Adamo Piano Studio

Preschool Music Classes

Jenn — Thu, 31 Dec 2009 17:30:52 +0000

Adamo Piano Studio presents GROUP LESSONS!

Introduce Your Child to Music-Making with Music for Little Mozarts.
* Award-winning piano method for children ages 4 -6
* Imaginative, enjoyable learning experiences
* 10-week session; no keyboard needed at home
* Singing, Listening, Movement and Rhythm Games to Bring Out the Music in Your Child
*Private Lessons also available

Contact Mrs. Jenn: lessons@adamo.ca

Class Times:
Morning Classes: 1) Monday @ 10:00 a.m.; 2) Tuesday @ 10:00 a.m.
OR 3) Thursday @ 10:00 a.m.
Afternoon Classes: 1) Wednesday @ 1:00 p.m.; 2) Wednesday @ 4:00 p.m.
OR 3) Friday @ 4:00 p.m
Level 2 Class: Monday @ 6:00 p.m.

Happy New Year

Jenn — Thu, 31 Dec 2009 17:15:29 +0000

Winter lessons are here!
Just a reminder that lessons start January 4th. Preschool classes will be starting January 11th. There are a few openings left for lesson times. So if you hurry, we can squeeze you and/or your child in.

Please remember: Tuition cheques are due this week for Jan – June. Please have your post-dated cheques to your teacher by your first lesson.

Thank you & Happy New Year!

Mrs. Jenn Higgins
Piano & Theory Teacher
Calgary’s NW

Holidays 2009 – 2010

Jenn — Thu, 01 Oct 2009 08:30:23 +0000

*Date*	*Holiday*	*Studio Status*
Augsut 22	*September Tuition Due*	Studio Closed
September 1 – 5	New Student Evaluations	No Returning lessons
September 8 – 14	Beginning of Fall Term	Oct – Dec Tution Due
October 12	Thanksgiving	Studio Closed
November 11	Remembrance Day	Studio Closed
December (TBA)	Christmas Recital	Cantos Music Foundation
December 18	Last day of lessons	Winter Tuition Due
January 4 – 8	Beginning of Winter Term	Studio Open
February 15	Family Day	Studio Closed
March 29 – April 5	Public Spring Break	Lessons Optional
March 26	Last Day of Winter Lessons	Spring Tuition Due
April 2	Good Friday	Studio Closed
April 5	Easter Monday	Studio Closed
April 2 – 9	Catholic Spring Break	Lessons Optional
April 6 -12	Beginning of Spring Term	Studio Open
May 24	Victoria Day	Studio Closed
TBA	*Year End Recital*	Cantos Foundation
June 21 – 25	Last Week of Spring Lessons	September Tuition Due
August 15, 2009	*September Tuition Due*	Final Confirmation Day
Aug 15 – Sept 1	Late Registration	$15.00 Late Fee Due

Welcome

Jenn — Wed, 10 Sep 2008 18:07:35 +0000

Piano & theory lessons in northwest Calgary, Alberta. I am a capable teacher that enjoys instructing students both young and mature.

Experience the joy of falling in love with the piano together.

-Jenn Higgins
Please email me at lessons@adamo.ca for more information.

Frequently Asked Questions About Piano Study

Jenn — Mon, 03 Sep 2007 22:58:59 +0000

1. How long should it take my child to complete a level?
It depends on the age and maturity of the student, the amount of practice time, and the level of family involvement and support. Students should progress through the books at a steady pace, always seeking a balance between being challanged and feeling comfortable. Some students may complete a level in 3 months, while others may take the entire school year or more. The harder the level, the longer it will take.

2. Should my child practice each day, and if so, for how long?
Your child should practice on a daily basis. Some teachers recommend that students have one day off each week from practice. Check with Mrs. Jenn to determine the amount of practice time necessary for your child, based on the student’s age, maturity and level of advancement. Don’t automatically assume that the child should practice one hour a day. Several short practice periods are usually more successful for students just starting than one longer session. Beginners often start with 15 minutes of practcie a day, gradually increasing to 30 minutes by the end of the year. Intermediate students usually practice between 45 minutes to 1 hour a day. Advanced students may practice anywhere from 1 hour to 3 hours a day. A good rule not to overwhelm a student, is to always take a day off each week.

3. How should my child structure his/her practice?
Use the assignment pages or dictation book to keep track of what should be practiced and how to practice effectively. Encourage the students to follow the written assignment, but do not discourage experimentation and improvisation at the keyboard. In general, begin with something that is fun and which the child does well. Then, proceed to more difficult things (often new materials). End once again with something the child does well, such as a favorite piece or just plain have fun. This will encourage your child to come back to the piano.

4. What if my child doesn’t want to practice?
Accept the fact that most students don’t always like to practice, but realize that a child will never play an instrument well without regular practice. If your child is particularly resistant to practice on a certain day, substitue another music activity, such as flashcards or just listen to the CDs or other music. If this continues over a long period of time, discuss the problem with the teacher. Many parents establish a reward system for effective practice. The child will then begin to get into a routine, and practice will become easier.

Frequently Asked Questions – Part 2

Jenn — Sun, 02 Sep 2007 21:24:12 +0000

5. What if my child wants to have long fingernails?
Unfortunately, short fingernails are necessary to develop a good hand position and a fluid technique. Ask Mrs. Jenn to further explain the importance of keeping the nails at a length that will promote good technical habits.

6. What if my child doesn’t want to count or sing aloud?
Most students dislike counting aloud, but can learn to do so. It is an important phase in gaining independence for students to learn to count for themselves. Counting with a steady, audible pulse is an important step before the student can play with a metronome, CD, GM disk, or comfortably play duets. First, students should learn to tap the rhythm, while counting aloud while playing. Eventually, couting will become a comfortable habit. Singing the words to pieces reinforces many basic issues such as rhythm and note reading. It is a critical key to helping students learn to play with expression. If the student is hesitant about singing, simply say the words in rhythm. As the student progresses to singing, join them. He/she can even count and sing along with the CD.

7. What if my child doesn’t like a particular piece?
No one specific piece is crucial to the success or failure of a student. However, if a student does not like a piece, it is often because it seems difficult in some way. Students often discover that “least-favorite” pieces later become “most-favorite” pieces after some quality practice. Ask Mrs. Jenn if there is something the child does not understand about the piece. If the student continues to dislike the piece, sometimes Mrs. Jenn can find a substitute piece that teaches the same concept.

Frequently Asked Questions – Part 3

Jenn — Sat, 01 Sep 2007 15:52:59 +0000

8. What if my child doesn’t want to perform?
No student should be forced to perform. However, if they are thoroughly prepared well in advance for a performance and rehearse until they feel confident, most students will conquer their performance fears. Encourage informal performances at home on a regular basis to prepare for more formal performances. Never force a student who is not adequately prepared to play.

9. How can I use the CDs with my child?
(Premier Piano Course)
Listen to the performance version on the CD to provide a performance model for the student. The practice version on the CD can be used in a variety of ways. Students can clap or tap the rhythm as the CD plays, point to the note names as the CD plays, or sing (or say) the words as the CD plays. Finally, when the student is secure playing the piece, he/she can play along with the practice version or performance version.

10. How can I use the flash cards with my child?
There are two types of flash cards in the Premier Piano Course – Music Cards and Sight-Reading Cards. Use the Music Cards to help the student review important concepts. Each card shows the corresponding Lesson Book page number in the upper right corner on the back of the card. Also, on the back of each card is a question for you to ask the child, with the answer given. The Sight-Reading cards contain a short musical example for the student to play on the keyboard. Ask the student to play each example on time daily in practice when studying the corresponding Lesson Book page (shown in the upper right corner of the card).

As for regular Music Flash Cards, go through each card, asking what the symbol or note is. Separate the cards into two different piles, as you go through them. 1) If the student gets it right the first time and 2) If the the student does not get it right the first time. Take the second pile and place them on top for next time. That way they do the hard cards first and will have fun when the finish with things they know for next time. Do these cards daily, until they can go through the entire deck very easily.

11. How can I help my child with theory if I’m not a musician?
The Theory Book is designed to enhance all elements of musicianship. With consistent theory work, note reading will improve, and ear training, sight-reading and creative activities will enhance overall musicianship. If you are not a musician, your most important role is to make sure that the student has completed all theory activities prior to the lesson so that a minimum of lesson time can be devoted to the Theory Book. If you are a musician, you can check theory pages to save lesson time for the teacher.