Reading

Showing 1 - 10 of 151 results in Reading

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).…

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…

Reading Rhythm Insight

I am in my first go-round of teaching Reading Rhythm. I think it’s going alright, and I have looked through the ECL archives, etc, but I still just would love to hear more ideas from you all of how exactly it looks in your studio,…

Managing the Transition to Reading‏

I have noticed that a difficult time for many parents is right before the reading program starts. At around 15 month point, parents are expecting their children to be reading fully and start to get afraid that SM will stunt their ability to read. I have been talking…

Students Describe Reading

Wanted to share something that’s been working well for me. I have one group of boys in level 7 that moves very quickly. To help them keep at their pace, I gave them an assignment to make a video of them describing the patterns, time…

Notating Compositions

I’m having my students compose and notate a piece. Of course notating rhythm is a challenge for some, but a wonderful way to have them ‘self generate’ as best they can. We do a ‘back in forth’ where I help them tweak it so it…

When to Introduce Outside Pieces

When Neil says, “. . . once a student has ventured far enough into the syllabus, we routinely begin dealing with the full array of pieces from any typical classical repertoire, Moonlight Sonata included”, does “far enough into the syllabus” mean once students are somewhat…