5 Steps To Choosing Piano Recital Repertoire That Students Love

Choosing Piano Recital Repertoire Students Get Excited About

By Rosemarie Penner

Recitals are a wonderful opportunity for students to share not only how they’ve progressed, but also the music they love! However, the first step of choosing piano recital repertoire can be a challenge. Finding level appropriate music that can be learnt before the big day can make it feel like hair pulling is in your near future. With these 5 steps, you can help students choose music they love and can stay excited about during those many, many practice sessions.

Who Chooses?

In my studio, students choose their own songs for the recital. While they get a say in what they learn throughout the year, this is their chance to get 100% say on the song choice. And each year my students wow me.

They choose classical, pop, rock, oldies, blues, jazz, movie soundtracks, and folk songs. Sometimes they want to be part of a duet, other times students have surprised me with wanting to perform on their own … even though they get really nervous. Sometimes, they choose a song that is above their level … no matter how hard I’ve looked to find something easier. But, they are determined and they get there.

When students choose their own repertoire, they have a vested interest in their learning. They are invested in pushing through the challenges because it is important to them.

Using a 5-step process ensures that students choose their own music in a way that honours their playing ability. All while avoiding the dreaded hair pulling because you’re frustrated beyond belief. (We’ve all been there.)

Step 1: Ask Them

The amazing music I have been introduced to through my students has always been one of my favourite parts of recital prep. Students that have shrugged their shoulders all year at anything that might seem “old” (as in from 1990 o early 2000’s), surprise me with wanting to learn “Pretty Woman” by Roy Orbison.

So, ask your students if there are any songs they want to learn. It may be new to you, but it has sparked an interest in your student … and, isn’t that what we all want?

Jake Meets The Jack Rabbit: An Elementary Piano Solo

Sometimes, students will ask for an original song about something they love. This was the case for “Jake Meets The Jack Rabbit“! One of my students wanted to celebrate his dog, Jake, who wants to make friends with everyone. The song was created after we had laughed over Jake’s attempts to become friends with a local jack rabbit.

Step 2: Research Options

Once you have an idea of what your students may want to play, do your research. Do you have any books or sheet music that are at the right level?

If I don’t have a copy of a song, chances are we have already taken a look during their online lesson to see what options there are out there. Whether you teach in person or online it’s important to reduce prep time. Taking a quick look at what options are available might show that this might not be the best option right now … or it’s a very enthusiastic “yes”.

If your student is unsure about a specific song, but tells you their inspiration you can use this as a starting point. For example “A Life Lived” was inspired by the music of Paul McCartney, Elton John, and Billy Joel. I didn’t have a specific composer or song in mind when composing, but I knew the mood and feel of the song.

Once you have a specific book or sheet music chosen, email the link during lesson with a quick note letting them know their child is super excited about learning ‘x’ song and asking they please purchase the song before next lesson.

Step 3: Give Them More Options, if They Need It

Sometimes, a student may not know what they want to perform for a recital. That’s okay. Bringing (or having on hand) level appropriate and age appropriate material to go through during lesson time makes this easier.

When choosing which books to bring, I think about:

Leveling of the book: If I am teaching siblings, could they possibly choose songs from the same book?
Style: Based on what I know about the student, will they like the repertoire? Sometimes my students have shook their head at the cover, but once I have played a few songs they are surprised to find they like what’s inside.
Goals from the year: This is more geared towards my adult students. They typically do not have as much time to practice as my younger students, but want to still play beautiful music. I tend to choose repertoire that looks and sounds hard, but has lots of patterns which make it quick to learn. Duets are also another popular option for this group since they can shine … without being in the spotlight alone.
Something of interest: Whether it is a quirky take on a classic or taps into a specific interest my student has, the songs need to give the student a reason to get excited.

Perhaps a student has talked about a particular movie, but doesn’t have a particular song they like. The playful nature of “La Valse d’Amelie” was the foundation for Waltz Under The Stars. Finding out what they like about the music can help you give options that have the same “feel”.

Step 4: Choose More Than One Song

I have a small studio and students typically do 2 songs during the recital. Not only does it extend the length of time we get to be together, but it has several other benefits:

Exposure to different style of music: I tell my students to choose separate styles or moods to keep their audience’s interest throughout the performance.
Interest while practicing: We tend to get very focused on recital repertoire, so it is nice having different pieces to work on during those weeks.
Stretching their abilities: Typically, I get students to choose one easy piece and one harder piece. This lets them stretch themselves musically at a time of year when they want to take it easy. But, also gives them a chance each practice session to also work on a song that doesn’t require quite so much of them.
Practice increases: Double the excitement, double the practice. At least that’s the plan!
More chances for parents to brag on their kids: As parents, we love to have bragging rights. But, listening to the same song over and over for weeks can get boring. Having 2 (or more) songs, keeps the excitement alive.

This extra piece may be a backup piece if you have a large studio and students will only be performing one song. Having both songs going gives the student the opportunity to push themselves musically, but ultimately choose the best song for their performance.

The Rabbit In The Garden: An Elementary Piano Solo

If you have a student that typically doesn’t practice much and you are concerned the song they choose will not get learnt in time … give them a chance. They may surprise you. However, I always get those students to choose a backup song that they already know and love (i.e. “The Rabbit In The Garden” for younger students). This way neither you or your student are stressing out in the weeks before the recital.

Step 5: Praise, Praise, and Praise Some More

Every year, I tell my students and piano parents that our recital is a time of celebration. I used to get stressed out about student progress and whether or not they were truly ready … and to be honest, there will still be an element of that for any students who don’t practice.

The biggest motivator I have found, after selecting the right repertoire, is praise. Each week, give your students specific praise about their repertoire. As you get close to the recital, tell them what you think the audience is going to LOVE about their performance. For example, “I can imagine the Fellowship Of The Ring mourning Gandalf in ‘The Lord Of The Rings’ as you played ‘Farewell, Old Friend‘!”

Be sure to brag about their progress to their parents. You need to train your piano parents to have the vocabulary to praise their child(ren) as well. Using terminology along with definitions gives them a framework on how they can motivate at home during the week.

Step 6 (Bonus): Explore the music

You and your student had fun choosing their piano recital repertoire. But, as students master different aspects of their songs, remember to guide them in ways they can change the song.

What happens when they:

Change the dynamics?
Speed up the tempo?
Modify the rhythm?
Change the key or mood? (depending on their level)
Play higher or lower on the piano?

The Grand Entrance: An Early Intermediate Piano Solo

This is the perfect opportunity to review theory concepts in a creative and sneaky way. Is it still “The Grand Entrance” if the dynamics are played opposite or the tempo is much slower or faster?

Students enjoy changing up the music. But, they don’t realise they are learning and reviewing while they do it!