Development Levels

Any advice for grouping students who are in different Development levels? Can this be done, and if so, what does a typical lesson look like? Or, how do I teach the lesson in such a way that gives the most value to the students even…

• Last updated 1 year ago
• development, development classes, Development Levels, Development Program, Development songs, different levels, different materials, different pacing in group, different reading projects, Robin Keehn, students progressing differently

Hello, I’ve got three students whose private music, found and sourced by themselves, is Moonlight Sonata. Two are teenagers in FDN 2 and 3 and one is early in TFMM and in FDN 8.The teenagers use youtube tutorials. All love the piece and I admire…

• Last updated 2 years ago
• advanced music, claiming territory, classical music, Classical Pieces, completing songs, control the events, controlling the events, dosage, dose, doses, encouraging students, event, fragmenting, fragments, going ahead, incomplete piece, incomplete pieces, inheriting, Laurie Richards, learning ahead, learning pace, microdose, microevent, microevents, moonlight sonata, Neil's Responses (YouTube Videos), outside materials, outside music, outside pieces, outside repertoire, pace, pace of learning, pieces outside the program, portion, portion of a piece, portions, section, section of a piece, sections, short pieces, small doses, smaller dose, smaller doses, songs outside the repertoire, student mentors, student moving ahead, students moving ahead, students who move ahead, teaching outside music, teaching timeframe, territory, time framing, timeframing

I’ve been pondering the self generative nature of the Developmental levels lately and how I can sharpen up my game. I have students up to L 15 atm. So I started crafting more How, Why, Discover What, I wonder if..’ type questions/phrases to sprinkle through…

• Last updated 2 years ago
• asking questions, critical questions, developing generative skills, development, Development Levels, Development Program, Development songs, generative, generative learning, generative students, generative tools, Heart to Heart, Laurie Richards, learning strategies, learning tools, learning tools and strategies, Learning tools form, mediate, question, questions, self generating, self generative, self-generate, self-generation, Socratic method, strategies, tool, tools, tools and strategies

Question about “Father to Son” in Development Level 16, that is not addressed in the teacher recording. My students and I have a hard time reading the music because it is difficult to see where the staff ends and the leger lines begin. Has anyone…

• Last updated 3 years ago
• dev 16, developing reading, development, Development 16, Development Levels, Development Program, Development songs, Father to Son, Gordon Harvey, identifying notes on staff, intervallic reading, learning strategies, learning tools and strategies, leger lines, memorizing reading pieces, note reading, reading, reading concerns, reading difficulty, reading pieces, reading problems, reading strategies, staff, strategies, tools and strategies

Question on Moonlight Sonata. In bar 8 the last beat, the 2 notes are 9th apart. Are we expected to play that in one hand? Here’s how Kerry. Moonlight Sonata. How to Play the Interval of a 9th, in Measure 8 https://www.youtube.com/watch?v=m9kR8AXLjVo&list=PL3o0aF_9qHn4F2sy8QRuPb_jf_r4D9823&index=15 Original discussion started…

• Last updated 2 years ago
• crossover, dev 14, development, Development 14, Development Levels, Development Program, Development songs, hand over hand, Level 14, moonlight sonata, Neil Moore, Neil's Responses (YouTube Videos), together right

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,…

• Last updated 4 years ago
• additional reading material, applying PB strategies to music, books for reading music, developing reading, development, Development Levels, Development Program, Development songs, Gordon Harvey, hybrid approach to reading, importance of reading, other material sources, outside reading pieces, PB, playing-based, playing-based strategies, playing-based tools, playing-based while reading, RB, reading, reading-based, requirements, source from the page, source instructions from the page, using playing-based tools while reading

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.…

• Last updated 5 years ago
• Bertini Study in Cm, D11, Development 11, L11, pedaling, Study in Cm

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…

• Last updated 6 years ago
• classical, classical music, Development Levels, dynamics, expression, fingering, interpretation of classical pieces, Laurie Richards, musicality, ornament, Robin Keehn, tempo, urtext

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…

• Last updated 6 years ago
• Bach Minuet in G, Development 13, Foundation 2, Laurie Richards, Minuet in G, song list

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…

• Last updated 6 years ago
• Development Levels, Development songs, Laurie Richards, multiple streams, Playlist, reading, Robin Keehn, self-generate