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Webinar Series: 05/12/2019 – Piano Stories Behind the Songs, Part 2

Continued from Piano Stories Behind the Songs (Part 1), Neil shares the inspiration behind many of his songs and song names, beginning in Foundation Level 5 through Development Level 12. Topics include: Introduction Introduction (00:05) (FL5) Shoo-Fly, The Gaz, Sit By My Side (02:59) (FL6) Chorale, One More Time (09:24) (FL6) Classical Pieces, Home (13:11) (FL7) Old Man Whistle, Church Song (17:24) (FL7) Miles, ‘57 12/8 Blues (20:25) (FL8) Shadow, D-Part (23:41) (FL8) Caught Between the Daybreak, Beautiful Boy (26:48)…

Webinar Series: 2/12/2019 – Piano – Stories Behind the Songs

This is a fascinating look at Neil’s compositions and the inspiration behind them. You will learn some things about Neil by listening to these stories, and have some cool things to share with your students as they learn them. Topics include: Background & Context (00:05) Dreams Come True (02:37) Night Storm (05:49) Jackson Blues, Honey Dew & Chester Chills Out (09:53) Bishop Street Blues & Fur Elise (14:13) Alma Mater Blues & I’ll Be There (16:04) Dog? & Sleeping (20:57)…

Webinar Series: 08/16/2018 – Piano – Turbo-Charge Your Studio with the Playlist Management Program

Hear from Jy Gronner and Sheri Reingold, creators of our Supplemental Program, Playlist Management. Learn about all the wonderful content included in this program as well as how to implement it in your studio. Topics include: Introducing Jy & Sheri, Creators of Playlist Management (00:05) Teacher Questions (03:53) Communicating Reasons for the Playlist (05:24) Double Pipes (11:20) Parties & Fun Ways to Keep Playlist Alive (14:39) Utilizing the Playlist from the Program (23:16) About Arrangement Names (28:56) Conclusion (35:29) Click…

Reading Rhythm: Application of S D Q

There is a section in the READING RHYTHM TTM videos where Neil discussed the efficacy of learning SDQ because in more advanced pieces the approach can be applied to the relationships of 8th, 16ths, and 32nds. This makes perfect sense to me but, I am wondering where the application of that happens. It wouldn't come up with most students during RR itself because the curriculum only progresses to 16ths. Is there further discussion of faster rhythms…

Value of “easy” TFMM songs

I have an adult, private student who came to me already reading. She is near the end of Foundation Level 6, has completed Reading Rhythm and Reading Notes, and is working her way through Read n Play. I'm realizing I've procrastinated on introducing Time for More Music because it's so much easier than the reading projects that she continues to work on outside of lessons. I know she would beieft from focusing on playing-based strategies with…

Question about Workshops

I would love to grow my studio from the plateau of about 20 students to more like 50. One thing I want to do is add Workshops. I see a 6-minute training on Workshops in Business Support. Where else would you suggest I look? Also, does anyone have experience and advice on Workshops that you would like to share here? How do you advertise it? How do you price it? What do you wish you had…

Pedaling Dark Blue

Advice for pedal use on Dark Blue? Just keep it down, or use your ear to know when to clear it? Or open to player's interpretation? Every time the LH plays is a good time to pedal on Dark Blue. Have you purchased the "Using the Pedal" from the Teacher Workshop Series? It's fantastic. I've used it for years to teach pedaling to my students. I'm…

Seeing and identifying chords in non-accompaniment pieces

In many SM pieces, learning by the playing-based strategies, I very quickly see chords. For example, Dark Blue starts with an A flat chord plus G. Lullaby has C, F, and G chords all over the right hand part. It's almost like my brain sorts the music into groups of chords. I have a couple of questions: Is this (seeing the music in groups of chords) a common experience for SM teachers and students? Would it…

Time for More Music: memorized or not?

Are the songs in Time for More Music meant to be added to their repertoire of memorized songs and the long term playlist? Or just used for learning to decipher the written music, and once they can play it well, they move on? I believe that once they have processed it and can play it, they move on. I tell my students that it doesn't need to stay on the playlist…

Improving sight reading

I have a student who is interested in improving his sight reading skills. Any advice other than lots of reading? It is recommended that sight reading be two levels down from the reading. We don't level reading in Simply Music, but just make sure it's significantly easier than music he is able to read/learn from the page. Help him find appropriate level sight reading pieces. Good sight readers do a quick…

Showing articles 1-10 of 511