Accompaniment Variations – when to start
Found in: Accompaniment
Stephen R., California
I’m wondering when to start Accompaniment Variations? I’ve always started it after Accompaniment 1, but in the curriculum overview it says Level 3. So maybe sooner? Mid Accompaniment 1? I try not to overlap programs, particularly the reading programs, because it introduces multi-thought processes. This might be an exception since we’re sourcing previously learned songs. The only difference would be whether we talk about singles, octaves or combos. That might be student specific.
Rebecca G., Colorado
I’ve yet to start it before completing Accompaniment 1, but many teachers do, and I’m considering it for the future. I’d recommend trying it and seeing what you think! It’s almost a way of expanding Accompaniment 1 rather than being its own individual stream.
Cheri S., Utah
Several of the Accompaniment Variations are very simple to incorporate early in Foundation 3. It gives students a way to sound fancier, and to keep practicing the same chords without getting bored. I start with #1, 4, 7, 10.
Like Rebecca said, it’s not another stream or another way of reading: it just enhances Accompaniment 1. Visually, it’s exactly like we use already in Foundation 1 for Alma Mater Blues, just turned sideways.
Leeanne I., Australia
I have started to introduce it during Accompaniment 1, when we are up to learning all the different chord types. I think it helps spread this part out a bit.