Simpedia

Sheri R., California

I recently had a conversation with all my students, no matter what level they were in, that I think they all found very valuable for their future learning. This is long but I think you might find it as valuable as my studio has. And I’ve no idea if I made this up or if it was already discussed in the Forum this version or some other version, so if someone already communicated this or something like this, thank you for giving me the impetus to consolidate it in this way and bring it to my students. Maybe this further communication will encourage more of you to do the same.

I’m not sure about anyone else, but I know that, in spite of the fact that I emphasize it in the lessons, my students are not always controlling the events and talking aloud and using their keypad when they learn new material at home. Obviously I don’t emphasize it enough. I wanted to see where exactly my students were at with these tools and get them more on board with them if they needed to improve.

I wrote four words on the whiteboard, vertically. Always, Often, Infrequently, & Never. (Lots of little ones don’t know what infrequently means so you get to teach them or just write a synonym like “hardly ever” or “once-in-a-while.”) For everyone, including adults, I also described what the other words meant. So they really knew “always” meant literally 100% of the time and “never” meant 0% of the time, etc.

I told them we were going to have a conversation about the Simply Music tools and that I was going to ask them a few questions and that it wasn’t about getting a right answer but about being completely honest with me and themselves. I also said I would check with the parents about their opinions of their kids answers so this helped them to be honest.

First question: “When you watch the videos to learn a new song do you always, often, infrequently, or never use the keypad (or keyboard turned off)?” As they answered one at a time I put a check mark next to their answers (I didn’t put their initials as I didn’t think it really needed to be blatant for everyone to see and compare themselves with others and remember the “score”) I then asked the parents if they thought the answers were accurate and we adjusted them if need be with a little discussion with child.

I continued this way with second question. “When you watch the video to learn a new song do you always, often, infrequently, or never use your external speaker?”

And lastly, “When you watch the video to learn a new song do you always, often, infrequently, or never control the events?” (Before they answered this question I made sure they could give me the definition of CTE, which is not merely processing slowly but doing it slowly enough so that no mistakes are made.)

Then we looked at the checks and with every class we noticed, and I got agreement from everyone, that there was room for improvement. Most answers fell into often and infrequently. This was not about making anyone feel bad. In fact the first thing I said was that, in spite of the fact that they are regularly writing in red under the video numbers CTE, ES, & KP, I took full responsibility for the fact that there weren’t checks only next to the word ‘always.” I told them the next time I ask them this my goal is for them all to say “always’ in answer to these three questions.

Then I gave them a “story.”

I said, “remember back to when you were 5 or 6 and let’s say your dad (of course you could say dad or mom or grandparent or whatever–I just wanted to keep it simple however stereotypical) came to you and said ‘my dear, it’s time I teach you how to use a hammer, a screwdriver, and a saw.”

I asked, “what do you think you’d build first, a box or a house?” Of course everyone said “a box.” Then I asked, “what will the next project be” and maybe someone said “a shelf” or “a bookcase” and on we went until finally we got to a house.

Then, “do you think you could build a box with glue?” (yes)

And, “would that box last as long as one you built with the tools?” (no)

And, “could you build a house with glue?” (no)

I told them that they learn how to use the tools on the box because they would be frustrated building something as complex as a house at the same time they are learning how to use the tools. So the box allows them to develop the skill of using the hammer, screwdriver, and saw until they have enough experience that they can now use them to build a house.

Then I talked about the SM tools of CTE, ES, & KP. I asked “could you learn Dreams and Night and other easy songs without using the SM tools.” Obviously, the answer is yes. But then I told them that we are learning the songs so they can learn how to use the tools, same as building a box. Your dad didn’t care so much about the box, he cared that you started to develop ease with the tools so you could someday have the practical skill to build anything you wanted. Otherwise he would’ve just got some glue and done it that way.

I told them that if they didn’t learn how to use the tools in Levels 1 through 3, they would be frustrated and struggle unnecessarily in Level 4 and above (like building a house without having learned how to use carpenter’s tools on a box.) I played Sonata and they all acknowledged (if they weren’t there yet) that it sounded hard. I discussed how the songs are more complex later on but that they are no harder than the earlier songs if they know how to use the tools. They may take longer to learn just like a house takes longer than a box to build but that the same tools and strategies are used. And to learn Sonata without the by now hopefully automatic use of the tools would be a hard process. It wouldn’t go together easily and it would keep falling apart just like building a house with glue would fall apart.

The bottom line that we all know is that it’s not about the songs, it’s about the tools. I just felt like I needed to get this through to them on a deeper level.

So I continued by telling them why the tools were important so it wasn’t just a matter of “we’ll trust what the teacher says.” Figured I might get more compliance if there was a deeper understanding.

I talked about ES. Had them all hum while placing their hand on their chest. Asked them all what they felt. They all knew the right answer to that! Vibrations! I talked about when we talk aloud the vibrations make the brain learn the material much more easily and deeply. (Cited a study here too.) Asked everyone if when they had to memorize a poem they did it aloud. Everyone naturally does! I told them if they do their homework aloud they’d probably learn it faster too. And that is an important tool for learning the songs. I commented on how if your spouse asks you what you talked about at lunch you’d be able to say but if your spouse asked you what you thought about on your drive home, chances are less likely you’d remember. Another illustration of the power of ES. And lastly, from personal experience. When first and second graders at school came to me and said “I don’t understand what to do on this worksheet,” I’d tell them to go back to their desk and read the instructions aloud. This always did the trick.

Talked about KP. The idea of multi-sensory layering. That by taking a short-cut to the piano it minimizes the impact of multi-sensory layering. I described the multi-sensory layering process, something they already knew about since we do it in class all the time. How we first say the pattern, think Ode to Joy (auditory). Then it goes on the fingers (kinaesthetic). Then maybe on our lap (more kinaesthetic), Then the Keypad (visual). And finally with sound (aural). It happens so easily and quickly by using all the steps. I talked about how much longer it takes when the process is derailed any step along the way. You can talk about learning first steps of math (addition, subtraction, multiplication, division) is the layering of information that helps the next layer of more complex math. I’m sure there are better analogies out there! Anyone?

Talked about CTE. Garbage in, garbage out. Talked about our brain and our mind. Our brain learns whatever it’s given, doesn’t matter if it’s right or wrong. Once something is in our brain our mind can discern if it’s right or wrong. By then it’s too late, our brain already learned it. Now it has to unlearn it. Unnecessarily time consuming. Have them draw a pencil line on a piece of paper and then erase it. Makes a powerful point about how easy it is to make an error and how long it takes to fix one. (And sometimes you can still see the pencil marking a little.) Same thing with the brain. Another analogy–I talked about how once I made a batch of bread all the way through to pulling it out of the oven. I could tell it looked different and in fact it turned into bird food as I had forgotten the salt. Big huge tasteless mess! One little ingredient that was forgotten because of carelessness wasted a lot of time and ingredients. (Luckily flour, yeast and water are inexpensive!) Talked about having to start over to undue mistakes in songs.

Nothing really new here but by taking 10 or 15 minutes out of the lesson and really teasing this out in this way seemed to be a real eye-opener for most if not all. This was surprising to me. It’s one thing to tell them what to do in the lessons by constantly reminding them to talk aloud, to have them processing on the keypad, by making sure you are seeing them go slowly, and another thing altogether to have them get a deeper understanding of why and a new commitment to really go forward with the intent of mastering these tools. So now I just have to remember to regularly follow up with asking them how they are doing with the tools!