Simpedia

Marilyn V., Iowa

I have no problem with students playing their own music notation at home. The critical point is that they learn simply music pieces WITHOUT looking a music notation. I typically ask students if they would like me to tuck their music notation book away in my cupboard so they are not tempted to peek.

Erin B., Tennessee

I have never had a problem with my traditionally trained students continuing to play from notes. Simply Music is a different and wonderful way to play the piano but not the only way to play the piano. I think it is awesome that some of my students already read notes and I love teaching them a different way to look at music. I do not incorporate notes as part of Simply Music until it is time but I have no problem listening to a student play a piece, they have worked on at home, at the end of a lesson.

Marsha S., Washington

I too have a new adult student with traditional lesson experience. She is slightly resistant to embracing this new method of learning but signed up for lessons and sat though the FIS with some impatience. She just wanted to get started asap. As we unpacked her Level 1 materials she squealed with delight at seeing the “music” book. I explained to her that I normally take it and hold it for my students. She clutched it to her chest and made a face. I told her I wouldn’t treat her like a child if she promised to trust the process and not impede her progress by reading the notation until instructed.

I am not hopeful that she can resist the temptation. Should I have opened her materials and taken it without her knowledge? I just feel funny about doing that. Adults notice when a new package has already been opened. It seems dishonest. When they see it has been opened, it presents as potentially slightly used. If they watch you do it they feel like you are cheating them out of something they paid for. I almost wish it wasn’t included in the package in the first place!

Sandy L., Nebraska

I do the exact same as Marilyn, and in fact have found that over time, those who already play music tend to lose interest in the written notation the more immersed they become in the Simply Music method. At least this has been the case so far with my little handful of students who have continued with me. (I did have a few early on who simply did not continue, which is fine too, if they were not going to follow my requirements.)

By the time we are starting reading rhythm, they are just as ready as anyone to approach it the Simply Music way…although they often (not always!) do have a good head start in the development of their innate rhythm. This seems to be the same, by the way, for those who already have learned some musical notation in playing a different instrument. Reading rhythm seems to go faster for them. No problem. Reading notes intervalically then gives them a whole new way to look at the page as well, so the benefit of SM for them is tremendous.

Although they have this traditional experience, they gain so much more with every aspect of SM…including the reading programs which give them a whole new outlook.

I just want them to be able to access music in all the ways SM can offer, so for me, reading their old stuff is okay, just not the songs we are learning in SM class, because we are not just learning songs anyway but rather learning a new way of learning.

If necessary, have a longer conversation about it with her than you would need with a non-experienced student. Use the conversation to show her where she is headed and what she will gain by learning the SM way instead of reading–many ways to access music instead of one, expressing her own natural musicality from deep inside and not just someone else’s from a page….etc.

Elsie W., Idaho

I don’t have a problem with them playing music either, but I assign it as a “project” and they practice it LAST after all their other SM assignments. I keep the Simply Music music book at my studio in their file, so they are not referring to it.

One day I asked Neil about students who already read music. What I heard him say was that reading music is a skill that they already have, and that it would be a shame to lose that skill.

Emily D., Ohio

Regarding holding on to the music book: for a student that reads music, I keep the music book in their file. When I give them the materials, I walk them through each one, and then I take out the music book and the evaluation form and tell them I am going to hold on to them until we’re ready to use them.

I’m glad this conversation came up—I, too, have been torn on what to do with students who want to play off their old stuff. I want to follow the method, but I want to encourage them. Heck, I still have to read music all the time—just not for this method!