Using Music for Little Mozarts Beyond Preschool

Teaching preschoolers with Music For Little Mozarts has worked beautifully in my studio, but have you ever considered using this method with other learners? Finding a method that is a perfect fit can be a struggle, but we must remember that most students take lessons for all the same reasons: they want to have a good time and learn to play music they like! Here are some unique learners I have encountered in my studio and some simple and effective tips to help you meet each student where they are and forge a path to success together!

English Language Learners

English as a second language learners have been some of the most enthusiastic in my piano studio, and English Language learners who are older can be a surprising natural fit for Music For Little Mozarts . After making sure they are still enamored with their stuffed animals, I know that the simple stories in these books will engage the learner. During the lesson time we can go over many pieces quickly. These learners will have the confidence and skills to go home and practice each song independently. Instead of piano being difficult, Music For Little Mozarts helps piano become easy and fun, and they can fly through an entire level of books in a few weeks.

For my second language learners who are really struggling with communication and listening, I prepare for the next lesson with a special list of words placed where only I can see it. In their native language I write out numbers one through five, the music alphabet, the words “stop, look, start, listen” and anything else I think might be helpful. I write out each word phonetically in a way that makes sense to me so I can quickly communicate what I want from the learner. This ensures I can get their attention quickly and gives them a surprise along with a brain break! My goal is not to have an entire conversation, but use these words as an attention grabber when whatever I’m saying isn’t getting through to the learner. Patience is key: I can’t imagine how many new synapses—paths within the brain—are all being created during a music lesson in your non-native language! Some students don’t actually notice (I think if I’ve done a good job with pronunciation) and others stop and have a laugh or look at me curiously the first time I use this teacher tool…but it’s so effective! Rather than using the internet to search these words, reach out to a friend that speaks the native language, if possible. After over 20 years of teaching I even have some of these memorized myself, and you’ll really impress new learners and parents with your dedication to teaching!

Differentiated Learners

For my learners with special visual needs or impairments, I always incorporate colored dyslexia overlays, which are clear plastic overlays with a tint of color. These are useful no matter the level or age of the learner. I have an assortment of these colored sheets as well as some smaller “viewers” which are bookmark size. Once I determine which colored overlay is best (and students may be already using these tools in school and be able to tell you which color or colors are the best), I label it with their name. Students enjoy analyzing music by holding these over the notes that need to be corrected. Larger “floating” off-the-staff notes like those in Levels 1 and 2 of Music For Little Mozarts and Alfred’s Prep Course are perfect because of the enlarged size of notes and the simple and clear instructions. Parents of these special learners are often involved in the learning process and appreciate that they can fully understand and participate in the music making process in these pre reading books. I also love that these books start with only one hand, so my learner can use the hand that isn’t playing to point to each note. We must remember that “tracking” or learning to read words and music from top to bottom, left to right, doesn’t come naturally to any learner and is a skill that is taught and learned. While children practice this skill for reading in school, they don't always make the connection that we use the same tracking skills in music reading.

In teaching an older beginner with special needs such as attention issues, or any special learners with physical or vision impairments, Level 1 of Music For Little Mozarts may be the most appropriate and successful. Unfortunately, an older beginner who doesn’t like cutesy things won’t succeed with this approach. Alfred’s Prep Course may be a better solution for students who do not enjoy the cute characters in Music For Little Mozarts because of its repetition in materials and slow introduction of new concepts, ensuring that previous concepts have been mastered!

It is important to empower all of our learners with materials they can quickly grasp and move through while providing them with materials they are engaged with. In order to grasp new concepts, some students need more time, more repetition, and often more resources from teachers to be successful. With this approach your learner will feel piano is something they excel at, when other school subjects and enrichment activities may be difficult and slower-going. What an empowering feeling to discover you’re good at something you also like! When giving older beginners easier materials my pro tip is to constantly affirm that these materials are simple and easy (sometimes I'll even say "too easy") to learn. I then point out the one new concept in the piece, making sure that the "teacher talk" or manner of speaking matches the age of the learner and not the level of the content. I also try to find one longer recital type piece for these older beginners to work on, so they feel as if they are doing something "harder."

Meet Them At Their Level

As most children have working parents in my studio, I also consider the child with absolutely no parental involvement and no musical background a unique learner. Music is just like learning a foreign language and if you remember your first language classes, you remember how much repetition you had in reinforcing the alphabet and numbers. However instead of a class that meets daily I need to ensure that in a once weekly 30 minute lesson time I can review materials covered in the last lessons while making progress, forging ahead learning new concepts and materials. Too often I have sent a student home with materials that advance too quickly, with little or no time to reinforce core knowledge while the student makes minimal weekly progress. I’ve even had to repeat a level in a different method book with these learners when it would have been better to select a slower-moving book to start! In these cases I usually allow the learner to select the method that appeals to them; Music For Little Mozarts or Alfred’s Prep Course .

My goal as a piano teacher is always to meet my learner at their level and help them learn piano quickly and well. Using Music For Little Mozarts and other young beginner methods for unique learners in your studio can engage your learner and help them build confidence by moving through materials quickly while building piano skills they’ll have for life!