Reshmi Patel • April 12, 2021
Playing versus Practicing the Piano
Often students who are new to the piano will do a mixture of ‘playing’ and ‘practicing' their piano.
What’s the real difference between these two? Should we always pick one or the other?
When we ‘play’ the piano this means we are playing through your songs and exercises from start to finish. This can be useful before a performance or at the start or end of your practice session. Solely ‘playing’ isn’t productive if you are looking to improve with your technique and to play the songs you love to a high standard.
When we ‘practice’ the piano this means we are actively choosing to play the difficult sections and musical elements. Some examples of these are: octave jump, moving from sharp to natural, trills, counts and rhythms. In the long run this is a productive way to practice your piano as you will grasp the techniques well enough to learn how to play the pieces you love at a faster rate!
Scenario
Monday, 8am-8:45am you are sitting at your piano and your lesson notes advise you to work on bar 3 and 4 dynamic changes. ‘Dynamics’ means volume. The volume changes in bars 3 and 4 are marked as quiet. This means we would press the keys lightly.
Example of Playing
8am-8:45am you play the song from start to finish. – at this stage of your journey this can work well to check off the box but a more productive way would be to practice in order to add in the volume changes and create interest within the piece.
Example of Practicing
8-8:45am you focus on playing bars 3 and 4 as quietly as you possibly can. You repeat this correctly 5-10 times in a row until this feels easy and natural. This would be a productive practice session and the piece is now on its way to sound like a performance.
Example of a combination of Playing and Practicing
8-8:30am you focus on playing bars 3 and 4 as quietly as you possibly can. You repeat this correctly 5-10 times in a row until this feels easy and natural.
8:30am-8:45am you play the song from start to finish and include the quieter section in bars 3 and 4.
This method works well if you have been able to practice the section you were struggling on within the given time frame. If not, keep on practicing until you have truly mastered the element you have been struggling on. Then try to play slightly more of the section or piece.
Remember that when you are trying out these hacks to look at them little and often but also be patient with yourself. If you wish to know more about these hacks and resources, feel free to take a look around our website or connect with us directly.
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A realistic guide for parents navigating the ups and downs of practice One of the most common frustrations parents share is: “We understand piano is good for our child… but how do we make practice actually work at home?” Piano practice isn’t meant to feel effortless - and it certainly isn’t meant to feel perfect. What does make a difference is knowing what practice is really for, and how to support it in a way that’s realistic, productive, and encouraging. Below are some of the most common questions parents ask and how to make piano practice actionable, not overwhelming. “Why does practice feel so inconsistent?” This is completely normal from time to time. Piano is a long-term skill that develops in layers: Physical coordination Listening and processing Reading and memory Emotional regulation Children don’t progress evenly across all of these at once, so practice naturally has peaks and dips. What helps: Seeing inconsistency as part of learning, not a problem to fix. Research on skill acquisition shows that struggle followed by reflection is often where the deepest learning occurs especially in complex skills like music. “How much practice is actually effective?” More time doesn’t always mean better results. For younger learners especially, short, focused practice is far more effective than long sessions that end in frustration. Actionable guideline parents can use: 5–10 minutes, most days One clear goal per session Stop while things are still going well This supports concentration, motivation, and memory far better than occasional long sessions. “What should my child actually do when they practise?” This is where practice becomes actionable. Instead of “go and practise”, try focusing on one clear task, such as: Starting a piece confidently Playing a tricky section once carefully Finding hand position independently Children practise better when the task is specific and achievable. Relatable example: A child may resist “playing the whole piece again”, but feel successful being asked to “play just the first line smoothly”. “Why is practice harder than the lesson?” Lessons are guided, supportive, and interactive. Practice is independent and independence takes time to develop. This is especially true with piano, which is often taught one-to-one from the beginning. That format: Builds problem-solving skills Encourages organisation Develops self-reliance These skills don’t appear overnight — practice is where they’re built. “What if my child says they don’t enjoy practising?” This doesn’t mean they dislike piano. Children often enjoy: Lessons Performances Achieving milestones Practice sits in between and that’s where effort lives. Learning any meaningful skill over a 5-year period includes moments of challenge. That challenge is what strengthens focus, patience, and resilience. Helpful reframe for parents: Practice isn’t about constant enjoyment it’s about learning how to keep going when something is difficult. “How can we support practice without pressure?” Parents play a powerful role here. Actionable ways to support: Focus on routine, not results Praise effort and consistency Normalise that some days feel harder Communicate with the teacher if practice feels stuck Children who feel supported not judged are more likely to persist. Why Piano Practice Is a Healthy Long-Term Skill As children grow, piano often becomes: A structured, screen-free focus A way to manage academic pressure A space where effort leads to visible improvement Unlike instant rewards, piano teaches children that consistency compounds a lesson that transfers far beyond music. A Reassuring Final Thought Actionable practice doesn’t mean perfect practice. It means: Clear expectations Small, achievable steps Patience over time When practice is approached this way, progress follows - not always quickly, but meaningfully. If you’d ever like guidance on what actionable practice looks like for your child’s stage, we’re always happy to help.
One of the most common questions parents ask is: “Is my child ready for piano lessons yet?” The reassuring answer is that readiness isn’t about talent, reading music, or sitting still for long periods. Piano readiness is much more about exposure, curiosity, and comfort all of which can be nurtured naturally at home. Here’s how to tell if your child may be ready, and how to gently prepare them for a positive start. Many parents worry their child needs to: Read music Have perfect concentration Show obvious musical ability None of these are required. In fact, early piano learning is designed to develop these skills not expect them. Children often thrive when they: Show curiosity about sounds or music Enjoy listening and recognising familiar tunes Can focus for short periods (even just a few minutes) Are open to gentle guidance These skills typically begin developing between ages 5–7, which is why many teachers recommend this age range as a starting point though every child is different. At this stage, learning is as much about listening, coordination, and confidence as it is about playing notes. A Simple Way to Prepare Your Child (Actionable) You don’t need an instrument or formal practice to begin. Try this at home: Listening Together Search YouTube for familiar songs in piano versions (for example, Frozen II piano music) Listen together and ask: “Does this sound fast or slow?” “Is it high or low?” “How does it make you feel?” This builds musical awareness without pressure. Piano Curiosity If you have access to a piano or keyboard, let your child: Explore sounds freely Notice patterns of black and white keys Play without correction or instruction Curiosity is the goal not correctness. Why Trying a Lesson Often Gives the Clearest Answer Readiness can be hard to judge from the outside. A trial lesson isn’t a test it’s a chance for your child to: Experience the instrument Meet the teacher Feel what a lesson is like Many children who seem unsure at home settle quickly when guided gently in a supportive environment. A Reassuring Thought for Parents Starting piano isn’t about starting perfectly. It’s about starting positively. When children begin in a calm, encouraging setting, they’re far more likely to build confidence, enjoyment, and long-term engagement with music. If you’re unsure whether now is the right time, we’re always happy to help you explore what would suit your child best.
Why do some children continue with piano lessons for many years, while others take time to settle at the start? This is a question many parents quietly wonder about especially in the early months of learning. The answer is rarely about talent or musical ability. More often, it comes down to how supported a child feels as they find their feet, build confidence, and begin to enjoy the learning process. Emotional safety is the starting point not the whole story but it plays a vital role in helping children become comfortable enough to engage, explore, and eventually thrive. Emotional Safety: The Foundation for Learning For a child to learn effectively, they first need to feel: Accepted Understood Supported when things feel challenging In piano lessons, this means children feel able to: Try without fear of being “wrong” Make mistakes without embarrassment Ask questions or need reassurance Without this foundation, learning can feel fragile. With it, learning has room to grow. What Happens Once Children Feel Comfortable When emotional safety is in place, something important shifts. Children begin to: Relax into lessons Take small musical risks Engage more willingly This is often when enjoyment starts to develop. Enjoyment doesn’t mean every lesson is easy or perfect, it means children associate learning with curiosity, encouragement, and progress rather than pressure. Why Enjoyment and Teacher Connection Matter Children are far more likely to remain engaged when they: Enjoy the music they’re learning Feel understood by their teacher Trust the person guiding them week to week A strong, secure teacher–student relationship allows: Honest feedback without fear Gentle challenge without overwhelm Motivation that comes from within the child This connection doesn’t replace structure or expectations; it allows them to work effectively. When Children Want to Do More, Progress Follows Real progress tends to happen when children: Choose to engage Take pride in improving a piece Feel motivated to practise At this stage, practice becomes less about reminders and more about interest. Parents often notice: Fewer battles around practice Greater independence A natural desire to move forward Progress grows from positive momentum, not pressure. How Parents Can Support This at Home Parents play an important role in reinforcing this journey. Simple, supportive actions include: Praising effort rather than results Keeping expectations realistic Allowing learning to be gradual Communicating openly with the teacher When children feel supported both in lessons and at home, learning becomes more enjoyable and sustainable. A Reassuring Final Thought If your child feels comfortable, engaged, and supported, they are on the right path even if progress feels slow at times. Music learning is a long-term journey, and children thrive when that journey feels positive, encouraging, and meaningful. If you ever want to talk about how we support confidence, enjoyment, and long-term engagement in lessons, we’re always happy to help.
