Listening to music in the online era seems a bit more like just another computer task, whether it be shopping online or even writing an email. The only difference is that it’s served via a music platform, like YouTube or Facebook Live, instead of some other computer, tablet, or cell phone app. So why not Schumann and Beethoven To Go, since that is how it is likely to be consumed?!
As I just hinted above, my virtual audience is much larger than my physical one. I’m not going to rehash my thoughts of my last blog post, but instead, continue to focus more on my online audience. The move to thinking about an online audience has been quite a challenge. I allow extra time to get my live stream ready before each performance. I post to both Facebook and Instagram both before and after events, in order to entice and provide listening links, respectively. After each Facebook Live event, I edit the recording to eliminate dead space, give program information, plus provide launch points for each piece and movement.
So what inspired me to put together works by Schumann and Beethoven? Before I explore that, here is a link to the concert program itself. I first heard Schumann’s Papillons in a recital given by Vladimir Ashkenazy. I remember sitting on stage in Symphony Hall in Boston as he thundered those octaves at the beginning of the second episode. That immediately dismissed any notion that this was a lesser work. It may not be as virtuosic as some of Schumann’s later and longer works, but it provides many challenges – including those very octaves!
Beethoven’s Second Piano Sonata, Op. 2, No. 2, is brand new to me. I selected it since I already played the first sonata in college, as well as several others sprinkled through the entire catalog. I don’t have a goal to learn all 32 sonatas, but I figured that with the first two sonatas learned, I might want to learn a few more eventually. It’s humbling to realize that a lifetime of piano playing hasn’t made learning anything by Beethoven any easier!
Now that I’ve offered Schumann and Beethoven To Go, I’m wondering whether I should have offered any food or beverage pairings. Okay, I’ll leave it right there, because I really now have to go practice!
Updated 2019-06-11 | Originally Posted 2019-05-28
This post, Summer Project – Online Lesson Academy, is the second in a three-part series under the category of Piano Teaching. I invested in a reasonably priced online course given by the Upbeat Piano Teachers, a team of two – Sara Campbell and Tracy Selle. Sara was mentioned in a Webinar given by the Music Teachers National Association (MTNA). As a result, I listed her as a piano teaching resource in this post, which speaks about her own site and blog, Sara’s Music Studio.
So far, so good! All of the information was helpful and well put together. Now it’s time to do the homework assignments during the short window of time the course instructors are available to facilitate. There are two Q&A sessions, after which we are on our own.
What is the point? Technology has made online lessons possible. There are just several pieces of equipment needed to get started, including a laptop and a Webcam, or just a tablet with its built-in camera. Add high-speed Internet and you’re ready to go! It’s not much more complicated than that.
So why use it? The most obvious reason is to eliminate the need for makeup lessons when the problem is getting to the lesson. It could be inclement weather, a transportation issue, or even minor illness. Makeup lessons are the bane of music teachers everywhere, so why not try online lessons to teach during the allocated teaching time? There are some instructors who extend this technology to provide distance learning. This can occur if either the student or the teacher moves away, but both parties want to continue lessons. It also allows a teacher with special skills to teach outside of her geography.
One of the surprises of the seminar was the idea of video learning. This is offered where the student can’t show up for his lesson and isn’t available for an online lesson. The teacher can use the lesson time to create a customized video with specific instructions for the student. The student then has to watch the video within a short window and perform the assignments to be ready for the next lesson. It’s also possible to create a series of generic video lessons ahead of time to be offered to a student when it’s not possible to create a customized video.
That’s it so far! I’m excited to do all of this work, and then engage with parents and students to get started!
Posted on 2018-05-28