confidence as a student

I want to share something I’ve been reflecting on as a teacher — not as a criticism of traditional classical training, but as an explanation of why I choose to teach the way I do. Traditional classical music education has given the world incredible discipline,…

• Last updated 3 months ago
• active listening, asking why, benefits, casual performance, classical, classically trained, cognitive understanding, communicating benefits, comparing traditional to Simply Music, competing methods, confidence as a student, creativity, developing creativity, different facets of musicianship, engage, enjoying the process, informal performance, keeping children engaged, keeping students engaged, listen, listening, method, method comparisons, methodology, methods, music as a lifelong companion, musicianship, natural musicianship, other methods, performance, performing, performing in front of others, playing-based, public performances, reading-based, SM vs traditional, tradition lessons, traditional, traditional background, traditional experience, traditional lessons, traditional studio, traditionally trained, training, training students, trust the method, trust the process, trusting the method, trusting the process, trusting the program, well rounded musician

A LOT has been said about this topic both in the SM teacher body and the greater global teacher community. I’d be interested in a more pointed discussion about possible alternatives to how teachers current converse about practice expectations. While Simply Music has gone to…

• Last updated 5 years ago
• at home practice, confidence as a student, discipline, encouraging practice, expectation, expectations, improving retention, lack of practice, lesson requirements, Long Term Relationship, long term relationships, long-term, long-term relationship conversation, LTR, managing practice, managing practice time, motivating teens, motivation, Music and the Art of Long-term Relationships, music as a lifelong companion, not practicing, play vs practice, play vs work, playing, positive feedback, practice, practice guidelines, practice habits, practice routine, practice time, practice vs play, practicing, practicing guidelines, request vs requirement, requirement, requirement based studio, requirement versus request, requirement-based, requirements, requirements in lessons, retention, sticking with piano long term, student not practicing, student retention, student success, success, talking about expectations, unmotivated, unmotivated students, work vs play

What are some top reasons that you think playing based is a useful approach? One for me: It helps the student see the piece holistically – understanding through patterns the form of a piece. (The ‘puzzle pieces’ as it were.) My favorite is just that…

• Last updated 6 years ago
• applying PB strategies to music, benefits, communicating benefits, confidence as a student, expressive playing, freedom, identifying patterns, Laurie Richards, LAWOL, learning a new way of learning, learning a way of learning, learning by doing, learning strategies, learning tools, learning tools and strategies, memorization, memorizing, memorizing harder pieces, memorizing pieces, memorizing reading pieces, memorizing songs, notation, number of songs on playlist, patterns, PB, playing, playing fluently, playing with expression, playing without looking at hands, playing-based, playing-based strategies, playing-based tools, playing-based while reading, Playlist, playlist size, rate of learning, reading, reading-based, remember, remembering, remembering patterns, size of playlist, speed of learning, using playing-based tools while reading