Difficulty with Minuet in G LH patterns
Found in: Foundation Songs, Playing-Based Methodology
Heidi M., Canada
One of my adult students is very dedicated and his playlist is in good shape overall, except he has quite a hard time with Minuet in G, especially the LH finger patterns. I have asked him to think about how to define those patterns in his own words. I suggested the tricks I personally use for remembering those patterns, but said he may have his own way.
He said several times that the hardest thing for him is knowing how to communicate verbally about the visual nature of the pattern(s). I told him to work on that for Minuet in G at home and he agreed. I know he will eventually overcome this hurdle but I’m just curious if any of you have encountered this and how to help someone in this situation. I should mention he works in IT and is used to communicating very much in logic, but maybe not as much in spatial things.
Joanne D., Australia
I have found that Minuet in G can be a little tricky for a lot of students. It’s one I will try to review more in playlist review. The LH has the hardest patterns to remember. I just say “bottom middle up middle” for section 1 and do the alien fingers (Star Trek, nanoo nanoo) for section 2 and say “4 down 2 down”. It just takes a lot of practice and reinforcement.
Leeanne I., Australia
I tell my students that one thing is easier for our brain to remember than three things. Logic may work well for this student for some things, but overall, he will have an easier experience if he tries to come up with a visual strategy. I share my strategies with my students initially, then ask them to come up with their own. Dog? and Minuet in G are both tricky LHs to remember. I use ‘Salute and drink a cup of tea like a posh person’ to remember the fingers for the first half of Minuet in G., then the alien salute for the second half.
Heidi M., Canada
I also tell him my pattern strategy and it does help though he wants his own. He says he doesn’t have difficulty visualizing the pattern, but he has trouble putting it into words.
For the second LH pattern in the F2 Minuet in G, I use the following: LH finger 4 to 5 is like leaving the house by the back door, then going to finger 2 is going halfway around the house to the front door, and then to finger 3 is going into the house by the front door. Most of my F2 students find that helpful. But this particular student needs a bit more time on thinking of his own strategy. I know he will come up with it in time. He has overused his logic thinking but is very willing to adapt to the pattern-based thinking, and fortunately also quite patient with himself.
[answer author="Kurt M., Michigan"]
What has worked for me consistently is playing the two left hand patterns melodically when teaching them for the first time. The first left hand sequence is the melody for TV Party by Black Flag. The second left hand sequence is Happy Birthday. Also I use the ring and pointer fingers in the second sequence as anchors because the left and right hands play those fingers together.
Maureen K., California
I take my time teaching this one and make sure they learn one hand at a time really well. Then I sing the RH while they play the LH, and vice versa, and encourage them to do that as well. We each take a hand and play it as a duet. In shared lessons students do the duet. Then we carefully put hands together. After it goes in the playlist, I request to hear it frequently.
Linda T., Nebraska
You might ask him if he ever uses flow charts in IT to document the logic of programs or systems. If so, he might relate to creating some kind of original flow chart of Minuet in G.,
Ian B., California
A lot of great ideas here and it shows how differently we all think. While the “Spock” LH and BMTM directions work well for hands apart, I find that these mnemonic devices are not much more useful than “Every Good Boy Deserves Fudge”.
The students need something to help them experientially connect and recall the hands together. I use the RH position in Pattern 1 to highlight G as starting note, then C for the next starting note. In both cases, the LH moves to the middle with the RH top note.
In Pattern 2, once they have learned the two groups of LH notes (Spock fingers), and are ready to play hands together, I point out that the starting note is the same finger 4 in BH (LH moving down to next finger) then finger 2 in BH.
Mary V., California
When a pattern doesn’t make sense, you need to start breaking down the different kinds of sensory input that could be interfering. Often visual is too strong and causes distraction. Tactile along with visualization (picturing the position, shape, or pattern with eyes closed) is often hwere we need to start.
So, have him hold his left finger 4 with his left thumb and position the hand on the keyboard with only the needed fingers on the keys. Have him look at it and “take a picture of it”. Then have him close his eyes and visualize it. Practice playing left hand notes while you hum the melody.
Laurie Richards, Nebraska
I try to discern anything pattern-y at all and put a few words with it to help it stick. This one is similar to what Ian mentioned for 2nd hand LH: Pattern is 4s play together, then LH moves down one, 2s play together, then LH moves down one. Student can say out loud “4s down 2s down” for LH clue.