Is it intended that we WILL DO the Development levels or are they just a source choice of reading material when the Foundation levels are finished? If students begin to source a variety of their own reading material and we are helping them with that, is there a reason we SHOULD be doing the Development levels as well? I'm not opposed to doing them, just wondering what the correct protocol and reasoning is. [answer author="Ian…
After the student can play the Bertini Study in C minor in Development Level 11 smoothly, how much pedaling would you suggest? Every three RH notes, light pedaling? RH seems nice without pedaling. But the LH chords sound a bit dry without some pedaling support. I find some students prefer the sound with, and some without. One of the "clues" I suggest to students for pedaling is to look at which…
I'm wondering why there are no expression, dynamic, or tempo indications in the written music, particularly on classical pieces. It seems to me that especially by the Development levels, wouldn't that be important for students and to be faithful to what the composer intended? I guess I'm really a purist when it comes to classical pieces. I have another copy of the Burgmuller Ballade, for example, with expression markings all over it. The written music language…
Is the full version of Bach's Minuet in G part of the SM program? How do I get the sheet music for it? I've been down a confusing rabbit trail trying to find it online. Yes, it is - In Development 13. There is a complete SM song list in the Curriculum Support section of the Library.
I'm wondering of those of you teaching in Development 10 and beyond continue to learn each song off the page? I have done so through Development 12, and could continue but usually have other projects of my own on the go. With my previous piano training, I can sit down and sight read anything through D14 where my most advanced student is. I seem to recall in one of the TTM audios for one of the…
I have some students finishing level 9 and when I look at all the streams they will continue, almost all of them involve reading: Level 10 and up, Jazz Clues (clue 1 and 2), reading project of own choice. If they do composition, I may want them to transcribe their work too. The only projects that may still be playing based are improv and accompaniment. Even with accompaniment, it may involve some degree of reading. My…
In Pauly's Patter, measure 20, is there a reason why the third chord (on the beat of +3) is written as a tie instead of a quarter note, like the chords before and after it? It would seem that within a measure, it would simplify the "look" of the rhythm as a quarter note and have three quarters in succession in this measure. Measure 9 is another example where there is a tie within the measure…
What do you do once a student completes level 18? I have one who is closing in on that milestone and it's both exciting and terrifying! We still have lots we can do in Jazz, Blues Improv, and Accompaniment, but what do you source for more "regular" playing material? He's a very bright and gifted player and is certainly keeping me on my toes. But we've also not explored much outside of the curriculum. Suggestions on…
I'm preparing to allow students to retire some pieces from their playlists. I've purchased TTMs through Level 9 so I'm familiar with the repertoire to that point. In the Development levels, are there any pieces that build on Foundation pieces? The Gaz and Fur Elise. Fur Elise is complete in Foundation 9. Deep River and The Gaz show up in the Development levels. [answer author="Gordon…
Confessions here...with upper level pieces, I have often just used the music for learning them myself before teaching them, since reading is so easy for me. Thanks to Mark Meritt's 'words of wisdom' this summer, I decided that I would try and learn them the SM way...playing based (much harder for me). I've found that I can teach them to my students the playing-based way with more integrity now because I, as the teacher, am…
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