Elena Papavero Instructor
I offer a holistic approach to piano instruction. Learning to play an instrument leads to personal growth in many areas, including academic, social and emotional. My goal is to teach students to play their instrument with technical proficiency so they can express themselves freely and artistically.
Children learn self-discipline and planning skills that increase achievement at school.
Adults benefit through personal satisfaction and increased focus.
Lessons are geared towards the student’s unique attributes and are adjusted as needed. I guide and reward students based on their individual learning style and motivation.
- Some students learn through listening to my instruction and recordings of pieces.
- Others prefer reading instructions and writing notes.
- Still others enjoy movement and clapping rhythms.
Making music should be enjoyable and encompass much more than a rigid end goal. I am flexible and give encouragement at every opportunity.
- By planning and obtaining a series of manageable goals, my students develop higher self-esteem and evolving good habits.
- The benefits are both visible and continuous, and work to maintain student interest.
I welcome everyone, aged 4 and up at the elementary to early advanced levels.
- As a holder of the Royal Conservatory of Music Elementary Piano Pedagogy Certificate, I am happy to guide students on the RCM route.
- Whether you are interested in RCM exam certification or learning for personal enjoyment, I am happy to individualize your study.
- Young children, ages 4 to 6, are assessed for readiness at the first lesson. Parent involvement is required at lessons.
I choose materials from:
- Faber Piano Adventures
- Alfred Premiere Piano
- Royal Conservatory of Music Celebrations
- Dozen a Day
- Pageants for Piano
- Irina Gorin”s Tales of a Musical Journey (ages 4-6)
- Other methods appropriate to the age and needs of the learner.
Young students should expect to practice 15 minutes a day, while older learners should practice 30 or more.
- I also encourage scheduling practice at a set time to ensure steady progress.
Young students will require parental supervision during practice.
- The structure of practice is also important. I teach efficient practice habits and give individual practice guidance.
I teach technique that increases facility and prevents injuries.
- Playing with relaxed shoulders and wrists, curved fingers, rounded hands, and using gravity are demonstrated and practiced at the very first lesson.
- Exercises start with 5-finger patterns and progress to scales, arpeggios, chords and etudes.
- Metronome practice is encouraged to focus attention and gain steady rhythm.
Sight Reading and Memorization
I emphasize sight reading from the start.
- Students are given new music to read daily.
- I help students recognize structure and form. This aids memorization and reveals musical motives.
Recitals are presented as a goal from the very beginning. Recitals will be held at St. Peter”s Church in Freehold.
- Solo pieces are usually played from memory, but exceptions are made based on individual need.
- I concentrate on classical repertoire, but jazz and popular pieces are also performed.
- The student and I collaborate on programs. We work together to produce performance-ready work demonstrating the student’s good technique, articulation, phrasing, tonality, rhythm, dynamics and pedaling.
- Pieces are taught using Preparation, Presentation, Practice and Polish.
- I teach historical style, and the characteristics of the composers and their eras, to encourage appreciation of music throughout the ages. This helps students apply historical articulations from the Baroque, Classical, Romantic, Impressionist, and Contemporary periods while also incorporating their own personal interpretations.
- Recitals are fun and rewarding, and for the enjoyment of friends and family I teach proper performance behavior.
- I also help students learn to maintain concentration and channel performance anxiety positively.
I present theory to increase understanding of music fundamentals.
- This forms a solid basis that can be used to name and describe music, compose, and create a mental model of each piece.
- I teach theory using many engaging and interactive games and activities.
I spend time each week on the student’s listening skills.
- Although students come to me with different levels of natural ability, I aim to help them hear intervals, key changes and harmonic progressions.
I always include teacher/student duets in my curriculum.
Students are encouraged to perform duets together.
- Opportunities are found for playing with other instrumentalists.
- Being a good accompanist opens the student’s eyes to other instruments that may interest them.
- Playing music with others also provides a good foundation in listening, concentration and cooperation.
- In this way, students form relationships and share their music with their friends and community.