We get asked all the time what keyboard parents should buy for their child. It’s not a wonder parents can feel overwhelmed when looking for a keyboard—there are so many out there! There are many brands, models, features, sizes, and terms that probably feel foreign to many parents.
First of all, let’s get this out of the way first—buying a piano is better that buying a keyboard. But, and that’s a big but, it needs to be a quality piano that has all working keys, can stay in tune, and has good tone quality. That doesn’t mean it has to be expensive, but you will need to know what to look for.
With that out of the way, there are still many parents who will choose a keyboard, usually for one or more of the following reasons:
- They don’t want to make the investment in a piano until they know their child will stick with it
- They don’t have room in their house for a piano
- They want the extra capabilities that come with a keyboard—ability to plug in headphones, recording or midi options, etc.
When buying a keyboard, you will want to consider how much money you will want to spend. In Let’s Play Music class at The MAC Meridian, we use mainly the lower end keyboards. Always use a keyboard that has full-sized keys, meaning the keys are the same size as piano keys. When your child does transfer to a piano, this will allow for an easier transition because he/she will not have to relearn hand-spacing, which could be very frustrating. Most keyboards do have full-sized keys, but those that are considered more to be toys than instruments may not. You will also want to have at least 61 keys on your keyboard. If a keyboard has less keys than 61, there is not enough room on the keyboard to play many pieces/songs, and your child will outgrow it very quickly.
We like the Casio brand for the lower end keyboards. You can often find bundles that come with a stand, power cord, and headphones on Amazon. We like this Casio CTK2400
Of course, you don’t have to buy a bundle. You may be thinking, “I have a table to put the keyboard on.” And maybe you do! Keep this in mind—the correct position for a child to sit at the keyboard is at a height that will allow the forearms to be parallel to the floor and the elbow to be at a 90 degree angle. For a young child, this would mean you need a very low table. A keyboard stand is adjustable, and will allow for you to raise the level of the keyboard as your child grows.
The 61-key keyboard will get your child through Let’s Play Music, or about 2 years of piano lessons.
If you are wanting a keyboard that will last longer and be a more quality instrument, you will want to move into the digital piano area, meaning the instrument is designed to closely mimic the feel and sound of a traditional piano. We like the Yamaha P45. This digital piano has 88 full-sized weighted keys. An instrument with weighted keys will require more finger strength from the child. This is a good thing! It will build their muscles! Your child will also be able to learn to control the volume of his playing with the touch of his fingers. The softer a child presses on the keys, the softer the sound. The harder a child presses, the louder the sound. It does have a volume dial, which will also help control volume. This digital piano does not have a lot of the fancy keyboard options, but is an excellent keyboard for a beginner student to have the feel that mimics a piano, and a parent who wants the flexibility of a keyboard. It is a heavy instrument, so make sure you have the double x stand or a furniture stand. A single X-stand will not be sturdy enough to support this digital piano.
For those parents wanting to spend more money and have a digital piano with more options and capabilities, we like the Yamaha DGX660. We did a lot of research on digital pianos in this price range. We liked this one for its GHS weighted action keys, 128-note polyphony, PureCF sampled piano, and USB/recording capabilities. It has many more options that these, but these are the ones that has us sold on this model. This digital piano is LARGE! It is not easily portable and will definitely need a furniture stand to sit on. We have owned this digital keyboard for just over 2 years and are still extremely happy with its sound and performance capabilities.
A quality instrument will do wonders for the excitement your child feels for music lessons! This cannot be stated more firmly or importantly. If you want your child to enjoy lessons, make the investment!
What little girl doesn’t dream of meeting her favorite princess? Well, at The MAC Music and Art Center, we knew we wanted to help little girls’ dreams come true. We held our first Princess Art Party this spring!
The evening started off with creating a painting. Keeping in line with the Beauty and the Beast theme, the girls painted a mirror and chose either pink or blue. Who knew that blue would be a more popular color?!
While the base coat of the paintings dried, the girls played “Pin the Kiss on the Frog” or is it “Pin the Kiss on the Prince?” Hmmmm… hard to tell sometimes.
Back to the paintings to create the mirror. A little tricky, but with a some help, we all got it done.
While we were waiting for the mirrors to dry, we needed a little pick-me-up, so the cupcake decorating table came in handy.
Belle was so beautiful! She read us a story, sang songs, took pictures, and admired our art work. The princesses in waiting were mesmerized by her and loved every minute.
Thank you Belle for making our Princess Party so memorable! Take good care of Beast and we hope to see you again soon!
The third year of Let’s Play Music is very fun and very full—jam packed with learning to play scales and chords in different keys, learning to improvise and transpose, learning to count music properly in different time signatures, and the coup de gras—composing an original piece to play at the recital.
Students begin thinking of ideas for the composition in January when Orange Roots semester begins.
We talk about inspiration and what they, the student, gets excited about. We talk about how music can tell a story, just like a book can, and how music follows patterns, just like books do. We explore different sounds on the piano, e.g “What would it sound like if it was raining outside?” “What does an elephant walking sound like on the piano?”
In mid-February we are ready to begin putting notes down on the manuscript paper. Students (and parents) often feel apprehensive about beginning a composition. But, after meeting one-on-one with the teacher to begin their composition, they leave their lesson feeling excited about going home and adding to what they just wrote.
Students spend the next few weeks making changes and adding new ideas to their composition. Once again, there is a lesson, one-on-one with the teacher, at the end of March where students will put the finishing touches on their masterpiece.
Then they begin practicing for the recital. Parents are often surprised that a student will need to practice something they wrote themselves. Let’s Play Music students are often able to write and play music that is beyond their ability to read music, so practice is necessary.
The recital is truly a time of celebration! Each student has progressed at their own pace, but we celebrate where they are right now!
Parents are an integral part of the Let’s Play Music program. This program is successful because of dedicated parents who come to class with their child and follow up with practice time at home. Sometimes practicing is not fun and life gets in the way, but LPM parents are truly the best! Why? Because they have committed to helping their child through this wonderful program and have given them the gift of music. At the recital we always take time to honor the parents and their contribution to the child.
Let’s Play Music graduates are ready to enter private lessons and be successful. They have been given the tools for a strong musical foundation and been taught successful practice techniques. They have learned to intelligently listen to classical music and recognize classical form. Their ears, eyes, fingers, and voices have been trained to help them decipher and play difficult music passages. But, most of all, they have learned that they can do hard things, and for this, we celebrate!
Every year at recital time, parents ask, “What do the kids do for the recital?” It’s a valid question—after all, Let’s Play Music is not like traditional piano lessons, so what would that recital look like?
Recitals for first and second year students have two goals:
- Demonstrate how much we have learned over the past year, and show how we have learned it.
- Celebrate each student and their progress.
With those two goals in mind, this is what a Let’s Play Music recital looks like for first and second year students—
As a teacher, I pick 8-10 songs for each first year and second year that demonstrate a wide range of the skills the students have been working on. Some of the songs will have bell accompaniment, some will have autoharp accompaniment, and some will have piano accompaniment. The first-year students have been practicing playing 2 out of those 3 instruments, so they will help accompany the group on bells and autoharp. The second-year students have been learning to accompany while playing piano, so they will help with the piano accompaniment.
Bell assignments and keyboard assignments are done as a group, which is always a relief to these young children.
We will also demonstrate one of our puppet shows—how could we not?! They are “Sol-fun”!
This year the first-year students demonstrated “Magic Lamp,” which is actually “Aragonaise” from Georges Bizet Carmen.
The second-year students were excited to show how much they love Johannes Brahms “Hungarian Dance No. 5”
At the end, we celebrate each child and their progress. Let’s Play Music is all about teaching a strong musical foundation and skills that a child can apply to any instrument. We are not a performing group, and we don’t spend a lot of time in class perfecting the recital pieces. Still, the students have so much fun showing off their stuff and it is a great night for all of us!
When you know the notes to sing, you can sing most anything!
Sound Beginnings and The Pentatonic Scale
We are in the Silver Buttons semester of Sound Beginnings this spring. Many parents are curious about the Do Pentatonic Scale and why we use it. It seems strange to skip over a note, doesn’t it? Why don’t we sing Fa? Why not leave out Mi or Re? Well, there actually is a good reason why we are teaching the Do Pentatonic Scale this semester. Keep reading and your questions will be answered.
The DO Pentatonic Scale is a five-note scale: DO, RE, MI, SOL, LA. “Pente” is Greek for “five” and “tonic” means “tone”. These notes are not consecutive and the half step is skipped over, putting a beautiful minor 3rd at the top of the scale. As we have been learning in Sound Beginnings, the minor 3rd is the first interval young children can hear and imitate correctly. Think of the Sol-Mi songs we sing in music class–these songs are all using the minor 3rd interval.
Due to its simplicity, the pentatonic scale is the basic scale for folk songs. The folk song genre grew out of natural human expression using the voice. Since two sets of minor 3rds are inherent in the scale it has a natural and instinctive sound and is easy to sing and imitate.
“Nowadays it is no longer necessary to explain why it is better to start teaching music to small children through pentatonic tunes: first, it is easier to sing in tune without having to use semitones (half-steps), second, the musical thinking and the ability to sound the notes can develop better using tunes which employ leaps rather than stepwise tunes based on the diatonic scale often used by teachers”
Kodaly – the creator of this scale – fully embraced its use when teaching young children. He taught that “it is easier to sing in tune without having to use half steps”. Kodaly continues that it is easier to ‘hear’ the notes and sing them in a melody that employs leaps rather than stepwise tunes. His philosophy further teaches that the beginnings of music education must be made in the pentatonic scale because it is the wellspring of all music.
Everything from ancient music of the Eastern world, to Gregorian chant, to 20th century composers like Debussy have at their core the pentatonic scale. In addition, the pentatonic scale carries with it an endearing, simple, lilting, carefree quality which characterizes childhood itself.
In music class this semester, we are singing the song, “Mary Wore Her Red Dress.” This song is comprised completely using the Do Pentatonic Scale. And you thought we were just singing about clothes…
After we know all this of course we are going to use the Pentatonic Scale!
Want to know more about Sound Beginnings? Come to The MAC for a free sample class! This FUN curriculum is specifically designed for children ages 2-4 years old and their parents. By providing a solid music and preschool foundation, Sound Beginnings prepares students for success in Let’s Play Music and Kindergarten! The curriculum is organized into four non-sequential semesters each lasting 4 months and provides experience with important music concepts and skills through songs and games. Classes include singing, movement, games, stories, and activities, focusing on different concepts each semester.
In 2004 I was living in Arizona. I had recently started jogging, but since any form of exercise is not my forte, I was still struggling to run a 12-minute mile after months of exercising. My brother, who was born with my share of the athletic genes, invited me and my sisters to come to Idaho and run a half marathon with him. He said, “Part of it is uphill and it gets steep sometimes, but it’s not bad. Just train with the treadmill on an incline.” Naïve exerciser and marathon runner that I was, I bought his bag of lies and agreed to come, as did my 3 sisters, who were (and still are) in much better shape than I am.
On a side note, the half marathon is called “Robie Creek” and is considered the toughest half marathon in the Northwest.
As we arrived to the start line for the race, my brother looked nervous and began to pace. It was then that he told us the first 8.5 miles were all uphill. Up a mountain. A steep mountain. All. Uphill. Ugh. Lucky for him, we didn’t truly understand what he was telling us, but it was too late for all of us to back out and we forged ahead. The race started and it wasn’t too bad. We wound around a neighborhood and into the foothills. At first the path was paved and smooth, but soon it turned into a dirt trail with rocks and divots and I had to look down constantly as to not trip and fall. At first, there was very little incline, but after a mile or so, the trail became more and more steep. The steeper the trail became, the slower my pace became until I was merely walking, and not running at all.
My brother took off and pulled ahead of us soon after the race started. Two of my sisters who were fitness instructors at the time, held back and we stayed together for the first few miles. And then they left me and my youngest sister behind. By the time we made it to mile 6, every muscle in my body was screaming at me to stop. Just sit down. You hate this. Curse Craig (said brother). It was not long before I began to share these desires with my remaining sister. She would say, “see that tree up there? You can make it to that tree.” When we made it to the tree, she would say, “there’s a water station up another 100 feet, you can make it to the water station.” This continued until we reached the top of the mountain. She never stopped telling me I could do it. She never let me stop and sit. She knew and I knew that I would never finish if I stopped.
At the end of every semester, at Station Day, I have an opportunity as a Let’s Play Music/piano teacher to visit one-on-one with the parents of my students. I always ask them how it’s going at home. Do they have any concerns? I often hear stories of frustrated students and “I’m at the end of my rope” parents. What to do?
I tell parents that learning an instrument is like climbing a mountain. It starts off so fun and easy. The excitement of learning something new gives the child the desire and incentive to practice because it is just so fun. In other words, the path is paved and smooth and not much effort is needed to accomplish what the teacher is asking the student to do. Then as time goes on, the music begins to get harder, the practice time isn’t as fun, and the child must start working. There may be rocks and divots in the path. That’s when the complaining starts. That’s when they begin to fight practice time. That’s when the child starts saying things like, “I hate this,” “It’s too hard,” “I can’t do it, “I want to quit.” You know what I mean.
So, as a parent, how do you support your child while he or she climbs the mountain? Do you give them small goals and celebrate when the goals are achieved? Do you say, “See this measure? You can play this measure.” And then give lots of high fives and praise when they play the measure? Do you keep encouraging and keep gently pushing and let them know they can do it? There are countless ways to support your child and be the encouragement that they need.
I love the lightbulb moments and I see them happen at different times for each student. You know what I mean—the moment where everything clicks. Their fingers, their eyes, their brains, all begin to work together and what was once hard now becomes enjoyable and fun again. They usually run into class with a huge smile on their face and want to show me how great they are at playing ___________. I love this moment and I love to celebrate with them and exchange knowing nods with their mothers.
Interestingly enough, the lightbulb moment is not when the growth was happening. The growth was happening during the pain, during the tears and the frustration. That’s when the student was growing and learning. It was hard to see then, and it is next to impossible to feel it when you are in the middle of it, but that’s when it was happening. If they had stopped when it was hard, they never would have experienced and seen the fruits of the growth.
Learning an instrument is like climbing a mountain, there will be tough times, hard times and it will hurt. You may even think that you should quit because there are times when it is hard and painful, but if you keep pushing through and keep moving and working, no matter how slow that movement is, you will eventually reach the top of the mountain where everything suddenly becomes a little easier and more enjoyable. It is then that you can reap the rewards of hard work and dedication.
There will always be another mountain to climb. Some will be small hills and some will be so large they will seem impossible to climb, but there is always another mountain and that keeps us moving forward. Don’t sit down, don’t stop. One step at a time.
Thanks to my angel sister, I did make it to the end of the marathon and only lost 2 toenails.
At the end of each Let’s Play Music semester for the 2nd and 3rd year students, we have Station Day!
What is Station Day, you ask? Well, Station Day is a celebration of everything the students have learned that semester. Instead of keyboards lined up in rows, the classroom is set up in stations where students will rotate through with a parent and show they what they have learned through the games and activities set up at each station.
This year’s Green Turtles and Purple Magic students are creating rhythms and performing them on rhythm instruments, and are performing puppet shows for their parents to classical music from Strauss, Mozart, Vivaldi, and Copland.
They are celebrating their new knowledge and skills as they perform from their songbooks, play “Don’t Eat Pete,” and create an original 5-finger melody in C position.
Station Day is one of the highlights of Let’s Play Music and one of the favorite days for students and parents at The MAC. Don’t forget the “Elf Yourself” bonus station in the lobby! Merry Christmas MAC families!
Let’s Play Music is a 3-year music foundation course for children entering the program between ages 4 and 6. Students learn complete musicianship as they learn keyboarding skills, compose, transpose, and complete college level music theory. We will be accepting new students for the 2017-2018 school year in March 2017. Please contact us to attend a sample class and add your child’s name to our waiting list. For children ages 2-4 please visit our Sound Beginnings page for information about this fabulous music class for young children. Both of these music programs are available at The MAC Music and Art Center in Meridian, Idaho
Instrument Day! is always a favorite day in the Sound Beginnings class!
Sound Beginnings is a parent and child music class for young children–2-4 year olds.
This semester’s class was named “White Horses”
and many of the games, songs, and activities centered around horses. The final class each semester of Sound Beginnings is called Instrument Day. This is a super fun day when students can bring their parents, siblings, grandparents, and friends to participate in class with them.
Each family bring instruments from home—some are professional string or brass instruments, some are children’s toys, and some are homemade. Whatever the children bring, they are excited to share with the class. We always make a rhythm instrument to take home and this year it was the jingle glove!
Just find a child’s size glove and hot glue jingle bells on the fingertips for a super fun and easy instrument. Of course the parents are the ones doing the gluing, but the children are the ones picking out the color of the glove and the jingles.
At The MAC we love to see the joy on the children’s faces as they explore music and share it with their families. Thanks MAC families!
Join us for the next round of classes beginning January 9! Register HERE
Micah and Tina have known each other ever since they met as 14 year-old high school freshman. They have always had a love of the arts and cultural activities. One of their favorite dates has always been to go on an art walk to local galleries, then hit a food truck or small locally owned restaurant for a bite to eat.
When Micah and Tina began having children in 1992, they knew they wanted their children to have a strong art and music background-with an artist father and a musician mother that’s a pretty obvious path! Raising their children in Mesa Arizona for the first few years, they found many options for music and art for their children’s education, and watched their four children grow and develop their own talents.
When they made the move to Meridian Idaho in 2005, they saw those opportunities shrink exponentially as they searched diligently for quality and affordable art programs. They wanted something more than a so-called “instructor” in a room with art supplies on a table and the children left to their own devices. They also looked for something that was affordable and fun, yet still educational and skill-building. After several years of searching, they gave up and nurtured their children’s artistic pursuits at home.
Meanwhile, Tina had found a great music program called “Let’s Play Music” and began to teach classes for young children out of their home. Within 3 years, those music classes were maxed to capacity and it stayed that way for years.
Micah and Tina searched for months for the perfect space for the music classes and the new art classes. Two of their top requirements were that the location had to be in NW Meridian and it had to be family friendly. Finally they found the perfect spot! Located near 2 elementary schools, a daycare facility, and a pediatric dentist, The MAC is nestled right in the heart of where many young Meridian Idaho families live.
The MAC is truly a family-run and family-oriented facility. You will see Tina teaching many of the music classes, Taylor (daughter) teaching many of the art classes, and you will see Sam (son) manning the front desk. The MAC has added a few new teachers in the last 18 months who feel like family!