fragments

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 4 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 4 years ago
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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 4 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

What is the best way to handle when students request or bring in other music? I think this might have been a topic a while back! A girl brought in a pop song the other day and asked if she could learn it! I’ve never…

• Last updated 5 years ago
• accompaniment, fragmenting, fragments, Gordon Harvey, outside accompanimnent pieces, outside materials, outside music, outside pieces, outside reading pieces, outside repertoire, outside sheet music, pieces outside the program, playing-based, playing-based strategies, playing-based tools, reading outside Simply Music, rote, songs outside the repertoire, teaching outside music

In the TTMs Notes for Foundation Level 5 song In My Eyes (5.1), there is a reference to “Fragmenting-Layering” in 5.1.2. I know what fragmenting is, but layering in this context is confusing to me. 🤔 In the TTM video Neil does say something about…

• Last updated 6 years ago
• applying PB strategies to music, FL5, Foundation 5, foundation level 5, fragmenting, Fragmenting-Layering, fragments, In My Eyes, layer, layering, learning strategies, learning tools, learning tools and strategies, Level 5, library, playing-based strategies, shapes, single thought process, single thought processes, STP, strategies, tool, tools, tools and strategies

I would like to respond to both of the following Forum questions. (And having read through my own response, wish to apologize in advance for some of my long, wordy sentences.) Question 1: “….. are we allowed to photocopy the music of the Arrangements to…

• Last updated 12 years ago
• arrangements, fragments, learning a new way of learning, musicality, Neil Moore, patterns, shapes