how to play

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

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

I have been teaching an 8 year old for 4 months. He’s a really bright kid and generally picks things up pretty quickly. We are just finishing up Chester and I’d like to begin Ode to Joy this week. The reason I haven’t moved ahead…

• Last updated 1 week ago
• how fast to move, how to do, how to play, learning pace, learning rate, moving ahead, pace, pace of learning, pace of teaching, pacing, pacing arrangements, progress, rate of learning, rate of progress, slow pace, slow progress, speed of learning, speed of progress, student progress, students speed of progress, timing of arrangements, what to do, what to play, when to introduce arrangements, when to teach arrangements

Separating the “what to do” from the “how to do” – on a basic level, I see this as separating patterns of pitch from rhythm. But I know there is a better analogy for understanding this concept. Anyone have any insight? What to do: what…

• Last updated 6 years ago
• how to do, how to play, what to do, what to play

When are dynamics introduced? By the end of Level 1 I’m having students work through “how to play” songs they know pretty well. We discuss telling the story of each song with expression. I think it is a conversation you can start having in context…

• Last updated 7 years ago
• adding expression, dynamics, expression, how to play

I have a student whose grandmother has the whole family concerned about the position wrists are held while playing. While I have often reminded students to lower shoulders, or alter the wrist position to try to increase their comfort, I haven’t really noticed anything obvious…

• Last updated 10 years ago
• how to play, technique, traditional lessons, what to play, wrist position

This is a great topic, and applying the SM strategies is a skill that does take lots of practice.  Below is what I have called a ‘decoding sheet’ which I put together to help remember the steps to take while developing the skill to take…

• Last updated 10 years ago
• air piano, cross pollinating, external speaker, generative learning, how to play, mapping, strategies, Time for More Music, what to play