Week 1

Name of Student:		Ben Summers			Name of Tutor	Zayn Yousaf
Date	04/02/2026	Time	11am	Room	409

Aims	Learn Correct hand positioning and finger technique, play a C major scale
Objectives	Get Ben to repeat the scale and practice the correct hand positioning without touching the keyboard.
Extension	Learn a basic chord progression if we have time.

Time	Activities	Assessment Methods	Resources
5 mins	First lesson Introduction and learn what Ben would like to achieve from these lessons.  Learn experience of playing piano and a bit of background.  Learn about styles of music that Ben enjoys and listens to.  Outline the correct hand positioning – with an example off the Keyboard.

Time (approx)	Activities	Assessment Methods	Resources
10 mins	C major scale with both left and right hands. Outline the correct fingers for each note.  1 – 5 for each finger and show how to do the scales.	Have Ben repeat back and play with me to try and practice the scale.	N/A

Time	Activities	Assessment Methods	Resources
5 mins	Set something to work on for next week – the C major scale with each hand separately.  Outline what went well in today’s lesson. Outline what we will look at next week.	N/A	N/A

Lesson introduction

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In the intro to the lesson, I got to know Ben and find out what he would like to learn in the upcoming lessons.

We also discussed music tastes and how Piano/ keys was incorporated into the music that Ben enjoys listening to.

I was able to find out any prior experience playing the piano which would help me to plan the lessons to Ben’s level so they were not too difficult or too easy ensuring he should stay interested and motivated.

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I thought it was important to find out these details in the opening lesson as It would help me to plan future lessons catered to Ben’s interests.

These opening conversations are important as they build rapport and are the foundations of the relationship with the student. This should help to create a positive environment suited for learning and making mistakes.

“You will also get to know the student’s personality better as you converse, which is incredibly useful in creating your lesson plan. Make sure to include a variety of icebreakers and questions, as this will also ease your student’s anxieties.”

Teaching a Scale

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I taught Ben how to play a C major scale to help build dexterity and get him used to pressing down the keys at an even level for a balanced sound.

I showed him how to play the scale with the correct corresponding fingers and explained the number system (Thumb = 1) (Pinky = 5).

We then worked on both hands separately with the goal to play together in a future lesson.

“So what are the benefits of scales? Improved speed, accuracy, flexibility, evenness of tempo and weight, agility and strength. All the attributes we need to play quickly and well.” – Jenna Fan

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Teaching Correct Hand Technique

The correct playing technique is key to being able to play the instrument comfortably and to a high standard. So I thought it was essential to include it in the first lesson.

I showed Ben how to have his hand positioned to play piano and explained with a demonstration without having his hands on the piano to ensure he was comfortable and that his wrist was free.

Week 2

Name of Student:		Ben Summers			Name of Tutor	Zayn Yousaf
Date	11/02/2026	Time	11am	Room	450

Aims	Teach a new scale, try to build a balanced sound with even dexterity. Teach building chords on piano in the key of C.
Objectives	Get Ben to practice scales with me, teach Ben basic chord inversions to build progressions.
Extension	Get Ben to build his own chord progression.

Time	Activities	Assessment Methods	Resources
5 mins	Check in, see if how Ben is doing and check if he has had a chance to practice. Go over what was covered last lesson as a recap. Practice C major scale.	Recaped last lesson and went over anything he has forgotten.	N/A

Time (approx)	Activities	Assessment Methods	Resources
10 mins	Add a new scale – contrary motion scale, play to show how to do it.  Name finger numbers while he learns to do the new scale shape.  Add legato and staccato scales to build dexterity.  Build Chord progressions with basic theory in the key of C major. Teach basic chord changes with simple inversions and by using 7th and 9th chords.  Help Ben to recognise that some chords on piano have common shapes.	Get Ben to play alongside with me.  Get Ben to play chords using the number system in C (1=Tonic, 5=Dominant)	N/A

Time	Activities	Assessment Methods	Resources
5 mins	Outline what to work on for next, Scales, moving between chords, Working out inversions with just the right hand.  Try to memorise where the notes are.  Give a heads up for what we are doing next week, I.e., a minor scale.	N/A	N/A

Check In

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I started the lesson with a check in to see how Ben’s been doing and to see if he’s had the chance to do any practice and work on what we did last week. This should help to build comfortabiloity and help me to see if anything needs recapping from last week.

We then ran through some scales as a warmup. Starting with scales is a nice structure for lessons and ensures they are being learned. Ben should also practice a home starting with scales as it is good structure for practicing.

Teach a new scale

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The contrary motion scale helps Ben to work on playing with both hands together as it is a skill he said he would like to work on in the first lesson.

Legato + Staccato

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I introduced new terminology and a new way of practicing scales to keep them interesting. Playing the scales like this helps to build an evenness in playing and strengthens each finger.

Activity

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In this activity the goal was to build comfortability moving between chords and to learn basic intervals in the key of C major. I also emphasised that the chords he was playing were all the same shape as it is a basic triad shape.

This activity got Ben to think and play while introducing basic music theory. Ben wanted to develop playing between chords and this activity forces Ben to count and change chords efficiently.

Week 3

Name of Student:		Ben Summers			Name of Tutor	Zayn Yousaf
Date	25/02/2026	Time	11am	Room	305

Aims	Build on Chords, Extensions, Inversions and voice leadings. Practice going between chords with a metronome
Objectives	Get Ben to understand theory behind and build his own progressions
Extension	Get Ben to build his own chord progression.

Time	Activities	Assessment Methods	Resources
5 mins	Check in after reading week, see if he’s had the chance to practice. Previous lesson recap. Reteach contrary motion scale. Scales recap for warmup.	Ask Ben to play scales that we have already gone over in previous weeks of lessons. – Formative

Time (approx)	Activities	Assessment Methods	Resources
10 mins	Teach an Arpeggio – C major with individual hands. Recap chords, inversions, extensions and voice leadings using the 1 4 5 progressions. Teach dominant 7 with minor 7s Continue with previous lesson Teach nice inversions and how to build inversions. Use a Metronome to help going between chords smoothly.	Ask Ben to play the 1 4 5 progressions

Time	Activities	Assessment Methods	Resources
5 mins	Practice changing chords to a metronome with your own chord progression.  Think of a 4-chord progression in C major using 7th and 9th chords. Practice scales and arpeggios.

Arpegios

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I taught Ben arpeggios as it is a good fundamental skill when playing piano as it helps with runs and fast playing across non linear notes. It can also help with understanding basic chords and composition.

“In addition, practicing scales and arpeggios is important for the following reasons:

• Provides a practical introduction to music theory
• Helps you begin to recognise common patterns in music
• Assists in your understanding of composition

Not only will these benefits make music easier to memorise, they will also give you a fantastic technical foundation so that you can write your own music.” – Steve Flack

Inversions + Extensions

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When playing different music, there’s lots of different chord types and inversions. So to help Ben with writing his music I decided to do an activity which checks his knowledge of chords and extensions and then did a task on inverting 7th chords so he can better visualise them on piano.

Getting Ben to build chords himself means that he understands the theory behind them and should be able to apply it to any key whereas teaching chord shapes doesn’t work very well on the piano as they vary depending on the key you are in.

9th Chords

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I explained building 9th chords as it is an easy extension to play across two hands and is heard In lot’s of genres of music.

Metronome Practice

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I decided to incorporate metronome practice into this lesson as it would force Ben to get more comfortable with changing chords. Using a metronome should help to create consistent playing as you are forced to play in time.

“By matching every beat to every tick, over time you will master timing consistency. It will be easier for you to keep the same tempo throughout a piece, without using a metronome!” – Stefan Joubert

“Using a metronome strengthens weaker muscles.” – Stefan Joubert

Week 4

Name of Student:		Ben Summers			Name of Tutor	Zayn Yousaf
Date	05/03/2026	Time	11am	Room	409

Aims	Look at Let it be by the Beetles, building progressions with different extensions and inversions.
Objectives	Get Ben to build inversions for let it be to help moving between chords. Less movement between chords.
Extension	Get Ben to build his own chord progression.

Time	Activities	Assessment Methods	Resources
5 mins	Check in and see how Ben is doing and how the practice is going. See what’s been practiced in the last week.  Get him to use the sustain pedal.  Reteach contrary motion scaleScales recap for warmup.	Ask Ben to play scales that we have already gone over in previous weeks of lessons.	N/A

Time (approx)	Activities	Assessment Methods	Resources
10 mins	Look at Let it be by the beetles using the sustain pedal. Teach Ben how to work out building inversions to make changing chords easier.  Get him to add in his left along with his right hand – With newly inverted chords.	Ask Ben to play let it be by the Beetles.Practice hands separately before putting them together.	Written out chords of let it be by the Beetles

Time	Activities	Assessment Methods	Resources
5 mins	Practice playing let it be. Try to work out a new way of playing the progression covered in the lesson with a metronome starting from 60bpm.Add passing chords into the practice.	N/A	N/A

Teaching the sustain pedal

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While playing let it be I incorporated the sustain pedal as it helps with moving between chords.

I had to explain the timing of when to release and press the pedal to ensure that the previous chord is no longer sustained when you go to sustain the next chord. We then practiced this a few time until Ben was comfortable.

I thought using the sustain would be useful as it should help Ben when both writing music and if he wants to play any songs.

Adding the left hand

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While playing let it be we started to add the in the left hand playing root notes in the bass. We did this to build on Ben playing with both hands as it was a skill Ben wanted to develop.

Week 5

Name of Student:		Ben Summers			Name of Tutor	Zayn Yousaf
Date	18/03/2026	Time	11am	Room	304

Aims	Learn all of let it be, add new scales, build a progression in a new Key that isn’t C major
Objectives	Think of a new progression and build own inversions without my input on what inversions and extensions to use. Run through Let it be in the warmup.
Extension	Look at a new song, ‘Don’t stop believing’

Time	Activities	Assessment Methods	Resources
5 mins	Check in – see how Ben is doing Scales as a warmup as a recap. Let it be as a run-through and recap	N/A	Let it be – chord sheet

Time (approx)	Activities	Assessment Methods	Resources
15 mins	Think of a chord progression in a new key chosen by Ben – any chords and try to use a diminished chord Get him to do the scale of the chosen key – goal is to get Ben to think of how to build chords and be comfortable playing himself.  Try to use both hands together for the progression.  Teach some voicing.	N/A	N/A

Time	Activities	Assessment Methods	Resources
2 mins	Look at all the scales and the B minor scale, right hand.  Build a progression in B minor using both hands	N/A	N/A

Let it be run-through

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Along with a scales recap, we ran through let it be to see how it was sounding after last week. Recapping things that we covered last week is a nice way for me to check progress and plan future lessons and activities.

” ‘Practice Makes Perfect‘ Practice does not make perfect. Practice makes permanent. This concept is most apparent in the fields of music and dance. Unless mistakes are corrected early on, by a competent teacher, students simply embed the wrong methods into their memories. That’s why music learning is best done via lessons from a third party rather than alone, especially in the early stages.” – Rob Young

B minor scale

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To test Bens theory, I asked him to work out the notes in a B minor scale. I then corrected the fingers used to play the scale and asked him to run through this a few times.

Ben chose the B minor as the next activity was to build a progression In his chosen key.

Lesson Outro

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At the end of the lessons, I like to set tasks to work on for the following week as it helps Ben with knowing what to practice and what to work on in his free time.

To try keep his prating structured similarly to the lessons I usually recommend working on the scales that we have covered and a development on the activity covered in the lesson.

Week 6

Name of Student:		Ben Summers			Name of Tutor	Zayn Yousaf
Date	15/04/2026	Time	11am	Room	304

Aims	To check current progress, what’s gone well and what needs recapping
Objectives	An assessment to cover everything that we’ve gone over so far.
Extension	Keep working on progressions

Time	Activities	Assessment Methods	Resources
5 mins	Check in – outline what’s being done in today’s lesson	N/A	N/A

Time (approx)	Activities	Assessment Methods	Resources
15 mins	Assessment to check what’s been covered so farSome of the scales and arpeggios, and let it be	Formative assessment.	Let it be – chord sheet

Time	Activities	Assessment Methods	Resources
2 mins	Keep practicing everything covered so far.	N/A	N/A

Formative Vs Summative assessments

For the assessment in this lesson, I decided to opt for a formative type of assessment as it offers targeted feedback at the time of assessment, better instruction as it can be adjusted in the moment along with lower anxiety and pressure for the student. I thought all of these reasons would ensure I get a better insight into how Ben is progressing allowing me to plan future lessons and check any gaps in knowledge. A summative type of assessment wouldn’t allow for these insights.

“Formative assessments often aim to identify strengths, challenges, and misconceptions and evaluate how to close those gaps. They may involve students assessing themselves, peers, or even the instructor through writing, quizzes, conversation, and more. By measuring student understanding throughout a course, formative assessments enable students to reflect on how they can improve their own learning.”

Assessment

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In the final lesson, I chose to do an assessment covering the different areas we have looked at over the previous weeks. I thought assessments are a good way to see progress and to highlight any gaps in my teaching. It was an ungraded test so that Ben wouldn’t feel as if there was any pressure but I did give verbal feedback throughout the assessment.

I covered variety of scales, checking his technique to ensure he was doing them as taught.

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In the 2nd half of there assessment I got Ben to play Let it Be as we had looked at it over the last couple of weeks and I thought it would be good to check it’s progress and see how Ben has improved at playing chords and moving between them.

This assessment also helps me to see whether Ben is ready to move onto new material or whether he needs to continue practicing the same fundamentals.

Future Lesson Pedagogies

Kodaly Method

The Kodaly method is a teaching technique used to get the students to learn through singing and removes the technical skill required to play an instrument. In future lessons, I think this would have been beneficial to help Ben to read rhythm and pitch. This would also help to train Bens ears and sight reading ability.

“Using the voice as the central instrument: Long before Kodaly students pick up an instrument, they learn to use their voices to find notes and melodies. Not only do they learn to hear and transcribe music, they learn to sing musical notes they see on paper.” – Rob Young

Eurythmics Learning theory

Dalcroze eurythmics is a theory based on body movements. For example, stomping to the beat of the music. I considered using this with Ben to get him to clap either the pulse of a song or the rhythm of a song but I thought it may not benefit him as much due to his prior experience in music. It is a good technique but would be more effective with a younger student who lacks experience in music. However, in future lessons I may use this with Ben when working on a new piece of music to practice sight reading rhythm.

Conclusion

I think the lessons with Ben have gone well and he has made significance progress in the first lesson. He responded well the majority of the activities covered in the lessons and was vocal about what he liked and disliked. I think the lessons were planned well as they were catered to the skills Ben was wanting to target and develop.

The structure of the lessons worked well as the scales and arpeggios as a warmup meant I was always able to teach a fundamental skill in every lesson, it also meant that Ben was learning theory in each lesson even when it was not the main aim of the lesson.

I think that to improve the lessons, I should have written down what Ben needed to practice each week so that neither of us would forget, Keeping consistency and continuity between lessons. I found that when there was a 2 or 3 week gap in between lessons, we had a tendency to forget what was last covered and ended up missing or repeating the same things unintentionally.

Bibliography

David (n.d.). dalcroze eurhythmics. [online] Institut Jaques-Dalcroze International. Available at: https://dalcroze.com/dalcroze-eurhythmics/. [Accessed 4 May 2026]

Fan, J. (2023). WHY LEARN SCALES? | Fanfare Music. [online] Fanfare Music. Available at: https://fanfaremusic.com/why-learn-scales/. [Accessed 4 May 2026]

Joubert, S. (2023). The Importance Of Practising With A Metronome. [online] The London Piano Institute. Available at: https://www.londonpianoinstitute.co.uk/the-importance-of-practising-with-a-metronome/. [Accessed 4 May 2026]

Kageyama, N. (2014). Why I’d Spend a Lot More Time Practicing Scales If I Could Do It All Over Again. [online] Bulletproof Musician. Available at: https://bulletproofmusician.com/why-id-be-a-lot-more-diligent-about-practicing-scales-if-i-could-do-it-all-over-again/ [Accessed 4 May 2026].

Liverpool Academy of Music. (n.d.). Is Practicing Scales and Arpeggios Important? [online] Available at: https://liverpoolacademyofmusic.com.au/practicing-scales-arpeggios-important/. [Accessed 4 May 2026]

Marvel, P. (2022). Things Instructors Should Include in a First Piano Lesson. [online] Pianomarvel.com. Available at: https://pianomarvel.com/en/article/things-instructors-should-include-in-a-first-piano-lesson. [Accessed 4 May 2026]

Prodigies. (n.d.). What is the Kodaly method? How can I use it? [online] Available at: https://prodigies.com/blogs/music-teachers/what-is-the-kodaly-method-how-can-i-use-it. [Accessed 4 May 2026]

Yale University (2017). Formative & summative assessments. [online] Poorvu Center for Teaching and Learning. Available at: https://poorvucenter.yale.edu/teaching/teaching-resource-library/formative-summative-assessments. [Accessed 4 May 2026]

Young, R. (2022). Repetition in Music Education. [online] Prodigies. Available at: https://prodigies.com/blogs/parents/repetition-in-music-education [Accessed 4 May 2026].