„What can you do with a single tone?”
This question was asked by my husband when we met for the first time in 1968.
My pupils and I immediately tried it out, which gave rise to very interesting musical thoughts. From this point on these improvisational games became the organic parts of our piano lessons.
The single tone was followed by two tones and then by three, bringing up various musical view points in an ever widening circle, and forming a teaching system of the language of music, which we were gradually interconnecting with the piano-teaching material.
The children took great interest in this creative work, where they could put their own thoughts into shape by taking into account the given starting point; many times they even put down their improvisations on paper.
At the same time we were immediately asked another question that may help pupils in rendering important the activity of regular daily practising, which is a permanent issue in the course of musical studies.
It is generally known, that piano playing is learnt not only by exceptionally talented children, but the joy of music learning would be equally important for everyone. In lessons where not training, but discovery and creation are in prominence, one has a chance to arouse curiosity and interest, which brings enjoyment.
So the second question referred to potential relationships between the musical and visual fields, which we call today interdisciplinarity, being in existence among divisions of art, divisions of science and nature.
Since that time on, we have been experimenting with building each and every phase of our work on these relations to ensure that world is viewed in its unity, and that we should discover and feel, within this enormous structure, the importance and the power of music in promoting the development of the entire human being to a positive direction.
Piano lessons
