Reading

Subsequent to Unmani M.’s post regarding “Shoo-fly” arrangement from Arrangements 3 (originally taught in Level 5), I thought I’d take a moment to revive a discussion from more than a DECADE ago about the fact that Shoo-fly is a BLUES piece ?. For reference you…

• Last updated 7 months ago
• 12 Bar blues, alternate ending, arr, arrangement, arrangement names, arrangements, arrangements 3, blues, blues chords, blues harmony, blues songs, blues turnaround, ending, FL5, Foundation 5, foundation level 5, Foundation levels, foundation pieces, Foundation sheet music, Foundation songs, learning arrangements, reading arrangements, remembering arrangements, retaining arrangements, shoo-fly, structure, teacher preparation for arrangements, Teaching Arrangements, tips on remembering arrangements, unfolding arrangements in class, using music in learning arrangements

Late in TFMM, I’ve begun assigning my students to write a few bars from Foundation pieces they’ve learned long ago. All kinds of interesting issues have been coming up – how to add articulation, how to figure out the time signature, stem directions, etc. I…

• Last updated 1 year ago
• accidentals, developing reading, different reading projects, enharmonic, flats, key signature, Laurie Richards, reading, sharps, sharps and flats, tfmm, Time for More Music, transcribing, transcribing composition, transcription, writing, writing intervals, writing notes

I have several students who are reading music and want to learn to play hymns from their church’s hymnal that is arranged for SATB singing (see photo for example). I’ve been reading a few related conversations in Simpedia about the process of teaching hymns (most…

• Last updated 2 years ago
• accompaniment, additional reading material, arrange, arranging, choir, choral, developing reading, different reading projects, hymn book, hymnal, hymns, lead sheets, outside accompanimnent pieces, outside materials, outside music, outside pieces, outside reading pieces, outside repertoire, outside sheet music, pieces outside the program, read, reading, reading music, reading outside Simply Music, reading pieces, SATB, selecting reading materials, songs outside the repertoire, teaching outside music

A new adult student with a small amount of previous experience told me that it’s hard for her to watch her hands because she took a beginning piano class in college with a teacher who insisted that students never look at their hands and would…

• Last updated 3 years ago
• comparing traditional to Simply Music, eyes on hands, eyes on sheet music, eyes on the page, look at hands, look at sheet music, looking at hands, looking at page, looking at sheet music, looking at the page, outside reading knowledge, PB, playing-based, playing-based while reading, previous reading knowledge, prior reading experience, RB, reading, reading concerns, reading music, reading problems, reading process, reading program, reading-based, sight reading, SM vs traditional, source from the page, source instructions from the page, starting SM with traditional students, student wants only to read, students that already read music, students who already read, tracking the page, traditional, traditional background, traditional experience, traditional student, traditional students, traditional students to SM, traditional to Simply Music, traditional vs. Simply Music, traditional vs. simply music reading, traditionally trained, transitioning into SM, transitioning students, transitioning to SM, transitioning traditional students, using playing-based tools while reading, watch hands, watch sheet music, watching hands, watching page, watching sheet music, watching the page

If a student already knows the names of the rhythm ingredients (whole through sixteenths) can we use those or should we actively use the informal terminology anyway before the note naming process? This comes up from time to time with students with prior experience! Personally,…

• Last updated 3 years ago
• beat, clapping rhythm, complex rhythm, counting, counting rhythms, difficult rhythm, doubles, eighth notes, feeling rhythm, improving rhythm skills, introducing reading, Laurie Richards, learning note names, marching sdq, masters of the rhythm, note names, outside reading knowledge, physical beat, playing rhythm tracks, previous experience, previous reading knowledge, prior experience, prior reading experience, processing rhythm, processing rhythms, quarter notes, Read and Play, Read n play, reading outside Simply Music, reading process, reading program, Reading Repertoire, reading rhythm, reading terminology, reads rhythm, rhythm, rhythm streams, rhythm tracks, rhythm words, RR, SDQ, singles doubles quads, sixteenth notes, student with previous experience, students with previous experience, students with prior experience, substituting words in rhythm, tapping sdq, teaching reading, teaching rhythm, using words in rhythm learning, voicing rhythms with words, walking sdq

READING RHYTHM TIPS For students who struggle to play the MORs using 5SS – especially those who have trouble keeping the 3 ingredients even within a steady beat 1) Match a metronome playing only singles until smooth and even. Then only doubles until smooth and…

• Last updated 4 years ago
• 5SS, audio recording, Audio recordings, beat, clapping, clapping rhythm, clapping the beat, internal beat, internal metronome, internalizing beat, Laurie Richards, masters of the rhythm, metronome, mor, MORs, Music Speed Changer, play along, playing along with audio, reading rhythm, rhythm audio, RR, SDQ, singles doubles quads, using audio recordings, using audio tracks, voice

Here ya go folks! There are 2 versions. One with and one without G and F. Scroll down to see the other one. (You may want to draw the C ledger lines a bit longer with a felt tip.) Keyboard-staff-landmark-notes Original discussion started October 4, 2022  

• Last updated 4 years ago
• location, location points, reading notes, RN

The below question was asked in response to a video Neil posted to help answer a question about what key Dark Blue is in, covered in a separate Simpedia post: https://simpedia.info/what-key-is-dark-blue-in/ Neil Moore hearing Joe’s playing also made me realize you don’t put tempo markings…

• Last updated 4 years ago
• adding expression, Dark Blue, developing generative skills, dynamics, expression, expression marks, generative, generative students, Joe Gilman, learning clues, lyrics, musical expression, Neil Moore, Neil's Responses (YouTube Videos), playing with expression, self expression, self generating, self generative, self-generate, self-generation, sleeping, tempo, tempo marks

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…

• Last updated 5 years ago
• beat, clapping, clapping the beat, dosage, dots, dotted, dotted half, dotted notes, dotted quarter, eighth notes, Gordon Harvey, half notes, Laurie Richards, quarter notes, Read and Play, Read n play, reading rhythm, RR, sixteenth notes, tied notes, ties, transcribing, transcribing Reading Rhythm - transcribing, transcribing rhythm, transcription

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).…

• Last updated 5 years ago
• beat, clapping, clapping rhythm, clapping the beat, complex rhythm, difficult rhythm, feeling rhythm, helping students feel rhythm, improving rhythm skills, isolating rhythm, processing rhythm, processing rhythms, rhythm, rhythm difficulty, syllable, syllables, Tune Toolkit, Tune Toolkit Teaching Techniques, using words in rhythm learning, voicing rhythms with words, writing rhythm, writing rhythms