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Teaching tip: Preparatory Learning

Teach a very small portion of something without revealing what it's leading to. This works great with Arrangements, e.g. Soapy Dreams (Dreams #2): I teach just the LH chord shape and ask students to try it in different locations on the piano. Once everyone's got it (usually the next lesson or two), I ask them to remember a few positions for the chord: first D on bottom, the C, and go back and forth so we…

Webinar Series: 02/06/2018 – Piano – Becoming a Self-Generative Teacher

In this webinar you will learn the importance of developing your own self-generative skills in supporting self-generative students. Practical steps are shared with regard to how to accomplish this. Topics include: Distinction Between Receptive & Generative Skills (00:00) Importance of Supporting Self-Generative Students (05:55) Developing Yourself as a Generative Teacher (17:38) Relevance of Playlist & Long-Term Relationship Conversation (30:59) Recap - How Teachers Can Develop Generative Skills (33:51) Teacher Questions: Parents Helping Struggling Students (35:32) Transition into Development Program (38:58)…

Students want longer songs

I taught a workshop this morning (an intro to Reading Rhythm and Reading Notes) for 5 of my middle school aged students. It went well and at the end I asked for some general feedback from them. They all said they want to play longer songs than the ones on their playlists. They're all in Foundation 3. They said their friends who take traditional lessons play songs that are "like 5 minutes long". Any ideas…

Integrating Arrangements and Variations

I have the teacher training for Arrangements 1, but I'm not sure how to integrate teaching the arrangements with teaching Foundation songs. Is there a published order that we can follow? How do you manage teaching Arrangements and Variations? When students come back with Dreams Come True nice and solid, you might start with a variation. I start with Dreams in D, or Chinese/Egyptian Dreams (played on the black notes), and…

Learning how to teach Arrangements

I've been trying to learn Dreams 1 (aka Family Dreams) so that I can teach it. I have had the dickens of a time trying to figure this out with just the audio. I realize that this is to force us to learn a way of learning/teaching. Let me tell you about the process that I have gone through to finally figure this out as I think I may be harming the process by doing it this…

Alternate names for Arrangements

Is there a list somewhere of the names of Arrangements that is different from the numbering of the Arrangements? For example, Dreams Come True 1 is named Family Dreams. I'm specifically looking for a name for I'll Be There 3.   I'll Be Here and There. The names are in the Playlist Management supplemental program. Leeanne is correct. Note that these…

Order of introducing arrangements

In Arrangements 1, are we supposed to give students all of the arrangements for one piece before moving to the 1.1 arrangement of the next piece? I'm a bit lost on the order of introduction of these. I have all students who started with me as beginners. No, they advance in difficulty as you progress through each arrangement of the piece. You can teach them in the order you feel would…

Adult student can’t remember variations

I have an older middle-aged student who is having memory trouble with the variations. He keeps trying to write clues for himself and I've stopped him multiple times and told him to trust the method, and that it's a memory builder. I'm good at seeing territory issues; however, I do feel like at this point it is becoming aggravating to him as it's been up to 6 weeks on some of them and he still can't…

Webinar Series: 05/16/2017 – Piano – Teaching Special Programs

Neil provides an overview of the background and scope of the Special Programs – one of the 3 required components of the Core Curriculum. Topics include: The Genesis (00:06) Introducing Special Programs (07:53) Fitting it All In (13:07) About Composition & Improvisation (15:35) About Arrangements (23:06) About Accompaniment (27:57) Variations vs. Arrangements (38:14) Motivating Students to Compose (39:23) Click through the video below to hear Neil discuss the previously stated topics.

Tic-tac-toe as a teaching game

As I was just responding to a post about shared lessons and talking about tic-tac-toe, I had another idea for getting more out of that game to solidify playing-based tools. If you are not familiar with how I've used the game: I use it sometimes after teaching a new section, usually arrangements or something else that students are challenged by. Draw a tic-tac-toe board and have students round robin the new section. Tell them you are…

Showing articles 1-10 of 75