I hope you’ve heard about the 40 challenge. I’ve challenged each of my students to learn at least 40 pieces this year. I have a card for each student on which I record the name of the pieces they pass off. I also have a sticker board where they get a sticker for each set of ten pieces they master.
What does it mean to “learn a piece”?
I’m not expecting memory or having a piece fully ready for a performance. However, the piece needs to be played fluidly (without unnecessary pauses), with correct notes, rhythm and tempo, and attention to dynamics so that it sounds beautiful.
How to prepare a piece? (This could be a separate blogpost. Here it is in a nutshell)
Day 1: Spend a few minutes looking over the piece for details that you will be incorporating. This should include time signature, key signature, dynamics, tricky spots (to focus on especially), flow of the piece (repeats, d.c. al coda etc.), articulation (staccatos, slurs, accents).
Day 1: Practice one hand at a time with great attention to details.
Day 2: Put hands together slowly and evenly with correct rhythm—-it doesn’t matter how slowly at this point.
Day 3: Use the metronome to maintain evenness
Day 4-7: Determine a final tempo and work methodically toward it, practicing difficult spots more (don’t just always start at the beginning and play to the end!). To work methodically, find a slow tempo where you can play all of the notes with the correct rhythm without mistakes. Then, gradually, increase the setting on the metronome until you reach the final tempo with ease. (This will take more than one day! Be patient. Doing it little by little ensures accuracy)
Days 4-7: Make sure you have added all the dynamics
Days 4-7: If you know you are consistently missing details such as a sharp or a flat or having difficulty with fingering, take a minute to pencil in the correction or the correct fingering. This would delight me!
Second week (if needed): Continue working toward final tempo if needed and details from lesson.
Repertoire choices—Flexibility
I have tried to provide each student with some options that are achievable in a week or two if they are practicing regularly and purposefully (Remember that I recommend at least 5 practice sessions a week that are the length of their lesson).
I have also adapted the count for some pieces. For example, five students in my studio learned concertos this year. These pieces are usually about 20 pages long—-a large, impressive accomplishment. They received credit for 5 pieces in the 40 challenge for learning their concertos. For some students, hymns are very easy and I have counted either 2 or 5 hymns for 1 piece in the 40 challenge. Other students get 1 for 1 on the hymns if they find them more challenging. Another example of adaptation is one student who wanted to review some old pieces. She reviewed 2 pieces to equal 1 piece on the 40 challenge. I record recital or festival pieces the week of the event.
What does it accomplish?
Hopefully it inspires students to focus on details in their pieces, motivates them to expand their repertoire and to have pieces “ready” at their lessons. I love seeing the excitement when I ask if they have something ready for the 40 challenge and they readily turn to a piece that they want to share with me.
The reward?
There might be some ice cream in the future. This group seems to enjoy ice cream and the social aspect of the accomplishment is a motivator!
Deadline?
June 1 (in preparation for June 5/6 recitals).