| There are beginner piano books begin by
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| | the same piece with any fingers by
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| introducing five notes i.e. CDEFG in
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| | writing a new fingering on their book.
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| right hand (RH) and CBAGF in left (LH) by
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| | For instance, for RH play C with finger
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| using the same fingers position such as
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| | number 2, D with finger number 3 and so
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| on RH note C played by thumb, D played by
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| | on.
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| index finger, etc. On LH note C played by
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| | There is no perfect method in notes
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| thumb, B played by index finger, so on. I
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| | reading, as teachers, we can only find
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| called as "five fingers same position".
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| | the suitable one for each student by
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| The benefit is before added the new note,
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| | merging one method with another. I prefer
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| beginners have practiced some similar
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| | using "five fingers same position" book
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| exercises so they, especially kids will
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| | at first lesson by using any kinds of
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| not confused by rhythm, names and
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| | fingers positions, not just as written in
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| positions of notes.
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| | book.
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| Because of many exercises that using the
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| | It is much benefit and easier to learn
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| same fingers position, mostly kids tend
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| | right at first than re-learn after made
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| to read the fingers numbers as notes
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| | mistakes. However, if students have made
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| positions. For instance, they mean no. 1
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| | misunderstandings on notes reading, no
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| on RH is C - always played by thumb, no.
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| | matter with our 'own' students that have
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| 2 is D - always played by index finger
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| | been taking lessons with us since their
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| and so on, likewise on LH.
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| | first day on piano lesson or transferred
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| In early lessons, students seem fluently
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| | ones, just do not ever blame them, their
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| in notes reading but the problem comes
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| | old teachers (for transferred ones) and
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| when start playing pieces with no "five
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| | ourselves especially beginner teachers.
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| fingers same position".
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| | It will not make notes reading of
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| If students have to use "five fingers
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| | students better.
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| same position" books, as teachers, we
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| | The solution is re-teaching them as first
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| have to explain from the first lesson
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| | lesson. Of course, it needs much time,
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| that one note can be played by any
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| | patiently and often rather difficult to
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| fingers and fingers numbers are never
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| | train 'a new habit'. The students could
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| changed such as on RH no.1 always for
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| | be frustrate and complain but with fun
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| thumb, no. 2 always for index finger and
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| | game as I mentioned above, kids usually
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| so on, likewise on LH.
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| | enjoy the lesson again. If happens on
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| To make students remember the fingers
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| | teens or adults (so far, I never found
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| numbers quickly, we can ask them to play
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| | yet), we can support them by positive
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| as fast as they can such as "Play C with
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| | words so that they have 'new spirit' to
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| finger number 1 .... Now play C with
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| | continue their lesson. Moreover, as
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| finger number 2 and so on". The kids will
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| | teachers, we should not ever stop
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| love this fun game! Then ask them play
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| | learning.
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