Showing articles 1-10 of 42

Practice and Retiring as Repertoire Grows

Two questions: 1) How do practice requirements change through the foundation levels? Level one is 15-20 minutes, but as their repertoire grows, it would seem they need more time to keep everything alive and also with the addition of multiple streams and songs getting more complicated. 2) How do you know when to retire a song? I'm only trained in levels 1-3 and multiple streams, so I'm not clear what songs need to be kept from the foundation levels…

Students Wants to Limit Assignments

How would my expert teachers out there manage a student who was absolutely adamant that they should only have 1 NEW song to practice each week. Regardless of if they get it easy or not; how can I correct this limiting belief in their psychology if it all? This is a case of Claiming Territory. If you don't claim it back, it will always be something with this student. I'd start…

Webinar Series: 11/20/2018 – Piano – Managing Multiple Streams

In this webinar, Laurie discusses some tips for managing several different streams in the curriculum and answers teacher questions. Topics include: Introduction & Purpose (0:05) When to Teach Variations & Arrangements (1:05) Expected Level of Mastery (07:25) Planning Your Training (11:03) Teacher Questions: Comp & Improv; TFMM; Jazz Clues (14:16) Determining Order of Programs/Songs (16:55) Keeping Arrangements Alive (19:01) Managing Multiple Streams in Class (28:45) Managing Repertoire Review; Planning Lessons (40:42) Click through the video to hear Laurie discuss the…

When to introduce Special Programs

I'm still young in the SM teacher world and I have students in levels 1, 2, and 3 right now. My question is, when do I start students on Accompaniment, and then when do I start them on Reading Rhythm? Should I start Accompaniment in level 2 and RR in level 3? For older students I start Accompaniment right away with level 1, and if they are younger, with level 2.…

Longer lessons for advanced students

I've been thinking of implementing longer lessons for my more advanced private students who I think need the time in the upper levels, in particular with all the reading we do. Maybe 45 minutes or hour lessons? One student is requesting an hour lesson and is willing to pay more. Do other teachers do this, and I'm wondering what the rate adjustment would be for both times? I have been teaching…

Teacher burnout

I'm in a valley, that's for sure. I'm tired of starting work at 5pm while everyone else is starting to prepare their dinner. And I'm tired of talking to the students constantly about their playlists, tired of hearing them say they practice all their songs but don't mark the playlist, I'm tired of the parents backing them up, and I feel bad for the parents who tell their kids off week after week after week about…

Keeping young students engaged

I would love some ideas on keeping 6- and 7-year-olds engaged during a half hour lesson. I'm only teaching SM, but anything else to make the lesson times and learning the songs more fun for them would be appreciated. I don't have a whole lot of experience with that age group. The main issues tend to be the attention spans at that age. The main problem with kids is them having…

Managing coaches / lesson time management

I have a situation I'm not sure what to do with. Maybe some more experienced teachers have some advice? Two little girls recently started lessons with me in a group, each with the grandmother as the life coach. Neither lives with grandmother. One student's mom is also attending, and that grandmother volunteered to pay a second lesson fee as a student. So I have three paying students, with five in the group lesson: two kids and…

Webinar Series: 06/13/2017 – Piano – Fitting in All the Streams

In this webinar Neil talks about structuring lessons to include all required components of the Core Curriculum. Topics include: Importance of Following the Core Curriculum (00:08) Methodological or Behavioral Basis? (04:45) Circle-in-Square Concept (07:57) Timing of Streams (11:25) Introducing Comp & Improv, Arrangements and Accompaniment 1 (16:40) Nature of Presenting Material (20:49) Detailed Order of Special Programs Projects (32:03) Moving from Improv Into Composition (34:19) Students Not Practicing All Streams (36:02) How to Present Small Doses of Accompaniment (40:44) Click…

Showing articles 1-10 of 42