How do you write a lesson without taking on too much debt?
I think I know the answer, but it took me a while to get it right.
In the past year or so, I’ve been spending more and more time with my pianos.
I love them, but they’ve become a bit of a burden to carry around.
So, after reading my first book on piano learning, How to Write a Piano Lesson without Breaking the Bank, I decided I needed to change my approach.
A lesson is supposed to be fun, not a chore.
If you write one, then the next one you write is supposed be a chore, too.
My next book, Piano Lessons for Beginners, will be about how to get a lesson done, not how to buy the next instrument.
For this reason, I’m going to be using lessons I wrote for my kids to guide my lesson plans.
This isn’t my first time writing lessons.
Back in 2011, I wrote an audio series called Lessons for Beginner Piano Teachers.
Since then, I have written hundreds of lessons for piano players.
These lessons were all written by me.
The lesson plan was written by myself.
There are many lessons that I wrote on my own time.
But, because I’m a soloist and a professional, I write all of the lessons for my clients.
And when I’m writing lessons for students, I am very strict about the rules.
What I’m looking for is a learning environment that is structured, fun, and accessible.
You can’t just take notes and then write them down.
Learning is about learning and practicing, and I’m very strict in my rules.
Here’s how I’m structured in my lessons.
I have a weekly, 6-hour block of piano lessons.
Each week, I spend an hour on the piano and then 30 minutes on music theory and composition.
Each lesson is divided into four parts.
When I write a part, I don’t think about what I’m learning.
Instead, I think about my own personal experience, and what it taught me about the piano.
It’s like a lesson plan.
As a piano teacher, you’re trying to teach something to a group of students.
Some of the students are new to the piano, and the others are used to it already.
Here’s a sample lesson plan from one of my lessons: This is an example of a lesson for students who have never played the piano before.
They’re playing on the same scale as my students.
It’s a 4-note scale, which means each note is three semitones apart.
First, I play the C minor scale, C major.
Then, I begin with the G minor scale (G major), and then I add one note to make a C minor pentatonic scale.
Next, I add the G major pentatony scale, and then play the F minor pentatononic scale, then add the F major pentatonony scale and add the C major pentata scale.
At this point, the students have learned the first four notes of the scale.
After they’ve learned the pentatones and learned the scale, I ask them to pick a note from the scale to play, and if they can’t do that, I say something like, “Hey, you can try playing a different note.”
The students are not ready to play the pentatonics yet.
In this lesson, I try to show the students that it is possible to play pentatonics with a beginner piano student.
For example, if you play the G pentatononic scale with a novice piano student, you might learn the pentononics with the beginner piano player.
I’m also trying to get the students to start thinking about the idea that playing a C major scale is really a C pentatonal scale.
That’s the scale in my book Lessons for Intermediate Piano Teachers: and if you’re a beginner, you’ll see that that’s what I mean by a C-major scale.
Next, let’s take a look at how I think my lessons should be structured.
I’m not going to say how I should structure my lessons in any specific order.
My lesson plan is really structured by my own experience, so it’s a mix of things that I’ve done and things that my students have done.
At the end of the day, the lesson plan has to be easy to understand.
However, it’s important that I have an idea of what I want my students to hear.
That means that the lesson plans should have a clear idea of where the music is going to come from.
Therefore, it needs to be obvious where the students should go next.
After the first lesson, my students are asked to think about the music