Could someone explain the "mapping" strategy? I've noticed it a few times in the TTM, but I'd like to make sure I understand it completely. Here is an official definition: Observing any section or piece of music as a series of shapes, and assembling those shapes across the ‘geography’ of the keyboard in a way that allows for a scenario/landscape/greater picture to be observed. In case…
Two questions: 1) How do practice requirements change through the foundation levels? Level one is 15-20 minutes, but as their repertoire grows, it would seem they need more time to keep everything alive and also with the addition of multiple streams and songs getting more complicated. 2) How do you know when to retire a song? I'm only trained in levels 1-3 and multiple streams, so I'm not clear what songs need to be kept from the foundation levels…
A parent asked me tonight "when will my daughter be able to hear a song, and just know how to play it with all the chords and in the right key?" I was unsure how to answer this, so of course I told the truth, that I haven't taught any higher than where we are currently (level 6) and that it is to be discovered. He said that he knows someone with traditional lessons that was…
I'm writing a blog about the difference between generative and receptive learning. This is what I have so far on generative learning. Do you agree? How would you define receptive learning? "This is the difference between ‘generative’ and ‘receptive’ learning. Generative learning requires that a student uses existing, already learned knowledge and applies that knowledge to new situations with a willingness to experiment and explore. This type of learning allows students to reorganise information and integrate…
One of my new students (a 16 year old, very disciplined at practicing, and he and his Dad both love SM so far, he is on Jackson Blues) just told me today that he is also learning some extra songs (songs he likes and knows from movies, etc.) from YouTube clips that show you which notes to play and with which finger numbers, etc. NOT with music score but just note letter names etc. ... he is…
Is there any such thing as readiness in the Simply Music process? I am teaching a very bright little girl who is 6, but she is struggling even with the five fingers over five notes after 6 lessons. She can play the right hand of songs, but is struggling to even understand the concept of putting left and right hand together. Opinions vary - but I think 6 is…
How would you answer this question from a parent? "Why does the way we learn 7th chords only have 3 notes? To make a F#m7, isn't that an A chord?" I'm very comfortable with the practical application of the voicing idea between the notes over both hands, but I was surprised that they thought it was cheating. It's not cheating at all. The "whole" chord from a music theory standpoint is…
In this webinar, Laurie discusses some tips for managing several different streams in the curriculum and answers teacher questions. Topics include: Introduction & Purpose (0:05) When to Teach Variations & Arrangements (1:05) Expected Level of Mastery (07:25) Planning Your Training (11:03) Teacher Questions: Comp & Improv; TFMM; Jazz Clues (14:16) Determining Order of Programs/Songs (16:55) Keeping Arrangements Alive (19:01) Managing Multiple Streams in Class (28:45) Managing Repertoire Review; Planning Lessons (40:42) Click through the video to hear Laurie discuss the…
The Introductory Session has always been a successful marketing tool for Simply Music teachers. However, we live in a different world now than when the FIS was first created. We now have the opportunity to share how learning with the Simply Music method can equip students with ‘critical neurological nutrition’ to help them thrive in an unpredictable and ever-changing world. Every Simply Music teacher can benefit by incorporating this dialogue into their lives. Background of FIS Format (00:05) Why a…
I have an adult, private student who came to me already reading. She is near the end of Foundation Level 6, has completed Reading Rhythm and Reading Notes, and is working her way through Read n Play. I'm realizing I've procrastinated on introducing Time for More Music because it's so much easier than the reading projects that she continues to work on outside of lessons. I know she would beieft from focusing on playing-based strategies with…
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