Skip to main content

Report on Master Classes, Fall 2015


Background. This fall semester our studio created a curriculum for master classes held on the last week of each month for the purpose of developing the performance and music skills of our students so that they might progress more quickly and have a greater enjoyment of the learning process.

Preparation for class. The preparation time for the master classes took much longer than expected. It took me approximately four hours to be ready for each class. Each student’s need in their piano study was seriously considered; therefore, each class was different even though we had more than one class for every level.

However, when observing the students’ smiles, laughter, interactions, and enthusiasm for learning music, I felt it was totally worth the necessary time and energy to prepare for the master classes. When students told me “I can’t believe the lesson is over, it was so much fun,” I knew we had had another successful piano class.
What we did in the master classes. Generally speaking, each class was divided into five or six periods:
 
1) Rhythm activities:
This was the time to reinforce rhythm reading. We worked on patterns that students frequently encountered problems with during their practice. Some complex rhythmic patterns that students would learn in the future were introduced in the master class. Counting beats and playing rhythms correctly can be difficult for many students. However, it can easily become a fun activity when students practice in a group. 
 
2) Theory Time:
During theory time, we reviewed theory concepts learned in the past and also introduced new theory concepts that would appear in the students’ future repertoire.
 
3) Sight-reading:
The purpose of sight-reading practice was to develop the students’ skills in note identification. Ensemble normally occurred during this period, during which students were required to play a new composition without prior practice. The selected ensemble pieces also included the rhythmic patterns and theory concepts that we practiced and discussed in the earlier parts of class.
 
 
“Musicians who sight-read frequently enjoy huge artistic and profession advantages.” –Gerald Klickstein, April 23, 2011
4) Ear Training:
This training enables musicians to connect music theory with the sounds they hear. The more we train our ear to recognize this connection, the better we are at playing music, because we come to understand what we play and are able to anticipate musical structures.
 
 
 
5) Game Time:
This was the students’ favorite period! Each month there was a different game for students to play. We used game time to review all of the materials covered in that particular master class. Game time gave me a chance to see that students comprehended the materials completely.
 
 
6) Mini Recital:
Each month students performed their best/favorite piece in class. This setting gave more performance opportunities to play in front of audiences. The more you perform, the better a performance you will bring to the stage.
 
 
 
 
 
 
With the combination of weekly-individualized lessons and a monthly master class, students have enjoyed their learning process more and made better progress. I look forward to see all students in our next master class, which is a week after Thanksgiving and the last master class in this fall semester. We will be playing a very fun game called “Ski Maniac Mountain.” I wish you a happy and beautiful Thanksgiving! 
 

Comments

Popular posts from this blog

(MDP) Reports on Royal Conservatory Assessments

A national standard for music education, the Royal Conservatory Program, also known as the Music Development Program, is open to participants of all ages who study music privately in the US and Canada. This program offers well-balanced training to cultivate the musical talent of participants. It requires skillful, high-quality performance and develops participants’ musicianship, knowledge of music theory, and auditory skills. Five Shepherd Piano Studio students participated in the Royal Conservatory Program in December 2014. I am extremely proud to announce that all of them did a fantastic job! Students awarded a First Class Honor with Distinction (the highest score level): Jeffrey Yan (Level 3) Karis Liao (Level 1) Students awarded a First Class Honor: Grace Inthathirath (Level 5) Keefer Liao (Level 2) Allen Yan (Level 2) Well-deserved congratulations to these students, whose hard work led them to be recognized by the Royal Conservatory! There will be nine students p...

Royal Conservatory Assessment

Introduction. The Royal Conservatory is one of the largest and most respected music education institutions in the world. Students at Shepherd Piano Studio are offered the opportunity to participate in the Royal Conservatory Music Development Program. This program not only involves performance, but requires students to develop musicianship and theory skills as well. It is a well-balanced training to cultivate great performers and musicians. At each level, the program sets goals and measures success against students across the United States and Canada based on a national standard. Participation in a Royal Conservatory Program can be a first step on the road to become a professional musician. Results (May 2014). I am extremely proud to announce that six Shepherd Piano Studio students participated in the Royal Conservatory Music Development Program during the 2013-2014 academic year. Of those six, two were awarded 1st Class Honors with Distinction (the highest score level), two ear...