Shortening Rhythmic Phrases
Found in: Foundation Songs, Musicality, Pedaling, Technique
Nancy N., New Hampshire
I find that my students who don’t like to sing often shorten the ends of phrases in Dreams, Dog, Sleeping, Fur Elise, etc. so they have to work at unlearning, then learning the correct rhythm by singing with me, reviewing the audio, playing with the audio. Yes, I emphasize using the voice, and yes we need to learn what to play before how to play, but unlearning is harder than learning and I’m wondering if I can do a better job setting them up so they don’t have to go through the unlearning.
Emily C., California
For the “unlearning” part, I have asked students to not play for a week and just listen to the recording.
That would help with muscle memory “forgetting” some, if not all of the unwanted parts, and by hearing it correctly all the time, they will target in playing what they have been hearing.
Ian B., Pennsylvania
Emily C. That is a really good exercise! It’s interesting because I often have students (particularly older adults) who go on vacation or will just be away on a work trip, and I encourage them to just focus on listening to the audio tracks while their away. Many came back the next week being a bit shocked and surprised at how much better they were playing, despite not having “practiced” for a week (sometimes longer). We all need to normalize active listening as a form of practice that cannot be overlooked.
Scott J., Australia
My students dont move onto the next song until all boxes are checked 1.play the song L/H by itself , 2 R/H by itself , L/H with voice , R/H with voice , B/H together with voice , L/H with voice and audio , R/H with voice and audio , B/H with voice and audio . when they can do this perfectly we move to the next song not until then
I thought i might just add that in my studio the voice is non negotiable i set that up in my introductory session and make it very clear that they must use their voice .So if a student is not using their voice i bring them back to that agreement they made with me at the start and insist they do use it
Tina H., Arizona
Scott J. I like the clear-cut objective standard that this approach brings. No dispute about whether they’re ready or not–just an objective measurement against the standard (i.e., the audio). Do you have them send you a recording of each step during the week, or do you check all of that during their lesson?
Scott J, Australia
Tina H. I deal with it in lessons . There is a big difference in a students playing and confidence when they follow the required steps .
Shelly E., Utah
Scott J. what do you mean by voice? The instructions like in Night Storm tail: together, right, together,right, together?”… But what are you having them say at other times? Words? Sometimes there are no words. Can you clarify with a few examples like in Night Storm or another piece or two?
Scott J., Australia
The initial question asks about students who don’t like to sing so any song that requires a voice . There are not many songs in simply music that don’t have a voice connected with them by the time they are in foundation 4 and up if there is no singing then it would be Hands together instructions or counting
Original discussion started March 5, 2025