Announcing the Spring 2026 Issue of Piano Magazine



Announcing the Spring 2026 issue of Piano Magazine! The Spring 2026 issue of Piano Magazine is dedicated to Marvin Blickenstaff, whose lifelong contributions shaped generations of piano teachers and students around the world. Through a remarkable career spanning more than six decades, Marvin dedicated himself to a life of service to piano pedagogy and artistry. He believed deeply in the power of music to connect people, elevate teaching, and reveal the potential within each student.

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Articles in This Issue of Piano Magazine

Jennifer Snow in a
Creating a More Beautiful World: Marvin Blickenstaff 1935-2026

Jennifer Snow

There are visionary leaders who inspire the world, motivate us to be better humans, and recognize that creating beauty in the life of a child is critical for a healthy society and sustainable future. Marvin Blickenstaff embodied all these attributes and more. He was a giant amongst us. A man of profound faith and spiritual calling, with a deep dedication to serving others, Marvin committed his life to human development though music. He was a man of the highest character, leading each day with integrity, selflessness, humility, grace, care, and kindness. His generosity knew no limits. With boundless energy, he leaned into life at full speed with an insatiable curiosity, joyous enthusiasm, and innovative outlook.

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Marvin Blickenstaff: A Life Dedicated in Service to Piano Education

Sara Ernst

Marvin Blickenstaff (1935-2026) had so much to give throughout his lifetime and he gave of it freely–to everyone. Many of Us have heard his heartfelt stories, and we were always ready to to listen because through his anecdotes, Marvin shared what is most important in life. The foundational tenet being, “the value of life is not what you get for yourself; it’s what you give to others.” He learned this lesson in his formative years, in his family’s household in Nampa, Idaho, with a father, a dentist, who served his community and ensured that his sons did as well.

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Ivan Hurd in a dark blue suit against a colorful blurred background outside.
Gradus ad Parnassum: Climbing to Debussy through Educational Repertoire

Ivan Hurd

As students progress to intermediate repertoire and start to explore piano literature on their own, teachers can expect requests to study two of Claude Debussy’s (1862–1918) most well- known works for solo piano, Arabesque No. 1 and “Clair de lune” from the Suite Bergamasque.1 However, even the easiest pieces by Debussy include challenges such as difficult key signatures, polyrhythms, and less familiar scales and harmonies; they require sophisticated pedaling, phrasing, and attention to articulation.

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The Hidden Voices of Brazilian Women Composers

Rosângela Yazbec Sebba

In the ever-evolving tapestry of Brazilian history, the echoes of colonialism left an indelible mark on its society and culture. During the span of over three centuries, from 1500 to 1822, we see evidence of a nation under the shadow of Portuguese rule. This was a time when the rhythm of life was dictated by the plantation economy, the subjugation of enslaved peoples, and a rigid social hierarchy.

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Reimagining Summer Practice: How Community-Based Recitals Inspire Musical Growth

Anthony Olson and Eva Peng

Sustaining student motivation and musical growth during the summer months remains a persistent challenge in music education. This article explores an interdisciplinary model for summer music education that integrates community engagement, environmental awareness, and creative exploration through themed recital programming. Based on a multi-year project, the model is designed to maintain student motivation and skill retention during the summer months. This model situates music within broader cultural, ecological, and civic frameworks.

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Mind, Body, & Heart: Three Steps to Mindful Music-Making

Laura Amoriello

The first time I meditated, it felt like my brain was on fire. I had no idea how busy my mind was. Jammed with worries and plans, I could barely focus for one breath. I can’t do this, I thought. Yet I kept coming back to my weekly meditation group. I liked my classmates, who seemed as skeptical as I was. After each practice, we shared a similar reaction: Oh, well. That was nice, I guess. Weeks went by. I began to notice tiny shifts. A little less worrying. A little more sleep. I meandered on.Cut to my first solo performance after taking up meditation. I wish I could tell you that I was less nervous. I wasn’t. But I was more present. I wasn’t fixated on mistakes I had made or focused on getting to the end. I was hearing and feeling every note I was playing. My senses were more vivid than ever, and my focus was razor-sharp. All of that was stronger than the fear.

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More Articles in this Issue of Piano Magazine

Editor’s Letter – Pamela D. Pike

Questions and Answers – Marvin Blickenstaff

In Memoriam: Marvin Blickenstaff – Various Authors

Book Review: Accompaniment in America: Contextualizing Collaborative Piano by Chandra VanderHart with (contributions from) Kathleen Kelly and Elvia Puccinelli – Ann DuHamel

New Music & Materials – Various Authors

Recording Reviews – Various Authors

Pupil Saver – Jason Sifford

Read the full story and more articles at pianoinspires.com/magazine. Not a subscriber? Subscribe to our 100%-human-generated, peer-reviewed magazine today for as low as $3/month.

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Spotlight on Past Collegiate Writing Competition Winners



Piano Magazine is proud to sponsor the Collegiate Writing Contest showcasing the talents of tomorrow’s teachers! Writers are free to choose any topic relating to the field of piano pedagogy and write a 1,500 word article. Submissions must be received by May 1, 2026. A panel of professionals will evaluate submissions based on content, clarity, originality, value to the profession, and writing style. To help you prepare, check out the following articles from some of our past winners below!

2025 Collegiate Essay Winner: The Well-Tempered Keyboard Lab: Wellness Strategies for the Group Piano Classroom

Aleigh Papagno

“Take care of yourselves,” “stay healthy,” “be well.” If you have ever taught collegiate group piano courses, then you have probably offered this advice to your overwhelmed,sleep-deprived students at some point. As teachers, we know that students need to be well to learn effectively, and we often use these phrases to express our care for their well-being. But are these simple reminders really teaching our students what it means and how to “be well”? According to the National Wellness Institute (NWI), wellness is a series of “conscious, self-directed” actions that helps individuals obtain optimal levels of functioning.1 Further, the NWI […]”

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2024 Collegiate Essay Winner: The Cultural and Practical Implications of Tan Dun’s Eight Memories in Watercolor

Yu Han

“Tan Dun was born in 1957, in Changsha, Hunan Province, China, and earned his master’s degree in 1985, from the Central Conservatory of Music in Beijing. He moved to the United States in 1986, in pursuit of further academic and creative exploration, including doctoral studies at Columbia University in New York. This phase of his education introduced him to many avant-garde techniques and philosophies that would later become hallmarks of his unique compositional voice. Eight Memories in Watercolor was […]”

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2023 Collegiate Essay Winner: Emerging Adulthood and Undergraduate Group Piano

Melody Morrison

“Typical college students find themselves in a phase of life that has been identified as “emerging adulthood”— a time when characteristics of both children and adults are present in individuals who are in their late teens to early twenties.1 Collegiate group piano classes consist of mostly first- and second-year students (likely seventeen to twenty years old) and are in the beginning stages of emerging adulthood.2 Because the students who are in undergraduate group piano classes exhibit traits of children and adults, elements from both pedagogical and andragogical teaching approaches should be applied. It is therefore beneficial for a teacher to understand the teaching methodologies which highlight the adjustment […]”

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2022 Collegiate Essay Winner: Dealing With Double Notes: Practical Solutions for Small-Handed Pianists

Sarah Leonard

“Multiple lines must be maintained simultaneously, voices must be balanced so that the melody rings clear, and each line must be inflected with the proper articulation. Wide spacing between voices makes true legato difficult or impossible, causing the performer to employ pedaling tricks and unintuitive fingerings.For these reasons, double-note passages are difficult for all pianists, but even more so for those with small hands. This article will define small hands, highlight the benefits of redistributions for small-handed pianists, and explore four methods of implementing redistributions […]”

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2021 Collegiate Writing Contest Winner: Uncovering Teresa Carreño: Virtuoso, Composer, and Pioneer

Grace Thompson

“Teresa Carreño’s contributions and influence have been largely overlooked by contemporary scholarship, but her legacy and impact on the world of piano literature is still relevant for today. Carreño was born on December 22, 1853, in Caracas, Venezuela. Her musical talent was quickly recognized by her family, and her father—a musician himself, although heavily involved in politics—began to teach her formal lessons when she was six years old. 1 A child prodigy, Carreño was performing in private concerts and composing short works for the piano by age eight. She was held in high regard by […]”

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2020 Collegiate Writing Contest Winner: Norwegian Folk Songs: Making Rhythmic Complexities Easy and Enjoyable

Sarah Jenkins

“Developing an internal sense of metric pulse and an understanding of subdivisions of beats is essential to the success of a young performer. Without establishing a strong sense of pulse, complex rhythms can be played incorrectly. This is too often a source of frustration for students—and teachers. By choosing repertoire where these aspects are highlighted and emphasized, students gain confidence in these areas of their musical training. Some of the standard teaching repertoire used for rhythmic development can be unappealing to students, due to a seemingly high level of difficulty or lack of interest in the character. The good news is these pieces do not have to be boring—they […]”

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2019 Collegiate Writing Contest Winner: Helping Students Develop a Mature “Why

Alissa Dorman

“It was the summer before my freshman year, and I was panicking. I was struggling to determine how I planned to use a piano performance degree to significantly impact others. I knew I wanted to teach, but what was the point of teaching students how to properly press black and white keys other than providing a hobby that doesn’t kill brain cells? Well, I thought, studying the […]”

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2018 Clavier Companion Collegiate Writing Contest Winner: Between the Lines: Lasting Lessons from the Studio

Jessica Welsh

“The art and science of teaching have inspired countless writings, and indeed, the significance of effective pedagogy cannot be overstated. I, too, value training students in practice and performance, but what of the interpersonal education—the subtle, but lifelong lessons—students construct from our routine exchanges? How we interact with our students, particularly on the topics of success and failure, has lasting impact on their development as healthy, functioning individuals. We lay the groundwork for fostering or hindering personal and […]”

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Interested in submitting an article for the 2026 Collegiate Writing Contest? Learn more here: https://pianoinspires.com/collegiate-writing/

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Announcing the Winter 2026 Issue of Piano Magazine



Announcing the Winter 2026 issue of Piano Magazine! This issue explores group teaching, wellness, and community action. It also celebrates the winners in this year’s Collegiate Writing Competition with the publication of three selected essays. Congratulations to our 2025 Piano Magazine Collegiate Essay winner, Aleigh Papagno, the runner-up, Agnieszka Lasko, and special undergraduate mention, Alexia Hulme, on their excellent essays.

Articles in This Issue of Piano Magazine

A headshot of Andrea McAlister
2025 NCKP Innovation Summit: Building a Community Vision for the Future of Piano Education

Andrea McAlister

“On July 23, 2025, The Piano Conference: NCKP (National Conference on Keyboard Pedagogy) hosted the inaugural, groundbreaking Innovation Summit, a day that brought together 420 members of the piano education community—emerging professionals, independent and community teachers, public school educators, university faculty, and industry leaders. More than a traditional conference, the Summit was a bold day of collective visioning; a day devoted not just to sharing ideas, but to shaping the future of piano teaching itself. Led by Dr. Jennifer Snow, CEO of The Frances Clark Center, and Dr. Andrea McAlister, Summit Director, the event centered around collaboration, creativity, and actionable […]”

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A headshot of Paul Myatt
Piano Teaching Evolution: Using Neuroscience and Group-Teaching Strategies to Engage Today’s Students

Paul Myatt

“When was the last time a student actually practiced every day without being reminded? If you’re like most piano teachers, you’re probably doing the mental math right now. But here’s what’s really happening: It’s not that Sophie forgot to practice, she genuinely can’t remember how to play what you taught her. Meanwhile, Jake’s too busy with football, gaming, and homework to fit piano in. And Emma? She practiced one piece, got stuck, and gave up because there’s no one at home to help her and no friends learning alongside her to keep her motivated. Traditional piano teaching assumes students will […]”

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A headshot of Penelope Roskell
Essential Technique for Elementary Pianists

Penelope Roskell

“Traditionally, teachers have considered “technique” to consist almost exclusively of scales, arpeggios, finger exercises, and studies. However, if we consider the word “technique” in its broadest sense, then it includes all the pianistic skills our students need to learn in order to play with ease and artistry. These broader musical skills include playing with a wide range of beautiful sounds; shaping phrases expressively; playing with rhythmic impulse, dynamic contrast, and physical freedom; and basic pedaling. In short, when exploring technique, we are encouraging our students to experiment with how motion creates meaningful sounds. As teachers, we also have a responsibility […]”

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A headshot of Aleigh Papagno
2025 Collegiate Essay Winner: The Well-Tempered Keyboard Lab: Wellness Strategies for the Group Piano Classroom

Aleigh Papagno

“Take care of yourselves,” “stay healthy,” “be well.” If you have ever taught collegiate group piano courses, then you have probably offered this advice to your overwhelmed,sleep-deprived students at some point. As teachers, we know that students need to be well to learn effectively, and we often use these phrases to express our care for their well-being. But are these simple reminders really teaching our students what it means and how to “be well”? According to the National Wellness Institute (NWI), wellness is a series of “conscious, self-directed” actions that helps individuals obtain optimal levels of functioning.1 Further, the NWI […]”

Read more


A headshot of Agnieszka Lasko
2025 Collegiate Essay Runner-Up: Integrating Improvisation into Piano Lessons

Agnieszka J. Lasko

“Improvisation is valuable for a student’s musical development; however, piano lessons are typically focused on traditional repertoire and exam preparation, leaving little room for additional activities. Teachers may hesitate to explore unfamiliar improvisation materials. Many may also feel uncomfortable introducing improvisation, as they did not receive training in it during their own studies. Approaches such as “free improvisation” or “close your eyes and improvise” don’t work for everyone. However, when students are encouraged to explore sound and to express their own ideas, they connect more deeply with their music. There is a need for an approach that fits comfortably into […]”

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A headshot of Alexia Hulme
2025 Collegiate Essay Special Mention Undergraduate: Incorporating Granados’ & Albéniz’s Compositions into the Standard Intermediate Piano Repertoire

Alexia Hulme

“In his book Advice to Young Musicians, Robert Schumann wrote: “Reverence what is old, but have a warm heart also for what is new. Indulge no prejudice against unknown names.”1 Schumann was writing specifically to young musicians, and I believe the intermediate level of piano lessons is an opportune time to implement his guidance. Chopin and Liszt are names engraved in the standard piano repertoire. Intermediate students are certain to play a handful of Chopin’s waltzes, mazurkas, and polonaises as they advance towards Liszt’s technically demanding pieces. Students are probably less familiar with Granados as the “Spanish Chopin” or Albéniz […]”

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More Articles in this Issue of Piano Magazine

Editor’s Letter – Pamela D. Pike

Questions and Answers – Diana Dumlavwalla

Liszt and Virtuosity by Robert Doran – Book Review by Matthew Bengston

New Music & Materials – Various Authors

Recording Reviews – Various Authors

Pupil Saver – Desireé González-Miller

Read the full story and more articles at pianoinspires.com/magazine. Not a subscriber? Subscribe to our 100%-human-generated, peer-reviewed magazine today for as low as $3/month.

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5 Things from the Autumn Issue of Piano Magazine 



The Autumn 2025 issue of Piano Magazine is here to illuminate your studio and inspire your artistry. From vital discussions on pianist wellness to celebrating the legacies of beloved pedagogues, this issue explores the current concerns of the piano teaching community. Delve deep into the expressive artistry of Brahms’s rubato, discover accessible new repertoire by Lorenzo Fernández, and gain powerful insights to transform both your teaching and performance.

Portrait of Wilfred Delphin in business casual attire
Wilfred Delphin

1. Celebrate the life and work of Wilfred Delphin.

The feature article celebrates the legacy of Wilfred Delphin–one half of the first critically acclaimed African American piano duo, Delphin and Romain. The duo was renowned for their technical artistry, performing traditional Western repertoire while championing works by African American composers. Beyond prestigious halls, they brought classical music to small, underserved communities, transporting their own pianos to ensure quality.

Delphin’s unique musical journey began in segregated Eldorado, Arkansas, where a “village” of teachers fostered his talent with humility and grace. At Xavier University, he met Edwin Romain, and the duo was mentored by Steven Barwick. After their 1977 Carnegie Hall debut, Delphin and Romain built a sustainable career rooted in high standards, grant writing, and commissioning new works. Delphin’s lasting legacy lives on through his humble mentorship of his university students and advocacy for young Black musicians, ensuring their important voices are heard.

2. Explore how Brahms indicates rubato through rhythmic manipulation and poetic word painting.

Student accounts of Brahms’s teaching evidence his detailed approach to rubato and other performance practices. However, these accounts detail very little of his thoughts about his own music. Asher Armstrong’s article explores how Brahms “bakes in” rubato through rhythmic manipulation, inviting a “freedom, warmth, energy, [and] passion” in performance. The article analyzes moments where the music seems to “unbutton,” or experience a “stirring of sap in the heartwood,” prompting instinctive tempo shifts—from the gentle flow of the Romanze to the emotional overflow of the Intermezzo in B Minor. By exploring his lieder, we find striking parallels that illuminate the composer’s “invisible press on the shoulder.” 

3. Engage in a conversation about arthritis–a condition affecting one in four adults.

Physical, emotional, and mental wellness continues to be a focus of the piano teaching community. What about arthritis? Kaden Larson opens the conversation by sharing his personal story of survival, where at a young age piano practice became therapeutic physical therapy, actively fighting crippling joint damage. Learn essential self-care for pianists, focusing on intentional movement, proper warm-ups, and conscious practice (softer, slower, shorter segments). The author urges those with symptoms to seek diagnosis and keep the conversation open. Don’t lose hope—the piano can be a therapeutic miracle! 

A black-and-white portrait of Oscar Lorenzo Fernández.
Oscar Lorenzo Fernández

4. Discover Brazilian Gems in Lorenzo Fernández’s Music.

Unlock an expressive new repertoire for your students! Ísis Cardoso delves into the piano works of Lorenzo Fernández (1897–1948), a pivotal Brazilian composer who blended European Impressionism with Afro-Brazilian folk idioms. Fernández’s music is a pedagogical powerhouse, integrating musical storytelling with technical rigor. His clear teaching goals—whether developing rhythmic precision or voicing—allow students to build skill and confidence within musically satisfying miniatures. The post analyzes four pieces across his stylistic periods, including the lyrical “Prince Charming’s Serenade” and the rhythmically sophisticated “Yayá Dancing,” which uses Afro-Brazilian rhythmic cells to evoke a subtle, dance-like groove. Fernández’s accessible, character-rich music is the perfect bridge to Romantic and Modernist repertoire like Bartók and Tchaikovsky. 

5. The Enduring Value of International Interaction in the Profession.

Jerry Wong interviews four colleagues exploring the positive impact of international networks in music.

  • Andrea Lam (Australia/US): Time abroad was crucial, expanding her focus to chamber music and collaboration, teaching the instrument to “breathe.”
  • Alexandre Dossin (Brazil/Russia/US): Rigorous Moscow training and Brazilian popular music informed a creative, free approach to standard repertoire.
  • Gila Goldstein (Israel/US): Stressed sound quality and variety from her Russian lineage and championed composers reflecting her Israeli heritage.
  • Read Gainsford (NZ/UK/US): Highlighted the value of diverse institutions, from Guildhall’s performance focus to IU’s exposure to a multitude of pedagogical giants.

Collectively, their experiences affirm that internationalism deeply impacts artistry, teaching, and repertoire, fostering a broader, more creative approach to music

Read the full story and more articles at pianoinspires.com/magazine. Not a subscriber? Subscribe to our 100%-human-generated, peer-reviewed magazine today for as low as $3/month.

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Around the World with Piano Magazine



A dramatic image of the piano strings and cast iron frame.

Curious about music and music-making practices around the world? Piano Magazine has you covered with articles covering piano teaching and performance practices in all corners of the globe.

Piano Music by Composers from Asia: A History of Self-Discovery

In this article by Lisa Yui from the Spring 2023 issue, Yui writes about her journey of discovering composers from throughout Asia including composers from Iran, Armenia, China, Vietnam, Azerbaijan, Japan, and more. Throughout this journey, Yui reflects on the music, but also the barriers that still exist that limit the worldwide knowledge and appreciation of the many important composers from this part of the world. Read more by clicking here.


Breaking Stereotypes: Understanding the True Diversity of Indigenous Music

Composer and pianist Connor Chee shares his lived experiences as a Diné musician and composer in this article about Indigenous music. In his reflection, Chee shares a story about a time in which he was exposed to stereotypes about his identity and how this has shaped his mission as a composer today. In addition to providing a richer understanding for all about what it means to be a composer from an Indigenous community, Chee also reflects on cultural appreciation in music and teaching methods and suggests a path forward towards greater understanding and respect. Discover more by clicking here.


Connor Chee
Connor Chee

2020 Collegiate Writing Contest Winner: Norwegian Folk Songs: Making Rhythmic Complexities Easy and Enjoyable

In her winning article on Norwegian folk songs, author Sarah Jenkins makes the case for using rhythmically complex tunes as a source for exciting musical exploration while challenging students to master rhythmic control. The article introduces two pieces by Norwegian composer Agathe Backer Grøndahl, Springdans from Op. 30 and Halling from Op. 33, as evidence of music that can inspire and motivate students. The article offers teaching tips to help instructors successfully approach this music and improve the metrical stability of their students’ playing. Read the entire article by clicking here.


An American Family’s Musical Journey Through Cuba

Discover musical experiences in Cuba in this article by Elizabeth Borowsky who traveled to Cuba twice in 2012 and 2016. Her experiences with her family took her to Havana and Cumanayagua where she spent time interacting with people, listening to performances, and sharing music of her own. While bridging cultures, Borowsky’s experiences connect people of different backgrounds and unite them behind the power of music. Learn more about their experience in Cuba by clicking here.


A bright red old-fashioned car on the streets of Havana, Cuba.
Lessons with (from) Kenya

In this article by Pete Jutras, he shares the story of his connection with the Moi Girls’ School in Eldoret, Kenya. After meeting the music teacher from this school who was visiting the University of Georgia, Jutras was inspired to help develop their music program. Jutras fundraised and travelled to Kenya with students and began a program to allow for online instruction to occur between graduate students at UGA and the school in Kenya. Uncover more lessons from Kenya by clicking here.


Collegiate Runner Up: East Meets West: The Development of Turkish Music

In this article by Eymen Geylan, readers discover the history of Turkish music and its development beginning with the founding of the Republic of Turkey in 1923. The Turkish government funded opportunities for talented musicians to travel to Europe for study, and brought in major composers from Bartók to Hindemith. The article also introduces readers to repertoire by Turkish composers. Ahmed Adnan Saygun, Ulvi Cemal Erkin, Hasan Ferit Alnar, and Cemal Resit Rey. Read more about Turkish music by clicking here.


Zoom & Gloom: The Melbourne Experience of the Perils and Pleasures of the Online Advanced Piano Lesson

In this article by Ian Holtham, he details his experience of teaching online at the University of Melbourne during the COVID-19 pandemic. Amidst the pandemic, Holtham spent significant time determining the best ways to share technical and musical feedback to advanced pianists online. In the article, he discusses a variety of advanced literature such as contrapuntal works by Bach to etudes by Chopin, Liszt, and Rachmaninoff. Read the entire article by clicking here.


Read the full story and more articles at pianoinspires.com/magazine. Not a subscriber? Subscribe to our 100%-human-generated, peer-reviewed magazine today for as low as $3/month.

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Announcing the Autumn 2025 Issue of Piano Magazine!



Announcing the Autumn 2025 issue of Piano Magazine! Discover the remarkable journey of pianist and educator Wilfred Delphin, whose artistry and advocacy have shaped generations of musicians. From his formative years and international performances with his duo partner, Edwin Romain, to his lifelong commitment to mentoring young pianists, Delphin’s story celebrates perseverance, excellence, and the transformative power of music.

Articles in This Issue of Piano Magazine

Portrait of Wilfred Delphin in business casual attire
Wilfred Delphin: Breaking Barriers through a Life in Music

Pamela D. Pike

“Wilfred Delphin may not be a household name among young pianists, but his work as a concert duo-pianist and university professor has paved the way for those traveling after him. As half of the duo-piano team, Delphin and Romain, Wilfred has performed at large and small concert venues throughout the Americas, Asia, and Europe.”

Read more


Marvin Blickenstaff taking a bow on stage as a full audience gives a standing ovation.
Marvin Blickenstaff’s Ninetieth Birthday Celebration

Sara M. Ernst

“Before even one note sounded, the audience was on their feet, and the applause was thunderous and long-lasting. The performer had simply walked on stage, approached the piano, and smiled. On May 16, 2025, at 8:00 PM in Carnegie Hall’s Weill Recital Hall, Marvin Blickenstaff was poised, with a Steinway concert grand at his side, to commemorate his ninetieth birthday in a recital presented by The Frances Clark Center.”

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Portrait of John Perry in formal attire.
In Memoriam: John Perry (1935-2025)

Craig Sale

“The world lost a great musician and teacher on May 22 of this year, when John Perry died at age 90. Perry had an amazing career as a master teacher, pianist, and mentor. His impact on the world of piano has been immense. He taught not only some of the finest young pianists, but he influenced scores of teachers through his workshops and master classes around the world.”

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Playing Through Pain: A Pianist’s Journey with Arthritis

Kaden Larson

“It’s an alarming experience when we discover that our amazing, miraculous bodies are no longer functioning the way that we wish. One of humanity’s most pervasive afflictions, arthritis impacts roughly one in four adults, and hundreds of thousands of children and adolescents. There are over one hundred types of conditions associated with arthritis and symptoms center around pain, inflammation, and reduced mobility. Left unchecked, arthritis can warp the body, darken the mind, and chain the spirit.”

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Inspiring Young Pianists: The Pedagogical Significance of Lorenzo Fernández’s Piano Compositions

Ísis Cardoso

“Lorenzo Fernández (1897–1948) was a pivotal figure in Brazilian music as both a composer and educator. His works combine European compositional traditions—particularly Impressionism and Romanticism—with Brazilian folk idioms, resulting in a distinctive and pedagogically rich repertoire. Fernández’s piano music is especially notable for its accessibility to young pianists, offering engaging yet technically structured material that promotes both skill development and expressive growth.”

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Brahms Reconsidered: Deriving Applications of Rubato from the Music

Asher Armstrong

“I have often been fascinated by Adelina de Lara’s account of Johannes Brahms teaching his own piano music: ‘[…] He would stand behind me, his hand pressing on my shoulder, to slow or hasten some little phrase.’ What were his ideas of hastening and tarrying, and in which pieces?”

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More Articles in this Issue of Piano Magazine

Editor’s Letter – Pamela D. Pike

Questions and Answers – Paul Myatt

Inspired Piano Teaching by Marvin Blickenstaff – Book Review by Ivan Hurd

Health, Wellness, and Wholeness in the Music Studio by Gail Berenson, Linda Cockey, & Charles Turon – Book Review by Lesley McAllister

New Music & Materials – Various Authors

Recording Reviews – Various Authors

Pupil Saver – Matt A. Mason

Read the full story and more articles at pianoinspires.com/magazine. Not a subscriber? Subscribe to our 100%-human-generated, peer-reviewed magazine today for as low as $3/month.

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Interleaved Practice: A Counterintuitive but Powerful Practice Method



We would like to thank Molly Gebrian for this article about interleaved practice. To read the full article from the summer issue of Piano Magazine, click here.

Most of us practice using a blocked practice method: we work on one thing for a large block of time before moving on to something else. We typically don’t revisit that piece or passage again until the next day because we’ve done our practice on it for the day. In contrast to blocked practice, interleaved practice entails constantly switching between different pieces or passages, and coming back to them repeatedly throughout a practice session or day. Rather than spending over thirty minutes on one passage, you might spend 5–10 minutes on it before working on something else for a while, then return to the initial passage for 5–10 more minutes, take another break to work on other pieces, and finally return to the first passage once more for 5–10 minutes.

On the face of it, interleaved practicing sounds incredibly chaotic and unfocused and might seem unlikely to lead to any performance gains, but research shows otherwise. For example, in a study on baseball players who were trying to improve their batting average, the athletes were split into two groups: the blocked practice group and the interleaved practice group.1 The blocked practice group hit different types of pitches in blocks of fifteen which included fifteen fast balls, fifteen curve balls, and fifteen change-up pitches. In contrast, the interleaved practice group hit forty-five total pitches, but the order was completely random. They never knew what they would get from one pitch to the next.

While they were practicing, it looked like the blocked practice group was doing better. This makes sense—they knew what was coming at them and they just had to hit the same kind of pitch repeatedly. The interleaved practice group, on the other hand, had to adjust on the fly, which is much more difficult. However, when the baseball players were brought back two days later to test how much their hitting had improved, the blocked practice group had made a 25% improvement, whereas the interleaved practice group had made a 57% improvement and were outperforming the blocked practice group.

Similar results were found in a study on pianists.2 In this study, the pianists all had to learn a series of short pieces that were composed specifically for the experiment. Some of the pieces were learned using a blocked practice method while others were learned using an interleaved practice method. Like the baseball players, when they had to perform all the pieces, those they had learned using an interleaved practice method were performed much more successfully.

There are countless other studies on interleaved practice which all show the same thing: interleaved practice is more effective for learning and performing well.

We hope you enjoyed this excerpt from Molly Gebrian’s article about interleaved practicing. You can read the entire article by clicking here.

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The Distinctive Voice of Thomas H. Kerr



We would like to thank Susanna Garcia for this article about composer Thomas H. Kerr. To learn more and purchase Thomas H. Kerr Jr.’s Didn’t My Lord Deliver Daniel?: Concert Scherzo for Two Pianos, Four Hands, click here.To read the full article, click here.

Thomas Henderson Kerr Jr. (January 3, 1915–August 26, 1988) was an American classical pianist, organist, teacher, and composer. His works were performed by some of the leading African American artists of his era and his spiritual arrangements were performed and recorded by Kathleen Battle and Jessye Norman.

Yet, the extent of his influence is seldom acknowledged. Despite composing over 120 works for piano, organ, voice, chorus, and other ensembles, none were published during his lifetime. His manuscripts, preserved at the Schomburg Center for Research in Black Culture,1 reflect a largely forgotten legacy. Fortunately, recent publications and recordings have renewed interest in his music.

In 2022, I explored Kerr’s archives at the Schomburg Center, uncovering manuscripts, correspondence, recital programs, and a master catalog of works. This article highlights Kerr’s life and contributions to piano literature.

Biographical Information2

Thomas H. Kerr Jr. was born in Baltimore, Maryland. He began his musical journey early, learning piano and teaching himself the organ. By fourteen, he was playing at Metropolitan United Methodist Church3 and local nightclubs, developing strong improvisational skills.

At Frederick Douglass High School, he studied with W. Llewellyn Wilson, who also taught musicians like Eubie Blake and Cab Calloway. Denied admission to the Peabody Institute due to racial barriers, Kerr attended Howard University for a year before transferring to the Eastman School of Music, earning three degrees and graduating summa cum laude. At Eastman, he studied piano with Cécile Genhart (1898–1983).

In 1943, Kerr became professor and chair of the piano department at Howard University, retiring in 1976. He performed at venues like the Phillips Collection and as soloist with the National Symphony Orchestra.

Notably, he was the first African American to give a recital at the National Gallery of Art.4 He also served as organist at Plymouth Congregational United Church of Christ for over thirty-five years.

Kerr raised two children, Judith Elaine Kerr and Thomas Henderson Kerr III, with his first wife, Norma McAllister Kerr (1922–1991). His second wife, Hortense Reid Kerr (1926–2002), was a piano professor at Howard University and actively promoted his music and legacy.5

Kerr died on August 26, 1988, following an automobile accident and is buried near Howard University in Washington, D.C.

Compositional Style and Output

To me music first and foremost and forever, is a language to speak directly to the hearts of the listeners.

– Thomas Henderson Kerr Jr.6

Kerr was a master of contemporary musical styles, crafting a distinctive voice that integrated twentieth-century modernist techniques with the rich traditions of African American spirituals, blues, and jazz. Kerr describes his own musical style as “conservative,” rejecting serialism and atonality.7

Jane Fitz-Fitzharris, writing about his organ and piano works states:

The musical language of Thomas Kerr, Jr. uniquely reflected the African-American experience. His forms and styles were classically European but at the same time he incorporated elements of African music as well as spirituals and American jazz. . .Kerr’s output shows pluralistic influences. For example, his use of the ostinato technique reflects the rhythmic richness/complexity of African music; his use of formal structures such as theme and variations reflect European style; and his inclusion of the spiritual was African-American.8

Kerr’s catalogue lists nine solo piano works, five for two pianos, three for piano four-hands, various hymn settings, and simplified arrangements composed between 1937 and 1973. These are listed at the end of this article.

Kerr composed for himself and for prominent pianists in his community, reflecting the high regard in which he was held by his peers. These compositions are marked by artistic sophistication and technical complexity, tailored to the performers’ high caliber.

  • William Duncan Allen (1906–1999), renowned collaborative pianist for artists like Paul Robeson and Todd Duncan, was the dedicatee of Caprice Carillon and performed Joy (Prelude in E-flat) in concert. Allen admired Joy so much that he shared it with André Watts and considered sending it to Vladimir Horowitz.9
  • Natalie Hinderas (1927–1987), concert pianist and professor, was the dedicatee of Caprice on Two Dance Themes (Toccatina) (1960) and Scherzino: Easter Monday Swagger (1970). Hinderas, a pioneering figure for Black pianists in classical music, included Scherzino on her 1971 recording Natalie Hinderas Pianist Plays Music by Black Composers.
  • Sylvia Olden Lee (1917–2004) opera coach and Kerr’s duo-piano partner, was the dedicatee of Temportrait I (Toccata) and two duo-piano arrangements. In 1954, she became the first African American vocal coach at the Metropolitan Opera.
  • Delphin and Romain Piano Duo: Wilfred Delphin (b. 1949) and Edwin Romain (1950–1995), an internationally renowned piano duo, were the first African American piano team on the professional circuit. They championed Concert Scherzo: Didn’t My Lord Deliver Daniel? during the 1980s, performing it at prestigious venues like the Kennedy Center and Carnegie Hall.

Kerr also maintained a private studio, composing works tailored to his students’ needs and reflecting his attentiveness to their unique skills. His most ambitious pedagogical work was Dancétudes: 7 Vignettes of Dolls and Pets, written for his daughter, Judith (Judy) Kerr.

Until 2024, none of his piano compositions had been published. This discussion focuses on the three piano works that are now accessible due to their recent publication.

We hope you enjoyed this excerpt from Susanna Garcia’s article, “The Distinctive Voice of Thomas H. Kerr.” You can read the entire article by clicking here.

Notes

1 Thomas Henderson Kerr Jr. Papers (Sc MG 763). Schomburg Center for Research in Black Culture. Manuscripts, Archives and Rare Books Division of the New York Public Library. archives.nypl.org/scm/23943#overview

2 A Catalogue of the Compositions and Arrangements of Thomas Henderson Kerr, Jr. (1915–1988), complied by Constance Tibbs Hobson and Cynthia A. Reid, 2005. Kerr Papers, Box 5, Folder 1.

3 “Thomas H. Kerr Jr Dies, Howard Music Professor” The Baltimore Sun. August 30, 1988.

4 “At 90, Kerr has ‘been somebody’ a long time” The Baltimore Sun. May 20, 1978.

5 Hortense Reid Kerr’s papers are located at the Kerr Papers, Box 14.

6 Thomas H. Kerr Jr., interview by Sharon Barron, April 24, 1980, transcript, 4–5. Kerr Papers, Box 1, Folder 1

7 Kerr, Interview by Barron, 4.

8 Kane Fitz-Fitzharris. “Compositional Techniques in Thomas Kerr, Jr.’s ‘Anguished American Easter, 1968’ and Their Application to the Theme of African-American Theology.” (DMA diss., Louisiana State University, 2006.) 6.

9 William Duncan Allen letter to Thomas H. Kerr Jr., February 8, 1982. Kerr Papers, Box 1, Folder 4.

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Breaking Stereotypes: Indigenous Composers Defining New Musical Frontiers



We would like to thank Connor Chee for this insightful article on Indigenous composers. To read the full article, click here. The Frances Clark Center is excited to share our latest publication: Weaving Sounds: Elementary Piano Pieces by Native and Indigenous Composers, compiled and edited by Connor Chee and Renata Yazzie. Learn more and get your copy today by clicking here.

Connor Chee.

The autumn 2024 Piano Magazine article, “Breaking Stereotypes,” explored the deeply ingrained misconceptions surrounding Indigenous music and how important it is to approach these traditions with an open mind. For many, Indigenous music conjures images of static, ancient traditions—locked in time and space, unchanged by modern influences. But this couldn’t be further from the truth. Indigenous music, like any art form, is dynamic, evolving, and as complex as the many cultures from which it originates.

Today, Indigenous composers are redefining what it means to create music, blending traditional elements with contemporary sounds, working across genres, and in some cases, pushing the boundaries of what music itself can be.

Here, a group of composers who are challenging the stereotypes surrounding Indigenous music are introduced. Each of them brings a unique perspective to the musical landscape, crafting works that defy simplistic categorization. The works of these seven composers are proof that Indigenous music is not confined to the past but is very much alive and thriving in the present. Their work speaks to the diversity of modern Indigenous music and serves as a reminder that Indigenous composers should be given the freedom to explore new ideas, without being pigeonholed by expectations.

Raven Chacon (Diné)

Perhaps no one epitomizes breaking musical barriers quite like Raven Chacon. In 2022, he became the first Native composer to win the Pulitzer Prize in music for his piece Voiceless Mass, a powerful and avant-garde work that challenges our understanding of what music is supposed to be. Chacon is known for his experimental approach, working across media such as noise music, chamber music, and visual art installations. His music does not always reference his Navajo heritage directly, but rather embodies the spirit of innovation and exploration that drives his work as a composer.

In Voiceless Mass, Chacon utilizes silence as a compositional tool, creating tension and unsettling spaces where the absence of sound carries as much weight as the sounds themselves. The piece, composed for organ and ensemble, explores ideas of representation and marginalization— who has a voice and who does not. Chacon’s music defies the notion that Indigenous composers must focus solely on traditional elements, offering instead a modern and avant-garde take on composition that breaks free from expectation.

"His [Chanon's] music does not always reference his Navajo heritage directly, but rather embodies the spirit of innovation and exploration that drives his work as a composer." - C. Chee

Jessica McMann/V. Jessica Sparvier-Wells (Cree)

Jessica McMann, who is in the process of reclaiming her birth name and will soon be known as Virginia Jessica Sparvier-Wells, is a composer and flutist whose work artfully merges classical music with Indigenous traditions. Her compositions and performances are deeply connected to land, Indigenous identity, history, and language, reflecting a rich engagement with her Cree heritage. She often weaves Cree language and cultural elements into her music, enriching her classical training with a distinct cultural voice. McMann’s creative practice extends beyond traditional composition, focusing on land-based creation, where the themes of connection, disconnection, and home emerge as central to her work. This approach emphasizes the powerful ties between music, place, and identity, as she explores the intersections between the personal and the cultural, grounding her soundscapes in both the physical and spiritual aspects of Indigenous life.

Her work is a reminder that Indigenous composers are not bound by one medium or cultural tradition. McMann’s compositions break away from the stereotype that Indigenous music exists in a vacuum, disconnected from Western classical music or contemporary soundscapes. Instead, she skillfully weaves her cultural heritage into her music, making it clear that these two worlds can coexist and enrich one another.

Jeremy Dutcher (Wolastoqiyik)

Jeremy Dutcher is an artist whose work defies easy classification. A classically trained tenor and performer, Dutcher’s album Wolastoqiyik Lintuwakonawa won the Polaris Music Prize for its blend of classical and Indigenous Wolastoqiyik music. He recorded the album after a research project on archival recordings of traditional Wolastoqiyik songs at the Canadian Museum of History, many of which are no longer being passed down to the tribe’s youth. What makes Dutcher’s work on this album particularly powerful is how it incorporates archival recordings of traditional Wolastoqiyik songs, reworking them into new, contemporary forms that include their traditional singing style.

By bringing the voices of his ancestors into the present, Dutcher’s music is a dialogue between the past and the future. His songs are a testament to the idea that Indigenous music is not static or locked in the past but is a living, evolving tradition. Dutcher shows that Indigenous musicians can both honor their heritage and innovate within it, creating music that is as forward-thinking as it is deeply rooted in cultural memory.

We hope you enjoyed this excerpt from Connor Chee’s article, “Breaking Stereotypes: Indigenous Composers Defining New Musical Frontiers.” Read the entire article by clicking here, and learn about Indigenous composers, including Beverley McKiver (Anishinaabe), Brent Michael Davids (Mohican/Munsee Lenape), Jerod Tate (Chickasaw), Dawn Avery (Mohawk), and Sonny-Ray Day Rider (Blackfoot).

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Our Experiences Writing for Piano Magazine



Every year, Piano Magazine offers students the opportunity to showcase their research and writing through the Collegiate Writing Contest. We are pleased to present the testimonies of two recent winners of this competition, in hopes that it will inspire other collegiate students to submit their manuscripts for a chance to be featured in Piano Magazine. The grand prize winner receives publication in an issue of Piano Magazine, and secondary prize winners receive publication on PianoInspires.com. This year, the contest runs until May 1, 2025. Learn more and submit an article here!

Sarah Jenkins, Winner of the 2020 Competition

Norwegian Folk Songs: Making Rhythmic Complexities Easy and Enjoyable, Autumn 2020

The date is April 27, 2020. I just turned in the final draft of my master’s thesis, and I am ready to call the semester over. It had been over a month since I left my apartment (and my cat) due to the pandemic. Then I received an email from my advisor along the lines of, “You should write an article and submit it for the Collegiate Writing Competition through Piano Magazine.” I’m sorry–what? The deadline was May 1, 2020. How was I supposed to write an article worthy of submission that close to the deadline while my brain (and soul) was recovering from finishing my master’s degree online? Well, if your advisor recommends that you do something, you do it. They know best…right?

So, I did it. I locked myself in my office and got to work. I might have become a little over zealous in the research stages of my thesis, so I certainly had plenty of content. I finally settled on a Norwegian folk song by Agathe Backer-Grøndahl. The hard part was trying to narrow the scope of my article. Why do other pianists and teachers need to know about this piece? What does it offer to students?

Let’s just say the first draft was definitely a rough draft. It was essentially a music theory paper. After some feedback from my advisor and one of my peers, I scratched the entire thing and started over. What made this piece special? Why did I choose it? Aha! The rhythms. I realized that Grøndahl used strong hand shapes and positions to allow students to focus on rhythmic complexities. Surprisingly, this version was the easiest to write. I found a topic interesting to me and beneficial to my students. That’s what this is about, right?

Throughout my adult life I have had conflicting feelings regarding generic inspirational quotes (i.e. “You’ll never know until you try…”). I always craved real and specific advice. Yes, I’ll never know until I try, but what do I gain from trying? What do I gain from failing? Why should I spend time and energy on something that might not benefit me? In this case, why should I put myself through the stress of writing (and rewriting) an article when all I want is my degree and a nap? The truth is simple: I did not know what I did not know until I tried. Read that again. I did not know what I did not know…until I tried. I learned where the deficits in my writing and my ability to talk about music were. I learned that I can write quickly when needed (and pushed). I learned that sometimes the greatest advice I can be given is to just try because I will discover the “why” myself.

So, my advice is just do it. Write an article and submit it. You’ll never know what you don’t know until you try. 

Sarah Leonard, Winner of the 2022 Competition

Dealing With Double Notes: Practical Solutions for Small-Handed Pianists, Autumn 2021

My master’s research centered around the underrepresented majority of pianists; those whose hands are considered small by late-Romantic standards. I was highly motivated to share what I had learned with the outside world, especially given how significantly it had helped me with my own teaching and playing, but I didn’t have a good way to do so outside of my school, LSU. Dr. Pamela Pike strongly recommended I take a portion of my research and turn it into an article for the Collegiate Writing Contest at Piano Magazine. Because I had spent several months writing about small-handed-piano technique, in both academic and lecture form, it was easy for me to quickly draft a 1,000-1,500 word essay.

I’m extremely thankful for my colleagues at LSU, who had heard me talk about my research throughout my entire project. Because they understood my thoughts and goals, they were able to help me revise my draft in a way that was approachable and fit the style of a Piano Magazine article. I might not have considered writing for a magazine if I hadn’t had that kind of support.

Submitting the article was a little scary because I had never done something like that before. However, I felt I had something to add to the conversation surrounding small hands, and I knew it would add authority to my CV and resumé for future job applications. Also, why not submit an article? I had done months of work and research. The worst thing that could’ve happened was that I’d have to try again in the future.

When I received the email that I had won the competition, it was so affirming! As a young person, I had never been recognized outside of my immediate circle of professors and colleagues. It gave me the confidence to present at the fall LMTA (Louisiana Music Teachers Association) conference, something else I had never done before. I look forward to continuing my academic journey, alongside my teaching career.


Breaking Stereotypes: Indigenous Composers Defining New Musical Frontiers



We would like to thank Connor Chee for this insightful article on Indigenous composers. To read the full article, click here. The Frances Clark Center is excited to share our latest publication: Weaving Sounds: Elementary Piano Pieces by Native and Indigenous Composers, compiled and edited by Connor Chee and Renata Yazzie. Learn more and get your copy today by clicking here.

Connor Chee.

The autumn 2024 Piano Magazine article, “Breaking Stereotypes,” explored the deeply ingrained misconceptions surrounding Indigenous music and how important it is to approach these traditions with an open mind. For many, Indigenous music conjures images of static, ancient traditions—locked in time and space, unchanged by modern influences. But this couldn’t be further from the truth. Indigenous music, like any art form, is dynamic, evolving, and as complex as the many cultures from which it originates.

Today, Indigenous composers are redefining what it means to create music, blending traditional elements with contemporary sounds, working across genres, and in some cases, pushing the boundaries of what music itself can be.

Here, a group of composers who are challenging the stereotypes surrounding Indigenous music are introduced. Each of them brings a unique perspective to the musical landscape, crafting works that defy simplistic categorization. The works of these seven composers are proof that Indigenous music is not confined to the past but is very much alive and thriving in the present. Their work speaks to the diversity of modern Indigenous music and serves as a reminder that Indigenous composers should be given the freedom to explore new ideas, without being pigeonholed by expectations.

Raven Chacon (Diné)

Perhaps no one epitomizes breaking musical barriers quite like Raven Chacon. In 2022, he became the first Native composer to win the Pulitzer Prize in music for his piece Voiceless Mass, a powerful and avant-garde work that challenges our understanding of what music is supposed to be. Chacon is known for his experimental approach, working across media such as noise music, chamber music, and visual art installations. His music does not always reference his Navajo heritage directly, but rather embodies the spirit of innovation and exploration that drives his work as a composer.

In Voiceless Mass, Chacon utilizes silence as a compositional tool, creating tension and unsettling spaces where the absence of sound carries as much weight as the sounds themselves. The piece, composed for organ and ensemble, explores ideas of representation and marginalization— who has a voice and who does not. Chacon’s music defies the notion that Indigenous composers must focus solely on traditional elements, offering instead a modern and avant-garde take on composition that breaks free from expectation.

"His [Chanon's] music does not always reference his Navajo heritage directly, but rather embodies the spirit of innovation and exploration that drives his work as a composer." - C. Chee

Jessica McMann/V. Jessica Sparvier-Wells (Cree)

Jessica McMann, who is in the process of reclaiming her birth name and will soon be known as Virginia Jessica Sparvier-Wells, is a composer and flutist whose work artfully merges classical music with Indigenous traditions. Her compositions and performances are deeply connected to land, Indigenous identity, history, and language, reflecting a rich engagement with her Cree heritage. She often weaves Cree language and cultural elements into her music, enriching her classical training with a distinct cultural voice. McMann’s creative practice extends beyond traditional composition, focusing on land-based creation, where the themes of connection, disconnection, and home emerge as central to her work. This approach emphasizes the powerful ties between music, place, and identity, as she explores the intersections between the personal and the cultural, grounding her soundscapes in both the physical and spiritual aspects of Indigenous life.

Her work is a reminder that Indigenous composers are not bound by one medium or cultural tradition. McMann’s compositions break away from the stereotype that Indigenous music exists in a vacuum, disconnected from Western classical music or contemporary soundscapes. Instead, she skillfully weaves her cultural heritage into her music, making it clear that these two worlds can coexist and enrich one another.

Jeremy Dutcher (Wolastoqiyik)

Jeremy Dutcher is an artist whose work defies easy classification. A classically trained tenor and performer, Dutcher’s album Wolastoqiyik Lintuwakonawa won the Polaris Music Prize for its blend of classical and Indigenous Wolastoqiyik music. He recorded the album after a research project on archival recordings of traditional Wolastoqiyik songs at the Canadian Museum of History, many of which are no longer being passed down to the tribe’s youth. What makes Dutcher’s work on this album particularly powerful is how it incorporates archival recordings of traditional Wolastoqiyik songs, reworking them into new, contemporary forms that include their traditional singing style.

By bringing the voices of his ancestors into the present, Dutcher’s music is a dialogue between the past and the future. His songs are a testament to the idea that Indigenous music is not static or locked in the past but is a living, evolving tradition. Dutcher shows that Indigenous musicians can both honor their heritage and innovate within it, creating music that is as forward-thinking as it is deeply rooted in cultural memory.

We hope you enjoyed this excerpt from Connor Chee’s article, “Breaking Stereotypes: Indigenous Composers Defining New Musical Frontiers.” Read the entire article by clicking here, and learn about Indigenous composers, including Beverley McKiver (Anishinaabe), Brent Michael Davids (Mohican/Munsee Lenape), Jerod Tate (Chickasaw), Dawn Avery (Mohawk), and Sonny-Ray Day Rider (Blackfoot).

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Effective, enforceable piano studio policies



We would like to thank Wendy Stevens for this article about studio policies. To read the full article, click here. Between August 5 and September 15, The Frances Clark Center is offering 20% off all full-length courses such as A Pianist’s Guide to Studio Management. Check out our other courses here and use this discount code to get 20% of your order: BLOG20B2S.

Why do I need policies?

Constructing effective and enforceable policies is ultimately about preserving relationships with our piano families. By communicating our expectations formally, we are making space to concentrate on what is most important—teaching. It may feel a bit stiff to require that parents read and sign a contract, but clarifying expectations for both sides and procedures for resolving common situations is comforting and freeing for everyone. An effective, enforceable policy will ensure that our minds are free to teach creatively, parents and students have confidence in our plans, and everyone understands that common issues will be handled in a consistent and courteous manner.

Carefully thinking through how you want your business to look, where you want it to go, and how you want it to function will help you articulate clear policies that are effective and allow you to focus on teaching. To make them enforceable, ensure that the policies are read, signed, and dated by the responsible parent or adult. This gives you a legally binding document, and your business will appear more serious and professional

The key ingredients of effective, enforceable policies

A clear policy along with each family’s consent to your policy will help ensure that the business side of teaching piano runs smoothly.

A personal note. Because a contract with specific terms and conditions can seem stiff and formal, it’s important to include an introductory paragraph in your policy to kindly explain that the policies they are reading are meant to ensure that they will receive the most creative, energetic, and committed teaching from you!

Thank you for choosing me as your piano teacher! In order to ensure that you or your child get the most effective and creative teaching possible, I have established the following policies

Tuition structure, schedule, late fees. Briefly explain your tuition structure, basing it on a “yearly package” deal rather than a weekly lesson rate. It is also important to state exactly when you expect parents to pay and what will happen if payments are late.

Yearly tuition for 45 minute lessons is $xxx. Your tuition guarantees that I will be present to teach 40 weeks and will be divided into equal payments of $xxx. Tuition is due by the 10th of every month from September through May.* A $15 late fee will be assessed for late payments. 

Missed lessons. This is your “makeup” policy, but using the term “missed lessons” will subtly remind parents that they are choosing to miss a lesson and that their choice does not require you to give them an additional lesson time. We will address creative ways of dealing with missed lessons in a future article, but it’s important to give parents a few options in case they need to miss.

If a student misses a lesson, he or she will simply miss the benefit of that lesson. Remember that your tuition pays for far more than just lesson time with your child. You can also opt to use the swap list, Facetime, Skype, or simply call to chat about your child’s progress during the time that is reserved for your child.

If you have to miss a lesson, you can address how you will handle payments in the same email in which you inform them that there will be no lesson.

We hope you enjoyed this excerpt from Wendy Steven’s article “Effective, enforceable studio policies.” To read the entire article, click here.

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Does Piano Study Help Children in Other Aspects of School Study?



We would like to thank Madeleine Crouch for this article about piano study and how it affects academic achievement. To read the full article, click here. Between August 5 and September 15, The Frances Clark Center is offering 20% off all full-length courses such as A Pianist’s Guide to Studio Management. Check out our other courses here and use this discount code to get 20% of your order: BLOG20B2S.

Did someone ever ask you, “How do you know that’s true? Did you read it somewhere … what proof do you have?” And you answered without hesitation, “I don’t know how, I just know it!” 

Piano teachers just know that studying music, especially the piano, is good for kids. We believe that piano lessons will help our students in their school lessons. We feel it in our bones that even the most reluctant student will, looking back on years of piano lessons, admit, “Sure I hated to practice, but my piano teacher taught me the self-discipline that made me the success I am today.” (Let’s not forget that an unabashed fan of music lessons now resides at 1600 Pennsylvania Avenue!)

In 1993, the National Piano Foundation funded a study, Teachers’, Parents’ and Students’ Perceptions of the Role of Piano Instruction in Students’ Lives. Administering the project was Robert Duke of the University of Texas at Austin. 

Approximately one hundred piano pedagogy faculty from across the United States identified individuals in their geographic regions with reputations as excellent piano teachers. 170 of these teachers provided lists of their students, including parents, willing to participate. From the list of 2,642 students Dr. Duke selected a random sample of 951, then classified them to obtain relatively equal numbers of students within ability levels scaled from 1 through 10 and age groups from 4 to 18. The final sample included 124 teachers and 663 students and their parents from thirty states. Each student, teacher, and parent completed extensive questionnaires related to the student’s piano study and life in general. Questions covered attitudes and achievement related to piano and school, participation in extracurricular activities, expectations, and goals. What follows are some of the more interesting results of this research.

Excerpts from the final report of the National Piano Foundation Research Project

Robert A. Duke, director

First, it’s important to realize that the majority of students whose parents can afford private music lessons in piano are students who have numerous life advantages. The students in our sample were, for the most part, the children of well-educated, affluent suburban and urban professionals. The small numbers of minority children and children from lower-income households that we found in our sample serve as a reminder of the many children who could benefit from piano instruction – or other forms of educational enrichment for that matter – but are not being served by this important aspect of music education. 

The fact that parents choose piano study as an activity worthy of their time and money, in addition to or instead of dance, sports, etc., supports the notion that parents view music study as an important, life-enhancing experience for their children. 

The children in our sample are generally “good kids,” that is, they do well in most endeavors in which they participate. What is interesting about the relationship of piano to other aspects of these children’s lives is that, irrespective of their ability as pianists, nearly all of these children, and their parents and teachers, believe that piano study is worthwhile, enjoyable and capable of producing benefits beyond the acquisition of music skills.

Many parents who studied music privately and participated in school music groups as children continue to participate as adults. Music-making becomes something of a “family tradition,” and perhaps it is not surprising that these parents choose to provide their children with educational opportunities similar to those they had as children. 

We hope you enjoyed this excerpt from Madeleine Crouch’s article “Does Piano Study Help Children in Other Aspects of School Study?” To read the entire article, click here.

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How Do You Plan A Student’s Repertoire for the Coming School Year?



We would like to thank Martha Appleby, Sara Krohn, Leanne Hedges, and James B Lyke for this insightful article about planning repertoire. To read the full article, click here.

Although few teachers of my acquaintance indulge in a languid state of inactivity during the summer, it is a time when we re-evaluate the progress of our students during the previous school year and determine what changes to make in the fall. September is the teacher’s New Year with all the feelings of guilt and resolutions for change and, more importantly, the opportunity for change. 

How to transform these resolutions into plans and specific repertoire for individual students for the coming school year is the topic to be discussed by the following three experienced teachers. They are sharing with you not only ideas and specifics for this kind of planning, but their commitment to the pedagogical value of learning to assess students’ progress and assign repertoire accordingly. 

These words struck fear into my heart!

By Sara Krohn

The words “plan” and “for the year” certainly take a lot for granted, don’t they? These words struck fear into my heart! While staring at the question, I thought about the 16-year-old transfer student I started teaching this year, who after five years of study still needs many first-year fundamentals. My 8-year-old learning-disabled, hyperactive student came to mind. Then the precocious 12-year-old appeared, who after one year of study is playing Clementi sonatinas. What a challenge, to plan in the face of so many variables! A long-term plan—now that’s a challenge which requires time and thoughtful preparation.

I like to think that I manage my time effectively. I plan repertoire for over sixty students in group and individual lessons. Unless I still want to be planning this year’s repertoire next May, I need a system for assessing my students’ skills and assigning their repertoire. So I have created a checklist of essential skills for students at a given level, regardless of age. This gives me a good overview of individual students’ strengths and weaknesses, and helps me design their repertoire over the long term. 

I call it my “Checklist and Repertoire” for piano students. This is a form which lists all the skills I consider important for a student at a particular level. The idea is not new; schools have been using an “Individual Educational Plan” (known as an IEP) for years. 

The sample below is one part of the “Checklist and Repertoire”. There is a separate page for each of the following areas: 

  • Rhythm
  • Fundamentals/Music 
  • Theory/Composition 
  • Technique/Pedal 
  • Expression/Style 

After assessing the student’s level in each area, comments are written beside each of the skills listed. For example, I might write “no knowledge,” “needs my help to do,” or “can do by him/herself.” Space is left to list pieces or exercises which address the particular skill which I feel the student needs to improve. Based on the age and interests of the student, I assign pieces reflecting a variety of styles. 

Since no student fits exactly into any given level, each student’s “Checklist” includes earlier levels, as well as the level the student is “supposed” to be in. For example, my 15-year-old transfer student is in level three for most of her skills, but her knowledge of basic chords in level one is poor. By glancing at her “Checklist,” I can see that she missed certain fundamentals along the way, and can address them through appropriate repertoire. Without my “Checklist” I’m sure that I would forget a few areas. With my “Checklist” I know that I am meeting each student’s needs. 

We hope you enjoyed this excerpt from Martha Appleby, Sara Krohn, Leanne Stehle Hedges, and James B Lyke’s article about planning student repertoire. You can read the entire article by clicking here.

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Breaking Out of the House of Corrections



We would like to thank Craig Sale for this insightful article about preparing students for their practice. To read the full article, click here.

I will always remember Frances Clark stating that our lessons should not be a “house of corrections.” Instead, she felt we should do all we can to ensure a week of successful practice so that the student returns the next week prepared for more growth and learning. I hold fast to this approach to teaching and believe that a teacher’s greatest obligation is to adequately prepare the student for each new discovery, piece, or activity. However, at the next week’s lesson, improvements will need to be made. Reality shows us that, even with our best efforts, students often return to the next week’s lesson with issues that need resolving.

Rather than simply correct the student’s errors, how can a teacher provide helpful, impactful feedback? Frances Clark encouraged “an honest approach to evaluating them and their work.” She added, “If we say, ‘Okay!’, ‘good!’, or ‘great!’, indiscriminately, students never get a clear picture of where they stand. It is important to say clearly how they are improving and why, and what needs improving and how.”1 Even when we heed these words, we run the risk of turning the lesson into a litany of corrections.

Elvina Pearce proposed giving the student an “active role” in evaluation: “I believe that students who are allowed to participate in this kind of…procedure at the lesson will be more apt to implement the resulting practice suggestions at home than they will those offered solely by a ‘talk-and-tell’ teacher who does most of the orchestrating of the lesson happenings without much input from the student.”2 After considering the advice from these great pedagogues, it is clear that honest feedback that involves the student can help us break out of the “house of corrections.”

Feedback on Technique

The teaching of technique, at any level, depends on engaging, informed feedback from the teacher. Technique is often a student’s least favorite part of a lesson. There can be many reasons for this, but one is most likely the fact that the feedback from the teacher tends to be critical rather than positive—an unappealing topic with frequent negative feedback. However, even this challenging area of study can be saved from the “house of corrections.” Involving the student in the evaluation and feedback can go a long way toward making technique study engaging and productive.

This approach can be started even at the beginning of study. At this early level, students can have established goals for how their technical work should sound, feel, and look. When the beginning student is presented with a good model, the feedback on their technique can and should become a collaborative effort. If the student has seen and felt what firm fingertips are (the first joint near the end of the finger), they can be asked to evaluate their own fingers. This is far more meaningful than having the teacher criticize the weak finger joint.

When taking this approach, it is important that the teacher first asks the student how they think they did. For example, if the student has an exercise or repertoire passage that uses staccatos, it is most effective if, before they play, they are asked to listen for these crisp staccatos. The student may not be as critical as desired; they might be too hard on themselves; or their area of focus may not really be relevant to the problem at hand. Regardless of these things, the teacher must first address their response—it must be valued and respected. Then, the teacher can add their thoughts, perhaps throwing new ideas into the mix, but always by having the student try the new things and having them evaluate how the new technique feels.

We hope you enjoyed this excerpt from Craig Sale’s article “Breaking Out of the House of Corrections.” You can read the entire article by clicking here.


Notes

1 Frances Clark, Questions and Answers; Practical Advice for Piano Teachers (Kingston, NJ: The Frances Clark Center for Keyboard Pedagogy, 1992), 16. 

2 Elvina Pearce, The Success Factor in Piano Teaching: Making Practice Perfect (Kingston, NJ: The Frances Clark Center for Keyboard Pedagogy, 2014), 17. 


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