| Many students want to know how to improvise. | | | | improvisation (or any improvisation) is for the |
| What they really want to know is how to be able | | | | person improvising to be in the moment. This is |
| to keep an improvisation going. | | | | most easily done when the technical aspects are |
| It's not difficult to begin. You just play a chord or | | | | taken care of (i.e., only having 2 chords to play) |
| two and that's that. But what happens to many | | | | and letting go of the need to control the outcome. |
| students after a few seconds is they don't know | | | | Think of building a sandcastle as an example. |
| what to do next. They get "stuck." Why? | | | | Children love to build sandcastles. Do they spend |
| Because they are thinking about what to play. | | | | years learning how? Of course not! Once they |
| Wrong approach! | | | | know the fundamentals, they forget about how |
| For example, in Lesson 12: "Coral Reef," we have | | | | to do it and focus on the pleasure it gives them. |
| 2 chords, A minor and F Major. And with these 2 | | | | Most adults wait too long before diving in. They're |
| chords, music is made. This improvisation lasts for | | | | scared that they will fail and that they will |
| a few minutes but could have gone on much | | | | discover they have no talent. But talent is not the |
| longer. | | | | issue - you're sense of joy and discovery is! |
| You see, what works best in New Age piano | | | | |