There are two reasons why we review.

The first is to automatize the music we’ve learned. The music, from tunes as simple as Twinkle Twinkle Little Start to as complex as the Bach Double, should be able to be performed beautifully without thinking.

The second is to use the review pieces as a sort of ropes course in which to challenge new skills — to make sure they are ready to enter new pieces.

To do the first we distract the mind. Do the following to spice up your review pieces with the goal of automaticity.

– perform various physical challenges while playing (stick out tongue, stand on one leg, turn in circles, crouch, etc.)
– answer questions (“What is your name? Favorite color? Where are we? How old are you?”)
– count backwards from…
– choreograph a dance you perform while you play
– go on a walking parade
– count backwards from 100

These are activities you could do while tying your shoes riding a bike. The goal is for the piece to be so ingrained in their being that they could unthinkingly perform it at any moment.

To do the second we engage the mind. Have the brain deliberately choose one skill to work on in a set of pieces, and use the same brain deliberately decide if the task was accomplished.

A few examples.
– practice playing from frog to tip (whole bow) in Long Long Ago, Chorus, and Gavotte in G minor
– practice Sautille bow stroke in Twinkle and Perpetual Motion
– practice shaping a phrase in Go Tell Aunt Rhody, Minuet 2, and Musette
– practice articulate finger pings in Allegro, Gossec Gavotte, and Hunters’ Chorus
– practice rich tone in Long Long Ago, Chorus, and Two Grenadiers

Make sure to clarify you aim before you start. If reviewing for automaticity find a way to distract the brain. If reviewing skill development find a way to engage the brain.

Doing both or neither will result in fruitless practice — a sure way to encourage a student not to review.