Prodigy Piano Academy Blog

Lesson Summary

3-5 min Review of Last Week’s Lesson 

Pitch Exploration – C–D–E (Do, Re, Mi) on desk bells

 Keyboard Geography -finding C–D–E using the two black keys as a guide, keeping a rounded hand shape

 Floating Arm Technique big “rainbows” to move smoothly between key

Theory Lesson: Reinforced finger numbers and basic hand awareness for piano, connecting visual with activitiy worksheets and games 

Lesson Journal

Today’s lesson highlighted two engaging areas of musical growth. We began with the desk bells, which are excellent for developing pitch recognition and solfege skills. We focused specifically on C–D–E (Do, Re, Mi) and explored fun rhythmic and melodic patterns with those three notes. This playful approach not only strengthens ear training but also reinforces the connection between sound and symbol. While playing, Sabera kept her hands relaxed and natural, which allowed her to create a light, clear, and beautiful tone on the bells.

After the bells, we transferred this knowledge to the piano by continuing to work on keyboard geography. We practiced finding C–D–E in relation to the group of two black keys, which helps build a strong sense of orientation on the keyboard. To support good technique, I gently held Sabera’s hand to guide her into maintaining a rounded, soft hand shape, encouraging relaxation to avoid tention.

To make the movement between keys more fluid, I introduced big “rainbows” in the air, supported by the Floating Arm Technique. This imagery encourages the arm to stay elegant and graceful, creating seamless motions from one key to another without tension. The combination of relaxed hand shapes, flowing arm movement, and keyboard mapping helped connect the ear, eye, and body. 

For theory, we focused on reinforcing finger numbers and basic hand awareness. Sabera and I traced and labeled both hands, completed worksheets from the theory packet including finger tapping patterns, matching fingers to numbers, and filling in traced hands. 

To make it even more fun and interactive, we sang a playful song (“Finger 1, Finger 1, where are you? Here I am! Here I am! How do you do?”), connecting visual cues with physical movement.