Curriculum

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Finger Substitution

I have noticed pianists do something I have never been shown nor taught. They play a note and then change the fingers so that note is still being played but the hand is being set up for the next steps. Is this something that is…

Depth or Width / Breadth

In the group training video Neil mentions that we can go either depth or width (or breadth). I can see that going into either the foundations or variations (and more) can be depth and width. What are your thoughts on which one is depth or…

When to Start Accompaniment 2

I would like to ask your advice on exactly when to start Acc. 2. As you know, the pre-reqs obviously include Acc 1: all triads in all keys, ratios, inheriting all contemp chords, ability to identify and transpose I, IV, V in all keys, ability…

When To Move Ahead

I have been teaching an 8 year old for 4 months. He’s a really bright kid and generally picks things up pretty quickly. We are just finishing up Chester and I’d like to begin Ode to Joy this week. The reason I haven’t moved ahead…

Transcribing Ties and Dotted Notes

I am at the end of the Reading Rhythm TTM in my own learning process and have a question about transcription. I see that ties and dotted notes (like all the other ingredients) include the step of “Continuing to process transcriptions into MOR.” As someone…

Writing Spoken Rhythm

Hi I’ve got a question about students who find it difficult to clap words taking note of where the syllables fall. It came up from assigning a footy chant to a sport lover (e.g. ‘ see the bombers fly up” – from Aussie Rules footy).…

Scales

I am going deeper into “scale” with my more advanced students in the Development Levels and in Accompaniment 2. Having come from a very extensive classical musical training, I understand scale, key signature, and advanced theory. However, a student has asked me, and I ask…

Softer Playing

I have another question dear teachers. A student has asked for advice on how to play softer in the LH to which I have suggested practicing the repertoire p/pp to develop skill in playing softly. Hopefully, with practice, one can then maintain a softer LH…

Processing Trills

Hi Teachers, I’d love your input on how to coach a student through introducing a trill as this is not something I have learned myself. Up to this point controlling the events and breaking it down into groups/fragments and using a TLTR or similar clue…

Greensleeves Triplets?

Transcribing question: in the score for Greensleeves, do the eighth notes in the RH have to be written in groups of 3 because of the 6/8 time signature? Rather than the groups of 4 we have been used to seeing in RR? Yes, because in…