Second Staccato Syndrome: A Playful Diagnosis for a Common Piano Habit

Teaching students to read is amazing! But sometimes bad habits can form if we aren't careful.

In the world of piano teaching, you start to notice funny little patterns—quirks that pop up again and again across students of different ages and skill levels. One such quirk I’ve lovingly coined “Second Staccato Syndrome.” It’s a common condition (not found in medical journals, but often seen in my studio!) where a student plays a string of staccato notes—and forgets to make the last one short. Instead of that crisp, bouncy final note, they hold it just a touch too long. Sound familiar?

This happens so frequently, I began to wonder why. After years of teaching and observing, I believe it’s rooted in something like musical self-preservation. As students get closer to the end of a phrase or section, their brain starts racing ahead: “What comes next? Where do my fingers go now?” The final staccato becomes a kind of safety blanket—a place to pause and breathe before diving into the unknown. Unfortunately, that pause steals the staccato’s signature sound. The result? A sneaky little habit that can interrupt the phrasing and rhythmic clarity of the piece.

Why It Matters

Staccato isn’t just about lifting the finger quickly—it’s about shaping the music. Especially in early repertoire, staccatos create contrast, energy, and forward motion. When the final staccato is forgotten, it can feel like a musical hiccup. It disrupts the pattern and confuses the listener’s ear. Teaching students to be consistent with articulation is an important step in developing their musical attention to detail—and that’s something that translates across all styles and levels.

How I Treat “Second Staccato Syndrome”

Thankfully, this “syndrome” is highly treatable—with humor, games, and a little bit of strategy.

1. Call It What It Is

The first step is to name it. When I tell a student, “Uh-oh, looks like a case of Second Staccato Syndrome,” they usually giggle—and instantly know what I’m talking about. Humor helps them let their guard down. It turns a correction into a shared inside joke, rather than a scolding. I might even follow up with, “Are you feeling okay today? Let me see if you have a fever!”

This silly approach reinforces the concept while keeping things lighthearted and fun.

2. Highlight the Staccatos

Sometimes, students just don’t see the staccato marks clearly on the page—especially if they’re buried in a line of similar notes. One of my go-to tricks is to have students highlight or circle all the staccatos in a passage. That visual cue helps them slow down and notice the articulation with fresh eyes. This small change can bring their awareness to the forefront.

3. Invisible Miss Maddy

This is a studio favorite, especially for home practice. It’s a simple game inspired by Practice Revolution by Philip Johnston. Here’s how it works:

• The student plays the tricky staccato passage.

• If they play all the staccatos correctly, they get a point.

• If they forget one, I (Invisible Miss Maddy) get the point.

• The goal is to beat me by at least three points.

The twist? I may or may not really be there. They can do this in the studio or at home! They pretend I’m listening over their shoulder, invisible-style. It builds self-accountability and gives them a concrete goal to work toward. Plus, the idea of “battling” their teacher in a secret competition is endlessly entertaining for kids—and surprisingly effective.

A Note for Teachers and Parents

This kind of recurring mistake can simply mean your student is multitasking and doing too much too quickly. By giving students tools to focus on the present moment (and the current note), we train their musical memory and boost confidence in the next phrase.

In my experience students may need that little boost and reenforcement in the studio to have the confidence to tackle the problem on their own. Be consistent and help them establish good habits, but be patient and gracious. By giving them the tools for self accountability (like games and practice tools) they can grow a lot with a little bit of elbow grease, and walk away all the better for it.

So the next time your student forgets the final staccato, don’t sigh—smile. It’s just a classic case of Second Staccato Syndrome. And with a little awareness and a lot of fun, recovery is well within reach.

This post was written with the help of chatgpt.