Articles at Singapore Piano Lessons

Read more about learning the piano and music appreciation in the articles that we have put together.

7 Things NOT to do to your Piano

1) Don’t place piano in a very damp room.

2) Don’t use oil on any part of the piano.

3) Don’t place such objects such as vases, pictures, and trinkets on your piano; they will cause annoying vibration.

4) Don’t try to remove dust from inside your piano. This is a task for a piano techinician.

5) Don’t place piano near a heating source, drafts, or cooling units.

6) Don’t move your piano yourself; employ professional piano movers.

7) Don’t place vertical pianos directly against a wall; leave a few inches so that the sound is not cut off.

5 Things to do for your Piano

1) Keep the temperature and humidity constant in the room where you have placed your piano.

2) Clean the keys with a slightly damp cloth. Dry with a soft cloth.

3) Close the piano when doing housework.

4) Replace a loose ivory immediately.

5) Select your piano technician with care and follow his or her advice.

How to motivate your child to learn Piano

Parents can play a large part in maintaining student motivation by showing an interest in attending lessons and student recitals, monitoring practice instructions each week and seeing this is done regularly. They can buy recordings for their children to listen to, talk them to concerts and recitals and above all give regular praise and encouragement to their children.

Parents can offer treats to their children as incentives for quality practice. These may be to watch television, going to the pictures or buying something that the child has been asking for.

Good Piano Teachers should maintain a high level of enthusiasm for teaching. It is important to keep up to date with the latest teaching trends by attending workshops and conferences such as this: exchanging ideas and seeking advice from colleagues. Also important are attending concerts, reading music teaching journals and keeping up the performance standard.

Goal setting is an important motivating tool. Long term goals such as recitals, competitions and exams are well known incentives for conscientious students. Short term goals are just as important. Students need to be show how to set and how to achieve short term goals for themselves.

Piano Teachers should keep a certain amount of pressure on students making sure they are working to their full potential. Students will usually rise to the challenge, provided they know you have faith in their abilities.

Position at the Piano

A good playing position during piano lessons often solves other apparent technical or physical problems. Here are some suggestions to help achieve playing readiness:

1) Adjust the bench to the proper height, keeping wrists and forearms parallel with the floor.

2) Sit the proper distance from the keyboard, leaving upper arms hanging from the shoulders with forearms a comfortable distance from the body.

3) Maintain proper posture, sitting tall with shoulders dropped and relaxed, back straight, leaning slightly into the keys.

4) Balance weight, dividing it between the bench and the feet.

To develop flexibility in playing, try exercises and pieces that require moving over a wide range of the keyboard, from low position to high and back- hands separately, alternating hands, and hands together. In all such music, the emphasis should be on moving to each new position directly, yet freely and gracefully; moving the hand and arm freely behind the finger that is playing; expressing the shape of each phrase with a loose wrist and elbow, supported by a good playing position.

Why Piano Lessons?

Proven: Learning the Piano can improve your child's brain functions.

IRVINE, Calif., Feb. 28, 1997 -- A research team exploring the link between music and intelligence reports that music training -- specifically piano instruction -- is far superior to computer instruction in dramatically enhancing children's abstract reasoning skills necessary for learning math and science.

The new findings, published in the February 1997 issue of Neurological Research, are the result of a two-year experiment with preschoolers, led by psychologist Dr. Frances Rauscher of the University of Wisconsin at Oshkosh and physicist Dr. Gordon Shaw of the University of California at Irvine. As a follow-up to their groundbreaking studies indicating how music can enhance spatial-reasoning ability, the researchers set out to compare the effects of musical and non-musical training on intellectual development.

The experiment included three groups of preschoolers: one group received private keyboard / piano lessons and singing lessons; a second group received private computer lessons; and a third group received no training. Those children who received piano/keyboard training performed 34% higher on tests measuring spatial-temporal ability than the others. These findings indicate that music uniquely enhances higher brain functions required for mathematics, chess, science and engineering.

The implications of this and future studies can change the way educators view the core school curricula, particularly since music-making nurtures the intellect and produces long-term improvements. "It has been clearly documented that young students have difficulty understanding the concepts of proportion (heavily used in math and science) and that no successful program has been developed to teach these concepts in the school system," stated Dr. Rauscher. "The high proportion of children who evidenced dramatic improvement in spatial-temporal reasoning as a result of music training should be of great interest to scientists and educators," added Dr. Shaw.

Results Reinforce Causal Link Between Music and Intelligence

The research is based on some remarkable studies that have recently begun pouring out of neuroscience laboratories throughout the country. These studies show that early experiences determine which brain cells (neurons) will connect with other brain cells, and which ones will die away. Because neural connections are responsible for all types of intelligence, a child's brain develops to its full potential only with exposure to the necessary enriching experiences in early childhood. What Drs. Rauscher and Shaw have emphasized has been the causal relationship between early music training and the development of the neural circuitry that governs spatial intelligence. Their studies indicate that music training generates the neural connections used for abstract reasoning, including those necessary for understanding mathematical concepts.

Specifically, earlier studies led by Drs. Rauscher and Shaw reported a causal relationship between music training and spatial-temporal ability enhancement in preschoolers (1994), and among college students who simply listened to a Mozart sonata (1993, 1995). References to these and other findings related to music research conducted worldwide are available at the Music and Science Information Computer Archive (MuSICA) at the University of California, Irvine.

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