Curriculum

Transcription projects in Reading Notes: are you just having them write notes on a staff as you verbalize different intervals? Do you start having them identify note names as they figure out intervals? Other ways to do transcription projects with notes? Yes Jen they write…

• Last updated 6 years ago
• Gordon Harvey, identifying notes on staff, identifying written notes, interval streams, intervallic, intervallic reading, intervals, introducing reading notes, Laurie Richards, learning note names, naming notes, note names, note naming, note reading, notes, pace of reading program, Placing Intervals, reading, reading notes, reading process, reading program, RN streams, streams, teaching streams, transcribing, transcribing notes, transcribing Reading Notes, transcription

What about fingering for chords? Sometimes my new students want to play the basic chords with 1, 2, and 5 instead of 1, 3, and 5. I have been trying to get them to do 1, 3, and 5… But maybe it doesn’t matter. Marsha,…

• Last updated 6 years ago
• +9 chords, adapting fingering, add9 chords, alternate fingering for chords, building chords, chord, chord alterations, chord fingering, chord placement, chord strategies, chord structure, chords, family chords, figuring out fingering, finger, finger adaptations, finger positions, fingering, fingering chords, fingers, forming chords, learning chords, playing chords, root chords

An 8-year-old student came up with an alternate fingering for Greensleeves that I thought was both insightful and helpful for kids with small hands, and I told her I was going to share it here, and that Neil Moore might even see it. In the…

• Last updated 6 years ago
• adapting fingering, developing generative skills, figuring out fingering, finger adaptations, finger positions, fingering, fingers, FL3, Foundation 3, foundation level 3, generative, generative learning, generative students, Greensleeves, Neil Moore, self generating, self generative, self-generate, self-generation

Just wondering when do triplets get introduced in the curriculum? For some reason I did not see them in RR. Are they mentioned later in context of a specific song? I believe the first time they appear is in Blues & Improv “hickory” rhythm. But…

• Last updated 6 years ago
• A Traveler's Tale, A Traveller's Tale, Amazing Grace, arr, arrangement, arrangements, B&I, blues, blues & improv, blues & improvisation, Blues and improv, blues and improv program, complex rhythm, difficult rhythm, FL6, FL7, FL9, Foundation 6, Foundation 7, Foundation 9, foundation level 6, foundation level 7, foundation level 9, Fur Elise, Fur Elise C section, Gordon Harvey, hickories, hickory, masters of the rhythm, reading, reading rhythm, reads rhythm, rhythm, rhythm streams, rhythm tracks, rhythm words, RR, teaching rhythm, tfmm, The Gaz, Time for More Music, time for music, Traveler's Tale, Traveller's Tale, triplet, triplets, using words in rhythm learning, voicing rhythms with words, Walk at 11, Walk at Eleven

When you teach projects from Tune Toolkit, are you assigning them as improv projects or composition projects? Do you have the students come back and play something or report on what they did? How do you keep accountability that they are trying the projects? In…

• Last updated 6 years ago
• benefits of improv, comp & improv, comp and improv, comp/improv, composing, composition, composition skills, compositions, ideas for improvisation, improv, improv at lessons, improv for beginners, improv ideas, improvisation, improvisation ideas, improvising, student composition, student reluctant to improv, toolkit, tracking Tune Toolkit projects, Tune Toolkit, Tune Toolkit Teaching Techniques, writing compositions

When you teach Jazz Clues, and students have read the melody… do you give them time to “know” the RH melody so they can play without the page before adding LH? Basically, how do you determine student readiness for the LH clue? I have them…

• Last updated 6 years ago
• jazz, Jazz 1, jazz audio track, jazz chords, jazz clues, jazz melody, jazz program, jazz program questions, jazz solo arrangements, Laurie Richards, learning the melody, playing-based tools, reading, reading music, reading pieces, reading strategies, reading-based, teaching melody, touch of jazz, using playing-based tools while reading, using the Jazz Recording

In Accompaniment 2 (Scale Tone Chords and Transposition), Why doesn’t Neil use or mention the fairly standard nomenclature of scale degrees where the Roman numeral is capitalized when MAJOR or lower case when minor (I ii iii IV V vi vii)? He says that the…

• Last updated 6 years ago
• acc 2, Acc2, accomp 2, accompaniment, Accompaniment‏, Arabic numeral, Arabic numerals, chord, chord beyond Accompaniment 1, chord strategies, chord structure, chord theory, chords, goal of Accompaniment 2, learning chords, lowercase, lowercase Roman numerals, minor chords, Nashville Number System, reading chords, Roman numeral, Roman numeral analysis, Roman numerals, scale, scale formula, scale theory, scale tone chords, uppercase, uppercase Roman numerals

One of my farthest-along students is pushing back on writing lyrics because she doesn’t want to sing. I assigned composition two weeks in a row–make up a song. Then I assigned to make up words for the song. Mom texted me today (their lesson is…

• Last updated 6 years ago
• 3 legged stool, alignment with coaches, changing lyrics, claiming territory, coach, coach responsibility, coaches, communication, composing, composition, composition skills, compositions, creating lyrics, emotion, emotional, emotional limitations, emotions, integrity, Laurie Richards, lesson requirements, limitations, lyric games, lyrics, making lyrics, making up lyrics, managing coaches, managing singing, reclaiming territory, relationship with coach, request, request vs requirement, requirement, requirement based studio, requirement versus request, requirement-based, requirements, requirements in lessons, resistance to c&i, resistant students, selective coaching, shy, shy student, singing, singing along, singing in class, stool analogy, student composition, student processing and resisting approach, teaching with integrity, territory, three legged stool, upset, writing compositions, writing lyrics

First, how do you teach all the complex chords beyond the last Danny Boy piece in Accompaniment Book 1? Do you choose other lead sheets? Work on exercises with the other chords? Second, after Accompaniment Book 1, when is a student ready for Accompaniment Level…

• Last updated 6 years ago
• acc, Acc 1, acc 2, Acc Var, acc1, Acc2, accomp, accomp 2, Accompaniment‏, accompaniment 1, accompaniment pieces, accompaniment program, accompaniment resources, accompaniment variations, additional chord books, AV, chord, chord beyond Accompaniment 1, Chord Chart, chord charts, chord diagrams, Chord Drill, chord strategies, chords, complex chords, current music in accompaniment, easy fake books, Elizabeth Gaikwad, fake books, Laurie Richards, learning chords, outside accompanimnent pieces, playing chords, relevance of accompaniment variations

One of my private adult students had agreed to start RR but when I did the first exercises with her (walking with SDQ’s) she told me she did not feel comfortable as she feels this is more suitable for children. I told her I have…

• Last updated 6 years ago
• adult students, claiming territory, counting rhythms, difficult rhythm, explaining claiming territory, getting an even rhythm, helping students feel rhythm, improving rhythm skills, marching sdq, multiple thought processes, natural rhythm, not trusting the method, processing, processing rhythm, processing rhythms, reading, reading preparation, reading process, reading rhythm, reads rhythm, reclaiming territory, refusing to learn songs, refusing to play, regaining lost territory ideas, resistant students, rhythm, rhythm difficulty, rhythm fun ideas, rhythm games, RR, RR mastery, RR pacing, RR practice, SDQ, single thought process, single thought processes, singles doubles quads, STP, student processing and resisting approach, tapping, tapping sdq, teacher preparation, teaching rhythm, territory, trust the method, trust the process, trusting the method, trusting the process, trusting the program, walking sdq