Today, I sat in front of my piano with my computer, looking at the new beginner lessons I wrote a few days ago. I didn’t move for hours because I was visualizing different tutorial videos for these pieces, waiting for the right idea to click.

That’s the most difficult part of creative work: you just have to sit there, even if it feels like nothing is happening. You need to be ready for inspiration to strike.

“Inspiration exists, but it has to find you working.” – Pablo Picasso

At least I wasn’t staring at a blank page. I know what I want to teach, but there are still some things to figure out:

How to Present Each Lesson

• What can I explain with words alone, and what requires a video demonstration?
• What would be overkill to make a video about?
• Am I going too fast or too slow? Where’s the sweet spot?

The Challenge

• Be creative and different, but make sure it fits into the current curriculum.
• The new module should feel like a natural step up from Module 1 to Module 2.

Unexpected Challenges

It turns out the new Module 1 will be much larger than the current one—potentially up to 100 lessons. Splitting it into three separate modules could cause issues with the current curriculum, particularly with the naming convention. I didn’t realize how quickly naming courses as modules would become a limitation.

While I could shorten the new Module 1, I don’t want to cut any lessons because I believe each one is valuable and beneficial for students. The best solution seems to be creating a pre-module called “Fundamentals” to house the first 50 lessons, leaving the next 50 in the new Module 1.

Random Thoughts from Today

1. I really want to stress the importance of counting aloud, as it’s often the biggest obstacle to progress. I’ve seen experienced players struggle with basic rhythms without a teacher or video to guide them.
   
   
2. I want more integration between sight reading, rhythm practice, comping, improvisation, and composition. I don’t want my students to spend weeks just on sight reading before they can move on to improvisation. For example, when a student can use two fingers and control two notes in each hand, I want them to improvise and compose with those notes. They should already have the tools to explore those notes creatively before learning the next set.
   
   
3. I can’t use a template to record each lesson the same way. Each lesson is different, and as the student’s skills improve, I need to provide the right amount of support while also giving space for independent practice. My goal is for students to eventually develop independence, trusting their own skills to create, improvise, and learn new songs.
   

Achievement for the Day

Today, I successfully planned out the first 60 lessons and how I will teach them. 🐱‍👤