One of my beginner students was playing a piece where fingers 2, 3, and 4 were on the black keys.  This position was awkward for her.  She noticed that her pinkies were up in the air.  To explain to me how awkward the position was, she giggled and said, “My pinkies want a spot!”

A young student of mine stopped mid-song to scratch his leg.  His explanation?

Normally, I can itch my leg with my other foot.  But this is a bigger itch.  I need my hands.

Understood.  Play on!

My 5 year old student stopped mid-song to scratch his feet.  He apologized and then explained,

I can usually itch my feet with no hands, but I’m wearing different shoes today.

Ah yes.  I understand.

Don’t you just love 5 year olds?

Enter the giveaway HERE

I have one little sweet student who just won’t practice.  He is a really great sight reader, and is able to squeak through nearly every piece in his books.  Of course, that is not good enough.  We all know he needs practice.

I tried several different incentives with this little guy, and finally landed on the goofy nametag idea, convinced his silly personality would enjoy it enough to practice.  When that didn’t work, I tried stickers, since the kid is obsessed with those things.  I placed a star sticker on his hand for each day of practice.  (Which was only two, by the way).

He LOVED that!  He gloated to his brother and to his mom.  He waved his hand in the air with pride.  I was sure that I had finally found the answer in a cheap packet of star stickers.  I was, of course, mentally patting myself on the back for my ingenious understanding of his individual personality.  I was envisioning the next week, when his hand would be covered in stars, and we would both be beaming with happiness and pride.

Until he ate the stickers.

My adorable 6 year old beginner student told me the other day that his piano does not sound like mine.  Knowing that he is about to get his piano tuned, I said, “Well, once it’s tuned, it will probably sound better!”  He responded in his 6 year old logic, “Yeah, and ours is darker brown, so it’s more old fashioned, so it doesn’t sound as good.”

My new 6 year old student started today, with much enthusiasm. He recently graduated from a music class and delighted in telling me when he already knew something from that class. I was impressed with what he knew. All my students who have taken music classes before taking lessons come well equipped. Have you noticed that?

I taught him the C Five Finger pattern. Play C, D, E, F, G with fingers 1, 2, 3, 4, 5. Go back down. Simple, but not particularly pretty. As he was playing it, he began again, in his confident voice, “Oh yeah, I know that song. Yup, I definitely know that song.” I thought his assessment was cute and endearing. I’m excited to teach this little knowledgeable boy!

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I had to laugh today when I saw a sibling parroting ME. When I told his brother to play a song, this sibling added, without looking up from his book, “Don’t forget the rests!”

Apparently, I get too excited. A very opinionated student told me this after I exuberated about her most recent piece. So I apologized and told her I would no longer get excited. Everything I said after that was in my most monotone voice. Well, she didn’t like that either! She was begging me to get excited about her pieces after that! (See, I knew what I was doing!)

Today, I was helping a student pick out a Halloween song to play. She had three to choose from, and after the first one, she said, “It’s a maybe.” So after the second one, when she wasn’t looking too excited about it, I said, “Is this a maybe one also?”

She misunderstood my use of the word “one” and responded seriously with, “No that’s a maybe two.”

Oh wow.  Here’s one for you.  There is no end to hilarity with my piano students.  Today, a six-year-old student lifted up his shirt (in the middle of his song) and exclaimed,

“I only have one button in my body!  It’s my belly button!”