expressive playing

I’m curious about the psychology behind the brain’s ability to increase the speed of muscle memory (play a song faster), but its struggle to decrease the speed of the same task. Anyone? Not an expert neurological answer, but: Speed comes with familiarity and comfort. Slowness…

• Last updated 3 years ago
• adding expression, automatic, automaticity, competence, control the events, controlling the events, creating awareness, CTE, deliberate practice, expression, expressive playing, fast playing, flexibility, getting student to slow down, knowing, learning slowly, memory muscle, mindfulness, muscle memory, musical expression, Neil Moore, neurology, playing fast vs slow, playing slowly, playing speed, playing too fast, playing with expression, practicing slowly, psychology, self expression, slow practice, slow-steady-musical-even, slowing down, speed of learning, tempo, thoughtlessness

I have an adult student (currently in Level 3) who sent me the following email and I would like to reply to this: “I would love to have more feedback on how to play better! I am very happy with my classes the following is…

• Last updated 3 years ago
• adding expression, developing generative skills, discovery, dynamics, expression, expressive playing, generative, generative learning, generative students, musical expression, musicality, Neil's Responses (YouTube Videos), pedal, playing musically, playing softly, playing speed, playing with expression, self expression, self generating, self generative, self-generate, self-generation, soft, softly play soft, soundtracks, stories, tempo, Tune Toolkit, Using the Pedal, volume

I’d like to talk about how I’m finding and using the Ballads, Songs and Vignettes recordings in my studio. There are so many aspects I’ve numbered them. Here are some benefits I see for my students . 1.They counter a mentality I often see that…

• Last updated 4 years ago
• adding expression, Ballads Songs & Vignettes, BSV, expression, expressive playing, getting student to slow down, musical expression, playing fast vs slow, playing slowly, playing with expression, slow-steady-musical-even, slowing down

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 5 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

I would love to start a conversation about how we might use the MAC soundtracks with our students. Some of the tracks might need some more background or learning to understand their use, but I think others could be used by most of our students…

• Last updated 5 years ago
• adding expression, backing tracks, beat, black notes, Cerebral Palsy, Dreams, Dreams Come True, Eliza, expression, expressive playing, getting an even rhythm, Gordon Harvey, helping students feel rhythm, improv, improv for beginners, improving rhythm skills, improvisation, improvising, internal beat, internalizing beat, MAC, MAC Program, masters of the rhythm, MORs, Music & Creativity, musical expression, natural rhythm, play along, playing along with audio, playing with audio tracks, playing with expression, reading rhythm, rhythm, rhythm fun ideas, rhythm games, rhythmically challenged, RR, self expression, soundtracks, special needs, teaching rhythm, teaching special needs, variation, variations

Can anyone point me towards resources to help a student with performance anxiety? She’s 13 and used to willingly play and sing for anyone who’d ask, but now she’s extremely resistant even as she’s a fabulous and sensitive musician. I’ve never felt like much of…

• Last updated 5 years ago
• anxiety, anxious, anxious student, communication, enjoying the process, expressive playing, fun, Gordon Harvey, mindfulness, nerves, nervous, nervousness, performance, performance anxiety, performing, performing in front of others, playing, playing duet at recital, playing fluently, playing in front of others, playing in the moment, playing with distractions, playing with expression, playing with families, private recital, public performances, public recital, public recitals, recital, recitals, student anxiety

I’m wondering if students should continue to keep up their Playlists after they have completed Time for More Music and have begun reading. I understand the value in keeping most of their Playlist alive so that they have songs in their repertoire that they can…

• Last updated 11 years ago
• accompaniment, advanced students, Amazing Grace, Development Levels, Dreams Come True, expressive playing, Gordon Harvey, Jackson Blues, Night Storm, Playlist, reading, Squidgies Boogie, The Gaz, Time for More Music