Category: piano performance

Business, Entrepreneur, learning environment, piano lessons, piano performance, piano teacher, Uncategorized

Why Recitals Matter-and How to Keep Them Fun and Low-Stress.

lizteachespiano

I recently held my annual spring recital for my students, and it was a lovely afternoon! The room was full of supportive families, a few nervous smiles, and so many small moments of bravery at the piano.

At the end, I even performed a piece myself! It was not my best work-a few slips here and there, nothing perfectly polished, as my goal is always to be prepraing my students, not me for the concert! But as you’ll see in this post, that’s not really the goal of a piano student recital in the first place.

Why recitals matter

Recitals give music a purpose beyond practice. When students know they’re preparing for a performance, their pieces begin to take on new life. Phrasing becomes more thoughtful, dynamics more expressive, and suddenly the music isn’t just “notes on a page”- it is music they will share with others.

Recitals build confidence in a way that nothing else in music class can. Sitting at the piano, taking a breath, and beginning-that moment teaches courage. Not the loud, fearless kind, but the quiet kind that grows over time. Each recital plants a seed: I can do this/I did this/I got through this/I enjoyed this! (Take your pick!)

Recitals also create a sense of community. Students hear one another play, parents connect, and everyone gets to celebrate progress together. It reminds us that music isn’t just a solitary journey—it’s something we experience and enjoy together.

Recitals are not for everyone—and that’s completely okay. Some students simply don’t enjoy performing in front of others, and some may have their own reasons for preferring to keep their music private. Every student comes to the piano for different reasons: some love the spotlight, while others find joy in the quiet, personal experience of playing. Because of that, I never believe in forcing a student to perform. Instead, I offer recitals as an opportunity, not an obligation—something they can grow into if and when they feel ready.

To some music teachers, this may seem like extra work- and it is. However, I would strongly recommend creating this opportunity for your students. Going the extra mile helps build their confidence, creativity, and connection to music, while also strengthening your relationship with them, their families and keeping them motivated. Think of it as a fun event for yourself as well (this is why I perform something at the end- performing always keeps me on my toes!) To make the event a little easier, have the concert on a day you already teach students. (I teach Saturdays and held the concert Saturday early evening.)

Before the concert begins!
Snacks ready for celebration after!

Keeping recitals low-stress (and even fun!)

Not every student feels that “magical” feeling right away. Nerves are real—and completely normal. That’s why I believe recitals should feel warm, relaxed, and encouraging from start to finish.

Here are a few ways I keep things cosy and low-pressure:

  • We redefine “perfect.”
    In my studio, a successful performance isn’t about playing every note flawlessly. It’s about sharing your music and continuing even if something goes wrong. Mistakes are part of live music—and learning to move past them is a skill worth celebrating.
  • We keep the atmosphere gentle.
    Think soft lighting, a welcoming space, and friendly faces. I add small touches like simple decorations, and some snacks and certificates afterwards to make the event feel special but not formal.
  • Short and sweet programs.
    Especially for younger students, shorter recitals help keep energy positive and nerves manageable. Everyone gets their moment without feeling overwhelmed. This will also help keep the event more manageable for you.
  • Practice performing ahead of time.
    This year due to illness and renovations I did not prepare students as early as I usually do. I will usually start introducing this from end of January, but this year I prepared everyone within a month. However, whatever your schedule, the week of the concert I do mini “studio performances” during lessons. I will sit away from the piano, and pretend I have come to watch the performance. By the time recital day arrives, it feels familiar rather than frightening.
  • Celebrate every step.
    After each performance, I congratulate my students. I am extremely positive and supportive of my students young and adult. Every student leaves feeling proud.
  • Encourage personality!
    Students choose what they want to perform, talk to other students about the type of music they like at the recital, and can dress in a way that makes them feel confident and comfortable. The more “themselves” they feel, the easier performing becomes. I want my students to get a strong sense of self from developing their music skills. 

A moment that stays with them

Years from now, most students won’t remember every thing you did in class. But, they will remember how it felt to sit at the piano with you, and to perform for others. They’ll remember the butterflies, relatives proudly taking photos, the deep breath, and the applause that followed.

Recitals aren’t about pressure or perfection. They’re about growth, courage, and connection. When we keep them warm and low-stress, they become something students look forward to—not fear.

And that’s when music becomes magic.

(please note: To aid creativity the blog post feature image was made with A.I. This doesn’t reflect my music room!)

Entrepreneur, learning environment, music performance, piano performance, Uncategorized

🌷 March in the Studio

lizteachespiano


February has been a busy and stressful month, finished off with a week of bad cold. But March in the studio is here, and it feels like spring might finally be around the corner.

The days are stretching a little longer, there’s more light in the afternoons, and that sense of renewal is finding its way into lessons. Here are some lovely additions to my spring calendar:


🎹 Spring Student Concert


The Spring Student Concert is coming up, and the studio is officially in performance mode. Pieces are being refined, tricky passages are being gone over, and students are stepping into the focused, intentional work that performing requires.

Performing is not the goal for everyone who plays an instrument, but for me concerts are one of the biggest reasons I make music. I tell my students that playing piano is a mind game as well as learning notes, and a performance mindset is just part of how I teach.

Having a performance on the horizon shifts everything. Students begin to move beyond “playing the correct notes” and start thinking more musically and independently. You have to be mentally prepared for something not to go as planned.

Performance teaches resilience, preparation, problem-solving, and presence. It gives meaning to scales, slow practice, and repetition. When students sit down at the piano they won’t just be performing a piece — they’ll be demonstrating discipline, growth, and courage. Watching that transformation is one of the most meaningful parts of my work.

🎶 Orion Felt — Out Now on Bandcamp


I’m excited to share that my album, Orion Felt, is officially out now on Bandcamp!
This record serves as both the prequel and the final chapter of the concept album story I’ve built. It reaches back to where everything began while also bringing the narrative full circle — connecting themes, characters, and emotions from across the entire arc.


Orion Felt is reflective, cinematic, and deeply intentional — designed to be experienced as both a beginning and an ending.


If you’d like to support independent music directly, Bandcamp is the best place to stream, download, and share the album.

🎶 Live Concert


I’ll also be performing the album live at Omni on March 5th. Bringing this music into a shared space feels like the natural completion of the project. In many ways, the live performance is where the music becomes fully itself. My special events page holds where I’ll be playing next.


Thank you to everyone who has followed this journey. This chapter closes the story — and opens something new.


Listen now on Bandcamp.

beginner tutorial, learning environment, Music Lessons, piano lessons, piano performance, piano practice, piano teacher, singing lessons, Singing teacher, Uncategorized

3 Simple Tips to Encourage Piano Practice for Children and Adults

lizteachespiano

Learning the piano is fun and interesting—but staying motivated can be tricky for both children and adults. Here are 3 Simple Tips to Encourage Piano Practice for Children and Adults.

Children sometimes see practice as a chore, and adults, even though they’ve chosen to learn, often struggle to find time. (Even teachers like me have days when we’d rather not practice!)

The good news? With a few simple strategies, practice can become something enjoyable and rewarding.

1. Create a Predictable Piano Practice Routine

Children (and adults!) thrive when practice becomes part of their daily rhythm—not a surprise or a battle. Short, regular sessions are often more effective than long, occasional ones.

How to do it:

  • Pick a consistent time (after school, before dinner, early morning, etc.)
  • Keep sessions short—10–15 minutes is perfect for beginners
  • Use a visual timer.

Why it works:
Routines reduce resistance. Practice becomes a habit rather than a negotiation.

2. Use Positive Reinforcement and Reward Systems

Rewards can help keep motivation high, especially for younger learners—but adults appreciate them too! Rewards don’t need to be big; they just need to be meaningful.

Ideas for rewards:

  • Sticker charts or progress trackers
  • A favourite meal or coffee at a café
  • A special activity after consistent effort

Tip: Reward effort, not perfection. Consistency is more important than flawless playing.

3. Let Students Choose Some of Their Music

When students enjoy what they play, motivation increases dramatically. Even one favourite piece can make a big difference.

How to apply it:

  • Let students pick a pop song, movie theme, or seasonal piece
  • Ask, “Which piece do you want to start with today?”
  • Balance teacher-chosen music with student-chosen favourites

Why it works: Choice gives students ownership, confidence, and excitement about piano practice.

Final Thoughts

Motivation grows when practice feels predictable, rewarding, and personally meaningful. With a consistent routine, small rewards, and music students enjoy, daily practice can shift from a struggle to a source of pride and accomplishment.

🎹If you are in the Stockholm area and interested in enjoying practice more, or interested in starting to practice, feel free to send me a message!

Please note: picture has been made with AI to aid creativity and add fun!

learning environment, Music Lessons, music performance, piano lessons, piano performance, piano practice, piano teacher, singing lessons, Singing teacher, Uncategorized

From Practice to Performance

lizteachespiano

Over the past few weeks, one of my students (as well as learning scales, arpeggios and two other more traditional pieces) went from practice to performance, giving a gorgeous rendition of “Fade Into You” by Mazzy Star on piano.

It started with the basics—practice getting comfortable with the chords , smoothing out transitions, and keeping a steady rhythm. Slowly but surely, the song performance began to take shape.

This post is about how that hard work paid off!

To help the student experience the feel of moving from practice to performance, I picked up a guitar and began to accompany them—singing the melody while playing a bit of an accompaniment .As the familiar chords rang out from the piano, supported by gentle strumming and vocals, everything clicked.

My student wasn’t just practicing anymore—they were playing music. 

From practice to performance

Hearing their part in context brought a new level of understanding and confidence. It was a real collaboration, and a reminder that even simple chords can create something powerful when shared.

Moments like this are what music lessons are all about: connection, creativity, and the joy of turning practice into performance.

Never underestimate a good teacher, an amazing student and a song.

beginner tutorial, Music Composition, Music Lessons, music performance, piano lessons, piano performance, piano practice, piano teacher, Uncategorized

Mnemonic Magic: Master Piano Notes the easy Way

lizteachespiano

Plus a free resource!

Hello! I know it has been a little while since my last blog, I’ve been teaching final summer lessons for some students (so they have to be extra special!) , planning summer lessons for students still taking lessons, rehearsing for performances and working in my allotment. Along with many other things. Today I writing a blog on something lots of students struggle with, but is truly fundamental when it comes to learning piano (particularly if you want to be independent and free to play whatever you want at some point!) That is reading music. A good way to begin to read piano music is with mnemonics. With a little Mnemonic Magic, you will be well on your way to reading piano notes!

 Mnemonics are memory aids that help you remember information—in this case, the names of the notes on the lines and spaces of the musical stave (staff) for piano.

Firstly, lets get to grip with a piano staff:

🎼 Understanding the Staff:

  • The staff consists of five lines and four spaces.
  • Piano music uses two staves:
    • The treble clef (usually middle C and above, and for beginners, usually for the right hand)
    • The bass clef (usually middle C and below, and for beginners, usually for the left hand)

Tip: You can access blank sheet music at https://pianocoda.com/blank-sheet-music/

🎹 Treble Clef Mnemonics 

Lines (from bottom to top):

E – G – B – D – F
 💡 Mnemonic Magic: Every Green Bus Drives Fast
(this works well in my town as the busses are green!)

Spaces (from bottom to top):

F – A – C – E
 💡 Mnemonic Magic: Just remember: it spells “FACE”!

🎹 Bass Clef Mnemonics (Left Hand)

Lines (from bottom to top):

G – B – D – F – A
 💡 Mnemonic Magic: Good Burgers Deserve Fries Always

Spaces (from bottom to top):

A – C – E – G
 💡 Mnemonic Magic: All Cows Eat Grass

Mnemonic Magic

This is available to download as a free pdf on my resources page.

How to use the mnemonic magic:

When reading sheet music:

  • You identify whether a note is on a line or space.
  • You determine which clef is used.
  • You then apply the mnemonic to quickly figure out the note name.
  • This will become more automatic with practice and eventually gets replaced by immediate recognition.

What about B, middle C and D?

Middle C is below the lines in treble clef and above the lines in bass clef. Think of music like a diagonal line going up, not just two straight lines. You can also use the resource I’ve provided to actually picture middle C on the page.

💡Mnemonic Magic Tip:

Always try to recognise where middle C is on the music. Try to note where maybe D below middle C is (3rd line up in bass clef) and an octave higher than middle C (3rd space up in treble clef). These are good ANCHOR points. As time progresses start to remember more anchor points, and use the same idea for notes above and below the main stave (but those notes are for another blog!)

Thanks for reading 🙂