With the reform of the national education system, improving the quality education of the whole people is deeply rooted in the hearts of the people. The concept of multiculturalism has been popularized all over the world, and the development of children's multiple intelligences has become the focus of education. The 300-year history of piano art is accompanied by the development of human civilization. The most effective way for us to truly feel and appreciate art is to learn musical instruments. Piano is known as the king of musical instruments. Through human practice and scientists' analysis, learning piano can improve eight abilities: 1, rich imagination 2, rigorous thinking 3, bold expression 4, profound understanding 5, excellent memory 6, good coordination 7, calm control 8 and excellent organization 8. Professor nego, a famous educator and pianist, once said, "If it is up to me, piano should be a compulsory course for every student." As the famous educator Mei Niuyin said, it is meaningless to build more prisons for the sake of world peace and beauty. More music colleges and music education institutions should be established, which is the most effective way to maintain human peace and improve the spiritual quality of all mankind.

The best age to learn piano is 3-4 years old, and children's perception of music touches their hearts. At this age, it is the easiest to inspire, develop physically and coordinate actions. Playing the piano can fully train children's finger muscles, thus promoting the development of the brain.

1, imaginative:

Piano music shapes the musical image through its unique musical language. It is expressed by a series of visual features such as sound, modality and dynamics. Use these vivid and sensible musical images to induce and infect children and let them expand their rich imagination.

2, rigorous thinking ability:

In the process of practicing the piano, we should not only strictly complete the marks on the score, but also use various musical expressions to express the author's creative intention, and also repeatedly experience and change the process to cultivate children's rigorous thinking ability.

3, bold performance ability:

Piano art has developed from a very rigorous technique (classical period) to The Romantic Period, focusing on people and life, revealing the true feelings of human emotional world. Great changes have taken place in the composer's composition structure and style, making the performer a "poet" and a "painter" in music and boldly expressing himself in the ocean of music.

4. Deeply understand:

To play a piece of music well, we should not only stay on the surface of the music, but also understand the background, national style and regional differences of the music, think deeply and learn to understand and feel, so as to truly realize the significance of the work to that period and deeply reflect on that history.

5, excellent memory ability:

How many notes, rhythms, fingering and expressions does a piece of music have? To complete a piece of music, you need to remember that every note, rhythm, fingering and expression in the score is not a simple memory, but a series of memories combining sound, modality and strength, which is a three-dimensional memory of space and time, which is excellent. It must be an excellent memory to exercise memory in this way for a long time.

6, good coordination ability:

I don't think there is a more effective way to develop the coordination ability of both hands than playing the piano. Through the training of the left hand, the child's right brain has undoubtedly developed, making the left and right brains develop in a balanced way. Through the general performance of children who learn piano, we observe that children who learn piano are better than children who don't learn piano in dance, painting and movement coordination, and their learning ability is outstanding in all aspects.

7. Stability control ability:

Playing the piano requires concentration. When grasping the overall rhythm of music, the heart is like a "clock", controlling everything in a balanced way. It is essential to insist on the integrity and unity of the track, and it also improves the inner control ability.

8, outstanding organizational skills:

Piano in musical instruments, with its unique multi-sound effects, can develop into the sound effects of a band, and the music is very layered and complicated. A large-scale music, like a conductor, often organizes all schools together, which is a very rigorous and creative organizational activity, thus cultivating outstanding organizational ability.

Through your children's piano learning, you will deeply appreciate the benefits of children's piano learning. I hope you can encourage your children to learn piano and love music from today for their happy growth and improvement in all aspects!

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Significance of learning piano

The significance of learning piano can be said from different angles. If expressed in the most popular language, it is: improving people's quality.

Advanced piano art will broaden people's minds and horizons, sublimate people's spiritual world and inspire people to pursue beautiful things in a civilized and moral way. This is the improvement of human quality.

Piano master Hoffman said: "... when a pianist forgets the world and faces his instrument alone, he can talk to his deepest and noblest self ... This spiritual wealth can't be bought by money and can't be taken away by violence."

A complete music school. Because what you learn here will not be a single and one-sided music knowledge; On the contrary, we should learn all the most important basic qualities that constitute the art of music, and understand the vocabulary, language and grammar used in musical thinking. There are melody knowledge, music image, music content, music artistic conception, music style and other music aesthetic knowledge. There is also the knowledge of how to integrate all these aspects into an organic whole. In fact, in piano learning, you will not only learn the piano, but also comprehensively improve your sensitivity, thinking and understanding of music. This ability has improved, and I will have a higher understanding and appreciation of my own works, others' works, and even non-piano music works such as chamber music and symphony.

Piano learning also has two characteristics: first, piano learning and performance are "vivid and dynamic systems", which always require concentration and sensitivity of hearing, active activities of ten fingers on the premise of independence, different movements of both hands and coordination and cooperation with the whole body. Insisting on exercising in this vivid dynamic system will inevitably have a beneficial impact on the healthy growth of people's physiology, psychology and thinking. Secondly, playing the piano requires relatively skilled techniques and skills. Mastering technology and skills requires regular, scientific and permanent training. This kind of training requires perseverance, endurance, confidence and courage. Therefore, piano learning plays a good role in cultivating strong will, tenacious and enterprising quality and pragmatic and rigorous scientific style. The result of these two characteristics is the improvement of people's overall ability.

We find that among the primary and middle school students who study piano around us, the excellent students who play the piano well are often at school.

Professor Nigoz, a piano educator and performer in the former Soviet Union, once said that if it was up to him, piano should be a compulsory course for every middle school student. Indeed, if everyone can learn piano to varying degrees if possible, it will certainly promote the historical process of building a truly civilized and literate modern society.

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Cultivation and maintenance of children's enthusiasm for piano learning

The process of piano learning is almost as slow as the growth of children. Many teachers are willing to grade their children, and many parents also hope that their children can make progress as soon as possible. This psychological background always gives students some difficult works in teaching activities. Now we should point out what kind of difficult homework to assign to students, not only from the scientific point of view of teaching, but also from the point of view of piano learning motivation.

We know before that the degree of study hard has a great influence on the formation of further learning needs. Then if the topic is too difficult, on the one hand, students have to make great efforts to type it, on the other hand, even if they type it, it is always difficult to meet the teacher's requirements. Piano performance, as a kind of performing arts, determines that teachers often ask students for the level of stage performance in class, so reaching the level of stage performance is actually the learning goal of a song, and it is entirely possible for students to reach the lowest level of stage performance no matter how hard they try. Therefore, when this piece of music has to pass, the end of learning this piece of music will not bring a real sense of learning completion, nor will it produce an achievement experience after the learning goal is achieved. It is difficult to promote new learning motivation with unsatisfactory learning results. On the other hand, overwork itself is an unpleasant experience, which makes practicing the piano itself a very bitter process and an important reason why students often avoid practicing the piano. Therefore, from the perspective of cultivating piano learning motivation, too difficult works are not conducive to the need for further study. Therefore, we should pay attention to the difficulty of homework, which should be limited to the fact that students can better complete the teacher's requirements after a certain period of hard work. The time limit here should be based on students' familiarity with play rather than "boredom". If a work is "tired of playing" and can't reach a good performance level, then it is too difficult for students.

At present, in the amateur piano teaching for children in China, on the one hand, the level of teachers is generally low, on the other hand, there is a tendency that teaching requirements are too professional. Even among those teachers who have not received a good education in piano teaching, there is a tendency to demand excessive specialization. On the one hand, it is impossible and unnecessary for all children who learn piano to achieve professional performance; On the other hand, excessive professional training for children will make a large number of children without high burden lose confidence and interest in piano learning. The over-specialization of children's piano teaching shows that the teaching objectives are set too high: teachers have higher requirements on the technical specifications of performance in the learning process and the fine control of various elements of music in performance. Teachers, parents and students all have this experience. It is not difficult to perform a work well, but it is very difficult to perform it well. Judging from the time allocation of a piece of music practice, it takes several times to play a piece of music well. The teaching objectives of the same work with different specifications vary greatly. On the one hand, the realizable degree of the teaching goal is determined by the difficulty of the work itself, on the other hand, it is also determined by the specifications of the teacher's performance quality requirements. High-standard teaching requirements are necessary from the perspective of cultivating professional talents, but their significance is worth discussing for amateur piano players with low piano ability. Because its bad influence on learning motivation will make the natural continuation of piano learning activities very reluctant.

Of course, you can't be too relaxed in your homework arrangement. From the teaching point of view, learning value is small. In terms of motivation, goals that are too easy to achieve are not challenging and will not inspire high-level motivation. Therefore, after the goal is achieved, there will be no joy of success, which is not conducive to the formation of new learning needs. This is because people have such a characteristic about the content of learning: things that are particularly easy cannot arouse learners' interest, while things that are particularly difficult are daunting. Therefore, what kind of learning goal can arouse people to understand it and master its motivation has psychological laws. Psychological research shows that when learners and learning objects are in a "problem situation" relationship, people are most likely to have a strong desire to learn. The so-called "problem situation" refers to a moderately difficult situation. When the possibility of achieving the goal is about 50%, students' learning motivation is stronger. Whether homework is too easy or too difficult, it will not make students reach the best motivation state.

Special attention should be paid to children's personality differences in the difficulty arrangement of homework related to motivation. Different students have different attitudes towards the difficulty of new homework because of their different personalities. Generally speaking, "high achievement motivation" is willing to accept difficult works, while "low achievement motivation" is the opposite. For example, for those students who are willing to accept challenges, they often have difficult and challenging homework; However, students who always avoid "challenging situations" prefer less challenging assignments. Students with strong willpower can show more patience and perseverance in the face of difficult homework, but students with weak willpower will be scared away by difficult homework. Some students prevent their ability from being challenged by deliberately not working hard, so in the face of difficult homework, not practicing the piano or not working hard often becomes their strategy to maintain self-esteem. Many parents are anxious about their children's inattention in practicing the piano, and repeatedly remind or urge their children to concentrate. In fact, attention is not only limited by children's age, but also affected by the difficulty of homework. Highly complex homework inevitably needs a highly concentrated state, and it is difficult to stay focused for a long time under a highly nervous state. Adults also have this experience. When you listen to a particularly complicated speech, it is especially easy to get distracted. This is because the human brain is in a state of high tension and hard work, and it is impossible to maintain attention for a long time. From this point of view, too difficult homework also has a negative impact on the efficiency of practicing piano, which in turn affects the effectiveness of learning, thus making students lose their enthusiasm for further learning in the experience where efforts and results do not correspond. Students' interest in piano learning also determines their attitude towards the difficulty of homework. Children with high interest in piano learning are often willing to accept or tolerate difficult works, while students with poor interest in piano learning are unwilling to accept assignments that require some effort to succeed. Some students have a strong sense of accomplishment and hope to get psychological satisfaction centered on self-esteem and honor through their piano learning achievements, that is to say, their comprehensive goal of piano learning is more attractive. This kind of students often regard mastering a very difficult work as a condition for getting greater satisfaction, so they are willing to teach more difficult music. On the contrary, those students with low sense of accomplishment often feel a burden on more difficult music because many goals are not attractive to them. These differences in children's personality and psychological characteristics should be the reference factors for teachers to decide the difficulty of homework, otherwise the whole teaching arrangement and possible learning effect will be affected by the resistance of motivation.

The attraction of homework itself is also the main reason that affects learning motivation. Students often have great patience and perseverance with their favorite works, but they are unwilling to make more efforts with their disliked works. So I'm not too picky about the difficulty of the works I like better, but I'm worried about the works I don't like.

Of course, it is very difficult to consider all these problems comprehensively in actual teaching activities. On the one hand, it requires piano teachers to be very familiar with piano teaching materials, have a good teaching material organization structure in their own minds, and understand the internal relationship between teaching materials connected in different teaching processes in music knowledge, playing skills, musical sense training and so on; On the other hand, teachers are required to understand students' existing piano level and personality characteristics, and keep the arrangement of teaching activities from easy to difficult, step by step, so that students can continuously gain successful experience and form good and sustained learning motivation.

4. Learning efficacy and learning efficacy.

From the external perspective of teachers, parents, social evaluation and other students, academic performance is objective. The comparison between students and the standard for teachers to measure the piano level are relatively objective and stable. However, students' feelings about the learning achievements made by their own efforts have certain subjective factors. For example, a student who wants to get "five points" gets "five reductions", and he will feel depressed and think that his study is invalid; And a student who only wants to pass will be elated when he gets a "good" and feel that his academic performance is great. For another example, when a student compares with a high-level student, he will feel that no matter how hard he works, he can't surpass his feeling of "trying hard in vain", thus losing the motivation to learn; On the contrary, when he sees that he has made great progress this semester compared with last semester, his confidence will be doubled and he will have the motivation to study further. These two examples tell us that the "effectiveness" of learning may be an objective factor, but the "effectiveness" of learning is determined by different perspectives. On the one hand, it is determined by the achievement goals set by students themselves, on the other hand, it is also determined by the scale of students' comparison. Therefore, we should pay attention to setting appropriate learning goals for students and cultivate students to evaluate their level and achievements from a positive perspective. People always have a tendency: to measure their level with the best state and determine their position by comparing with others, which is more obvious in children. This tendency will often produce an effect that is not conducive to learning motivation in piano learning. Therefore, it is necessary to train students to measure themselves with more realistic goals in time and to train students to look at their achievements with an internal indicator. Many piano teachers guide students to equate with a student with high grades, and the result may be that students feel that they can't compare with him no matter how hard they work. The result of this comparison is likely to make students lose confidence and the joy of success after achieving their learning goals. Therefore, students should pay attention to the internal "learning effect" instead of using external indicators to measure a student's learning effect. Teachers should pay attention to the fact that students' sense of success or failure is related to the self-requirement standards set by students themselves. Therefore, teachers need to adjust the self-requirement standards set by different students to make them in an achievable state for their own students, so as to make every student feel successful. In school study, students often rank their grades after exams, which will make students pay more and more attention to the positive and negative effects of external indicators on learning effectiveness, while ignoring the internal self-test scale. In piano learning, because of its one-on-one teaching method, teachers provide convenient conditions for students to establish self-evaluation of learning effect.

In short, in order to cultivate students' lasting and stable learning needs, students must be able to experience the pleasure of success continuously. This requires teachers to design their own teaching process and steps in teaching, and try to make students take fewer detours and suffer less setbacks to protect their enthusiasm for learning. When giving students new music, we should not only pay attention to stimulating students' learning motivation at the beginning of new homework, but also consider whether students can finish this music and get a successful experience from it. On the one hand, teachers should make a relatively objective evaluation of students' academic achievements, and at the same time, they should pay attention to guiding students to measure themselves with internal indicators and see their progress, so as to enhance their confidence in the next study.

Verb (abbreviation of verb) learning effectiveness and correct attribution

In such a complicated activity as piano learning, learning can't be just a successful experience, and it can't always be well evaluated. The experience of failure is inevitable, and it is necessary to point out the problem. A good level of piano learning motivation is to prevent students from forming a fragile psychology that can only praise but not criticize. Simple successful experience, if there is no correct concept of "success", will not be conducive to further study; Complete failure, with correct analysis and understanding, may also generate new learning motivation. Therefore, on the one hand, the key to the problem lies in obtaining a good learning effect and a good sense of learning results, on the other hand, it also depends on the understanding of success and failure. In psychology, people's "process of analyzing others' or their own behaviors and inferring the causes of these behaviors" is called "attribution".

Psychologist B.Weiner summed up four factors of attribution from two aspects. On the one hand, it is internal and external, on the other hand, it is stable and unstable. These four factors are the internal stability of ability, the external stability of task difficulty, the internal instability of effort and the external instability of luck. In piano learning, the difficulty of the task is the difficulty of music, and luck is often

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What problems should we pay attention to when practicing the piano well?

Pay attention to the following five aspects, and the effect of practicing piano will be better:

(1) In terms of time, there should be a minimum time every day. Many skills cannot be mastered without tempering. It takes time to temper. Children's endurance is small, and each exercise can be shorter, but two or three times together, it always takes more than an hour every day.

(2) When practicing movements, you must practice your ears and mind at the same time. Always pay attention to your ears and check whether you are satisfied with the pop-up sound. The brain should always command and adjust the body parts involved in the action. This is concentration.

(3) The purpose of the exercise should be clear. Practice is to practice what you don't understand and correct the shortcomings pointed out by the teacher and what you feel. What do you want to practice? What are the shortcomings and mistakes? Everything should be very clear, definite and specific.

(4) After understanding the purpose, it is an effective practice to solve at least one problem at a time, take a step back and make progress on at least one problem.

Some problems are difficult to solve at once, so we should try our best to make progress.

(5) Pay attention to quality, not quantity, with less content but high quality. You can't play the whole song. Play half a song, or a short paragraph, or a sentence, or a phonetic fragment first. If you can't play with both hands, you can play with one hand. But every practice should be of high quality, and every little makes a mickle, and eventually you will practice the whole song well.

Anyway,

Avoid practicing for two days a day; Ears don't listen, brains don't want to; Playing for the sake of playing has no purpose; Regardless of the effect, only gather time; Seeing that I was about to succeed, I stepped back to cook a cooked meal, but I turned off the fire ahead of time and had to rekindle it next time. Regardless of quality, it is generally repeated over and over again.

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What is the key to training finger independence?

Fingers work independently, mainly in metacarpal joints. The most important thing is:

Five-finger in-situ exercise is the initial independent finger training for beginners. note:

(1) The wrist is stable, the fingers are stable, and attention is focused on the activities of metacarpal joints.

(2) When the finger is lifted, it should be felt that only the function of the metacarpal joint is used, and the other two joints of the finger are not involved, hooked or straightened.

(3) Lift your fingers decisively, positively, comfortably and freely.

(4) During slow training, the height can be slightly higher, but it cannot be forced.

(5) The action of playing (touching keys) should also feel that only the metacarpal joints are used, and it should be decisive. Don't pursue loud volume from the beginning, and don't feel forced.

(6) At the same time of touching the key (making sound), the metacarpal joint also stops exerting force. At this point, the whole hand entered a state of near rest except the first joint, which is responsible for keeping the fingers on the keys.

(7) If you play five notes in a row, you should start slowly. Every time you play the next note, take a break on that note. Speed and volume (intensity) can only increase gradually with the accumulation of practice. When everything feels natural and effortless, it is necessary to make a gradual transition to loud and fast.

The above seven points refer to the action essentials of each finger touching keys independently in Legato (except the first sound). The playing method of the first sound will be discussed when answering other questions.

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How to help children improve the efficiency of practicing piano?

The speed of learning progress should not only be guaranteed by practice time, but also be efficient. Setting specific tasks for children is more important than setting time. For example, children are required to play a new music score in this exercise and correct all pronunciation mistakes. Wait a minute. It is much more efficient to teach children to practice the piano purposefully with their brains than to ask them to play a tune ten times and practice it mechanically for half an hour. Every child will make mistakes in play. Clever children can be corrected on the spot after being pointed out by the teacher. Serious children will be corrected when they return to work next time. The child who made the teacher angry didn't correct it after several classes. Of course, this will affect the quality and progress of learning. Whether the tutor is successful or not can be seen from the resumption of classes. Because the process of practicing the piano is an important part of learning the piano, the role of parents in this respect is enormous. Parents can take time to check their children's piano practice 2-3 times a week to see if they are practicing according to the teacher's requirements.

How to arrange children's piano practice time?

Go home. Parents should first arrange the time for their children to practice the piano when they change from a bystander in class to an active guide. How much time you practice the piano every day depends on how long your child can concentrate. Child psychologists believe that the time for children to concentrate on thinking is about 20 ~ 3q minutes, and some parents divide the time for practicing piano into two times every day. This arrangement is very reasonable and scientific. With the increase of age, the time of practicing piano can be increased and concentrated accordingly. It must be pointed out that. The length of practice time is not absolute. Some children love playing the piano. He thinks playing the piano is more interesting than playing. Such children have a special love for music. If he doesn't affect normal cultural study and healthy development, parents don't have to restrict him. For some gifted children who are not yet enlightened and diligent, we should stimulate their interest in music, and don't rush for success, so as not to cause children's rebellious psychology.

How do parents cooperate with teachers in class?

Piano teaching is mostly one-on-one, so some parents lack classroom concept, and often encounter such a situation: as soon as the child finishes playing a scale or a piece of music, parents scramble to say, "What's wrong with you?" You have a good time at home. " Play again! "Teachers ask children questions, parents are eager to answer instead of children, and some parents even beat and scold their children in class, which makes it difficult for the class to continue. The main body of the classroom is teachers and students. Because children need the cooperation of parents when they are young, parents should gradually let go and become more independent as their children grow up. The most cooperative parents are calm bystanders in class. Serious thinkers, keeping in mind the requirements put forward by teachers, can take notes properly and become good helpers for teachers and students.

How old is the child to learn piano?

Generally speaking, it is most suitable for children to learn piano at the age of five, because at this time, the bone development of children's hands is relatively complete, and they have begun in intelligence, endurance and other aspects. But every child's hobbies are different. Some children show obvious interest in music when they are two or three years old. They like to play on the piano, and the sound made by the little finger touching the keys excites him. He can play the little songs he has heard. Children like this learn the piano earlier, but they should pay attention. Some people say that it is better to learn early than late. But this is only relative. Whether you can learn well depends on whether your child's talent and nurture are correct.

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Please organize according to your own needs. I hope it works. Wish you all the best! Happy New Year!