Simpedia

Leeanne I., Australia

No, there’s not. It’s something that unfolds and reveals itself along the way. I think most of us teachers have made up some sort of rough guide that we follow.

For the early levels, it should look something roughly like this:

Foundation 1 and Comp & Improv around the same time; Accompaniment 1 during Foundation 2 (usually at Amazing Grace 7th chords); Variations and Arrangements whenever you feel the students are ready (I usually introduce these toward the end of Level 1). With Reading Rhythm, leave it as long as possible, mid-Level 3 or beginning of Level 4 seems to be the norm with most teachers. Blues & Improv, after they have learned all Blues pieces up to the end of Level 3, including Variations and Arrangements.

Francine V., Australia

I still struggle with trying to fit it all in, Karen, and I try not to let it stress me out.

Stephen R., California

I  basically do what Leeanne said. In the beginning, roughly a Foundation a week for most students. Fill out the rest of the lesson with variations, part of an arrangement, comp or improv. The circle-square analogy mentioned in the training is a good analogy.

I start Accompaniment around Amazing Grace 7ths too. It could be earlier, but it makes sense to be after Amazing Grace in Level 1. I start Rhythm in early Level 3. It takes plenty of time, so I like to get the process underway and I do about 10-minute doses each week. So, reading is another stream added into the mix once you choose to begin that. I start Reading Notes after Rhythm, because each is its own thought process and I like to keep them separate so the concepts are fully absorbed. Once Reading is introduced, that takes up a chunk of the lesson time, so you may not get to all other projects every week.

By Level 4 and beyond, the songs take longer to learn, so most likely you’ll just teach a section and then touch on all streams consistently. I may do improv every few weeks, not every week. You also have to hear the playlist, a few songs every week. So, there is a lot to cover in a typical lesson time.

Gordon Harvey, Australia

I’ve seen Neil address this question several times in workshops and conferences. He’ll work with the teachers in the room and write up a typical lesson plan. What I’ve observed is that the teachers have varying views and the lesson plan can be pretty flexible. I think the overall lesson is that there are so many variables that in the end you have to come up with your own approach. That will be based on your own experience observing what does and doesn’t work with your students.

Just in case anyone hasn’t investigated it, there is a wealth of advice on the Teacher Intranet. For example, in Teacher Library>Curriculum Support, check out “Being an Efficient and Effective Teacher Through the Levels” and “Fitting it All In”, both by Robin Keehn. These and many more gems in the coaching materials will expedite the process for you.