Playing-Based Methodology

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 3 months 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

A student has note names taped to the piano keys. What do I do? Have you ever seen an instance where this was necessary? I don’t want them to get used to that. I always say it’s cheating and it makes the process 10 times…

• Last updated 5 months ago
• geography of keyboard, key, key names, key naming, keyboard geography, keyboards, Laurie Richards, learning note names, names taped on keys, names written on keys, naming keys, naming notes, naming the keys, note names, note naming, piano keys, stickers, stickers on keys, writing names on keys, writing note names on keys

In the TTMs Notes for Foundation Level 5 song In My Eyes (5.1), there is a reference to “Fragmenting-Layering” in 5.1.2. I know what fragmenting is, but layering in this context is confusing to me. 🤔 In the TTM video Neil does say something about…

• Last updated 5 months ago
• applying PB strategies to music, FL5, Foundation 5, foundation level 5, fragmenting, Fragmenting-Layering, fragments, In My Eyes, layer, layering, learning strategies, learning tools, learning tools and strategies, Level 5, library, playing-based strategies, shapes, single thought process, single thought processes, STP, strategies, tool, tools, tools and strategies

In Church Song, Level 7, one of the learning strategies is “Locking”. Could I get a clearer definition of what the locking strategy involves? Here’s the definition: Locking: A learning strategy where the hands essentially lock their ‘shape’ into place, but move from one position…

• Last updated 5 months ago
• applying PB strategies to music, Church Song, FL7, foundation level 7, glossary, hand position, hand positioning, hand positions, learning strategies, learning tools, learning tools and strategies, Level 7, library, locking, Neil Moore, Neil’s compositions, playing-based strategies, position, positioning, positions, shapes, strategies, tool, tools, tools and strategies

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…

• Last updated 8 months ago
• applying PB strategies to music, geography, geography of keyboard, keyboard geography, Laurie Richards, learning strategies, learning tools and strategies, mapping, playing-based, playing-based strategies, playing-based tools, shapes, strategies, tools and strategies

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)…

• Last updated 8 months ago
• at home practice, best practices, dropping songs off playlist, encouraging practice, enhancing practice, extra practice time, frequency of practice, how to practice, keeping playlist alive, keeping playlists, keeping the playlist alive, Laurie Richards, managing playlist, managing practice, managing practice time, managing the playlist, managing time, number of songs on playlist, Play it Forward, Playlist, playlist management, playlist size, practic, practice, practice frequency, practice guidelines, practice habits, practice ideas, practice time, practicing, practicing guidelines, repertoire, repertoire review, retiring pieces, retiring songs, size of playlist, time at piano, time management, time on the piano

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,…

• Last updated 8 months ago
• Accompaniment‏, chord, chord structure, chord theory, chords, communication, different facets of musicianship, ear training, expectation, expectations, FIS, four goals, free introductory session, goals, Gordon Harvey, Laurie Richards, managing expectations, matching pitch, musicianship, parent expectation, parental expectations, perfect pitch, pitch, play-by-ear, playing by ear, playing by ear method, playing chords, relative pitch, SM goals, standard of musicianship, talking about expectations

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…

• Last updated 8 months ago
• conscious learning, developing generative skills, generative, generative learning, generative students, generative tools, learning, learning a new way of learning, learning a way of learning, learning by being, learning by doing, learning strategies, learning tools, learning tools and strategies, playing-based, playing-based strategies, playing-based tools, receptive, receptive learning, self generating, self generative, self-generate, self-generation

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…

• Last updated 3 months ago
• base tools, developing generative skills, generative, generative learning, generative students, generative tools, importance of playlist, learning clues, learning tools, learning tools and strategies, managing playlist, managing the playlist, mastery of tools, outside materials, outside music, outside pieces, outside repertoire, PB, pieces outside the program, playing-based, playing-based strategies, playing-based tools, Playlist, playlist management, reference clues, self generating, self generative, self-generate, self-generation, songs outside the repertoire, students teaching, students teaching each other, teaching, teaching clues, teaching outside music, teaching students to coach, tools, tools and strategies, YouTube

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…

• Last updated 10 months ago
• adapting for young students, BH, both hands, communication, control the events, controlling the events, CTE, dose, doses, getting student to slow down, hands together, HT, it takes as long as it takes, learning slowly, moving slowly, multiple thought processes, Ode to Joy, Ode to Joy BH, patience with slow learners, playing slowly, playing-based, practicing slowly, putting hands together in Ode to Joy, readiness, ready, separate hands, SH, single thought process, single thought processes, slow learner, slow pace, slow progress, slowing down, small doses, small hands, smaller dose, smaller doses, starting younger students, STP, struggle, struggling, teaching very young students, teaching young children, teaching young students, trouble with hands together, young children, young students, younger siblings