Performance Opportunities for Students 2016-2017

Fall Performance Workshop at Steinway Piano Gallery Recital Hall

​October 1st, 7th, and 8th 2017

Educational workshop with your own teacher and an audience at Steinway Piano Gallery. Each performance is up to 1 ½ hours.


Performance Guidelines/Information

Attendance:  Students should arrive 15 minutes before the performance. The entire performance lasts up to 1 ½ hours.  All parents and students are expected to stay until the end of the performance out of respect to all performers.  We ask students not to perform if they cannot attend the entire performance.   Because students need to mentally prepare, late arrivals will NOT be included in the program.

Audience:  Families should only bring audience members who can sit quietly for 1½ hours.  Since babies and very young children cannot possibly sit quietly that long, we ask that you do not bring them.  If you absolutely must, please sit on an aisle so you can exit quickly.  Even the slightest noise or distraction can unnerve our performers.  The room needs to be completely quiet for the performers.

Seating:  Please do not enter the recital room until the doors are opened.  There are several performances each day and teachers need time between performances to prepare.  Doors will open 15 minutes before the performance.  The performers need to sit in the front rows with the teachers.

Dress Code:  Students should wear semi-dressy clothes.  Please do not wear sports clothes, shorts, jeans or tennis shoes.  Male students should wear ties, if possible.  For male guitar students, a tie is mandatory; female guitar students should choose a long skirt or dressy pants.  Please wear tasteful clothes and be sure that clothes are comfortable for any movements.  Piano students should not wear chunky or platform shoes since they won’t be able to control the pedal.  Bring your shoes to your lesson if you are not sure.  Parents who dress up will lend to the festive feel of this special day.

Student Behavior:  Please discuss appropriate performance behavior with students several days before the performance.  We want their best behavior.  They are expected to visit the restroom before the performance, take a drink of water if necessary and sit quietly in their seat during other students’ performances.

Preparation and Rehearsal:  Performance pieces should be memorized for at least two or three lessons before the event.  If the teacher feels the student is not ready two weeks in advance, the teacher will notify the parent that it is in the best interest of the student that he/she not perform this time.  Pieces are played from memory except for duets.  Practice playing the piece three times in a row and perform your piece for as many people as possible before the event.  Practice smiling and bowing.  Students should know the name of their piece and understand the meaning of the piece.  Students should know the composer’s name and from which period of music the piece originated.

Live Performance and Parental Response:  A successful performance starts long before they enter the stage.  Along with being musically prepared, performers need emotional support.  Allow enough time to arrive early without rushing.  Be calm and positive.  Children will take your lead.  Because these are live performances, no one expects perfection.  Parental reactions should be positive.  Comment on the wonderful aspects of what you saw and heard.  Be excited and avoid criticism.  Even if your child refuses to get on the stage, praise him/her for coming and listening.  If your child played a solo, comment on a specific aspect of the performance, such as “I really enjoyed the way you sat up straight when you played” or “I could tell you really enjoyed that piece.”  Remember, these are training events.  We are laying the foundation for a lifetime of musical enjoyment through performing and sharing talent.  Please remember that your reaction means more to them than how well they actually played their piece.  Please do not discuss nervousness just before or during the performance.  Avoid any prolonged discussion of it because it creates a nervous atmosphere.

Piano Soloists:  Students begin by adjusting the bench and then putting their hands in their lap.  This gives them time to calm down and think about the piece.  At the end of the piece, the student should return hands to the lap for a moment.  Remember to keep your heel on the floor if using the pedal.

Guitar Soloists:  Guitar students need to arrive 30 minutes before a program to make sure the teacher has time to tune the guitar.  When the student performs, the guitar must be ready to play.  Do not make tuning adjustments on the stage.  Students should know how to quickly plug in a guitar, if necessary.

Voice Soloists:  Voice students need to practice with a microphone if using one for the performance.  Unless movements have been practiced, the student should stand with arms held loosely at the sides.  The student has planned where to look while singing (audience or in the distance) and the student’s face should reflect the meaning of what is being sung.  Student knows the piece and can answer: who are you, where are you and what do you want.  Voice students should warm up voices at home before coming to the performance.  Remember to consider arm and body gestures while singing when choosing clothing.  It is the student’s responsibility to bring music for the accompanist.