Priority of the Method.

 

The central figure of the Hiner Method is a student. An “ideal performance” of a music piece is not a priority of our teaching. The main product of our efforts is the stable, successful and fun development of a child or adult beginner in learning to play the piano. However, an “ideal performance” often appears as a side effect.

Music is a tool that helps us bring out the best qualities of every student. We can use music to make a person stronger and improve the unique quality of someone’s inner self.  Unfortunately, we may teach a student to play one piano piece beautifully, but kill forever any love of making music. Music was, is and always will be here on this earth. And only fun and successful learning will promote the desire to further develop or even master a student’s musical skills.  

Music notation should be adjusted to the student’s perception. Changing music to make it easier or to digitize it doesn’t hurt a music text. On the other hand, students can be hurt if they have to deal with the user-unfriendly way many teachers present their music lessons.  

Ideal performance is an abstract notion. Performance that is far from ideal can’t hurt a music piece.  Demanding that a student play perfectly and forcing the student to submit to this goal can cause incurable damage to the student’s psychological health. Ultimately, it can affect his/her entire life. 

Students—with their self-sufficiency, uniqueness, confidence and their own strengths—are the priority of the Hiner Method.

We have no right to decide for students, whether or not they will be professional musicians. Therefore, we cannot push them to become concert pianists. Our task is to involve students in music and instill in them a love of communicating with sounds.