The Power of “What If?”
How these two little words can transform piano lessons for any teacher
Over the next few weeks, I will be sharing lessons I have learned from Adam Grant’s book Think Again and how we can apply the power of asking “What if?” in relation to different aspects of being a musician. I am really excited about this series! This book is one of the most transformative I have ever read, and I know you will enjoy these insights as well.
This first post in the series is specific to piano teachers - we are looking at how asking “What if?” can transform piano pedagogy.
When we ask, “What if?” in our lessons, we give our students permission to think outside the box, to take ownership of their playing, and to engage with music in a way that’s far deeper than just following notes on a page.
We’ve all had that student—you know the one. Maybe you were this student at one time. This is the student who plays a piece perfectly fine but without really thinking. They follow the notes. They play the rhythms. But there’s no spark. No curiosity. No real connection to the music.
Then there’s the polar opposite - the student who panics at every wrong note, afraid to experiment because they just want to get it right.
And here’s where our language as teachers matters. When we’re constantly saying things like:
“That’s incorrect. Do it again.”
“Nope, that’s not what’s on the page.”
“Just follow the fingering and don’t change it.”
… we’re subtly sending the message that music is only about being right.
And if we teach music that way, our students will never feel free to explore, to ask questions, or to truly make the music their own.
That’s where ‘What if?’ comes in.
When we introduce “What if?” into our lessons, we’re shifting from passive learning to active exploration.
Let’s take an example. Say your student is playing a simple piece, but it sounds robotic. Instead of just saying something like:
🎹 "Play with more expression."
Instead, try this:
🎹 "What if this was the soundtrack to a movie scene? What’s happening in the scene?"
Suddenly, they have a reason to shape their dynamics, phrasing, and articulation!
Or let’s say they’re struggling with hand position. Instead of saying,
🤔 "Fix your hand shape—it’s too flat."
Try:
🤔 "What if your fingers were little dancers? What shape do they need to be in to leap and land gracefully?"
Notice the difference? Instead of correcting, we’re inviting discovery. And when students learn the joy of curiosity and discovery for themselves, they take ownership and their learning explodes!
Here is where you may be wondering just how to incorporate “What if?” into your teaching, so I am going to share with you some simple ideas to get you started!
🎼 1. Technique & Sound Exploration
“What if we played this phrase with only our fingertips? How does that change the sound?”
“What if we exaggerated this crescendo as much as possible—what happens?”
“What if we made this section minor (or vice versa)?”
What if we played this phrase staccato instead of legato?”
Encouraging students to experiment builds awareness and musicality—without it feeling like a lecture. It’s important to remember that our students are often coming to us after a long day of school. The last thing they want is a lecture! Use this time to build their creativity!
🎼 2. Mistakes & Problem Solving
“What if wrong notes weren’t ‘bad’—what if they were clues about what to adjust?”
“What if we turned that mistake into a new variation—how would it sound?”
This completely removes the fear of failure and turns mistakes into an opportunity rather than something to avoid. As I always tell my university students, there is magic in the mistakes.
🎼 3. Creativity & Ownership
“What if we changed all the quarter notes to eighth notes? How does that change the mood?”
“What if we made up our own left-hand pattern—what would you do?”
Now, instead of just copying what’s written, students are actively involved in shaping the music.
When we start using “What if?” in lessons, something shifts—not just in our students, but in us as teachers. Because instead of feeling like we have to have all the answers, we start teaching in a way that’s more collaborative. Our lessons become less about telling students what to do and more about guiding them to discover it for themselves.
And honestly? That’s where the magic happens. That’s where students stop thinking of piano as something they have toget right and start seeing it as a space for curiosity, creativity, and play.
And isn’t that why we fell in love with music in the first place?
In closing, I’m going to leave you with a challenge for this week: Try using “What if?” at least once every day that you teach.
It could be:
🎵 “What if we played this slower/faster/louder/softer?”
🎵 “What if we changed the articulation—how does it feel?”
🎵 “What if we pretended this piece told a story?”
And then, pay attention to how your students respond. Because I guarantee—you’re going to see more engagement, more curiosity, and more joy in your lessons.
That’s the power of “What if?”
Have you ever used “What if?” in your teaching? If so, please share your experience with these powerful words! If you try this over the next few days for the first time, let me know how your students respond!
Happy teaching, friends! Until next time, take care. I’ll see you again soon!
