dosage

I am finding the variation on Family Tree a challenge, even after leaving it for a time and coming back to it. Can someone give me some tips please? (Or should I just leave that one out?) It is challenging, indeed, in a very similar…

• Last updated 2 years ago
• administering the dosage, audio, audio materials, audio recording, Audio recordings, audio recordings for learning arrangements, audio SHMs, Chester, chester chills out, Chester Chills Out Variation, Chester Samba, Chester Variation, clapping rhythm, complex rhythm, control the events, controlling the events, counting rhythms, CTE, difficult rhythm, dosage, dosage of arrangements, family tree, Family Tree Variation, feeling rhythm, helping students feel rhythm, how to play, humming along, improving rhythm skills, isolating rhythm, lyrics, playing along with audio, playing with audio tracks, processing rhythm, processing rhythms, rhythm, rhythm difficulty, singing along, single thought process, single thought processes, STP, using audio recordings, using audio tracks, what to play

(Over time, different teachers have faced situations in which a student finds it challenging to process the Alma Mater Blues rhythm. Here are Neil’s thoughts on how to handle such situations, video posted September 28, 2022. Below his video tip are two representative posts/questions within…

• Last updated 2 years ago
• Alma Mater Blues, BH, complex rhythm, control the events, controlling the events, coordinating LH and RH, coordination, counting, counting as lyric, counting rhythms, CTE, difficult rhythm, dosage, dose, doses, humpty, humpty dumpty, information processing, isolating rhythm, microdose, multiple thought processes, Neil Moore, Neil's Responses (YouTube Videos), physicality, processing, processing issues, processing rhythm, processing rhythms, rhythm diagram, rhythm diagrams, single thought process, single thought processes, small doses, smaller dose, smaller doses, STP, swing rhythm, swing rhythms

I’m generally very rigorous about following Neil’s instructions, since time and again I’ve come to understand why he does things the way he does. I’ve recently had a situation where I felt I had a good reason to do something a little differently from what…

• Last updated 2 years ago
• changing chapter order, context, control the events, controlling the events, CP, cross pollination, cross-pollinate, CTE, dosage, dose, doses, down-level, fragmenting, Fragmenting-Layering, fragments, Fur Elise, Fur Elise A Section, Fur Elise complexity, Fur Elise left hand, Fur Elise LH, Fur Elise order, hybrid, Laurie Richards, microdose, Neil Moore, out of context, re-teaching pieces, re-teaching songs, re-working pieces, re-working songs, single thought process, single thought processes, small doses, smaller dose, smaller doses, STP, technique for Fur Elise, up-level

Looking for some advice…I have student who stutters everytime he starts to play. He’ll replay his starting note numerous times before finally getting into the song. Once he gets going, he plays well. But if there’s a break in his playing, or the start of…

• Last updated 3 years ago
• anxiety, anxious, anxious student, autism, autism spectrum, autistic, autistic student, autistic students, beginning notes, beginning song, breaking things down, calm, control the events, controlling the events, CTE, dosage, dose, doses, first notes, fragmenting, fragments, getting student to slow down, home use of practice pads, Laurie Richards, microdose, mindfulness, on the spectrum, opening notes, performance anxiety, practice pad, practice pads, relax, single thought process, single thought processes, slowing down, small doses, smaller dose, smaller doses, special needs, spectrum, starting notes, starting positions, starting song, STP, student anxiety, students on the spectrum, stutter, stuttering, teaching special needs, trouble starting song, using practice pads

Hello, I’ve got three students whose private music, found and sourced by themselves, is Moonlight Sonata. Two are teenagers in FDN 2 and 3 and one is early in TFMM and in FDN 8.The teenagers use youtube tutorials. All love the piece and I admire…

• Last updated 3 years ago
• advanced music, claiming territory, classical music, Classical Pieces, completing songs, control the events, controlling the events, dosage, dose, doses, encouraging students, event, fragmenting, fragments, going ahead, incomplete piece, incomplete pieces, inheriting, Laurie Richards, learning ahead, learning pace, microdose, microevent, microevents, moonlight sonata, Neil's Responses (YouTube Videos), outside materials, outside music, outside pieces, outside repertoire, pace, pace of learning, pieces outside the program, portion, portion of a piece, portions, section, section of a piece, sections, short pieces, small doses, smaller dose, smaller doses, songs outside the repertoire, student mentors, student moving ahead, students moving ahead, students who move ahead, teaching outside music, teaching timeframe, territory, time framing, timeframing

I am at the end of the Reading Rhythm TTM in my own learning process and have a question about transcription. I see that ties and dotted notes (like all the other ingredients) include the step of “Continuing to process transcriptions into MOR.” As someone…

• Last updated 3 years ago
• beat, clapping, clapping the beat, dosage, dots, dotted, dotted half, dotted notes, dotted quarter, eighth notes, Gordon Harvey, half notes, Laurie Richards, quarter notes, Read and Play, Read n play, reading rhythm, RR, sixteenth notes, tied notes, ties, transcribing, transcribing Reading Rhythm - transcribing, transcribing rhythm, transcription

I have one student who is really struggling to get the “swing” feel for Alma Mater Blues and also Rocking Honey. It seems for some it comes so naturally, and for others, it’s a huge effort. We verbalise the “here’s humpty dumpty”, we clap the…

• Last updated 3 years ago
• Alma Mater Blues, dosage, dose, doses, Gordon Harvey, Honey Dew, humpty, humpty dumpty, microdose, small doses, smaller dose, smaller doses, swing rhythm, swing rhythms

I’d like some advice about my 7-year-old student who previously had about one year of lesson (traditional) in China and can already play some lovely classical pieces (reading). I explained why we do not read notes, and she and her parents accept this as far…

• Last updated 8 years ago
• accompaniment, chords, communication, diagrams, difficulty with diagrams, dosage, patterns, prior experience, teaching away from the piano

Any advice on working with senior students who are concerned with forgetting things, arrangements in particular, and want to write extra notes in the diagrams? I feel like I’ve been hearing that a lot lately, that because they’re older they need to write extra notes…

• Last updated 8 years ago
• adult student, dosage, external speaker, memory, Neil Moore, remember, remembering, Robin Keehn, territory

I have successfully unfolded the Blues and improv program up until project 13. (blues scale) The same issue has cropped up in 2 different lessons so I am doubting my presentation of the project. My students are having trouble keeping the LH following the 12…

• Last updated 5 years ago
• Blues and improv, dosage, Laurie Richards, unfolding blues scale