Success with the Reading Program
Found in: Reading
Cheryl G., Pennsylvania
I would like to hear from the teachers who have been doing SM for many years. How and what are your students doing? How smoothly has the reading process gone for you?
Kerry H., Melbourne, AU
In my experience of taking over many students from other SM teachers, I have found that where students’ Play Lists have been managed sufficiently, and where each step of the Reading Program is processed sufficiently by the student before moving to the next step, the transition into reading has gone extremely well. It validates everything students have been doing so far, and is a very exciting step for them. Partly, this is because they are able to fulfill the expectations of those around them due to cultural perceptions about the importance of reading music, but also because it opens a window of independence for them. They are able to figure out a piece of music on their own. It also demystifies the language of notation and connects their ability to play with an ability to translate that to the written page and vice versa.
In my experience of both learning and teaching traditionally for many years, as well as teaching SM for years, I believe our results are much better. I believe this is because of the strong foundation of playing that students acquire first as well as the way we teach the reading process, including the fact that we work with students on reading from both a receptive and in particular, a generative level. I have found the students’ ability to read music is far better than most traditional students I have seen, who have been learning for several, or in some cases, many years.