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High School Jazz Bands

I am wondering if anyone here has experience with high school jazz bands. One of my student’s parents emailed me telling me her daughter wanted to try out. She is a very talented student, quick learner, hard worker, etc. But she has only just finished level two of simply music. Probably a bit soon for that. You might tell mom that the student will be much more prepared after getting through more…
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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…
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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…

Students Struggling in Performance

So how do you encourage or console a student who really struggled in performance? He did many things beautifully, but a few errors started to throw him off and it deteriorated rapidly with him visibly upset by the end. I feel for him! He left quickly afterward and I wasn't able to speak with him, but his lesson is tomorrow. Any wise words to share? If someone had asked this…

Blues Scale Fingering

Is there anywhere in the program that explains how to count and play triplets? (of quarter, eighth or 16th notes)? When doing the blues improv in some keys, like Eb, the blues scale notes don't seem to fit with I, IV, V. In other keys they do. Is there a reason for that or is it just our (my student and my) bad ears? When doing the Eb blues scale, does anyone have any suggestions on…

Webinar Series: 05/12/2019 – Piano Stories Behind the Songs, Part 2

Continued from Piano Stories Behind the Songs (Part 1), Neil shares the inspiration behind many of his songs and song names, beginning in Foundation Level 5 through Development Level 12. Topics include: Introduction Introduction (00:05) (FL5) Shoo-Fly, The Gaz, Sit By My Side (02:59) (FL6) Chorale, One More Time (09:24) (FL6) Classical Pieces, Home (13:11) (FL7) Old Man Whistle, Church Song (17:24) (FL7) Miles, ‘57 12/8 Blues (20:25) (FL8) Shadow, D-Part (23:41) (FL8) Caught Between the Daybreak, Beautiful Boy (26:48)…

Webinar Series: 2/12/2019 – Piano – Stories Behind the Songs

This is a fascinating look at Neil’s compositions and the inspiration behind them. You will learn some things about Neil by listening to these stories, and have some cool things to share with your students as they learn them. Topics include: Background & Context (00:05) Dreams Come True (02:37) Night Storm (05:49) Jackson Blues, Honey Dew & Chester Chills Out (09:53) Bishop Street Blues & Fur Elise (14:13) Alma Mater Blues & I’ll Be There (16:04) Dog? & Sleeping (20:57)…

Webinar Series: 08/16/2018 – Piano – Turbo-Charge Your Studio with the Playlist Management Program

Hear from Jy Gronner and Sheri Reingold, creators of our Supplemental Program, Playlist Management. Learn about all the wonderful content included in this program as well as how to implement it in your studio. Topics include: Introducing Jy & Sheri, Creators of Playlist Management (00:05) Teacher Questions (03:53) Communicating Reasons for the Playlist (05:24) Double Pipes (11:20) Parties & Fun Ways to Keep Playlist Alive (14:39) Utilizing the Playlist from the Program (23:16) About Arrangement Names (28:56) Conclusion (35:29) Click…

Reading Rhythm: Application of S D Q

There is a section in the READING RHYTHM TTM videos where Neil discussed the efficacy of learning SDQ because in more advanced pieces the approach can be applied to the relationships of 8th, 16ths, and 32nds. This makes perfect sense to me but, I am wondering where the application of that happens. It wouldn't come up with most students during RR itself because the curriculum only progresses to 16ths. Is there further discussion of faster rhythms…

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…

Showing articles 1-10 of 516