The Hal Leonard Australia 40 Piece Challenge 2013: suggestions for getting started

In 2013 Hal Leonard Australia is running a 40 Piece Challenge. And I’m very excited by this news. The challenge is to teachers primarily – can your students each learn at least 40 new pieces in 2013?! This challenge is not a random, out-of-the-blue event. There’s a massive back-story to the development of this 40-Piece Challenge, which you can read about here. But the point of the whole exercise is to encourage students to learn, perform and experience far more music than our exam-focussed culture usually allows. And to do so in order for students to develop much better reading skills and much broader musicianship, which will lead our students to be more likely to play the piano for the rest of their lives (no matter what grade exam they make it to before they stop taking piano lessons). This post isn’t about convincing you that this challenge is a good idea – there are plenty of posts I’ve written

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How hard is a piece of music?

For piano teachers working in countries with a strong examination culture (this means anywhere that is, or once was, part of the former British Empire/current Commonwealth) there is a general consensus about how hard certain pieces of piano music are.  And this general consensus revolves around an idea of ‘grading’ – that a piece of music ‘is’ Grade One, or Grade Five, or Grade Eight. No one ever talks very much about what makes a piece have Grade One-like qualities rather than the qualities of a Grade Two piece.  But, within a teaching culture where the lesson is almost entirely focussed on the exam, teachers develop an acceptance of the gradings given to pieces by the examination boards they choose to use, and this becomes the basis for intuiting a degree of difficulty for new repertoire.  If the piece ‘feels’ like Grade Four, then Grade Four it must be. The challenge to grading new repertoire is most keenly felt when grading

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