How do I manage the Accompaniment Program
Found in: Accompaniment, Student Management
Cathy H., California
I need suggestions on how to liven up the Accompaniment program. Although my students like learning the chords and their structure, they are not thrilled with the idea of playing the pieces. I’ve had them bring in some of their own music, but they don’t care for it as much as other SM programs.
Lynn F., North Carolina
My students are experiencing just the opposite effect. In fact, one of my older students, who had prior traditional experience, had not enjoyed the accompaniment pieces in Foundation, but now has blossomed in the Accompaniment program. I believe she now understands just where this ability can take her (even though I tried to explain it — she had to EXPERIENCE it).
I have encouraged my students to bring their own pieces and work on them. I also found a book that was compiled by Pete Seeger that we are using that has a wonderful variety of songs with lead sheets and chords. Many have ordered a copy for themselves. The groups have enjoyed picking Christmas carols out of some of my books and working on them as projects in class – figuring out the ratios and the chords. Sometimes they really surprise themselves with what they can do, and it is very rewarding to watch this process.
Hopefully, they have caught some excitement from me. In all my years of playing and teaching, I never learned to play this way. I am enjoying this and they know it! I love having the capability to transpose so very easily (relative to reading the music), and look forward to expanding this knowledge to improvisation, etc. Perhaps as my students watch me have some of the same concerns (i.e. having to still go very slowly when approaching a new song, trying different ratios, etc.); they realize that they, too, are really doing quite well.
Hang in there and give them some ideas to make the accompaniment meaningful and fun. It will turn around for you, I am sure!
Hilary C., Western AU
My experience with the Accompaniment Program is quite different to Cathy’s. I really enjoy watching as the pennies drop for my students and they see the wonderful musical vista opening up for them. I currently have 3-4 working on one of the latest Australian top of the pop pieces and having a ball.
Today one student had her friend, who sings for her at home, come to the lesson and sing for her. It provided a really valuable session on what accompaniment really means, as it gave me an opportunity to talk about the relationship between the performers. The pianist learned a lot and the singer came to grips with her nerves.