most magic moment in piano lessons is when a child says, "Hey,
I want to learn that song that goes..." and then they name the
title or hum it.
It is a magic
moment because it signals that a child has taken the piano on as
their own, and are ready to explore music that they like.
Once a child
makes this move, you should stand out of the way, except to
throw more fuel on the fire by finding every song in the
child's head, and figuring out ways to arrange it so the child
can play a bit of it.
cartoon, nursery rhyme, TV show and computer game tune is
eligible. Think of all the songs running around in YOUR head,
and then find what's going on in the child's.
The opposite of
this situation is when a child is bored with the piano, and
doesn't care about any of it: the songs bore them, the piano
bores them, even you, the teacher, are supremely boring to them.
But find that
favorite song, and all of a sudden you are a much-needed partner
in a search for a song, a search for the notes that will make
the piano sing that song.
When a child
crosses that barrier from "work" to "play" you will find
the most fertile ground for teaching.
Think about it:
a child's experience of education is largely force-fed. When
child plays with friends or by themselves, their entire
imagination, inspiration and intelligence is stimulated.
It is this same
"play" state that we seek to awaken in the child's
experience of the piano. Without
this sense of play, piano lessons are exactly what kids claim
they are: drudgery.
enthusiasm for drudgery from a child.