development

Any advice for grouping students who are in different Development levels? Can this be done, and if so, what does a typical lesson look like? Or, how do I teach the lesson in such a way that gives the most value to the students even…

• Last updated 2 years ago
• development, development classes, Development Levels, Development Program, Development songs, different levels, different materials, different pacing in group, different reading projects, Robin Keehn, students progressing differently

I’ve been pondering the self generative nature of the Developmental levels lately and how I can sharpen up my game. I have students up to L 15 atm. So I started crafting more How, Why, Discover What, I wonder if..’ type questions/phrases to sprinkle through…

• Last updated 3 years ago
• asking questions, critical questions, developing generative skills, development, Development Levels, Development Program, Development songs, generative, generative learning, generative students, generative tools, Heart to Heart, Laurie Richards, learning strategies, learning tools, learning tools and strategies, Learning tools form, mediate, question, questions, self generating, self generative, self-generate, self-generation, Socratic method, strategies, tool, tools, tools and strategies

Playlist Time in a Development Student Lesson – I have five students at these levels. By this time they are old hands at pruning, choosing what’s in, whats’ out, making sure they have their one hour of playing materiel etc. My question is to what…

• Last updated 3 years ago
• adding expression, development, development classes, Development Levels, Development Program, dropping songs off playlist, evaluating playlist, expression, Gordon Harvey, managing playlist, managing the playlist, musical expression, playing with expression, Playlist, playlist check, playlist management, playlist review, repertoire, repertoire review

Question about “Father to Son” in Development Level 16, that is not addressed in the teacher recording. My students and I have a hard time reading the music because it is difficult to see where the staff ends and the leger lines begin. Has anyone…

• Last updated 3 years ago
• dev 16, developing reading, development, Development 16, Development Levels, Development Program, Development songs, Father to Son, Gordon Harvey, identifying notes on staff, intervallic reading, learning strategies, learning tools and strategies, leger lines, memorizing reading pieces, note reading, reading, reading concerns, reading difficulty, reading pieces, reading problems, reading strategies, staff, strategies, tools and strategies

Question on Moonlight Sonata. In bar 8 the last beat, the 2 notes are 9th apart. Are we expected to play that in one hand? Here’s how Kerry. Moonlight Sonata. How to Play the Interval of a 9th, in Measure 8 https://www.youtube.com/watch?v=m9kR8AXLjVo&list=PL3o0aF_9qHn4F2sy8QRuPb_jf_r4D9823&index=15 Original discussion started…

• Last updated 2 years ago
• crossover, dev 14, development, Development 14, Development Levels, Development Program, Development songs, hand over hand, Level 14, moonlight sonata, Neil Moore, Neil's Responses (YouTube Videos), together right

Is it intended that we WILL DO the Development levels or are they just a source choice of reading material when the Foundation levels are finished? If students begin to source a variety of their own reading material and we are helping them with that,…

• Last updated 4 years ago
• additional reading material, applying PB strategies to music, books for reading music, developing reading, development, Development Levels, Development Program, Development songs, Gordon Harvey, hybrid approach to reading, importance of reading, other material sources, outside reading pieces, PB, playing-based, playing-based strategies, playing-based tools, playing-based while reading, RB, reading, reading-based, requirements, source from the page, source instructions from the page, using playing-based tools while reading

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…

• Last updated 6 years ago
• developing generative skills, development, generative, Long Term Relationship, LTR, managing content, Playlist, receptive, struggling students

What do you do once a student completes level 18? I have one who is closing in on that milestone and it’s both exciting and terrifying! We still have lots we can do in Jazz, Blues Improv, and Accompaniment, but what do you source for…

• Last updated 7 years ago
• accompaniment, beyond the curriculum, blues & improv, comp & improv, D18, development, Gordon Harvey, jazz, jazz clues, Laurie Richards, Level 18, outside music

Confessions here…with upper level pieces, I have often just used the music for learning them myself before teaching them, since reading is so easy for me. Thanks to Mark Meritt’s ‘words of wisdom’ this summer, I decided that I would try and learn them the…

• Last updated 7 years ago
• development, Development Levels, playing-based, teaching with integrity, upper level

A question about the version of Deep River that appears in Development 14: the wavy line under the treble clef notes in the RH – I’ve never seen this before. What does it mean? It’s a glissando, which is a ‘glide’ from one note to…

• Last updated 6 years ago
• Deep River, development, glide, glissando, Laurie Richards, Level 14, wavy line