Partner Piano Lessons: Are Two Better Than One?

Two are better than one! How so? For the past four-plus decades, I’ve taught piano primarily as one-on-one solo lessons but also in groups, large and small. We all can learn a lot from our weekly students and take great satisfaction in knowing that we’re passing along a skill and means of expression that can be really impactful. Even so, I’ve had many moments of questioning what is a better way to teach students and really share the value of learning a lifelong skill.

For me, the answer is partner-lessons. There are many reasons why this arrangement can work successfully. In a nutshell, I love teaching students in pairs because:

• Peer-learning is often more powerful than teacher-generated information.
• Ensemble-playing can be naturally and consistently integrated with solo pieces.
• Sight-reading blended with ear training is easy to continuously explore.
• Every one has more fun (judging by the laughter during most lessons)!

There are two ways to teach partner-lessons: 1) each pair plays together as a team for an entire 45-minute lesson with designated focus on reading, rhythm skills, theory, and/or improvisation/composition or, 2) implementing the 20-20-20 concept—each student in a pair receives a 20-minute individual lesson, bookending a 20-minute session as a pair. The latter has worked more successfully in my studio, based on the tangible, steady progress of the student pairs and gauging parent feedback.

A successful student pairing is contingent on:

• Getting (close to) equal ‘buy-in’ from the students and families about their piano goals.
• Being committed to a consistent lesson day and time each week.
• Taking responsibility for finding the ideal teaching materials for both students, individually and as a pair.
• Having two pianos or keyboards, although the setup could work on a single instrument as well.

Here are some frequently asked questions about this type of teaching:

Q: Do students have to be the same age or personality style?

A: Not always, but it can be helpful to pair students by age range (i.e. K-2, 3-5 middle-school, etc.). I especially like pairing different personalities or genders because it helps both students appreciate each other’s learning styles and share different strengths.

Q: What kind of repertoire is ideal for partner-lessons?

A: The same as one-on-one, with the addition of more ensemble pieces . Increasingly, trios or 6-hand pieces are available too, including Melody Bober’s Grand Trios for Piano (six levels) or Robert Vandall’s Triple Dip . Teaching in pairs also opens up the chance to include technique books to utilize harmonization activities and demonstrate concepts such as contrary motion (as each student plays in different directions) or melodic vs harmonic triads. Students also enjoy playing familiar tunes in ‘rounds’—so much more interesting to do so with a friend!

Q: What if a ‘rivalry’ develops between the pair of students?

A: I stress and remind both students—and follow-up with emails to both families—that each lesson is a team effort and I’m the primary leader. I also invite each student opportunities to direct what piece should be covered first at the start of a lesson or choose a theory concept to review. Students often feel empowered when given a chance to direct activities. Nothing is quite as gratifying as seeing a student grow in confidence, musically and personally.

Q: Do students simply play pieces and scales together all the time?

A: Not at all! In fact, the beauty of partner-lessons is the flexibility to change up the pacing or materials. Each week, I follow-up on the previous week’s assignment(s) but also pop in surprise activities to keep students on their toes (or fingertips!). This can include theory games from E-Z Read Card Games from www.e-znotes.com , quizzing students with the time on my key signature clock to learn the circle of 5ths (‘does your school let out at D-thirty or A-o’clock?’), or creating new melodies within a pentascale (played by one student) and a basic harmonic cadences (played by the other student). Each 20-minute block zooms by quickly; the overall goal is to introduce, review, reinforce and eventually, master skills over time.

Q: Do students always stay together in the same pairing?

A: No. Some students who want to strive for more individual attention or simply advance faster (or practice exponentially more) can ‘outgrow’ a partner. I communicate regularly with parents to be sure that students are comfortable in a partner-fit each semester. Situations can change from year to year. But an added benefit is that I’ve found my student pairs to derive greater investment in their own learning compared to one-on-one lessons.

Added bonuses that can benefit teachers include higher retention, increased earnings, and more efficient teaching (particularly during the duration of the paired-lesson).

Working with students in partner-lessons has sharpened my teaching skills even after all these years and given me a renewed sense of purpose on why I chose this ever-so-rewarding professional path!