Curriculum

Just curious if anyone ever hands your students a portion of a song as a reading project (rather than a whole piece). I’m wondering if it would be a good way to expose them to a song (and be able to hit different genres and…

• Last updated 6 years ago
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I came up with a new thing to help with the different but similar rhythms in Shoo-Fly (Level 5): Banana (G-B-G) & grape grape grape grape (G- Bbx4) Apple (B-G) Banana (G-B-G) Students often get confused with the similar little phrases… banana and apple helped…

• Last updated 6 years ago
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In the Happy Birthday materials Mark S. Meritt do you have a Chord sheet for your variation with the split chords, etc? I didn’t see one unless there’s just the audio. Just like with the original Foundation 2 materials for the Amazing Grace Variation, a…

• Last updated 6 years ago
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I recently put together this Spotify playlist of songs that many people may be surprised to find out use the 12-bar blues structure (or fairly minor variations of it). I left out lots of the early rock era (1950s-1960s) songs that use 12-bar structure, since…

• Last updated 6 years ago
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In the TTMs Notes for Foundation Level 5 song In My Eyes (5.1), there is a reference to “Fragmenting-Layering” in 5.1.2. I know what fragmenting is, but layering in this context is confusing to me. 🤔 In the TTM video Neil does say something about…

• Last updated 6 years ago
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In Church Song, Level 7, one of the learning strategies is “Locking”. Could I get a clearer definition of what the locking strategy involves? Here’s the definition: Locking: A learning strategy where the hands essentially lock their ‘shape’ into place, but move from one position…

• Last updated 6 years ago
• applying PB strategies to music, Church Song, FL7, foundation level 7, glossary, hand position, hand positioning, hand positions, learning strategies, learning tools, learning tools and strategies, Level 7, library, locking, Neil Moore, Neil’s compositions, playing-based strategies, position, positioning, positions, shapes, strategies, tool, tools, tools and strategies

I was helping a student with a chord in her accompaniment project today that was F#dim7. The way we figured it out it looks like an FM7. Is there a reason it would be written specifically as a dim chord? The previous chord was F…

• Last updated 6 years ago
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Quite relieved after todays lesson with my 7 year old. It is my first time ever to take someone that young through RR. She was previously doing well till we started dotted notes last week and she found them really confusing though the RR material…

• Last updated 6 years ago
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I need to start jazz clues soon with a number of students. Help me understand what we mean by “jazz” and how it differs from the accompaniment things (playing all types of chords, variations) we’ve already been doing. I believe Neil talks about perceptions of…

• Last updated 6 years ago
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I have an Acc. 2 question, the transposing section. I’ve recently rewatched the TT video and looked at the pdf document for Acc 2. The video just talks about the advantages of learning to transpose and about the process, but not really about the project…

• Last updated 6 years ago
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