Showing articles 1-10 of 147

Mapping Strategy

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…

Practice and Retiring as Repertoire Grows

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…

Learning to Play By Ear

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…

Generative vs. Receptive Learning

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…

Outside YouTube Pieces

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…

Readiness to Learn

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…

Chord Voicing

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…

Value of “easy” TFMM songs

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…

Seeing and identifying chords in non-accompaniment pieces

In many SM pieces, learning by the playing-based strategies, I very quickly see chords. For example, Dark Blue starts with an A flat chord plus G. Lullaby has C, F, and G chords all over the right hand part. It's almost like my brain sorts the music into groups of chords. I have a couple of questions: Is this (seeing the music in groups of chords) a common experience for SM teachers and students? Would it…

Teaching half-steps

I taught a student yesterday who had trouble understanding half-steps (introduced in order to learn Bishop Street Blues). She successfully learned the chords just by learning their geography, but I'd like to return to the concept from another angle. Any suggestions? You know how the white keys are longer than the black ones, coming all the way out toward us, while the black ones end further away from us? So…

Showing articles 1-10 of 147