playing with audio tracks
Student with Broken Arm
I have a private student break his left arm. I need ideas for how to engage him for the next 6 weeks. He is just starting level 5. He is reading music and came from a traditional background. He is almost done with RR. I…
- Last updated 2 months ago
- audio, audio materials, audio recording, Audio recordings, audio SHMs, backing tracks, BH, both hands, broken arm, broken bones, duet, duets, duets with students, hands together, imagination, imagine, improv, improvisation, improvising, injured fingers, injuries, injury, left hand, LH, medical, play along, play SH along with audio, play SH with audio, playing along with audio, playing with audio tracks, practice SH along with audio, practice SH with audio, RH, right hand, separate hands, SH, trouble with hands together, using audio recordings, using audio tracks, visualize, visualize practice
Preparing to Play at Faster Speeds
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 5 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
Slowing Students Down & Rewards
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
Change Audio Speed
I have an adult student asking if there’s anyway to slow down the audio songs in order to play along with them. She’s in Level 6 and would love to play along with the Gaz, and others but esp. the Gaz. Maybe something corp. adds…
- Last updated 1 year ago
- Amazing Slow Downer, audacity, audio, audio materials, audio options, audio recording, Audio recordings, audio SHMs, change audio speed, changing audio speed, download audio, downloading audio, getting student to slow down, learning slowly, listening to audio recordings, listening to the audio recordings, Music Speed Changer, playing along with audio, playing fast vs slow, playing slowly, playing speed, playing with audio tracks, practicing slowly, QuickTime, slow down audio, slow practice, slow-steady-musical-even, slowing down, tempo, using audio recordings, using audio tracks, using the audio recordings to learn songs, YouTube
Questions for Students to Ask Themselves
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
Family Tree Variation Rhythm
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
Slowing Down Students
What creative ways do you use to get students to slow down? I don’t know any creative ways, I just resort to tapping a slow beat, and getting them to play along to the audio slow version. I wonder if it is a stage they…
- Last updated 3 years ago
- audio, control the events, controlling the events, CTE, events, getting student to slow down, Gordon Harvey, learning slowly, mindfulness, piano event, piano events, play along, playing along with audio, playing fast vs slow, playing slowly, playing speed, playing too fast, playing with audio tracks, practicing slowly, slow-steady-musical-even, slowing down, speed of learning, SSME, using audio recordings, using audio tracks, using the audio recordings to learn songs
Complex Rhythms
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 3 years ago
- audio materials, audio recording, Audio recordings, audio SHMs, complex rhythm, control the events, controlling the events, counting, counting rhythms, CTE, difficult rhythm, external speaker, external speakers, feeling rhythm, feet, foot, Gordon Harvey, High Five, humming along, improving rhythm skills, jazz audio track, jazz rhythm, Jazz rhythms, Laurie Richards, layer, layering, listening to audio recordings, listening to the audio recordings, once at the latin, playing along with audio, playing with audio tracks, playing-based, playing-based strategies, playing-based tools, playing-based while reading, processing rhythm, processing rhythms, reverse engineer, reverse engineering, rhythm, rhythm audio, rhythm difficulty, singing, singing along, single thought process, single thought processes, speakers, speaking instructions out loud, STP, tap feet, tapping, tapping feet, tapping sdq, teaching rhythm, The Mirron, using audio recordings, using audio tracks, using playing-based tools while reading, using the audio recordings to learn songs, using the Jazz Recording, voice, voicing rhythms with words, written rhythm
Hands Separately with Audio
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
Electronic Accompaniment in Tune Toolkit
Mark S. Meritt, I’m studying I, IV, V progressions in Tune Toolkit 1 right now. In one of the subvideos, you recommend student play along with an electronic accompaniment that changes its chord accompaniment based on what you play in your left hand (like what…
- Last updated 4 years ago
- #ttci, backing tracks, Chordbot, electronic accompaniment, iRealPro, jam tracks, playing with audio tracks, soundtracks, Tin Pan Rhythm, Tune Toolkit, Tune Toolkit Teaching Techniques