Over the years, I’ve used a variety of tracking sheets. I mainly like to track repertoire so we can remember the work they’ve completed. I’ve never actually run the challenge formally in my studio, but I do give away an award at my Spring Recital to the student who masters the most pieces. Even for students who study higher-level repertoire, the goal is to learn some easier pieces they can learn quickly in order to have exposure to as much repertoire as possible. While exam culture is not as prominent in the states, the challenge still gained much attention – and for good reason. While this post is not necessarily about the 40-piece challenge, here’s just a brief background if you’re not familiar.įirst made popular by Australian-based teacher Elisa Milne, this challenge was ultimately a reaction to piano culture’s highly steeped exams and competitions, where students were only learning a small handful of pieces to perfection each year. (2) You might need to intentionally track pieces in order to meet specific goals or challenges (such as the 40-piece challenge.) Writing down pieces makes it easy to look back on those accomplishments. (1) As time passes, it can be easy to forget the work that students have done. There are two reasons one might consider tracking students’ repertoire. Do you keep track of the pieces your students learn? I’ve done it for as long as I can remember, although I can’t recall what made me get started.
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