external speaker

HI everybody – any tips for growing skills to line up fingers accurately to play fast passages like the beginning and end of Ballade? Of course – play slowly and gradually increase speed. That alone doesn’t seem adequate. I feel like all the things I…

• Last updated 6 months ago
• audio, audio materials, audio recording, Audio recordings, audio SHMs, Ballade, control the events, controlling the events, CTE, drills, exercises, external speaker, external speakers, fast playing, finger exercises, getting student to slow down, importance of playlist, keeping playlist alive, keeping playlists, keeping the playlist alive, learning slowly, Neil Moore, Neil's Responses (YouTube Videos), playing along with audio, playing fast vs slow, playing slowly, playing speed, playing with audio tracks, Playlist, practicing slowly, single thought process, single thought processes, slow practice, slow-steady-musical-even, slowing down, speaking instructions out loud, SSME, STP

Please read this post with the mindset that a student is playing too fast and you CAN’T slow them down they are great students and they totally on board for the long term relationship they don’t have any other problems other than slowing down (…

• Last updated 1 year ago
• audio, audio materials, audio recording, Audio recordings, audio SHMs, breaking things down, control the events, controlling the events, counting, counting rhythms, CTE, deliberate practice, external rewards, external speaker, external speakers, extrinsic rewards, fast playing, getting student to slow down, gifts, how to play, how to practice, internal metronome, intrinsic rewards, learning slowly, listening to audio recordings, listening to the audio recordings, metronome, motivation, play along, playing along with audio, playing fast vs slow, playing slowly, playing speed, playing too fast, playing with audio tracks, poor practice, practice, practice guidelines, practice habits, practicing, practicing guidelines, practicing slowly, rewards, slow practice, slow-steady-musical-even, slowing down, speaking instructions out loud, SSME, stickers, student rewards, teaching how to practice, using audio recordings, using audio tracks, using the audio recordings to learn songs, visualize, visualize practice, what to play, working with parents on how to practice

Here is something that every one of my students have above their pianos. Obviously if your students are in the lower foundations, intervals, counting would not be needed but I find it a great tool to help remind them what boxes need to be ticked.…

• Last updated 1 year ago
• at home practice, audio recording, Audio recordings, audio SHMs, best practices, BH, both hands, deliberate practice, enhancing practice, external speaker, external speakers, hands together, how to practice, HT, managing practice, managing practice time, play along, playing along with audio, playing with audio tracks, practice, practice guidelines, practice habits, practice ideas, practice routine, practice time, separate hands, SH, slow practice, speaking instructions out loud, teaching how to practice, together right, trouble with hands together, using audio recordings, using audio tracks, voice, writing intervals

Metaphor I came up with today while coaching a student, expanding on the notion of working slowly to learn quickly. Student wasn’t speaking instructions. I reminded. Student resisted, said it’s harder. I said, you know what? You’re right. It’s harder to do two things at…

• Last updated 1 year ago
• control the events, controlling the events, CTE, external speaker, external speakers, fast playing, getting student to slow down, how fast to move, how quickly students learn, learning pace, learning slowly, learning strategies, learning tools and strategies, pace, pace of learning, playing fast vs slow, playing slowly, playing speed, playing too fast, playing-based strategies, practicing slowly, resistant students, slow practice, slow-steady-musical-even, slowing down, speaking instructions out loud, speed of learning, speed of progress, strategies, student processing and resisting approach, students moving quickly, students speed of progress, tools and strategies

Help me with teaching more complex rhythm. I’ve listened to the Reading Rhythm program multiple times but I feel like I’m missing something. With The Mirron, for example, there’s a lot of rhythm going on. The way I am used to figuring it out is…

• Last updated 4 years ago
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This past month, I started making a point of assigning students to both LISTEN to the audio tracks and practice playing along with audio tracks HANDS SEPARATELY. Specifically, I’ve started directing students to try playing one hand alone with the audio tracks on a routine…

• Last updated 4 years ago
• audio, audio materials, audio recording, Audio recordings, audio SHMs, BH, both hands, control the events, controlling the events, coordinating LH and RH, CTE, external speaker, external speakers, hands together, humming, humming along, humming while playing, listening to audio recordings, listening to the audio recordings, multiple thought processes, playing along with audio, playing with audio tracks, RH/LH, separate hands, SH, singing, singing along, singing while playing, singing while playing struggle, single thought process, single thought processes, speaking instructions out loud, STP, trouble with hands together, using audio recordings, using audio tracks, using the audio recordings to learn songs

I have been doing online lessons for the last two weeks on FaceTime , I am still adjusting my teaching style one thing that I have found helpful since I can’t be hands on is to vocalize the events especially when we are doing two…

• Last updated 5 years ago
• benefits of online lessons, distance lessons, external speaker, external speakers, learning online, online, online learning, online lessons, speaking instructions out loud, teaching online, vocalizing, voice

Any advice on “Walk at 11”? I’m struggling with this one. Do just one level per week (advanced levels may need more than one week). Level 1 LH isn’t too challenging because it is based on Honey Dew chords. Make sure you have them stick…

• Last updated 5 years ago
• conscious learning, creating awareness, external speaker, external speakers, fingering, foundation, Foundation 9, foundation level 9, foundation pieces, Foundation songs, Honey Dew chords, Laurie Richards, single thought process, single thought processes, STP, target notes, Walk at 11, Walk at Eleven

Any tips for teaching someone who has memory problems? She is otherwise a “normal” middle-aged adult, very intelligent, but she can never remember any artistic things (i.e. dance moves) that others teach her, so she thinks she will forget whatever she learns in the workshop…

• Last updated 8 years ago
• adult students, adults, adults with memory problems, external speaker, external speakers, Laurie Richards, memory, overcoming memory problems, playing with eyes closed

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