A Multitude of First Impressions



We are piano teachers: we teach the piano. Right?

But are we not also freelance entrepreneurs and 
timetabling magicians? 

We manage schedules, budgets, resources, events and deadlines – not to mention the emotions of students and parents! So surely this is more than enough to think about without having to consider marketing strategies as well?

It is not unknown that musicians often have an aversion to self-promotion, but unless you have a fantastic agent or employer, it is an unavoidable element of pursuing a career in the music industry.

Teaching piano is a job that many teachers fall into without a strong intention of doing so, and they somehow end up with quite a sizeable number of pupils and a modest income. How then, does one go about ‘professionalising’ their teaching business, building and developing it?

The first step is to ensure we leave a good first impression on potential students, and encourage them to book a first, second, and ongoing lessons.

A smile speaks a thousand words

Copyright: Piano with Jo (Joanne Snowden)

Never underestimate the power of a smile – either in a photo or in person. On any advertising you do (website, social media, printed leaflets…) don’t neglect to add a warm, welcoming photo of yourself at your piano. It’s too easy to simply scan past a name if there is no image connected to it. On the other hand, a name with a smiling photo attached will cause the reader to stop, think and make a judgment about whether they want to meet this teacher and part with their money for lessons.

This may be the first of the first impressions, depending on where it is shown – for example, in a teacher listing. If it is on your website, the overall impression here is equally important. Make sure it is kept updated with information and contact details and is modern in appearance. There are now many website-builder sites available which will allow you to create a website for free, or for small monthly payments to remove their own branding. And don’t forget to use photos with lots of smiles!

The First Meeting

Once a student has decided to book a lesson with you,
you have the opportunity to reinforce that great first impression. As you greet your new students, make sure you are wearing your best, most welcoming smile as this will completely set the tone for the lessons to come.

It may seem obvious, but take care not to allow any less-than-welcoming personal feelings to impact on your warm welcome. Maintaining a professional, welcoming persona has a large part to play in the impressions you leave, and even in your overall success as a business owner – which all self-employed teachers are!

Speaking or chatting?

Perhaps, before you meet your new prospective student, you talk to them or their parent on the phone. This is another golden opportunity to leave a good first impression, and reassurance is key: pace your words, be concise, and try to avoid saying things like ‘um’ or ‘I think’ too much – though sometimes easier said than done! Perhaps write down the sort of things you’d like to say beforehand to clarify your words in your own mind.

 

 

The same goes for an initial meeting in person; you want to be the teacher that can be relied upon, respected and trusted, and presenting yourself in a confident way will go a long way in achieving this.


Fortunately, these are all transferrable skills, and ones you may already have from experience working as a piano teacher or in a totally different profession. Even if you’re just starting out, it is important to regularly and objectively review your processes and approaches before the student has even sat down at the piano! And for anyone looking to gain and retain students, they are invaluable aspects of running a piano studio.

This is hardly an exhaustive overview, so let us know in the comments below what else you consider essential for creating a good first impression or growing your business!



 

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‘Back to School’


With schools going back and teaching beginning again in full force, we’re excitedly preparing for the first day with our new 2019-20 students at the end of September.

Find out what we have asked them to prepare before embarking on the PTC!


I’m so looking forward to going back to the PTC. It’s like Musical Disneyland. Everyone goes around with smiles on their faces because they love the piano so much.

– Former PTC Student returning in 2019-20 for the PTC Teaching DipABRSM Course

Over the course of the year, we focus on the two main aspects of teaching the piano: the teaching itself, and developing our skills as pianists and performers. This might seem a daunting prospect to anyone for whom the last time they performed was doing their Grade 8 exam 20 years ago, but take a leaf from William Westney’s book, ‘The Perfect Wrong Note: Learning to trust your musical self‘, and mistakes won’t seem so bad.

This is on the essential reading list. The other book PTC students must read is Paul Harris’s ‘Improve your Teaching: An Essential Handbook for Instrumental and Singing Teachers‘. This book offers practical strategies and valuable advice, helping teachers to implement and achieve Paul’s ‘Simultaneous Learning’ strategy with their pupils.

To brush up on their theory, we ask students to complete a Grade 5 theory paper, which they will bring along to the induction day on 28th September and have the opportunity to ask questions about.

Finally, perhaps the most important element of the pre-course preparation is the playing: we ask students to review keys, chords and cadences, and how they relate to one another. This work will become almost immediately useful when attending course days, as each morning begins with a ‘Sing, then Play’ session where an understanding of these elements will come in very handy and allow you build on your knowledge, and to take the teaching away with you and try it out in your own lessons!

Read about a PTC 2017-18 student’s lasting benefits of these sessions and opportunity to put her skills into action…

I wanted to convey my thanks for the invaluable input last year on the PTC… I have decided to have a go at playing some music at a birthday lunch on Sunday… a first for me!!

I would be lying if I said I wasn’t feeling significantly nervous. But if it wasn’t for the PTC I probably wouldn’t even have contemplated it. Some tunes I’ll be playing by ear, and the Course really helped in working out chord progressions, improvising, etc… a mixture of classical (with music!), some show songs (Les Mis, etc) and 30s/40s songs will be on the agenda!

– PTC 2017-18 Student


PTC 2019-20

Places are still available if you would like to join our thriving community of piano teachers at the PTC UK this month! The induction day will be held on Saturday 28th September at the Purcell School of Music, and the course runs until June 2020. More information

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CPD – How Jeni made the most of her PTC


Today, we are so excited to share the inspirational story of Jeni Warder, a PTC student in 2016-17, who has since gone on to do amazing things with her incredible determination and passion for piano teaching!

www.keyspianoschool.com

Facebook / Instagram @keyspianoschool


Jeni Warder, PTC AlumniAlthough the piano has always been a huge part of my life, I can’t say I ever added ‘piano teacher’ to my list of long-term career options when I was at school.

Of course, piano teaching was a nice little earner when I was 16 with a grade 8 and several family friends with young children. However, I have to admit I found teaching beginners a little boring. Following a tutor book was so dry. It wasn’t ‘real music’, and I struggled to be excited by it. However, I continued this teaching with as much enthusiasm as I could muster, throughout my music degree.

I was intent on teaching as a career, but I was too excited by other subjects to pin my colours to one mast, so I opted for primary teaching and trained for my PGCE in Cambridge. At that point the piano teaching took a back seat, before being made completely impossible by the demands of a full-time teaching job and young children. Although exhausting, I loved my time in school. The challenge of meeting the needs of such a range of children, within a very demanding curriculum, was a steep but rewarding learning curve. On the other hand, there were huge compromises to make, and the big one was family life. When I became pregnant with my third child, I knew my time in teaching was up. Three children under 7 was just too much to juggle without dropping something! So in the interest of the family life, I handed in my notice, crossed my fingers and hoped I’d make enough from a couple of evenings’ piano teaching to pay the bills.

This time, however, I knew I wasn’t going to be ‘just another piano teacher.’ My time in school had conditioned me to constant self-appraisal, and to being open to alternative, more progressive teaching methods. I was determined to find creativity and true musicality in even the youngest beginners, because this was now my main income, and I needed to feel positive about my work as much for myself as for my students.

It was at this point I discovered The Curious Piano Teachers – an online, international community of piano teachers, all with the common goal of improving what they do through the sharing of ideas, and regular online training. I felt there was something intriguing (curious, in fact!) about this community, and it turned out to be the best investment I ever made. It was through The Curious Piano Teachers that I learnt about the Piano Teachers’ Course UK. Several of the members had been on the course, and it sounded fantastic. What attracted me most was the sense of having colleagues, which appeared to be created between the students on the course.

So I took another leap of faith and enrolled on the course in 2016. I was nervous on the first weekend, but I needn’t have worried – the tutors were welcoming and my fellow students friendly. The Purcell School quickly became a second home, and I looked forward to our weekends there (especially as the food was better than at home!).

The year became a landmark in my teaching career. The opportunity to take time out (on my ‘piano holidays’ as the children called them), gave me time to reflect on everything I was trying to achieve in my teaching. The days were long and intense, but the sessions were always relevant and inspiring. I found the residential weekends particularly useful, as there was occasionally time in the evenings to socialise, discuss ideas informally, or simply have a quiet evening to process the new information gathered that day.

The range of subjects covered by the course was vast, and consequently it is very difficult to define any one area of study that had the most impact on my teaching. However, I was enormously influenced by the clear passion shown towards the piano, and the sharing of its music, by all the highly skilled tutors on the course. Their enthusiasm was infectious. ‘Musical Moments’, a daily opportunity to hear one of the tutors play, were the highlight of everyone’s day. These small windows were a chance to reflect upon what playing the piano is really all about, and what it is we are teaching our students to appreciate. And in turn, we were given the opportunity to share our own playing. The tutors challenged us to improve our teaching, but also nurtured us as pianists. The steadily increasing performance opportunities throughout the year enabled us to grow in confidence and support each other over each new hurdle. Returning to performing again after such a long break was liberating, and allowed me to discover a new devotion to the instrument and therefore to my own students.

By the end of the PTC my student base was growing rapidly, and I was turning away more students than I was teaching. Thanks to the Piano Teachers’ Course UK my aspirations had been raised significantly, and I was now seeing myself developing a successful second career. Having felt so inspired by the teaching on the PTC, I was keen to find a way of sharing this passion with my own students. I wanted a purpose-designed space for creative teaching, group work, masterclasses and performances, to give students the best chance at seeing the ‘bigger picture’, to have fun in their music making from day one, and to motivate everyone to be the best they can be.

So, armed with a bucketful of determination and a handful of excel spreadsheets I spent a few months devising a way to make it work. Last year I finally managed it, and Keys Piano School opened in September 2018.

I now work with 4 other teachers! We all bring ideas and energy to Keys in different ways and we are now beginning a new journey of collective professional development. Our teaching begins with early years “FunKeys” before moving into our Foundation programme for ages 4-8. Through these sessions we focus on developing a love of creating and sharing music. No more following a tutor book! Our curriculum aims to develop key aural skills, basic keyboard geography and the early stages of notation, before moving children into either a traditional classical or pop focussed pathway. We also make space in our timetable for adult students, which is the most rapidly growing area of our teaching. Keys aims to make piano lessons appealing, modern and engaging, and as a result, the amount of interest in our school has been huge, and we are now providing tuition to over 200 students. We have no idea what is around the next corner but we’re really excited to find out!

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Making the most of your CPD


We posted previously about the importance of continuing development for teachers, and why learning is vital at all stages of life. Read that post here.

This week, we are focusing on CPD in general, and how to make the most of yours.


There are many courses, workshops, conferences and other events available of varying lengths and on a whole range of different topics for piano teachers. Afterwards though, how are you able to demonstrate to potential students and employers that you have invested valuable time and money into your own professional development?

Piano Teaching Professional DevelopmentThis is an extremely important consideration, and was highlighted to us by the first-hand experience of a PTC graduate:

‘I recently applied for a piano post in a school and they told me that they only shortlisted candidates with recent professional development. My time on the PTC definitely counted. It’s great to see that the PTC are now offering Continuing Professional Development in this competitive job market!’

DG, PTC Student 2017-18

Keeping a Professional Portfolio is one of the most effective ways of utilising your collective CPD attendance and qualifications and keeping them all easily accessible if you need to demonstrate evidence of CPD. It can feature anything from formal qualifications (degrees, diplomas, certificates) to single-day workshops. Some employers will want to know how it has contributed to your professional development, and may ask for this so it’s useful to keep a record of everything you’ve done, and perhaps with a short write-up afterwards of your experience, including something you already knew, something that was completely new to you, and something you plan to implement in your teaching right away.

 

And did you know, your CertPTC, DipPTC or PTC Certificate of Professional Development is a fantastic addition to your professional portfolio? This shows employers that you are dedicated to advancing your knowledge and professional network, and gives you a whole host of practical skills to boot!

The topic of Professional Portfolios is one close to our hearts, and PTC students are required to put together and present their own as an assignment submission during the year. The benefit is that, if they already had one, it is reviewed with expert advice and updated, and if they didn’t, it is now ready to go when needed!


The Piano Teachers’ Course UK is now offering a series of online modules, full of invaluable teaching tips from the PTC Principal Tutors. You can also apply for a Certificate of Completion – which can be included in your Portfolio! For more information, visit the page.


BRAND NEW for 2019-20

We are now offering a parallel, fast-track LRSM Coaching Course which can be taken alongside your DipABRSM preparation!

Keep an eye out for updates, and contact Lucinda (lucinda@lucinda-mackworth-young.co.uk) or Rhiana (rhiana@pianoteacherscourse.co.uk) if you’d like to know more.

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Summer Practice Challenge


We’re excited to announce this week’s post is by guest blogger Alexa Madison, owner of Piano Language and piano teacher in Arizona, USA. She shares her insights and tactics for encouraging and motivating students to practise over the summer months.


‘A problem that many teachers face during the summer is that students take breaks and other students don’t practice. I believe that the summer is actually the BEST time to practice because of the free time and no stress. That is why I created a practice challenge for my students that is ONLY used during the summer. I call it the “Summer Practice Challenge”.

My practice challenge consists of a list of things for the student to do at home like pieces, theory, and more. I print off the worksheet for each student and they take it home. Every week that they bring it, I check off anything that they have completed. Any student who finishes the check-list wins a prize. The student to finish first gets a big prize (which can include anything like toys, candy, etc.)!

I used this challenge in 2018 and 2019 and my students loved the competition to win first! As one of the prizes for winning, I took a photo of the student with a sign saying that they have completed the challenge. I posted the photos on my website and Facebook page (with the parent’s permission). Here was our happy winner of 2019’s Summer Practice Challenge!

My studio is known for its practice challenges and competitions. My students all love the excitement and pressure to win.

I write many other blogs about challenges, teaching ideas, and resources on my website. If you would like to see my other blogs, click here.

Thank you for reading!’

– Alexa Madison

Piano Language

www.alexaspianolessons.com/shop

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A Recipe for Performance

This week’s blog continues the theme of performance and comes from a post by Lucinda Mackworth-Young on February 27th, 2017.


‘When performing, imagine you are the host entertaining your guests, wanting them to enjoy themselves, and delivering delicious food (music).

Think of those particular guests in advance: What food (music) do they particularly enjoy? What would feel most appetising and be most easy to digest at that time of the day or evening? Might they be allergic to anything?

Just as importantly, what preparation time do you have? Will you have the time to look out a new recipe (piece)? Or you could just add a little (musical) zest to one that you already know? You will need to match your menu (programme) to your preparation time.

And if, on the day, the sauce curdles, or the main dish burns a little, just deal with it as you go along. -Open a ready made packet, substitute with pasta from the store cupboard. Remember that so long as you continue to stay in charge, retaining your humour and looking after your guests, they will enjoy themselves whatever happens!’

Lucinda Mackworth-Young, Director of The Piano Teachers’ Course UK

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All about… Student Concerts


Why have them?

piano pupil concertsStudent concerts should be a joyful celebration of music and everyone’s achievements. They provide a real motivator for pupils to practise, and a wonderful opportunity for them to make friends and bond within your pupil group. So set them up to enjoy the whole occasion, succeed themselves, and support everyone else.

A particularly enjoyable way to begin is to have every pupil involved in playing a duet or trio (perhaps with you or a fellow pupil) before they play their solo, though playing on their own could be optional. When deciding with whom to pair your pupils, practical considerations will probably have to come first, meaning that you will be pairing or grouping together pupils who come for lessons one after the other. This can be very interesting and offer a wealth of opportunity to explore repertoire where one part is harder than the other (e.g. teacher-pupil duets played by two pupils), or where some pupils make their own parts more challenging by improvising with them. You may also consider locality and friendship groups, which could involve parents in making plans to get pupils together for home practices.

Practising performing

It is also important to arrange practice performances. These not only help pupils get used to performing, but they give them an opportunity to discover any weaknesses which may not normally show up, with enough time to strengthen them before the big day. They also help ensure that pupils put in some serious practice time earlier than they might otherwise!

Practice performances could be to the following or preceding pupil in overlapping lesson times (along with the duet rehearsal), and, with parental support, they could be to family and friends at home. You might also be able to organise ‘group practice performance lessons’ (for a small extra fee?) which, in addition to providing the performance opportunity, help your pupils develop the all-important sense of mutual support and appreciation. It may also be worth finding out whether there are any local piano meet-ups that your students can join in with.

piano trio student concert

A positive environment

In this spirit, practice and real pupil performances tend to work best if everyone follows the “safe-circle” rules: everyone only feels, thinks and says supportive and appreciative things about the performance.

As you know from your own experience, the performer is likely to be dwelling on what didn’t go as well as hoped, rather than what did, and so their need is to hear what others enjoyed about their performance, to help restore their confidence and motivate them to continue working.

Planning the order of the performances also needs care if everyone is to feel confident and maintain their self-respect. Rather than organising the concert in age or ability order, especially if some of the younger pupils are more able than the older ones, the programme could be decided by ‘lucky dip’: every pupil could pick a number out of a pot the week before and you could create a programme based on that numbering (perhaps editing it a little, as would work best). Then at the concert, you could explain how the order was decided and take that opportunity to tell the audience how much you appreciate and enjoy teaching all of your pupils, with all of their different musical interests, aims and ambitions.

Should the teacher also perform?

Deciding whether or not to perform yourself is another thing to consider: It may be a wonderful opportunity for your pupils and their parents to learn and hear more about your work as a professional, but your first requirement is to be 100% supportive of your pupils, however they are feeling, and whatever happens in their performances. So you might not have the emotional space and stamina to do that as well as perform a solo. But perhaps you could play with your pupils, especially the less experienced ones, in teacher-pupil duets and trios, making their simpler offerings sound magical, and inspiring an ever-deeper love of making music.

When and where?

public pianoIn contrast to the usual venues you might consider, hosting your student concert somewhere a little different can also heighten the sense of occasion. For example, although an informal setting, many shopping centres display pianos which are free for public use and are also a great way to advertise your teaching business. Ensure that any background music is switched off, the piano is tuned and there are some seats nearby for performers and their families; something like this can be a much more relaxing experience for nervous performers, particularly when silence is usually expected at concerts and the audience stares back at your from rows of seats!

You can also motivate your students to do this themselves by setting them a challenge to play one local public piano, and provide them with a list of the options. Or extend to a summer challenge – can you play 3 public pianos during the long holidays?

School assemblies can also be ideal as they are during school hours, and can be relatively straightforward to set up if you work in the school. If not, encourage your students to ask if they can perform either to the Head, or in assembly to the rest of the school.

Finally, you and your students can perform to friends and family around the world with Facebook’s ‘live’ function: this is an incredible way to connect with people who wouldn’t usually be able to hear your performances, and is very easy to set up!

So remember…

All student concerts should be:

  • Fun
  • Supportive
  • An opportunity to share music!

– Lucinda Mackworth-Young, Director of The Piano Teachers’ Course UK
Website

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What do you say inside your head to yourself as you perform?


In the season of student concerts, this blog post from Lucinda Mackworth-Young (25/03/2018) is particularly relevant to many teachers and students at the moment.


‘What do you say inside your head to yourself as you perform?

Anything at all?

I’m hoping the answer is: “Nothing”. I’m hoping that you don’t talk to yourself, but concentrate on conveying the musical message, listening to how it sounds and adjusting your playing in response. And I’m hoping that your focus is on making your playing feel good, because the better it feels, the better it sounds, and the better it sounds the more deeply it will be resonating both within you, and those around you.

In psychology there is broad agreement that we have two main modes of operating:

1. Logical, thinking, analytical and step-by-step, associated with seeing and talking

2. Intuitive, feeling, experiential and holistic, associated with hearing and doing/music-making

Preparation for performance requires a great deal of number 1 above. You need to understand what you are doing and have prepared thoroughly, mentally, emotionally and physically. Otherwise your performance is likely to fall apart. “It went alright at home” is a familiar cry.

However, enjoyable performances (enjoyable for both performer and audience, that is), need a number 2 approach.

How much do you enjoy performing? Assuming you enjoy practising towards a performance, and look forward to performing while practising, do you actually enjoy the performance itself? Or does the fearful and critical talk in your head come between you and the music, making you worry about mistakes and wish it was all over?

Or, perhaps you do enjoy performing, but have found that if the thought: “This is going well!” crosses your mind, you slip off the rails for the next few notes?

The point is that it is not (normally!) possible to give a deeply satisfying musical performance while also talking to yourself inside your head. So concentrate on hearing and feeling when performing, keeping a clear head, but without talking to yourself!’


The more we ourselves play and perform, the better positioned we are to help our own students prepare for performances, exams, auditions and competitions, and the richer the musical experiences will be for both student and teacher.

That is why, on The Piano Teachers’ Course UK, the second half of the year is dedicated to guiding participants to deeply develop and enrich their own pianistic skills, with invaluable opportunities to perform trios, duets and solo works in an infinitely supportive and positive environment.

So remember:

Less talking, and more hearing and feeling!

For more wisdom from our PTC Director, visit Lucinda’s website.

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Why should teachers continue to learn?

Every one of us continues to learn as we teach, because each new pupil brings a different set of challenges requiring us to adjust and find new and different ways of doing things. But this sort of ‘learning as we go along’ can be slow, and we can sometimes feel a lack of know-how.

By actively choosing to continue with professional development,  whether online or in person, we come into contact with a range of ideas, some of which may be known to us, so reinforce what we are doing; and some of which may be new, making us re-think and re-evaluate. The most useful ideas are always those which solve the problems we know we have, or answer the questions we’ve already been asking.

The best form of Continuing Professional Development for each one of us is the one we choose which promises to fulfill the particular needs we have in mind. These needs may be to discuss matters with like-minded teachers, or to teach more musically and imaginatively, or to be better equipped to tackle technical problems, or to be able to have fun improvising with pupils. Or it may be that we simply need to feel inspired and refreshed by somebody and something knowing that if we don’t have a fresh in-flow, we will stagnate, and dry up.

Though it can be difficult to find time and justification in our busy lives toPTC teachers commit to professional development, the rewards of deepening our knowledge and our pupils’ enjoyment cannot be underestimated and the results will be wide-reaching and a worthy investment.

Perhaps the main reason why The Piano Teachers Course UK remains so stimulating and satisfying is because tutors and students spend many days and evenings together interacting, discussing, learning from each other and generating new ideas as a result of our mutual love of piano teaching, respect and support.

Given such an environment (it does no-one any good to feel foolish) I would urge everyone to take one CPD course – whether a day’s refresher, an online module or a year’s part time commitment (like The PTC UK) every year. It will empower you!

– Lucinda Mackworth-Young, Director of The Piano Teachers’ Course UK


PTC Online

Benefit from the expertise of the Tutors, wherever you are! A brand new venture from The Piano Teachers’ Course UK, these in-depth online modules allow you to explore specific topics within piano teaching and quickly apply them to your own pupils’ lessons. Click here to find out more!

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The Piano Teachers’ Course Launches ‘PTC Online’


PTC Online is a brand-new initiative bringing you
easy-to-follow video tutorials and exclusive downloadable content from expert tutors Lucinda Mackworth-Young, Graham Fitch, Sally Cathcart and Ilga Pitkevica.

This series of in-depth online learning modules has been developed in partnership with the Practising the Piano Online Academy and is based on content from The Piano Teachers’ Course UK.

This series of in-depth online learning modules has been developed in partnership with the Practising the Piano Online Academy and is based on content from The Piano Teachers’ Course UK.

The tutorials bring you world-class guidance and handy teaching tips to view, download and use at your convenience!  There are 6 modules available, covering teaching beginners, practising, piano technique, improvisation and playing by ear, and psychology for teaching and learning.

If you have wondered how to instil a genuine and long-lasting love of music in your beginner pupils, or you’ve been baffled about how to teach good technique even at advanced level, help is now available all in one place! The videos with accompanying downloads allow you to progress through each module at your own pace, return to the materials as often as you like, and start using the information straight away in your teaching.

One particular topic that teachers often shy away from is playing by ear and improvising.  Wouldn’t it be great if it didn’t feel so intimidating, and if you could teach it to your own students?  In her tutorial, Anyone Can Improvise,  Lucinda Mackworth-Young will guide you through a comprehensive, step-by-step approach to harmonising familiar songs and giving you the tools and confidence to create music on the spot that makes people stop and ask, ‘What’s that wonderful piece you’re playing?’ 

To give a taste of what you can expect from the videos, the introductory sections of Anyone Can Improvise, and the first two videos of Graham Fitch’s Practice Tools and Piano Technique lecture series are freely available and can be viewed using the links below.

These modules are all included as part of an Online Academy subscription or can be purchased individually. A complete bundle of all six is also available and can be purchased at an additional 50% off (exclusive to PTC followers until 28th June 2019):

Click here to buy the complete bundle for £30.00, a saving of 50% or use voucher code UGAR9QRAF667 at our store (valid until 28th June 2019). Alternatively, if you’d like access to these modules along with a further 300 articles, hundreds of videos, musical examples and downloads then you may wish to subscribe to the Practising the Piano Online Academy. Click here to sign-up and save £20 on an annual subscription or click here to find out more about subscription options.


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  • PTC 2019-20

    Places still available for the Cert PTC and Teaching DipABRSM beginning September 2019!

    Click here for more information.

  • Taster Days 2019-20

    2019-20 Taster Day dates are now available!
    Click HERE for more info…

  • The Teaching DipABRSM

    Running alongside the PTC and sharing dates, full preparation for this qualification, including Grade 6 theory, is now available.
    For more info go to: The Teaching DipABRSM

  • CPD Workshops 2019-20

    Beginning in October 2019, the PTC has a whole new programme of CPD workshops this year! Booking is now open.

    Click here for the full timetable

  • PTC UK is now a Registered Trinity Exam Centre…

    …and is currently developing a programme for PTC ALUMNI to train toward, and take, Trinity’s ATCL & LTCL exams as part of their CPD.

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