment, learn from it, and prepare ourselves MENTAL AND SO THAT IF THIS HAPPENS AGAIN, THE NEXT TIME WILL BE EASIER, FOR ALL OF US AND, PERHAPS MOST IMPORTANTLY, OUR STUDENTS.” EMOTIONAL WELL-BEING

Another class we have converted to online delivery is Music leadership team at the schools we partner with, messaging in the Time of COVID-19 Technology, taught by undergraduate students majoring our public-school liaisons regularly and relying on them to in both Music Therapy and Music Education. Our assist with the implementation of our OpporTUNEity® Music Technology team created an online video tutorial Google Classroom. [flipgrid.com/1c010bdb] to be shared across all OpporTUNEity® classrooms. EMBRACING MUSIC AS A LIFELINE by Vanessa Cornett As our OpporTUNEity® learners rotate through our four I’ve been struck by the spirit of togetherness that has classes on campus, they cycle through Chorus, led by Music emerged through social media with the onset of the Education majors. In this video [flipgrid.com/dcc06ecb], COVID-19 crisis and am grateful for my colleagues, Senior Alexis Phillips addresses 7th graders with a first across the globe, who have found common ground in the assignment. Contextually speaking, the priority of all first experience, embracing the opportunity to share ideas, week assignments is to engage the children in the program help, and support each other during this time. As a music so that we can keep them involved as we scale up educator and higher education professional, I cannot online instruction. control many of the circumstances that shape the lives of the children we serve. However, I can control the flexibility We have seven college student piano instructors who of my response and my commitment to continuing to The recent global pandemic has generated a mental webinar, the panelists polled music teachers around provide either solo or duo lessons to all children in the educate through whatever means possible. Beyond this health crisis in our culture. Although experts will not fully the world on social media. Teachers were invited to program. Since we do not yet know which kids have access moment and looking ahead toward the future, I believe it comprehend the psychological effects of COVID-19 for submit their questions and concerns about mental to instruments at home, the instructors have aligned their is critical that we document what is happening in this many years, millions of people around the world are well-being during this time of social distancing and first assignment and inquiry [flipgrid.com/terlato0658]. moment, learn from it, and prepare ourselves so that if this currently experiencing the repercussions. The complex teaching with technology. What has been on the minds happens again, the next time will be easier, for all of us emotions associated with the coronavirus include feelings of music teachers during this global pandemic? Communication and, perhaps most importantly, for our students. of fear, grief, loss, helplessness, worry, loneliness, and a During this time of online instruction, I have found it is sense of feeling chronically overwhelmed. Negative news Psychological Challenges of critical to increase communication across all areas. We updates and worst-case scenarios sustain a culture of Teachers and Students ® widespread anxiety. For people with diagnosed disorders continue to use our OpporTUNEity Facebook, Instagram, Government orders to stay at home or shelter in place and Twitter accounts to deliver broad and positive A strong advocate for inclusion in the arts, such as anxiety, depression, and post-traumatic stress MELISSA MARTIROS has devoted much of her career quickly changed the lives of music performers and ® disorder, these emotions became even more difficult messages to stay connected to our OpporTUNEity to developing programs for underserved youth and teachers. Concerts and gigs were cancelled, churches community at large. I use TextMagic as a communication children with special needs. She is a coauthor of to navigate. Inclusive Piano Teaching, a blog sponsored by the ceased offering live services, and schools closed their method between myself and the parents of our learners. doors. Some parents and students chose to withdraw TextMagic allows me to queue up a group message, Frances Clark Center, and is co-chair of the committee Music teachers are certainly not immune to these on special needs for the National Conference on challenges. The Frances Clark Center hosted the webinar from music lessons for financial reasons, or from lack of schedule it in advance, and send the same message to all Keyboard Pedagogy. interest in online instruction. Many musicians continue parents without sharing my cell phone. (Note: There is a “Navigating Mental Health and Resilience in the Age of 1 to struggle with the aftermath of this sudden loss of fee for this service.) I use GroupMe to stay connected to all COVID-19” on March 25, 2020. This date was, for many ® music teachers, within only one week of beginning online income and the multiple anxieties associated with OpporTUNEity college student instructors so that I can uncertainty and financial insecurity. quickly answer any questions that pop up as they facilitate teaching for the very first time. In preparation for this instruction on their end. The college students and I use Zoom for weekly meetings so that we stay connected and in alignment. And I am in regular communication with the

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Instructors teaching from home quickly noticed the disappearing boundaries between their work lives and home lives as they tried to balance work with childcare, Many instructors will not be able to teach exactly as thoughts, for example, try to limit your daily news homeschooling, or navigating personal space in a full they had before the coronavirus. Perhaps less will be consumption. Perhaps access the news only once a day, house. Others found themselves suddenly alone, with no accomplished during a lesson, or perhaps they will spend limit yourself to only one or two trusted news sources, social interaction at all, craving human contact. Teachers more time connecting with students on a personal level. or rely on a trusted friend to filter and share the noticed they were not able to keep up with the exhausting Teachers can ask themselves: What is most important information you need to know. If social media triggers exchange of information through emails, texts, video right now? What is the most meaningful way we can feelings of anger or fear, schedule a dedicated but limited conferences, news releases, and social media updates. spend our lesson time together? Instructors may find time to check these accounts, or limit yourself to only Empty grocery store shelves and rising death tolls fueled that the answer to that question is not the angle of the one account. camera or the audio quality of a demonstration. rational fears about our own physical health, and the We can be mindful not to absorb the anxieties of other well-being of our students and loved ones. They can experiment with developing other meaningful projects or finding new ways to connect through music. people, whenever possible. Since teachers often act as Teachers reported feelings of complete exhaustion after Video conferencing programs will not always work first responders to students, your students may freely only a few hours of online teaching. Some mentioned Go to optimally, and wireless bandwidth will not always be share their thoughts and fears with you. It can be helpful that, even if everything had gone well, they still broke claviercompanion.com as reliable as we expect. Nevertheless, we can show our to maintain a supportive environment for people to share down at the end of the day from the emotional weight to access: students that we are here for them, and we’re doing their experiences if you also have a personal outlet—so as of so many stressors. Other instructors mentioned their our best. We can embrace new modes of learning with not to take on the additional stresses of your students, feelings of embarrassment or ineptitude around using flexibility and compassion. their parents, or your loved ones. Engage in self-care new technologies for their teaching. Some struggled with • activities to sustain your own well-being. Stress Management During the frustration of troubleshooting technical glitches, some a replay of the webinar The Importance of Self-Care lamented the loss of their personal style and philosophy “Navigating Mental Health and a Global Pandemic of teaching, and some considered quitting teaching Resilience in the Age of COVID-19” Stress management skills have never been more When sheltering in place, the days can seem to run into altogether. Many teachers spent a tremendous amount essential. Piano teachers are encouraged to incorporate one another. Teachers may find they feel more grounded of time and energy working to convince their students • when they establish a daily or weekly schedule that a handout of mental health contemplative breathing, stretching, or relaxation (or more often, the parents) to continue lessons in an exercises into the music lesson for the benefit of them- includes some essentials of self-care. For example, online format. resources for music teachers selves and their students. For example, a lesson might scheduling reasonable bedtimes and waketimes can help our bodies adjust to a new paradigm of completing all Other themes emerged, including complex emotions such • begin with two or three deep breaths together, or with a more structured breathwork exercise where teacher activities while homebound. Planning menus and setting as grief, loss of an established way of life, separation from a short mental regular mealtimes may help encourage good nutrition. extended family members, general uncertainty about the wellness tip sheet and student both breathe in for four counts and out for six counts. And, although fitness centers are closed, we can still future, and many others. Our webinar panelists offered schedule in times for exercise, going for walks, using some helpful suggestions for navigating the many mental • Teachers struggling with chronic worries and other home exercise equipment, streaming workouts, or using and emotional challenges associated with COVID-19. video demonstrations distracting or disruptive thoughts might consider a fitness app. Many apps are free, and others have Establishing Priorities of wellness practices obtaining a notebook, journal, or note-keeping app suspended premium membership fees during COVID-19. for teachers to practice “parking” their worries throughout the day. Teachers may prefer to make use of meditation or yoga For many instructors, teaching in an exclusively online When a troubling or anxious thought arises, jot it down videos or apps, or simply dance or play with their children. environment was a dramatic shift. When scrambling to in the notebook and give yourself permission to worry We are more likely to stick to a fitness routine we enjoy. grasp unfamiliar technologies and equipment, it is easy about it later. Schedule ten to fifteen minutes a day for Self-care includes establishing personal and professional to forget the most important aspect of teaching during dedicated worry time, allowing yourself to fret, without boundaries. Some teachers feel as if they are expected COVID-19: connecting with our students. Some students guilt, either productively or unproductively, for the entire to be available to everyone, including students, family lost all face-to-face contact with schoolteachers who scheduled time. While this activity will not eliminate members, coworkers, and friends, throughout the day. moved to asynchronous or self-directed study formats stressful thoughts, it may help reduce the frequency of instruction. For these students, a synchronous music of those thoughts throughout the day. The number of emails, personal requests, even demands lesson may be the only direct contact they have with from children may have increased exponentially in the last another teacher. A face-to-face lesson with their piano Notice which thoughts and activities tend to trigger few weeks. Attending to all of these can take its toll on teacher might be the only shred of normality in their lives. your own stress levels. If news updates trigger anxious

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both physical and mental well-being. Instead, teachers Mindfulness, the act of objectively focusing attention Piano teachers can create opportunities for themselves challenges and lead to general unhappiness, none of might establish dedicated work time where they will be on the thoughts and events of the present moment, can to develop feelings of competence and resilience. us should remain socially isolated from others if we can relatively undisturbed. They could limit their time answering help teachers cultivate greater equanimity in their lives. Out of necessity, instructors quickly learned new skills help it. Humans are social creatures, and we need to emails or being available to others online. They can set To maintain emotional balance, teachers may choose to continue teaching during the COVID-19 outbreak. find creative ways to interact with our students and an expectation, through an email signature or sign to engage in meditation, prayer, mindful movement, or While we tend to focus our attention on the things that with each other. on the door, that they are only accessible during certain any other contemplative activity. Simple deep breathing didn’t go well, we often forget the many achievements hours. Perhaps creating a small retreat space at home exercises can stimulate the vagus nerve, which may associated with overhauling our home and work lives. We can easily facilitate virtual meetings or classes —a space that is yours, and where you can go to be alone counteract some of the anxious feelings triggered by If we choose to treat life as an experiment rather than a with small groups of students. These can be studio —will help reinforce those personal boundaries. the body’s fight-or-flight response. test, we may be more inclined to step even further outside performance classes or other types of gatherings around our comfort zone. For example, you might try a new music a specific theme. For example, students can watch a Teachers are encouraged to develop their own self- app or online music theory program, experiment with video together and discuss the interpretation of a piece compassion practice to help with chronic stress and setting up another device to act as a second or third of music. We can show clips from documentaries or self-criticism. Any practice that involves some form camera in your teaching venue, or try sending an email connect through storytelling. Precollege teachers might of gentle self-kindness may be effective: journaling, using a voice recognition program. If something goes play theory games or hold friendly contests such as timed self-compassion meditations, positive self-talk, well, internalize and celebrate those successes. flashcard drills. These pedagogical ideas are also It is never too early for inspiring affirmations, acknowledging successes, strategies for connecting students with each other students to learn that, when people encouraging curiosity, or embracing vulnerability. We can develop resilience and encourage mental in creative ways. These practices can bring about a sense of inner well-being outside of the teaching studio. Engaging in are struggling, it can help to reach balance and mental flexibility. meaningful activities can help us maintain that balance Teachers might use discussion forums to interact with out to those in greater need. between our work lives and personal lives. Teachers students on a more social level. These can be set up using Developing Resilience around the world are finding new, or returning to old, a learning management system (Canvas, Blackboard, In doing so, we unite our students Moodle), a free online discussion board program, or Resilience, the ability to recover quickly from setbacks, is pastimes that bring them joy, or that offer the opportunity and connect with each other in to develop a new skill. Some are remembering how to through a private social media group. Students may most readily developed in times of difficulty. When viewed choose to upload photos of their practice space at home, ways that may transcend from the perspective of a growth mindset, the challenges knit, quilt, bake bread, or garden. Others are learning new skills such as yoga, martial arts, podcasting, members of their families, videos of their pets, or their music making. of a global pandemic offer ample opportunities to build own personal how-to videos. Teachers can set up a inner strength and fortitude. Teachers, their families, and origami, restoring old furniture, pickling vegetables, or mastering the elusive Rubik’s cube. While it is admittedly gratitude board for weekly posts, or organize a forum their students are obliged to prioritize their efforts and for students to share their favorite ideas for stress offer their time and energy to what matters the most. fun and relaxing to binge on Netflix or scroll through social media accounts, those activities aren’t as purposeful management or for fun things to do at home. Such Teachers and students alike can find ways to cultivate or satisfying as those which allow us to develop a new a studio activity may not seem to be related to music instruction, but may help students share and connect Teachers often believe they are expected to be enthusiastic feelings of competence and empowerment. We may not skill. We might never again have the time to learn wood- be able to control a pandemic or the actions of others, working, chess, winemaking, birdwatching, card tricks, with each other in order to interrupt the current cultural and passionate all the time, at all costs. With online narrative of fear and stress. teaching formats, it can feel as if there is an imbalance but we can focus our attention on the small victories in or take free online courses as we do right now. For those between the amount of energy expended by the teacher, our lives. Piano lessons naturally build resilience because who are homeschooling with even less available free time, We can also connect with our adult friends around and the energy coming back from the student. Some they help students develop competence in learning a new learning a new subject along with the kids can be the world through group video conferencing, happy teachers find they are speaking louder or gesturing more skill, and they necessitate the ability to acknowledge equally satisfying. hour gatherings, even shared meals via Zoom, Skype, mistakes and work to improve them. Instructors can enthusiastically than they need to. We can adopt a Connecting with Others or Facebook video chat. We can make the effort to get slower, gentler pace if needed, to conserve our energy. introduce other activities to help students feel empowered, in touch with long-lost friends, even organizing small If the hours of synchronous online teaching begin to such as short improvisation, composition, or other The worldwide call for social distancing can lead to reunions or virtual social retreats. For teachers who are feel too strenuous or taxing, we can experiment with creative projects. Online recitals for parents, pets, feelings of isolation, loneliness, and listlessness. It may be tired of video conferencing, an old-fashioned phone alternating real-time lessons with evaluating student or long-distance relatives can improve confidence. more helpful to think of this as a call for physical distancing call can offer the opportunity to catch up with friends videos or other forms of asynchronous instruction rather than social distancing, because people tend to and family members while walking or gently moving which can be completed in our own time. be happier when they maintain connections with other the body to offset sedentary hours of work. people. Since true isolation can exacerbate mental health

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It may help to remember that we can always choose to Finally, teachers are encouraged to be aware of the reach out and assist our communities. Many people are mental health and emotional well-being resources struggling with feeling lonely and isolated, including available to them. These resources change rapidly, our seniors, shut-ins, veterans, and the mentally or so it will help to check in periodically with reputable Physical Health chronically ill. A global pandemic can remind us of the mental health and wellness organizations. The Frances many ways we can reach out and help struggling people Clark Center has developed an online resource list of without necessarily donating money or venturing outside. books, articles, websites, blogs, apps, social media and Wellness Considerations Teachers might organize a studio service activity to resources, and other information for music teachers in involve students in writing letters or drawing pictures the time of COVID-19. Now, more than ever, is the time for people in need, creating music recordings to share, to be proactive in maintaining emotional balance and or inventing other community service activities. It is mental well-being for ourselves, in order to be present FOR ONLINE TEACHING never too early for students to learn that, when people for those around us. are struggling, it can help to reach out to those in greater need. In doing so, we unite our students and connect with each other in ways that may transcend music VANESSA CORNETT is the Director of by Vanessa Cornett making. Dr. Parker Palmer wrote, “Good teachers Keyboard Studies and Associate Professor of Piano possess a capacity for connectedness. They are able and Piano Pedagogy at the University of St. Thomas in Minneapolis–St. Paul. She is author of the book to weave a complex web of connections among The Mindful Musician: Mental Skills for Peak Performance. themselves, their subjects, and their students so that students can learn to weave a world for themselves… The connections made by good teachers are held not NOTES in their methods but in their hearts—meaning heart in its 1. The webinar panelists were Dr. Vanessa Cornett, Dr. Jessica Johnson, Dr. Noa Kageyama, and Dr. Julie Jaffee Nagel, all of whom contributed valuable information for this article. ancient sense, as the place where intellect and emotion 2. 2 Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life and spirit and will converge in the human self.” (San Francisco: Jossey-Bass, 1998), 11. The need to shelter in place during the COVID-19 important instructions, maintaining a safe social pandemic has transformed the way music instructors distance, has changed the lives and livelihoods of interact with their students. Most teachers now rely on music instructors around the world. various technologies to facilitate remote instruction for lessons and group classes. While this shift is essential Until recently, most piano teachers interacted with their to slow the spread of infectious disease, the sudden move students in person, on a regular basis, and often within to online instruction has created new challenges for a small teaching space. Many of us sat very close to our teacher health and wellness. Online teaching is, perhaps students in order to play the piano along with them, ironically, strenuous to the physical body. The following to keep small children focused, or to correct student The connections made by guidelines are intended to serve as reminders for teachers alignment and hand position. The natural proximity to be aware of their own physical health and well-being between music teacher and student is something that good teachers are held not in their as they adjust to new modes of instruction. many of us will no longer take for granted. According methods but in their hearts— to the CDC, airborne pathogens are more likely to be The Importance of Physical Distancing transmitted within a space of six feet. While the meaning heart in its ancient sense, recommendation to maintain a six-foot distance in as the place where intellect and emotion The Center for Disease Control (CDC) regularly updates between people is physically possible in some teaching its health and wellness guidelines to help curb the spread venues, it is far from ideal. Until the global pandemic and spirit and will converge in 1 of the coronavirus. These guidelines, now familiar to has passed and the CDC issues less stringent guidelines, 2 the human self.” most people, include washing the hands frequently for teachers are obliged to discontinue in-person lessons twenty seconds using soap and warm water, using a entirely. Consider that, when the health and well-being hand sanitizer containing at least sixty percent alcohol, of our students, ourselves, and our families are concerned, avoiding touching the face, and disinfecting frequently it is always better to exercise extreme caution. touched surfaces on a daily basis. One of the most

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Caring for the Physical Body Caring for the Voice

Remote teaching often requires instructors to remain activities at the beginning and/or at the end of each Many piano teachers are reporting the effects of vocal higher in pitch than most people naturally speak, but stationary, usually in front of a camera or computer lesson; these activities will benefit both of you! Some strain and overuse after only a few hours of teaching from not so much higher that it sounds unnatural. You might screen, for several hours a day. For many teachers, this medical professionals recommend five minutes of rest home. Since the communicative effects of subtle facial find that you then feel some vibrations on either side of represents a dramatic shift in teaching style. A sedentary or movement for every twenty-five minutes of practice expressions and body language are often lost in a video your nose; these sympathetic vibrations are what some teaching environment, combined with excessive computer or sitting. Consider alternating synchronous teaching conferencing format, teachers must rely more and more voice teachers refer to as speaking or singing ‘into the use, can lead to chronic misalignment, muscle strain, with activities such as evaluating recorded videos or on verbal instructions and feedback. In short, many resonance.’ This sound projects more easily and joint inflammation, nerve compression, eye strain, and sending recorded voice memos. teachers are using their voices more than ever before. requires less energy, so you’ll be able to speak longer other medical problems. The following advice is intended without getting vocally fatigued.” 2 to help prevent soreness, pain, or injury in teachers, • Protect your hands, especially your thumbs and • Be sure your physical alignment is conducive while facilitating healthy teaching and music-making. wrists, from excessive computer and gadget use. to proper vocal production. This is not often in • Stay hydrated. This is good advice for any teacher Establish working “office hours” if possible, limit use the forefront of our minds, especially when we are who may be too distracted to remember to drink • Be mindful of your posture and alignment, which of the computer in between students, and strive to send distracted by the technology and logistics of online enough water during a long teaching day. Consider are often compromised and somewhat artificial shorter emails. Make frequent use of voice recognition teaching. Nevertheless, a tight jaw, jutting chin, keeping a water bottle nearby to track your water when in front of a camera. Vary the height and features on phones and computers for composing texts, or poor posture can negatively affect our ability intake, since hydrated vocal folds facilitate healthy position of the camera or your chair if possible, or emails, and reminders, in order to reduce typing. to speak with a healthy technique. vocal production. periodically change your teaching position from (You can paste a disclaimer that you are using such sitting to standing. Realize there is no need to lean a feature, to justify any typos.) Some smartphones • Speak at a normal volume when teaching. • If possible, monitor and adjust the humidity in your into the microphone to be heard. Once you are have a hidden scroll bar on the right side of the screen; Some people speak loudly when talking on the phone environment. Try to aim for a minimum of thirty-five positioned to begin teaching, consider adjusting the dragging this scroll bar will help eliminate repetitive or teaching online, even though this is unnecessary. to forty percent humidity, especially in the bedroom view on your screen so that the student can see you, scrolling motions with the thumb. Have students or Students will hear you if your microphone is positioned at night. For some people, fifty percent humidity may but you do not see yourself. Eliminating that distraction parents take notes during the lesson, or write in their properly. If not, trust that your students will let you be even better for their vocal health. may encourage the body to move more naturally. own assignment notebooks, to allow you to rest know if they are struggling to understand you. They can always adjust the volume on their end if • Be aware that some behaviors can negatively affect Remember that a good seated alignment does not your hands. the voice. Try to avoid clearing the throat, coughing mean a rigidly straight posture, but one that allows necessary, you can reposition your microphone, or • Try to prevent eye strain whenever possible. you can wear an inexpensive headset with built-in mic. unnecessarily, or eating foods that produce excess for natural balance. You might think about balancing phlegm. Lemon water can help alleviate the need to the ears over the shoulders, balancing the shoulders Limit the time you spend on your computer, tablet, When using noise-canceling headphones, you may or smartphone when you are not teaching. Consider choose to cover only one ear in order to better gauge clear the throat. If your voice already feels scratchy or over the hips, keeping the back of the neck long, strained, a hot beverage with honey can help soothe and keeping the shoulders down and back rather finding alternatives to playing games, reading the the volume of your speaking voice. news, or interacting with others using digital media. a tired voice. than rounded forward. • Speak at an optimal pitch to avoid vocal fry and For example, substitute an old-fashioned phone call • Finally, consider taking a few singing or speaking • Reduce unnecessary tension as much as possible for a video chat, or play a board game instead of fatigue. Many teachers speak too low, allowing the voice to fall in pitch at the ends of phrases and sentences. lessons. You might trade lessons online with another when you are teaching. For some teachers, online a computer game. You can reduce the glare on some teacher, or organize a group master class for your teaching can be a source of anxiety or uncertainty. screens by adjusting the brightness, contrast, or color Dr. Kristine Hurst-Wajszczuk (University of Alabama at Birmingham) advises, “The easiest solution is to speak piano colleagues. A voice specialist can help a piano We can easily try too hard to offer an error-free lesson, temperature settings; it may also be beneficial to teacher improve her breathing, vocal production, attempt to maintain a smile for several hours, or increase the size of the text. Some teachers may in the pitch area closest to where you most easily make the affirmative sound, ‘mm-hmm.’ This is usually a bit resonance, and posture, and offer helpful warmups unknowingly hold excess muscle tension elsewhere in prefer to invest in a matte screen filter, or in computer for the voice. the body. Chronic tension can lead to pain and injury, glasses or digital screen protection (blue light blocking) and can also exacerbate emotional stress and anxiety. glasses. It is also beneficial to take frequent breaks to As much as possible, just be yourself. Your students rest the eyes. appreciate you just as you are. • Finally, don’t wait until you feel stiffness, discomfort, • Stand up and move in between appointments, or pain! Be proactive in caring for your body, your most especially in between lessons or classes that have important resource as a music teacher. Please visit been scheduled back-to-back. If possible, adjust your claviercompanion.com to view some helpful short teaching schedule to allow for more time in between videos on healthy stretching, breathing, and relaxation students. Engage students in moving and stretching for music teachers.

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Protect Your Hearing DELIVERING PIANOS TO THE

We must never forget that our ears are our most health. In fact, connecting with our bodies and safe- UNIVERSITY valuable instruments, and the most important asset for guarding our physical well-being can help ground us our livelihoods as music instructors. Music teachers are in the present moment and focus our attention on what already at greater risk of noise-induced hearing loss is most important during this time. OF MEMPHIS STUDENTS because of the nature of their profession. With online teaching, we are now using more headphones, earbuds, Forward by Artina McCain, Jonathan Tsay, and Casey Hilder and microphones than ever before, and we are relying VANESSA CORNETT is the Director of on artificially amplified sound. Remember to adjust your Keyboard Studies and Associate Professor of Piano audio volume frequently. If you increase the volume by and Piano Pedagogy at the University of St. Thomas two-thirds or more, it will likely be too intense for your in Minneapolis–St. Paul. She is author of the book The Mindful Musician: Mental Skills for Peak Performance. ears. Consider alternating between using earbuds or As schools around the country quickly closed their doors, they just as quickly headphones and relying on your computer’s built-in opened virtual classrooms. While the transition wasn’t an easy one, many applied speakers during teaching activities. piano professors were faced with an additional hurdle—students who had NOTES 1. Center for Disease Control, “Coronavirus (COVID-19),” 2020. no instruments for home practice. New, creative, and bold measures were necessary These guidelines only begin to scratch the surface of https://www.cdc.gov/coronavirus/2019-ncov/index.html. the many important health and wellness considerations 2. Kristine Hurst-Wajszczuk, personal communication with the author, in order to keep their students playing. University-owned pianos were delivered for teachers engaging in online instruction. Although March 29, 2020. to students’ homes. Others reached out to local music stores, community members, many factors seem out of our control during the and churches to help fill this void. The following interview from the University of Memphis COVID-19 global pandemic, most of us do have the details one example of how universities are taking swift action to keep their ability to monitor certain aspects of our own physical students playing through these unprecedented times.

The University of Memphis Rudi E. Scheidt School of wouldn’t have the usual level of access to the building Music (RESSOM) teamed up with a Memphis local music and instruments. Pianists are in a unique position, store, Circle Music Center, to bring pianos directly to often relying solely on the university to provide access the residences of more than a dozen piano majors. Our to practice instruments. Purchasing or renting these We must never forget university, like many around the country and world, is instruments on their own, especially on short notice, looking for innovative ways to continue student’s musical absolutely wasn’t an option. Not wanting any student to that our ears are our most education while sheltering in place due to the ongoing remain on campus, our director approved the rental of VALUABLE INSTRUMENTS, coronavirus pandemic. instruments for our students. Following our discussion, I reached out to Circle Music Center, a local music store, and the most important The RESSOM students received pianos on an indefinite to get an idea of their inventory. Then my colleague loan from Circle Music Center as part of a plan created and I began to work on assigning them to our students. asset for our livelihoods as by Dr. Artina McCain, Coordinator of Piano Studies, music instructors. Dr. Jonathan Tsay, Assistant Professor of Piano, and Dr. Jonathan Tsay: After hearing the wonderful news from Kevin Sanders, Director of the Rudi E. Scheidt School of Dr. McCain and Dr. Sanders, I started by surveying Music at the University of Memphis. The following is my students and their living situations. For larger an interview conducted by the University of Memphis’ instruments, we wanted to make sure their residences College of Communication and Fine Arts Media Director, were ground-level with walls that were somewhat Casey Hilder. isolated from other units. While we are taking our students’ musical progress into consideration, we’re Casey Hilder: Artina, tell us how this initiative began. also trying to be considerate to the rest of the Artina McCain: I was speaking with our director, neighborhood, as well. Dr. Kevin Sanders, about how we could best serve our piano students during this bizarre time, since they

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Chuck Taylor, General Manager with Circle Music Center Yamaha Hybrid that Circle Music Center delivered to in East Memphis, is credited for organizing the delivery her apartment. efforts and expediting the loan process to get a variety of THE PIANO IS REALLY THE ONLY INSTRUMENT pianos to the residences of local students, a value worth AR: I’m just really happy that this isn’t yet another thing tens of thousands of dollars. that I have to worry about in this very daunting situation. The last thing I want to be worried about right now is THAT IS SO DEPENDENT ON CERTAIN SPACES LIKE A Taylor, a musician himself, understands the unique challenges how I’m going to create my art. This is just a great presented by the unique nature of the instrument. opportunity that The University of Memphis has provided, MUSIC HALL, PRACTICE ROOM, OR HOME SET UP. to allow us to do something that brings some sense of normalcy in our lives and to do it in such a ridiculously effective way when speaking to the quality of the instruments. LJ: This is a one-of-a-kind thing for our residence spaces, Natalia Vanegas, a first-year DMA international student even though I actually think I’m the only one currently from Colombia, sees the availability of an instrument in her staying on my floor. I’ve started working on expanding residence as musical therapy and a source of stress relief my repertoire and I think Dr. McCain will be very happy during uncertain times. when she gets to hear how I’ve progressed. NV: We’re out of [the classroom and practice rooms] Students will keep the pianos for at least the remainder —which is bad—but at least we are still able to practice, of the semester and The University of Memphis is covering which I was very concerned about. Everything is worse things on a month-to-month rental basis, according without a piano, but having one here helps me feel much to McCain. less anxious about this whole situation we’re in. AM: We were thrilled to have our director and school Lance Jackson, a freshman from Texas, who has remained support this initiative that was helpful to so many PHOTO: University of Memphis student receiving his piano. Photo courtesy on campus throughout the coronavirus outbreak, was students! We, like everyone, are learning SO much of College of Communication and Fine Arts, University of Memphis. delivered a Yamaha Clavinova. during this time and honored to serve our students in this way. CT: The piano is really the only instrument that is so LJ: I’m an RA, so I have to stay here on campus. The dependent on certain spaces like a music hall, practice whole music building is closed, so I really needed this as room, or home setup. And we’re talking about students a way to practice. I thought I was going to have to get —many from out of town, probably living in apartments JONATHAN TSAY is Assistant Professor of Piano at my huge piano shipped from home somehow. The University of Memphis. Tsay has served as Artist and student housing—they don’t have the resources to and Presenter for Cliburn in the Classroom, as Artistic be able to bring their piano from home. Most musicians Jackson is currently practicing his craft in a residence hall Director for Ensemble75, and Head of Piano at the at that level need to practice hours and hours a day, it’s designed for 750 with only 90 students remaining. Chloé Trevor Music Academy. www.jonathantsay.com their life, their aspirations, their future. AM: We were thrilled Circle Music jumped into action very fast! The idea came up on one day and deliveries CASEY HILDER is a Memphis-based writer, photo- grapher, graphic designer, and adjunct instructor with started the next. Since we had to work with what the the University of Memphis’ Department of Journalism PHOTO: Student playing the new acoustic piano at home. Photo courtesy store had in stock, we prioritized acoustic and hybrid and Strategic Media. of College of Communication and Fine Arts, University of Memphis. instruments for graduate students and those preparing recitals. Lucas Scott Smith, undergraduate piano performance major, was among the first to receive a piano in the form ARTINA MCCAIN is an Assistant Professor of Piano at University of Memphis. She enjoys an active career as of a Yamaha upright. a solo and chamber performer, educator, and lecturer. More info at artinamccain.com LS: [The Yamaha upright] is very nice, with a beautiful sound. This piano is definitely going to help me practice way more, especially since it’s right here in front of me!

Angelica Rendek, a first-year DMA student from Illinois, PHOTO: A student plays his new keyboard. Photo courtesy of College who also offers private lessons, will be able to continue of Communication and Fine Arts, University of Memphis. to teach her classes effectively online with the help of the

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would come to call COVID-19 in Wuhan, China since Many who teach online find that scheduling breaks between TEACHING MUSIC ONLINE: December 2019 would impact humanity as it has. In just a students is helpful. This can allow you time to reflect on few short months, we have learned how interconnected our what went well and what you will want to improve before PAST, PRESENT, AND FUTURE OPPORTUNITIES world is. We have curtailed our travel and our daily activities the next lesson with that student. Taking notes on each outside of the home. Our children and young adults no lesson is especially helpful for future lesson planning. Plan longer leave the home for school and university. Many of us time for reflection. Poor teaching and mistakes are magnified by Pamela D. Pike no longer leave the home for work—if we are lucky enough online,8 so be patient as you explore what didn’t work and to still have employment. We exercise physical distancing in be creative in how you can improve your clarity, intention, LEARNING BEFORE 2020 musical or physical education during school hours. In the order to protect ourselves, our neighbors, and our fellow and musical expression online. Some teaching techniques While teaching online is a new adventure for many spring of 2020, when most schools have moved teaching human beings in our own countries and throughout the that work well in a face-to-face lesson, such as side coaching professional musicians, it is an extension of distance and learning online, musical enrichment is more important world. Now, those of us who make our living teaching piano (or giving instructions while a student is playing) are not education that began in the United States in the nineteenth than ever. must teach online. possible online due to latency, or lag. 9 Thus, developing century and was subsequently developed in Europe, different strategies to achieve your objectives and goals Canada, and Australia. 1 Often, these were courses offered Today, when a parent wants to enroll a child in piano lessons Piano teachers are creative and resourceful individuals. may be necessary. 10 through extension services or continuing education or when an adult (of any age) wants to begin or return to Although many of us work alone, we are part of larger programs (now often called lifelong learning or distance music lessons, they turn to the internet first. I’m not suggesting teaching communities with whom we interact regularly. Students will need to be more autonomous in the online courses) at universities. I myself took a correspondence that they are interested in studying piano online (though In recent weeks and months, piano teachers have flocked environment. If students are not accustomed to marking course in literature as an undergraduate. It allowed me not some are), rather, our society has become so comfortable to their online teacher groups and our trusted educational annotations on their scores, making practice notes, or only to attend a summer music program in the United using the internet as a source of information that people organizations have sourced and curated much-needed reinterpreting your verbal instructions, you will have to remind States, where I could study piano, but also take a university seek out piano teachers by looking online at teacher resources from expert online and piano educators (see for them to do these things. Although this initially changes the class for credit. I read assigned novels, listened to lectures on websites, piano teacher locator sites, and parent blogs to example, claviercompanion.com/teaching-in-the-time- pacing of the lesson, it creates self-sufficient learners. In my tape, made my own notes, read my professor’s notes, and find qualified piano instructors. This is why local teacher of-covid-19 and this special COVID-19 issue of Piano experience, within a few lessons students no longer need wrote essays on assigned topics which I sent back to my organizations have teacher-finder portals on their websites Magazine). We are learning from experts who have been reminders about making notes and their speed in making professor in Canada for critique and grading. In the field and why we spend considerable time ensuring that our teaching online for many years, from research that annotations increases. Parents of younger students will need of music, theory and history courses lent themselves to this studio websites reflect our musical and educational indicates what works in the online environment, and by to be present to take notes and assist with the technology, distance format, whereas studio music instruction did not. philosophies. Our websites are our calling cards. daily reflection on our individual work with our students. but I have found that this makes them better practice partners throughout the week. As musicians who have been trained using traditional Piano students of all ages are comfortable using online HIGHLIGHTS OF TEACHING nineteenth-century approaches, learning to play an resources, such as asynchronous video tutorials, AND LEARNING ONLINE We might share practice sheets, assignments, student and instrument means regularly going to the studio of the music performance videos, or informal synchronous music-learning When embarking on any new teaching endeavor, remember teacher compositions, video tutorials, and the like via the teacher, waiting our turn for a lesson, entering the room at communities, to learn how to refine technique or music that cloud or a file-sharing platform. Students benefit from the 4 to sequence your learning and all learning activities for the assigned time, having our lesson, then returning home, they want to learn. They may study Bach, Heller, and students within the lesson. As with all new teaching endeavors, extra engagement and help during the week as they work practice assignment in hand, to work, learn, and prepare for Burgmüller in formal piano lessons with us, but they turn to begin simply. Start with a simple computer webcam, through their assignments. Having students check-in by next week’s lesson. We supplement and test our individual the internet to learn how to play their favorite pop song or microphone, and piano. As you become more comfortable, sending videos of a specific piece or challenging section learning by attending and performing in group studio “Für Elise,” if we haven’t taught it to them. So, for many of you can experiment with additional cameras, microphones, of repertoire is another verified way to keep students classes, master classes, and recitals, all in person, of course. our students, this informal way of discovering how to play and speakers, but remember that your students may not accountable and motivated throughout the week, while For years, I’ve worried that music programs do not train the piano or engaging with music is not completely foreign. have access to such equipment. As you and your students being able to hear a higher-quality performance than is possible on a video-conferencing platform. students for the twenty-first-century realities of performing, In many parts of the world, students may not live in close find the optimal set up for the technology, use this time to teaching, and learning. While technologies have been proximity to a professional piano teacher, thus seeking out help your students develop their listening skills and their ability developed that allow us to teach piano online, 2 and these to communicate about the sounds that they are hearing. THE PROMISE FOR OUR FUTURE distance music instruction may be the only option to study The good news is that these teaching and learning strategies have been showcased at our professional teaching piano. 5 Many people study asynchronously through video 3 Plan each lesson carefully, include scaffolding activities that (mentioned here, in other articles in this issue of the Piano conferences, few teachers have made the leap to online tutorials that can be purchased and streamed online. For teaching or adopted hybrid teaching approaches where will enable students to build upon their existing knowledge. Magazine, and in the Frances Clark Center’s webinars and adult students, this provides the added benefit of being able Be sure that lesson activities are varied and that skills online resources) work, whether we are teaching online students may engage in some online resources to study at one’s own pace and can be especially helpful if between lessons. transfer between activities. While face-to-face teaching exclusively or in traditional face-to-face lessons. Access to the instructor is a highly-trained professional piano teacher. demands our full attention, many find that teaching online asynchronous resources throughout the week can have a The truth is that human beings have a natural propensity Others study with a piano teacher synchronously online is more intense because it can be more difficult to detect positive effect on student achievement and motivation,11 for and a desire to learn. We are born with a thirst for weekly. Teachers throughout the world have been teaching subtle visual and aural cues, some of our teaching strategies as do synchronous online check-ups with students knowledge and many of us continue to quench it through- instrumental music lessons online for many years now and have to change, and with a basic video-conferencing set between lessons. 12 out life by engaging in all kinds of learning activities. For researchers have been studying the viability of online music 6 up we must listen more intently to hear less-than-perfect children, this includes formal schooling and after-school lessons and best practices in teaching music online. musical sound. Backchanneling, verbal cues that encourage I completed my first interactive distance learning certificate activities, such as music and sports endeavors. We need a speaker to keep talking, are not possible or interrupt the in the early 2000s and have been employing asynchronous AND THEN 2020 DAWNED to remember that these activities are essential enrichment flow of synchronous lessons, so pacing and presentation online teaching with my group and individual students of all As we toasted the new year at 12:01 on January 1, 2020, very programs because many children no longer benefit from of new concepts will have to be adjusted. 7 ages since. I first engaged with synchronous online teaching, few of us realized that the festering outbreak of what we 62 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 63 LEARN LEARN LIFE IN MUSIC with an optimal set-up, less than five years later. Prior to to our lives and to find ways to express ourselves during 2020, most of my individual students studied face-to-face, these uncertain times. We must make every effort to bring but I have continued to teach synchronously online since the gift of music to our students online. We don’t have to my first foray into this medium. My online-only students be perfect during these first lessons online, we just have to participate in our studio recitals and other group events. prepare, do our best, and be there for our students. As I’ve taught children and adults online. I’ve met some of my we develop our online teaching skills, we will be better online students in person, while I’ve gotten to know others prepared to share the gift of music with our current and Music is the language of the spirit. via Skype or Zoom exclusively. I’ve been researching online future piano students. It opens the secret of life bringing peace, instrumental teaching and learning from colleagues around the world during the past decade and a half. Thus, based abolishing strife.” on my personal experience and research, I end with a few PAMELA D. PIKE is the Barineau Professor of Piano thoughts about music teaching, learning, and online Pedagogy at Louisiana State University. She has - Khalil Gibran instruction that I know to be true, as these give me hope authored Dynamic Group-Piano Teaching, book chapters by Jennifer Snow and articles on various pedagogical topics, and is

for our future as professional music educators. author and host of the asynchronous beginning course, How To Play Piano. The Online Medium Reflecting on these last months, it is hard to process the more than ever, and music teachers are the bright light for Our students are more comfortable in the online environment overwhelming changes that have taken place all over the many around the world. Our students have shifted to online than we realize. We have acculturated our students to NOTES world because of the pandemic crisis we are enduring. learning environments with limited engagement with peers expect piano lessons to be in the same room, sitting side by 1. Farhad Saba, “Distance Education Theory, Methodology, and Epistemology: I have been deeply moved by the incredible generosity of our and mentors. The time students spend with their piano A Pragmatic Paradigm,” in Handbook of Distance Education, eds. Michael Grahame side, where we teach, perform, coach, and learn. While this Moore and William G. Anderson (Mahwah, NJ: Lawrence Erlbaum Associates, Inc., noble community as we are forced to innovate and reimagine teachers is enriching on many more levels in these times of may be the ideal setting for a piano lesson, learning online is 2003), 3. our lives. One only has to view the outpouring of sharing of isolation. The power of music elevates the days of students 2. George F. Litterst, “A Window Into My Teaching World,” in Creative Piano Teaching, eds. possible and human beings are remarkably resilient and James Lyke, Geoffrey Haydon, and Catherine Rollin (Champaign, IL: Stipes Publishing, new practices between individuals and groups to know that and their families and gives them a space to dream and flexible. With thought, planning, and care, we can help our LLC., 2011), 191–196. we are a resilient, creative, and empathetic community. be freely imaginative. On our tough days, it is the joy of 3. Several recent presentations include Mario Ajero and João Paulo Casarotti, “Online students adjust to the online medium where they can Piano Lessons: Making Meaningful Connections,” (Presentation, 2016 MTNA National Never has the practice of gratitude and service been more our students’ discoveries and expressions of enthusiasm continue to develop piano skills. Conference, San Antonio, TX, April 4, 2016); João Casarotti and Stella Sick, “Online essential. At the Frances Clark Center, we aspire to take for music that motivates us. For our colleagues who are Piano Instruction 101: Making Meaningful Connections,” in 2019 National Conference on Keyboard Pedagogy Conference Proceedings (Kingston, NJ: Frances Clark Center), 84–85; that positive energy and infuse it directly into the mission of the struggling and suffering deeply, we extend our benevolence Skilled Teaching Kristin Shoemaker, “Mud Huts, MIDI and Light Bulb Moments,” (Ped-X Presentation, Center to serve our wide-ranging piano education community. and compassion. I’ve become a better teacher because of my synchronous 2011 National Conference on Keyboard Pedagogy, Lombard, IL, July 2011). 4. Radio Cremata and Bryan Powell, “Digitally Mediated Keyboard Learning: Speed of and asynchronous work with students online. Even before Mastery, Level of retention and Student Perspectives,” Journal of Music, Technology & Our small but deeply committed team, has been working I frequently return to the quote by Martin Luther, “My heart, teaching online exclusively, I used synchronous and Education 9, no. 2 (July 2016): 145–159; Courtney Crapell and Alejandro Cremaschi, tirelessly to respond to the immediate and urgent needs which is so full to overflowing, has often been solaced and “Fear Not the Machine: How Technology Can Expand the Role of the Teacher,” Clavier asynchronous tools with my students regularly. I suspect Companion 7, no. 4 (July 2015): 26–29. of our professional community. We have formed advisory refreshed by music when sick and weary.” Music brings that every reflective piano teacher who is learning an 5 . Pamela D. Pike, “Dismantling Barriers to Quality Music Instruction for Older Adults in taskforces on topics of technology, health and wellness, us much-needed cohesion in fractured times and it is our Rural America: A Collective Case Study of Six Adults Taking Online Synchronous Music independent and community teaching, higher education, beacon of hope and inspiration as we navigate the dark unimaginable amount about teaching right now, will take Lessons,” (Paper presentation, Suncoast Music Education Research Symposium, Tampa, tools that they are currently using in the online environment FL, February 6, 2015); Pamela D. Pike, “Synchronous Online Lessons: A Gateway to and professional issues. All of those incredible individuals moments. With a focus on our humanity, we will manage Learning for Older Adults,” CEPROM 2020 Proceedings (Victoria, Australia: International have jumped into action without hesitation and given freely this crisis together and forge forth to brighter days and employ them strategically to increase student learning, Society for Music Education, forthcoming). self-sufficiency, and motivation in the future. 6 . Gilles Comeau, Yuanyuan Lu, and Mochael Swirp, “On-site and Distance Piano of their time, expertise, and creativity to respond to the ahead. We look forward to recovering and bringing the Teaching: An Analysis of Verbal and Physical Behaviours in a Teacher, Student and needs of our community. Our editorial team at Piano best innovations with us into the future. In times of great Parent,” Journal of Music, Technology & Education 12, no. 1 (May 2019): 49–77; Richard Studio Growth J. Dammers, “Utilizing Internet-based Video Conferencing for Instrumental Music Magazine sprang into immediate action to bring you this uncertainty and change, we know we can rely on the Teachers who are currently learning to teach online Lessons,” Update: Applications of Research in Music Education 28, no. 1 (November 2009): valuable resource hoping to inspire, support, and connect transformative power of music to sustain us, our students, 17–24; Diana Dumalvwalla, “Striving for Excellence in Online Piano Pedagogy: effectively, may have more opportunities to expand their Characteristics of Expert Teachers Using the Video-Conferencing Format,” us in these challenging times. Our webinar series continues our communities, and our world. studios in the future. As families become more accustomed Piano Magazine 12, no. 2 (May 2020); Pamela D. Pike, “Improving Teaching and to have participants from around the world and we are Learning Through Service: A Case Study of a Synchronous Online Teaching Internship,” to online learning, there may be more requests to engage International Journal of Music Education 35, no. 1 (February 2017): 107–117; Pamela D. Pike, working on translating our webinars into many languages “My heart, which is so full to in online piano study. Additionally, many people who live “Preparing an Emerging Professional to Teach Online Piano: A Case Study,” International for increased access to non-English-speaking pianists. We too far away for weekly face-to-face lessons will now have Journal on Innovations in Online Education (2020, forthcoming). observe that people are searching for connectivity as much 7. Pike, “Preparing and Emerging Professional,” 2020. overflowing, has often been solaced access to quality piano instruction since more teachers are 8. Pamela D. Pike, “Using a Synchronous Online Teaching Internship to Develop Pedagogical as for expert information. Like everyone, we have moved equipped to teach online. Skills and Explore Teachers Identify: A Case Study,” International Journal f Music, into high gear to innovate and act as quickly as possible. and refreshed by music when sick Technology & Education 8, no. 3 (December, 2015): 227–242. 9.  We will continue to serve as we move through this time of Pike, “Preparing an Emerging Professional,” 2020. and weary.” Music is Essential 10. Pamela D. Pike, with Isabelle Shoemaker, “Online Piano Lessons: A Teacher’s Journey Into great disruption, with an eye to the future—to a time when Finally, let’s remember that making music is essential for an Emerging 21st-Century Virtual Teaching Environment,” American Music Teacher 65, no. 1 we can resume our daily lives together. (August-September 2015): 12–16. - Martin Luther human expression. During this time of physical distancing 11. Cremata and Powell, “Digitally Mediated Learning,” 2016. we each need to feel connected to others and connected to 12. Pamela D. Pike and Kristen Shoemaker, “The Effect of Distance Learning on Acquisition It is inspiring to witness the speed at which our field is something greater than ourselves. Engaging with music, of Piano Sight-Reading Skills,” Journal of Music, Technology & Education 6, no. 2 (August adapting and engaging. The spirit of service is evident in the 2013): 147–162. studying piano, and playing the piano with someone online many deeply personal stories of support that are coming is, for many of us, the perfect vehicle to bring some normalcy from our community. Music engagement is essential now,

64 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 65 10 CONVERTING YOUR GROUP PIANO CLASS TO 10 tips ONLINE INSTRUCTION tips TEACHING ADULTS ONLINE

1.   Study your syllabus. What assignments have been completed? 1.   Create check sheets for quick and easy technology set up prior How can you restructure your grading? to each lesson.

2.   Create short, well-sequenced instructional videos to clarify all assignments 2.   Walk your student through setting up the tech in their space. and teach new skills. Set up a video call and work through camera placement and other technical considerations. 3. Set up a communication schedule. Communicate early and often. 3. Test your setup. Check your video and audio. Check in with your adult 4. Give specific deadlines for assignment completion. student to troubleshoot any issues before the first lesson.

5. Specify how and where students should submit assignments. 4. Alleviate student anxiety prior to switching to online lessons. Consider each individual student, discuss their concerns, and explore 6.   Consider a Facebook page for your class. Have students upload how you can accomplish this. performances and provide comments to peers. 5. Adjust the lesson pacing. Focus on one or two big-picture concepts 7.   Create written assignments: write fingerings, harmonic progressions, in repertoire and other activities. transpose melodies, analyze form, etc. 6.   Slow your speaking to allow time for processing in this unfamiliar medium. 8.   Record videos that include inaccuracies in technique, notes/rhythm, style, etc. Have students identify inaccuracies and how to fix them. 7.  Have at least one back-up plan for communication if the online platform fails. 9.   Ask students to write practice plans detailing how they would approach a new piece of repertoire. 8.   Include asynchronous elements outside of the lesson (video tutorials, theory check-ups, audio recordings, etc.). 10.  Record or send audio files of melodies with chordal accompaniments. Ask students to identify the chord progression. 9.   Encourage students to explore online resources outside of lesson time. Create problem-solving opportunities so they can share what they found and ask questions.

10.  Exercise flexibility, patience, and a sense of humor (and remind your students to do the same).

66 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 67 10 TEACHING ELEMENTARY 10 CREATING ENGAGING tips STUDENTS ONLINE tips ONLINE TEACHING VIDEOS

1.   Involve parents as lesson partners. Give them tasks to facilitate 1.   Limit lesson videos to 10 minutes or less, if possible. your instruction. 2.   Break up longer repertoire or lessons into multiple videos in a series. 2.   Experiment with two lessons a week or a combination of synchronous and asynchronous instruction. 3. See what you can accomplish with minimal technology: smartphone, tablet, or computer with built-in camera and microphone. 3. Help your students before the lesson by providing recorded videos for practice steps, sound modeling, and teacher duets. Model what to write 4. Place your most important content (like a model performance) at the in the music through shared snapshots. beginning of your video to address students with short attention spans.

4. Use concise, simple language and small steps. Incorporate short mini- 5. Watch your own videos to get students’ perspectives. Continually assess demonstrations and use frequent directives such as “my turn, your turn.” what you can do to improve audience engagement.

5. Use visual cues: wave hands, wiggle fingers, tap rhythm. Use words 6.   Show your face for at least part of the video to give a more personal touch. such as “look at my hand” or “point to the first note.” 7.   Demonstrate genuine enthusiasm in both your facial expressions 6.   Adjust technique and positioning through imitation and and how you talk to the camera. exaggerated demonstration. 8.   Achieve appropriate balance between verbal explanation and 7.   Encourage self-assessment and independence through listening goals, demonstration/modeling. marking scores, and counting. 9.   Punctuate important points with on-screen text. 8.   Incorporate creative and musicianship activities through drills, games, and screen sharing. 10.  Be patient. Learning to produce engaging lesson videos is a process that takes a lot of practice and repetition over an extended period of time 9.   Make a personal connection by looking directly into the camera when (like learning the piano!). speaking and offer social interaction through group performances and games.

10.  Make music, have fun, and be playful!

68 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 69 10 LESSON PLANNING 10 COMMUNICATING TO PARENTS ABOUT tips FOR ONLINE LESSONS tips ONLINE LESSONS

1.   Create a learning environment around planned common experiences 1.   Be direct, but sensitive to the weight of the situation. with music. 2.   Communicate with each family/client individually as opposed to 2.   Plan online lessons with similar content goals as in-person lessons. sending a generic email.

3. Plan a variety of activities—repertoire, rhythm, listening, technique, 3. Listen to the concerns of parents, caregivers, and students. improvisation—realizing that timing and pacing will seem slower than in-person. 4. Articulate the specific goals the student can reach through online lessons.

4. Rotate fun, new activities, and already mastered skills with segments 5. Underscore the importance of keeping a routine. focused on “precision.” 6.   Be flexible. You may need to have flexible lesson lengths as you and 5. Include off-bench activities that work with the student’s camera setup. your student adjust to this format.

6.   Include activities that prepare the student for upcoming new concepts. 7.  Let the family take the lead as you set up necessary technology.

7.   Include follow-through activities. (If you don’t use it, you lose it.) 8.   Maintain open lines of communication. Send email updates after lessons or speak to the parent at the start/end of the lesson. 8.   Plan your presentation and workout of new repertoire according to your knowledge of what is difficult and what is easy in the piece. 9.   Emphasize the many positive benefits of music making and its importance for the health and well-being of your students, their families, 9.   Plan lesson activities that will prepare the student for the coming and your community. practice week. 10.  Make music! Communicate the importance of continuing music 10.  Allow extra planning time to decide how to include manipulatives education in the wake of uncertainty and change. found in the student’s home, how to include movement activities, and to plan your verbal and visual communication.

70 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 71 10 PARENTS: 10 STUDENT-CENTERED tips SETTING UP ONLINE LESSONS tips ONLINE LEARNING

1.   Select a device: smartphone, tablet, or laptop/computer. 1.   Encourage singing and counting out loud. Enlist family members Larger screens are better for learning. to sing along if needed.

2.   Install the video conferencing application (such as Skype, Zoom, etc.). 2.   Cue your student when they should look at the camera. Use simple If necessary, create an account. directives like “look at me.”

3. Position the device. Use landscape view and position from the side 3. Use the camera to facilitate learning. Ask them to check their hand/body and slightly back to show the profile, arms, hands, and keyboard. positions by looking at their screen. Consider creative repurposing of objects/furniture to create a stand for the device. 4. Students may need to find their own manipulatives for home use. Encourage creativity in finding objects that work for them. 4. Fully charge device before lesson or use an extension cord to plug it in. 5. Have students record their pieces to send to you, and also ask them 5. The area should be well lit without shadows on the face and hands, to watch their own videos for self-reflection. or backlighting. A lamp behind or to the side of the device may be necessary. 6.   Ask students to write in measure numbers, dynamics, and expressive 6.   Reduce noise distractions. The lesson room should be free from potential markings before lessons. disruptions such as pets, siblings, the television, and background music. 7.   Off-the-bench activities are still important. Plan activities that will get 7.   Prepare all lesson books and materials, including a pencil with eraser, students moving. on the piano. 8.   Do not give directions while your student is playing. Instead, ask students 8.   Print out any materials provided by the teacher for use during lessons. to reflect on what they wish to accomplish in the passage.

9.   The student must be ready at the piano and await the call from the teacher, 9.   Let the student write their own assignments and practice plans. at the appointed lesson time. Consider how much time this will take and schedule it into your lesson plan.

10.  Continue encouraging and requiring practicing between lessons 10.  As students are given more control and ownership of their learning, as you would with in-person lessons. they become stronger, smarter, more sensitive musicians. Students can thrive when given the opportunity!

72 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 73 10 10 tips TELE-TEACHING tips PROMOTING CREATIVITY

1.   Trust yourself. Be comfortable and assured with your expertise 1.   Don’t stop! Online teaching poses new challenges for teaching creativity, even with the lack of student feedback. but there are ways to pivot.

2.   Experiment. Everyone is uncomfortable on camera at first. 2.   Be patient. There will be lots of misfires. It doesn’t mean you can’t do it If it didn’t work well, try something different. —you just need more practice.

3. Different musical concepts require different camera angles. 3. Use pre-existing resources—method books, iRealPro, and YouTube Don’t be afraid to move things around. play-alongs—to accompany your students.

4. The best camera is the one you have. Often, the best image is on a cellphone. 4. Video submission is an effective way to work on improvisation. Headphones improve audio. Rewatch video to evaluate what went well and what still needs work.

5. External microphones are handy. You and your students might want to 5. Epistolary (letter-writing) lessons can be effective for composition and invest in a “TRRS” microphone that allows you to grab better quality audio. theory. Establish due dates and respond via email, phone, or Zoom instead of regular lessons. 6.   Playing and talking require different microphone setups. To talk: microphone close. To play: microphone away from the instrument. 6.   Tackle a bucket-list project. What has your student always wanted to explore? Composition? Lyric writing? 7.   Explore sound settings. Teachers/students should both turn off automatic volume control. Choose “stereo” and “original microphone audio” if available. 7.  Have students keep a journal of mini-compositions to keep track of their feelings and mark the passage of time. 8.   The iPhone generation is comfortable with their tech, but might not know what you need to see and hear—get used to asking them for it. 8.   Engage with musical masters online! Chick Corea and Fred Hersch are giving daily Facebook live performances and Jazz at Lincoln Center is 9.   Don’t be afraid to go asynchronous. Good quality recordings and time releasing recordings weekly. for reflection can produce great feedback. 9.   Encourage collaborative projects. For example, have one student 10.  Have fun! Pianists have 88 “buttons” to push all day long—adding more arrange another’s composition or have one student write a piece for buttons is going to be fine! another to perform.

10.  Creating music that expresses feelings can be incredibly cathartic. Encourage your students to process their anxiety through creativity.

74 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 75 TEACHING ONLINE 10 ELEMENTARY GROUP 10 OBJECTIVES AND PACING tips LESSONS tips IN ONLINE LESSONS

1.   For whole-group activities (singing, tapping, games, round-robin), 1.   Use pre-lesson performance videos from the student to facilitate keep teacher’s or selected student’s mic on and mute others. best use of time.

2.   Plan a variety of activities to engage the students (look at music, look 2.   Continue to provide feedback, finding specific items for improvement at screen, write in music, movement, large group games, performance). and being enthusiastic about growth.

3. Allow opportunities for students to try activities on their own. 3. Direct students to look at you while you speak and demonstrate, using a show-copy approach. 4. Consider asynchronous teaching as an option (Flipgrid is a helpful app) for part or all of the class. 4.  Combine succinct lectures with visuals (using on-screen tools or in-person props) and sound demonstration. 5. Communicate with parents before and after the class to ensure all materials are received and the assignment is clear. 5. Distill tasks into small, definable steps, seeking to avoid confusion and misunderstanding. 6.   Screen sharing can engage students with websites and musicianship drills. 6.   Prepare students for active listening and self-assessment by asking 7.  Use gallery view to monitor student participation. questions and guiding key activities before playing.

8.   Keep usual classroom routines and expectations in place: 7.   Ask students to put concepts into their own words, observe students encourage hand raising and taking turns. for non-verbal cues, and avoid talking while students play or talk.

9.   Allow students time to perform and interact with one another in 8.   Record portions of the lesson, especially any learning of new concepts a musical discussion. or techniques, for later review.

10.  Encourage students to have fun and enjoy making music together. 9.  Provide detailed, typed assignments, directing students toward self-study objectives and areas of focus from the lesson.

10.  Assign tasks to prepare for next week’s lesson—marking up music to be learned, listening to new repertoire, recording performances of pieces in the polishing stage.

76 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 77 10 TEACHING SPECIAL 10 ONLINE LESSONS ARE VALUABLE DURING THE tips LEARNERS ONLINE reasons COVID-19 CRISIS

1.   The health and well-being of you and your family is first priority. 1.   Piano teachers can provide a reassuring, familiar connection during this Follow your instincts and CDC health guidelines. time of change and anxiety.

2.   Structure is the key. Try to maintain as much structure in scheduling, 2.   Continuing weekly lessons will help students organize their daily routines lesson content, and delivery as possible. and provide a sense of normalcy.

3. Ask parents what they need to continue lessons. Deliver messages and 3. New goals for online study mean engaging students in exciting ways. lesson content through the parents, and/or copy them on all correspondence. For example, composition, lead sheet realization, listening projects.

4. Tell students, via their parents, that you are okay and will regularly check to 4.  Gives teachers a rarely-seen glimpse into students’ practice environment make sure they are too. This can help alleviate anxiety surrounding lessons. to check piano conditions, bench height, and technology available.

5. Keep lessons on the same day/same time and with the same instructional 5. Recitals can be reimagined in online spaces. Online performances format as “normal.” Have a solid plan and have parents as involved can be fun, interactive, and creative. as necessary. 6.   Student independence can be developed. For example, students will need 6.   Be flexible in creating/delivering content. Some students are used to to write important markings in their own music. working virtually, others are distracted by it. Simplicity is often best. 7.  The opportunity for social interaction. It is important to connect with 7.  Give clear, detailed instructions about lesson format. Consider both others during this time of social distancing. synchronous and asynchronous instruction. 8.   Combining synchronous and asynchronous teaching can increase efficiency 8.   Send students short instructional videos. Consider receiving student during lesson time. videos to demonstrate progress. 9.   Flexible lesson times. A lesson earlier in the day may be of great benefit 9.   Parents may need to cancel lessons for a time or adjust lesson time or content. to students who are often tired during their usual evening lesson times. Keep students informed. 10.  Music is an essential part of our human experience. We need to continue 10.  Remember that less ability to express emotion or thought does not mean that to communicate and express ourselves through music. a student has less emotion or thought. They need your love and assurance.

78 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 79 10 10 TEACHING VIRTUAL PIANO tips MENTAL WELL-BEING tips LESSONS THROUGH ZOOM

1.   Be present. Focus your attention on the thoughts and events 1.   Host a meeting with friends/colleagues before your first lesson of right now, rather than the past or the future. to adjust to the video-sharing platform.

2.   Establish boundaries. Unplug. Ask for what you need. 2.   When creating a meeting, check “Enable Waiting Room” and send Don’t always be available. one link to all your students that day OR select recurring meetings so the same link can be used each week for individual students. 3. Prioritize your attention. Focus on what matters most. At times, just connecting with students may be more important than learning 3. Click “Share Screen” and select the whiteboard. Use it to write a musical skill. composition ideas or other creative activities. Save the whiteboard image to email to students. 4.  Move your body. Physical and emotional tension are connected. Stretch, walk, dance, play every day. 4.  Share your screen with students and annotate by typing or drawing on any image on your screen. 5. Notice changes. Be aware of warning signs in your students, including shifts in mood, behavior, motivation, and attention. Be someone they 5. To enhance sound quality: click preferences > audio > advanced, can talk to. then select “Show meeting option to Enable Original Sound.”

6.   Laugh! Create a joyful space for music making. Allow silly moments. 6.   In group classes, unmute a student performer and mute classmates Embrace the joy of connecting. to reduce distractions.

7.   Remain objective. Recognize that not all thoughts are facts, 7.  Take turns speaking and playing and use copycat activities. most situations are temporary. Use words like “my turn, your turn” for clarity.

8.   Practice self-compassion. Take care of yourself first. Forgive yourself. 8.   While leading group rhythm activities, ask students to mute themselves Practice relaxation. to avoid noticeable audio lag.

9.   Connect with others. Build a community and visit with each other 9.   For duets: mute the student, give a count off, and play. The student will regularly using technology. Share stories, laughter, and support. hear your part while they play.

10.  Ask for help when you need it. Reach out to a trusted friend, a mental 10.  Record your performance classes and share with parents as a mini-recital. health professional, or call a crisis helpline. Remember it’s a sign of self-awareness and strength.

80 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 81 10 PHYSICAL WELLNESS 10 MANAGING TIME DURING tips DURING A PANDEMIC tips ONLINE TEACHING

1.   Maintain daily structure. Keep regular wake, sleep, work, and exercise 1.   To establish a rhythm for online lessons, first strive to establish times. Avoid inflexibility. Don’t be overly goal-oriented. a rhythm for your daily life.

2.   Avoid prolonged periods of sitting. Take regular breaks to stand, 2.   Give yourself more time in between lessons to wrap up one lesson breathe, and move. and set up the next.

3. Use both synchronous and asynchronous teaching, and see your 3. Set clear boundaries. Working from home does not mean working lessons as “check-ins.” Connecting with students is more important 24 hours a day. than content delivery. 4.  Be flexible with yourself. Schedule breaks in your day. 4.  Find a retreat space where you can be alone to stretch, move, breathe, and emotionally process. 5. Create normalcy in an abnormal situation by nurturing your senses. Take small steps toward mental and physical wellness. 5. Don’t ignore physical wellbeing. Self-care allows you to perform more effectively in all areas of your life. 6.   Bring the outside in. Add a plant to your studio or teach facing a window if you can. 6.   Find opportunities to move before/during lessons. Alternate sitting and standing, find a favorite movement activity, and use movement 7.   Get inspired by the changes and new possibilities you discover warm-ups with students. with online lessons.

7.   Choose snacks that fuel your body and give you long-lasting energy. 8.   During lessons, work on smaller sections or create smaller goals to make maximum use of your time. 8.   Prioritize sleep to build immunity, refresh your body, and rejuvenate your mind. Set aside 30–60 minutes of calming activities to transition to sleep. 9.   Create a habit of phrases: “Your turn, my turn,” “Let’s play copycat!” to create better communication during the lesson. 9.   Speak to yourself as you would a friend—take a self-compassion break or ask yourself what you need. 10.  Purposefully include parents in the lesson to help convey your ideas or to help redirect. 10.  Explore bodily sensations with curiosity to ground into the present moment. Affectionate breathing and meditative walking are helpful exercises.

82 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 83 SUPPORTING SPONSORS PRACTICING ACOUSTIC & DIGITAL PIANO BUYER 10 Piano Buyer, at PianoBuyer.com, is an online resource devoted to consumer information about buying, selling, restoring, and maintaining acoustic and digital pianos. We publish instrument tips IN A PANDEMIC reviews, model-and-price listings, and how-to articles on every aspect of the subject.

BASTIEN NEW TRADITIONS: ALL IN ONE PIANO COURSE 1.   Stay positive and make the most of your own situation. Turn any limitations Bastien New Traditions has what you need for distance learning during this difficult time of you face (instrument, space) into a chance to study in a different way. COVID-19. Go to kjos.com/BastienDistanceLearning for 6 easy steps on how to get started. Thank you, piano teachers, for inspiring us all during a time of crisis. 2.   Embrace mental and aural practice. Dig deeper into score study and develop your inner ear. HAL LEONARD 3. Manage your time effectively. Set a daily schedule to follow; Hal Leonard is the world’s leading music publisher of educational piano products and online include time for practice at and away from the piano, as well as time platforms such as Noteflight and ArrangeMe for educators to post their own compositions for students. Visit teachervip.com and Hal Leonard Educational Piano on Facebook to keep to rest and recharge. in touch. We're here to help. 4.  Stay motivated by adapting traditional goals like degree recitals into online watch parties or uploading your performances to YouTube. MUSIC TEACHERS NATIONAL ASSOCIATION Since 1876, MTNA has supported music teachers through times of crisis, including the current 5. Record your practice often. Send short clips of a tricky passage to your COVID-19 pandemic. To serve the community further, MTNA has compiled helpful resources to teacher or a friend. support your teaching practice during this unprecedented time. Visit mtna.org to learn more.

6.    Be flexible with your repertoire. This is a great time to get a lot of music under your fingers or to read through music you might not ordinarily work MY MUSIC STAFF on with your teacher. Teach online, schedule lessons, send invoices, collect payments and much more—all in one place! Music teachers and studio owners everywhere agree—My­ Music Staff makes it easy. Try the 7.    Sight read every day. If your personal library of music is limited, #1 studio management software today! download public domain music from imslp.org. PIANO MARVEL 8.    Set small goals to keep yourself engaged and accountable. Piano Marvel is an interactive teaching and assessment software built for everyone from beginners Focus on all of the details you can and strive for clarity and consistency. to professional pianists. It is an online piano teacher’s best friend; keeping students engaged and Celebrate small successes! motivated with guided practice tools and regularly issued challenges and contests.

9.    Learn from others by watching online master classes and other pedagogically-based videos. STEINWAY & SONS Steinway & Sons has always been an avid supporter of music education. Learn more about 10.  Connect with others whenever possible. Consider checking in remotely the Steinway Educational Partnership Program and receive a number of benefits and unique with a piano buddy throughout the week. opportunities. Visit steinway.com/education for more information.

84 / PIANO MAGAZINE COVID-19 Special Issue 2020 Vol 12 No 2 / 85 AD INDEX The Piano Magazine: Clavier Companion (ISSN 1086-0819), SUPPORTING SPONSORS (USPS 013-579) is published quarterly by The Frances Clark Center for Keyboard Pedagogy, 90 Main Street, P.O. Acoustic & Digital Piano Buyer 85 Box 651, Kingston, NJ 08528. Periodicals Postage Paid at THE ROYAL CONSERVATORY OF MUSIC Kingston, NJ, and at additional mailing offices. Bastien New Traditions: All In One Piano Course 85 Printed in USA. In need of home teaching resources? The RCM Digital Learning Tools are here for you. The RCM’s E-Z Notes 86 Contents © 2020 by the Piano Magazine. All rights online learning suite provides you with tools to teach your students from home. Explore tools reserved. None of the contents of this magazine may be including, Ear Training, Theory, and more, and Piano Teacher Courses for professional development. 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