Tag: 鋼琴導師訓練課程

What is Solfège?

“Solfège”, “solfeggio”, or “so-fa names” – they all refer to the same thing – the system of singing notes of a scale in “Do, Re, Mi, Fa, So, La, Ti”. Remember the song in “The Sound of Music”? Like “do, a deer, a female deer; (Re!) ray, a drop of golden sun”? …

Yes, whenever I introduce the so-fa system to students and teachers, most of them would say, yes, they have heard about do-re-mi. But it’s usually unknown to them where the source of information comes from.

Many students first feel embarrassed to sing in lessons, and often I can feel that they have the question as to why they have to sing in a piano lesson. I usually explain in brief why that would help them with their playing and eventually they start to accept it and get to singing along with me. 

For me, singing has been quite natural. Not that I was trained earlier on with singing lessons (I did have some classical vocal lessons later in life), just that I was used to singing in music lessons and choirs. Then I went on playing piano for a lot of singers and also conducting choirs, so for me singing is fun, expressive and liberating- using my own body as the instrument can be a very emotional experience.

Aural training/Sight singing is a very important aspect in music learning in my opinion. In fact, it is such an important part of music training in European conservatories that aural training/sight singing class (using solfège system) is often mandatory. 

Not only do I introduce aural training/sight singing early on in our Music on Wings Piano Beginner Course, I also encourage students who are late to the training pick up the habit of singing in solfège. It is super helpful for part singing and recognising chords and cadences in graded music/piano exams (e.g. from grade 6 onwards candidates have to sing a melodic line over a piano accompaniment, to grades 7 and 8 do part singing, identify cadences and chords, modulations etc). 

Using solfège system helps students to sing individual notes with more accuracy in pitch as it shows more clearly the relationship between two notes. And there are two ways in general to sing solfège, one, the “Fixed Do” system, and two, the “Movable Do” system.

I myself prefer and teach students the “Movable Do” as it makes much more sense to me musically. In brief,  with “Fixed Do”, “Do” is always “C”, no matter what key you are in.  With “Movable Do”, “do” is the tonic note.  For example, in the key of C Major, “C” is “Do”, but in the key of D Major” “D” is “Do”.  There are variations in terms of syllables used throughout the world, but I stick with “Do, Re, Mi, Fa, So, La, Ti, Do”.

One can also use numbers in place of syllables to sing the notes, and it would be “ one, two, three, four, five, six, sev, one” with “seven” shortened for singing purpose. It works too especially for those who haven’t really started with the solfège system, as numbers tell you exactly what degree of the note it is in the scale, and give you a much clearer idea of the relevant interval between two notes (super helpful with identifying chords and cadences). For me it doesn’t work as well since I am too used to using the solfège system already, and besides, I have perfect pitch, so I don’t have to rely on the numbers to know what notes they are (sorry not sorry! but one can still definitely have a fantastic absolute pitch with systematic training).

When it comes to singing music in minor keys, I use “La, Ti, Do, Re, Mi, Fa, Si, La”, with “La” being the tonic note. For example, in the key of A Minor, “A” is “La, and in the key of E minor, “E” is “La”.  I know, it’s getting a bit complicated, but when you’re used to the system, it’s really much easier than it sounds (!).

In our Grade 8 Aural Training Comprehensive Training Course, I teach solfège and discuss further about how that helps students sing the bass line, identify cadences and chords, as well as sing the part-singing more efficiently and even more importantly, accurately. Without knowing how to identify individual notes one way or another, it becomes a very confusing task for a lot of candidates who are preparing for ABRSM Grade 8 music exams of any instruments. 

Sight singing can be a lot of fun when you know how to approach it. Whether you are a piano student preparing for your grade 8 piano exam, or a piano teacher helping students to learn more effectively in their piano lessons, or a parent wanting to help their kids become more engaged in their music learning journey, singing is wonderful itself and has so much more to offer for instrumental playing. I encourage everyone who hasn’t done much in singing tries their hands in it, and it’s very simple to begin: just start singing the music you’ve been learning in your piano/violin/guitar/clarinet/bass lessons! Start with a line or two and go from there. You can even use pop music, the song sung by your favorite singer/band. Try using so-fa names or numbers and see how you feel about it. There are so much waiting for you to explore in this music learning journey! 

How to teach piano beginners (I)

As piano students and performers, you all know the importance of piano lessons and practice, and how a great teacher can inspire you to the next new level. But as piano teachers, do you know what you have to do in order to be successful in teaching piano students?

In this series of articles , I’d like to share with you some useful ideas on how you as piano teachers to prepare yourselves on taking up this wonderful career of piano teaching.

Teaching piano beginners is a challenging task. Many might think it’s easier than teaching students of more intermediate levels. It’s crucial for piano teachers to nurture their beginner students carefully so that students start well on the merry way of music learning and enjoyment for many years to come.

The following tips are applicable for teaching piano beginners in general.

1. Use piano instruction books effectively

There are a lot of piano method books out there and many of them are quite excellent and fun. But not all of them are suitable for teaching purpose. Piano teachers should identify the books they find that are in line with their own teaching approach and choose wisely. More importantly, the piano method books out there do not teach teachers how to teach their books. So it’s up to the teachers to use the books accordingly. Even if the teachers are professionally trained musically, it doesn’t mean unfortunately that they are trained to teach music, and I know a lot of times they are frustrated with how to communicate in a way that students can understand and learn effectively. I myself have written a series of piano beginner books to help other teachers to set up a systematic way of teaching their students and it has proved to be quite effective in the last few years.

This leads me to the second point..


2. Learn how to teach

I for a while did not understand the importance of learning how to teach. It was not until I took classes in piano pedagogy in graduate school and first-handedly received high-quality piano lessons from master piano teachers, that I understood the surprisingly distinct difference between the old-school mediocre piano teaching and the great piano teaching, which could immensely inspire a student to a great new level in piano playing and music understanding.

After finishing my master’s degree, I continued to learn and dig deeper in the subject of “teaching”. In piano teaching (or instrumental teaching for that matter), there are two main aspects one needs to learn as a teacher: teaching music and teaching in general. And in music teaching, there are piano playing (technique and repertoire) and music rudiments (theory, reading and aural ability, history). To be a successful and well-rounded piano teacher, one must not only acquire knowledge in music and piano but also learn how to teach.

Teaching is not to feed information into students’ brains- it’s rather to inform and guide the students, so that they are well-equipped with data they need to form their own judgment and apply their knowledge accordingly.

High-quality piano teaching does not have to be reserved to music students in prestige graduate schools only. As a matter of fact, children needs great teachers to learn from and be inspired by at early ages, right from the start of their music education journey.

3. Teach students how to practice

It’s important to teach students how to practice. A lot of teachers think the students automatically know that how to practice on their own, and hope that the parents would somehow take that responsibility to teach them or show them how. That cannot be more wrong.

First thing students should know is that practice is crucial for successful piano playing and repetition is important in their piano practice. And repetition does not mean playing a piece twice or the whole piece all the time. There should be guidance on how to practice and what to practice, what goals they set in each practice session and how to achieve those goals accordingly.

In our piano beginner books, we write out step-by-step instructions for students and parents to follow at home during their practice, so that they know what to do and what to pay attention to. In piano lessons, teachers should also spend time to explain to students how to practice certain phrases and what they themselves should pay attention to during their practice at home. Students need to know what they are looking for in their own practice and playing, instead of teachers pointing out their mistakes and them rectifying them afterwards. A lot of self-awareness and attention to details are required in students in their own practice (and playing) to make that practice session effective and productive.

When students know how to practice and what to look for during practice, it’s time to be creative in their practice. Teachers can demonstrate different ways of tackling a problem, whether it be a rhythmic, harmonic or coordination aspect. Teaching students to understand the components and make-up of a music piece would tremendously help them practice more effectively. No one gets far with practice or playing without understanding the musical content of a piece they are learning.

How does an online piano lesson work ?

Hello everyone, this is Teresa Wong.  

Today I want to explain to you how an online piano lesson works. In fact it is very simple.  

First, you need three tools.  

The first tool is your piano.

The second tool is your phone or computer: this way we can see each other online.  

The third tool is a good internet connection.  There is a fourth tool which is microphone, but it’s not an compulsory item.

Let me now tell you how you can set up for an online piano lesson.  

First of all, you need to sit in front of your piano.  Place your phone or computer next to the piano. The best position is that I can see your hands (and forearms) at the keyboard.  

You can use any online video chat app like WeChat, facetime, Skype, whatsapp.  Here you can see me and my piano. This is how I show how to improve my piano performance. If you have any questions about online piano lessons, simulation tests or intensive exam improvement programs, please leave a message or email me. See you next time!

More on my online piano lessons

A New Beginning I

Hi all,

I apologize for not having been here or on any social media channels lately.

I just came back from a wonderful trip in Hawaii. It’s beautiful and just a great time there. It actually made me miss Hong Kong a little bit regarding all the food selections! Hongkongers are definitely spoiled with their food choices.

During my holidays in Hawaii, I tried to do a couple things that scared me, both of them required me to be in the ocean. I don’t know if any of you read what I wrote all this time, but I did write about my fear in water. I took swimming lessons and so far I am somewhat better in the pool but if you ask me to go do some water sports in the big ocean I would definitely think twice (or more like hundred times!).

I think I didn’t write about this for some reason, but I went on a diving trip (yes, diving in deep deep water under many feet) a couple years ago in Taiwan, after I tried this “discover diving” thing in Okinawa. I thought it was fun and easy (!) and therefore I decided to venture out to get the open water diving certification after my Taipei stay to finish my Music Together teaching certification (oh yes that’s another story for another time).

That diving trip was gruesome three whole days of me being in the cold open murky wavy water, floating on top of and diving in deep in the ocean. I am not sure if I want to do it again soon, but I do think I will get back at it in the (far) future, perhaps at some place some time with clearer and warmer water.

Anyway, back to the Hawaii trip. I went snorkeling for a few times and I saw some amazing sea creatures! It was not a really fun thing for me to do – like I said, I do not like being in the ocean or somewhere deep. But I made myself do it and I thought that was good.

The other thing I tried actually changed my mind of me being in the ocean and that I actually could enjoy AND have fun about it. It was surfing.

I have seen people surf in TV shows and movies, thinking “wow, that looks so cool”, and especially when I see girls doing it, I am like, “that just looks hot”. Like for me girls doing anything I normally won’t do is “hot”, like driving (which I do now), and being athletic and lifting heavy weights (which I also do now). So being great at water sports is just something that blows my mind and I cannot fathom I can even manage to do it, let alone being good at it.

And there I went surfing.

Needless to say I had this HUGE anxiety before the morning to take my surf lesson, which was like two hours (“Why do anyone want to take surfing lesson for two hours straight? Is there a break in between?”). So with much anxiety (imagining I might drown or thrown out in the ocean without my surfboard and hit my head on the rocks etc) and sleepiness (it’s 8 in the morning! and hey it’s holiday), I arrived at this truck full of surf boards, standing nearby a fit young lady. I thought she was one of the surf students, but no, she’s my surf instructor!

I put on a tee shirt and water shoes my instructor handed me, and we were off to do some practice on the grass nearby with the surfboards. I watched intently what she was demonstrating to me and then I copied. The instruction lasted for 15 minutes. And then she said, “let’s go to the water and try it out!” “What?! That’s it??” I was shocked inside. But I took up the courage and picked up my surfboard and there I went with her into the water.

(…to be continued)

關於我們網上和本地香港的課程