remembering patterns

I have a student in her 70’s who is working on Walk at Eleven. We have been over all the clues many times (C to A to D to G, focusing on the notes a half step above or a half step below, etc.); despite…

• Last updated 1 year ago
• adult, adult lessons, adult student, adult students, adults, adults with memory problems, blues, blues songs, coaching adults, FL9, Foundation 9, foundation level 9, half steps, improvisation, improvising, it takes as long as it takes, Level 9, older student, older students, remember, remembering, remembering patterns, Robin Keehn, target notes, teaching adults, teaching half steps, Walk at 11, Walk at Eleven, walking bass

Sorry, it’s me again (have a few things floating around in my mind at the moment : ) A parent queried me re the diagrams this week, and I’m looking for a solid answer. The question is: why do some songs have substantial learning clues…

• Last updated 3 years ago
• brains and patterns, diagram, diagrams, Dreams, Dreams Come True, identifying patterns, Laurie Richards, learning clues, Lullaby, Night Storm, patterns, reference clues, remembering patterns, teaching Lullaby, understanding diagrams

Yesterday a coach asked me a question I really did not know the answer to fully. I promised I’d ask the ECL. Here goes: How important/crucial is it for students to fully understand the written patterns in the reference book and be able to explain…

• Last updated 3 years ago
• creating awareness, learning tools and strategies, memorization, memorizing, memorizing pieces, memorizing songs, patterns, PB, playing-based, playing-based strategies, playing-based tools, remembering patterns, thoughtlessness, tools and strategies

What are some top reasons that you think playing based is a useful approach? One for me: It helps the student see the piece holistically – understanding through patterns the form of a piece. (The ‘puzzle pieces’ as it were.) My favorite is just that…

• Last updated 4 years ago
• applying PB strategies to music, benefits, communicating benefits, confidence as a student, expressive playing, freedom, identifying patterns, Laurie Richards, LAWOL, learning a new way of learning, learning a way of learning, learning by doing, learning strategies, learning tools, learning tools and strategies, memorization, memorizing, memorizing harder pieces, memorizing pieces, memorizing reading pieces, memorizing songs, notation, number of songs on playlist, patterns, PB, playing, playing fluently, playing with expression, playing without looking at hands, playing-based, playing-based strategies, playing-based tools, playing-based while reading, Playlist, playlist size, rate of learning, reading, reading-based, remember, remembering, remembering patterns, size of playlist, speed of learning, using playing-based tools while reading

Below is an email from a parent. Any advice on strategies I could suggest? This student has been with me for about 6 months. He is in first grade and is moving through Foundation pieces at a just-under-average pace. I have noticed memory is an…

• Last updated 2 years ago
• #ttci, 3:1 2:1 1:1 ratio learning paces, 50 lessons per year, a year of lessons, audio recording, Audio recordings, benefits of improv, breadth vs depth, C&I, comp, comp & improv, comp and improv, comp/improv, composing, composition, composition skills, compositions, creative projects, creativity, depth vs. breadth in knowledge, developing creativity, diagram, diagrams, improv, improv at lessons, improv for beginners, improving teaching, improvisation, improvising, Laurie Richards, learning pace, lessons per year, Neil Moore, Neil's Responses (YouTube Videos), normal progress, pace, pace of learning, pace of teaching, progress, rate of learning, rate of progress, record students, recording, recording comp and improv, recording pieces, recording students, remember, remembering, remembering compositions, remembering patterns, resistance to c&i, resistant students, simplified melody, simplify this, slow pace, slow progress, speed of learning, speed of progress, student composition, student processing and resisting approach, student progress, student recordings, student reluctant to improv, students progressing differently, students speed of progress, taking videos, toolkit, Tune Toolkit, Tune Toolkit Teaching Techniques, video, video recording students, writing compositions

Why do we teach the 12-bar blues with CFCC as the first 4 instead of the standard CCCC that is everywhere else? Personally I like the F added in as it makes it more interesting. But does SM have a reason? I’m guessing congruency, so…

• Last updated 4 years ago
• 12 Bar blues, blues, blues & improv, blues & improvisation, Blues and improv, blues and improv program, blues chords, blues songs, blues variation, chord, chord charts, chord progression, chord progressions, chords, finding blues chords, I-IV-V chords, identifying patterns, Jackson Blues, patterns, remembering patterns

I’m learning Shoo-Fly. Any thoughts on reminder clues for the LH runs in the second part? It starts on D and goes up, then starts on C and goes up, and both have a black note but in a different spot. I find myself coming…

• Last updated 4 years ago
• blues, curve, developing generative skills, generative, generative learning, generative students, generative tools, identifying patterns, intervals, learning tools, learning tools and strategies, observatory learning, patterns, playing-based tools, remembering patterns, self generating, self generative, self-generate, self-generation, shapes, shoo-fly, tools, tools and strategies, transpose, transposing, transposition

I need some advice and feedback regarding one of my adult students who is at the start of Foundation 3. His playlist is pretty solid but he sometimes has difficulty remembering the patterns of the old songs though he can play them fine. I have…

• Last updated 6 years ago
• diagrams, Laurie Richards, learning clues, muscle memory, patterns, playing-based strategies, remembering patterns