Tag: ATCL

Our new music service: connect students and teachers

We now provide teachers all over the world to suit your needs, whether you want to take lessons in real time at the same place with your teacher, or via online platform – still in real time but in two different places.

We offer lessons in all kinds of music genre, from classical to pop, rock to jazz, bluegrass to songwriting, with a wide variety of musical instruments from piano to violin, percussion to singing, and even composing and conducting. We also can help you with audition, exam, performance and competition preparation. Whatever your goal is we help you achieve it, together.

We have been having great results connecting students to their new teachers recently. I am sure this is the beginning of a wonderful music journey for both parties (and the parents too!). If you are interested in finding a new (or first!) teacher or new students, join our community now! Our team is waiting to bring you closer to your goals, much faster than you would ever imagined! Our teachers can teach you in person or online, in many areas of music making and performing.

We can also help piano teachers achieve their goals of establishing their studios and improving their teaching skills!

Let us know what you need and we will help you achieve it!
– Teresa Wong & TWSOM TEAM

我们最近为很多人成功找到他们理想的老师和学生。我很高兴可以帮到大家联系一起,一同走上新的音乐旅程。

无论是钢琴,唱歌,演奏,即兴创作,歌曲作曲,作曲,吉他,小提琴,爵士乐,古典,试镜,考试,表演和比赛。我们也可以帮助钢琴老师实现他们建立工作室的目标,提高他们的教学技巧!

有兴趣的老师,学生,家长可以直接联系我们,我们早日可以帮到你们实现音乐的理想和目标!

黃穎妍老師和團隊

网上钢琴课程

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教授:专业美国印第安纳大学音乐学院毕业、钢琴演奏硕士、黄颖妍音乐学校创办人黄颖妍老师

出版书籍包括: Technique Transformation Piano Exercise Book / 钢琴技巧改造练习书册,Piano Freedom(暂定: 钢琴真自由),Music on Wings Piano Beginner Course Book 钢琴初阶课程。

网上课程内容:钢琴技巧改造训练,英国皇家音乐学院级别及文凭演奏考试训练,英国圣三日音乐学院文凭演奏考试训练,美国音乐学院面试预备训练,音乐历史、音乐乐理、听力、视唱、键盘技巧、钢琴即兴和伴奏、音乐创作、钢琴演奏等训练,以及音乐学术文章写作。

黄老师的學生遍佈全球各地,包括香港,澳門,中国大陸,新加坡,馬來西亞,印度,斯理蘭卡,澳洲,美國,英國,法國等等。

有兴趣跟黄老师上课的话,请直接联络我们。电邮是twsomusic@gmail.com. 

课程可以以广东话、国语、或英語上课。

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[:en]One-off Piano Consultation Session[:zh]鋼琴資詢課堂[:]

[:en]Do you want to play scales faster? Do you have a problem with arpeggios? Are you preparing for your graded exam in April/May? Do you want some advice for your ATCL/DipABRSM exam preparation?

Now it’s the time to contact me!

I offer a one-off consultation session for any non-students of mine. So whether you are piano students preparing for your graded exam, or improve your basic piano skills, or you are piano teachers helping your students to be successful in their exams, I welcome you.

This service can be provided in person at my studio or via skype.

Contact me at twsomusic@gmail.com for scheduling and more details.

TW[:zh]你有否彈鋼琴上的問題呢?你想彈音階快和準確一點嗎?還是對琶音技巧有問題呢?或者你是預備四五月的鋼琴考試?你想有一些文憑考試上的指引?

現在是時候找我幫手啦!

我現在提供一次鋼琴資詢課堂。無論你是鋼琴學生需要預備考試,或者改善基本彈奏技巧,又或者是鋼琴老師需要幫助學生考取好的成績,我也歡迎你來跟我學習。現在就是時候聯絡我了!

歡迎直接和我聯絡。電郵地址是twsomusic@gmail.com.

黄穎妍[:]

Music is for healing

I believe everyone likes music.

Everyone listens to some kind of music, whether it be pop music (western or local), R&B, rock, electronic, blues, folk, country, band, classical, world, jazz… Or you simply listen to some good music regardless of what genre the music is – the most important element in music is that you like it. That’s it. It is not other people’s choice but YOUR own choice.

The same should go for music learning, or more specifically here, piano playing. You should play the piano only when you want it. And then you would probably practice because you want to get better at the piano.

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What is the first thing students usually say when they come in? (I am sure all of you piano teachers have this experience once in a while or too many a times.)  They say, “I didn’t practice (much) last week.” or similar version of this line. Now, what is your response and what would you say to them? You might be like this, “no, no again!”, either say in silently inside or voice this out loud to your students. Trust me, I get that “frustration” sometimes, I understand that completely.

I also understand why students don’t practice (enough) sometimes. And it’s not because they are lazy – it can be but I usually give them the benefit of the doubt. I like to treat people innocent before “charged” guilty (ok, it’s not like that serious like a crime, but you get what I mean).

Depending on the situation would I ask them why. They would tell me there has been a lot of “homework/work/test/exam/activities/weddings/social functions/business trips/projects/meetings”. I get it, I really do. But I would also stress to them it is of utmost importance that they keep their regular practice sessions in albeit less frequent or shorter than desirable. Let’s say you want your students to practice 1 hour every day, would you think it’s plausible for the lifestyle they have? Would you rather set a more realistic goal for them to follow and actually keep up with, for example, 30 minutes for 4-5 days a week? Or 20 minutes for 3-4 days a week? Depending on the level and age and time of each student?

I usually negotiate with them, especially when they are adult students who have a very busy work life. I say, “ok, well, I understand that you are pretty busy, but let’s try this, try to log in 15 minutes for 3 days first, use the timer on your phone, set it to 15 minutes and just sit down and go with it. Let me know how that goes in our next lesson.” Usually they would do more that those 3 15-minute sessions if they really want to improve their playing.

Of course, there are times when a student really has no time whatsoever that week to do any practice at all. Then what do you as a teacher do? You just have to be patient sometimes. Sometimes when we push the students too hard on their learning and practice it might get an opposite effect that they might not even want to continue learning! We all want to progress, we all do, whether our role is teacher or parent or student. But there is a life we are making right here right now. I think being considerate – I use the word “compassion” – for the student we truly care for is important. There might a lesson that might not be as productive as we want it to be, and that’s ok. If the student turns around, looks back at his/her own progress and says “oh maybe I should work harder”, then wonderful, let’s do it. Certainly the teacher always has to be there to remind the student of his/her practice and encourage him/her to learn more/better. I believe it’s always two-way street (or even three in case with the parent for younger students): both the teacher and student put in effort and work together. Then the student’s learning will definitely blossom.

I find more than often though, it’s that instead of the students having not done any practice at all, it’s rather they are afraid they didn’t get the practice done as well as the teacher want them to have. So nowadays when I hear the line “sorry I didn’t practice much”, I just smile and gesture them sit down and tell them to start playing right away. “I shall be the judge of it.” Most of them do much better than they thought they would.

Giving students more precise pointers and specific directions as to how to make an effective and efficient practice session is also a great way to guide them to not be afraid of practice and get more done on their own. I shall write more about this which I find a lot of students and teachers are not too familiar with this concept.

You all have a blessed weekend of music teaching and learning,

Teresa Wong