Laurie Richards

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 months 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 4 months 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 would like to ask your advice on exactly when to start Acc. 2. As you know, the pre-reqs obviously include Acc 1: all triads in all keys, ratios, inheriting all contemp chords, ability to identify and transpose I, IV, V in all keys, ability…

• Last updated 8 months ago
• acc 2, Acc2, accomp 2, accompaniment, jazz clues, JC, Laurie Richards

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 8 months 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

This was my first summer teaching groups, and it has been frustrating to say the least. With vacations and such, it just doesn’t work. It’s not even about the money because I can convince the parents to pay no matter what, but then the students/parents…

• Last updated 8 months ago
• Laurie Richards, missed class, missed lessons, missing class, missing lessons, summer, summer break, summer lesson ideas, summer lessons, summer sessions, summers off, teaching during summer, teaching during the summer

I am pretty brand new – only taught 2 lessons so far. I have just got off from a phone conversation with a Dad. He has pretty much decided to have his son (7th grader with 5 years of traditional lesson) taking lessons from me.…

• Last updated 8 months ago
• experienced players, group or private lessons, group vs private, Laurie Richards, learning pace, learning rate, mixing students with and without experience, pace, pace of learning, pace of teaching, previous experience, prior experience, prior reading experience, private vs group, private vs shared, private vs shared lessons, progress, rate of learning, rate of progress, shared vs private, speed of learning, speed of progress, student progress, student with previous experience, students speed of progress, students with experience, students with previous experience, students with prior experience

I’m starting my third year, and my studio just grew from 20 to 27. At the smaller size I had smaller classes, designed not only around age and ability but also around each family’s schedule. My scheduling process has been to ask each family what…

• Last updated 9 months ago
• forming groups, group, group by level, group lesson, group lessons, group lessons scheduling, groups, keeping groups together, Laurie Richards, lesson scheduling, managing groups, managing shared lessons, Robin Keehn, scheduling, scheduling families, scheduling groups, scheduling lessons, scheduling shared lessons, scheduling sibling lessons, setting up groups, shared, shared lesson, shared lesson management, shared lessons, shared lessons management, starting groups, teaching schedule

I am going deeper into “scale” with my more advanced students in the Development Levels and in Accompaniment 2. Having come from a very extensive classical musical training, I understand scale, key signature, and advanced theory. However, a student has asked me, and I ask…

• Last updated 9 months ago
• comp & improv, comp and improv, comp/improv, geography, geography of keyboard, Gordon Harvey, improv, improv ideas, improvisation, improvisation ideas, improvising, integrated theory, key, key signature, keyboard geography, Laurie Richards, naturally occuring 3s and 4s, NO34, Robin Keehn, scale, scale fingering, scale journey, scale maps, scale theory, scale tone chords, scales, teaching scale, theory

I have finally gotten good at teaching SM and the studio is quickly growing. My biggest problem is still left over from being a traditional studio. Coaches are not doing their jobs 50% of the times. They won’t sit down at the piano, they won’t…

• Last updated 9 months ago
• alignment with coaches, claiming territory, coach, coach not coaching, coach responsibility, coaches, coaching, distracted coach, holding coaches accountable, importance of life coach, involving parents in lessons, involving the parent, keeping coaches focused, Laurie Richards, lesson requirements, life coach, life coach roles, life coaches, managing coaches, parent, parent involvement, parent role, parent support, parental involvement, parental participation, parental responsibility, parents, reclaiming territory, regaining lost territory ideas, request vs requirement, requirement, requirement based studio, requirement versus request, requirement-based, requirements, requirements in lessons, responsibility, role of parent, selective coaching, territory, unsupportive parent

I am in my first go-round of teaching Reading Rhythm. I think it’s going alright, and I have looked through the ECL archives, etc, but I still just would love to hear more ideas from you all of how exactly it looks in your studio,…

• Last updated 9 months ago
• Laurie Richards, masters of the rhythm, mor, MORs, note disc, note disk, notes disc, notes disk, processing MORs, reading rhythm, RR, transcribing, transcribing Reading Rhythm - transcribing, transcribing rhythm