Playing-Based Methodology

Showing 161 - 168 of 168 results in Playing-Based Methodology

Students Processing and/or Resisting our Approach to Reading

I have an adult male student, 35, in the middle of Level 3 (Shared Lesson with one other adult), more than half way through Accompaniment 1, and with many Variations and Arrangements on his Playlist, who has a very hard time keeping his Playlist alive.…

Not Following Instructions and Note Taking

My adult students are addicted to taking notes. Twice now I’ve given students the SHM and said “Don’t watch the video, and put the music aside for later” and they don’t hear it.  Previously, I had written on the students notes for her first lesson…

Managing Students Who ‘Cheat’

I have been working with two women in a shared lesson for the past five months.  One is excelling, one is struggling.  One cannot read music, one can a bit.  One is listening to what I recommend, one continues to do it her own way.…

Managing a Student Who Moved Ahead

I had a 79-year-old lady who is a traditional teacher, sign up for lessons with me so that she could learn herself and then go home and teach her grandkids using this method.  Her 89-year-old friend also signed up, and I put them together in…

Dealing with an Impatient Student

The following is an email exchange between Carrie L., Michigan and Kim L.  Questions and answers were edited and organized in a particular order. She has had prior lesson experience and is very quick and smart. The 2nd lesson her mom mentioned that she gets…

Writing Rhythm and Graduated Levels of Difficulty

I’m just diving in the Reading Rhythm Program, and I think it is no surprise that I have come to a bit of a problem understanding how to teach writing rhythms. It is no surprise since I’ve never written rhythms myself!  I hope that it…

Writing Notes, Managing Projects and Practicing

In response to “…Some of my students have 4 to 6 songs they are working on as well as variations and arrangements.  My “notes” seem to be too busy and overwhelming to some of these students, because they still need to work on all of…

Consolidating Level 1 and Being Conscious of the Base-tools

I have been teaching for almost two years now, and until recently have never felt really satisfied with how I have ‘wound up’ Level 1 for students -meaning how I have given them a real sense of accomplishment, ushering them into Level 2 without losing…