reading-based

I want to share something I’ve been reflecting on as a teacher — not as a criticism of traditional classical training, but as an explanation of why I choose to teach the way I do. Traditional classical music education has given the world incredible discipline,…

• Last updated 3 months ago
• active listening, asking why, benefits, casual performance, classical, classically trained, cognitive understanding, communicating benefits, comparing traditional to Simply Music, competing methods, confidence as a student, creativity, developing creativity, different facets of musicianship, engage, enjoying the process, informal performance, keeping children engaged, keeping students engaged, listen, listening, method, method comparisons, methodology, methods, music as a lifelong companion, musicianship, natural musicianship, other methods, performance, performing, performing in front of others, playing-based, public performances, reading-based, SM vs traditional, tradition lessons, traditional, traditional background, traditional experience, traditional lessons, traditional studio, traditionally trained, training, training students, trust the method, trust the process, trusting the method, trusting the process, trusting the program, well rounded musician

A new adult student with a small amount of previous experience told me that it’s hard for her to watch her hands because she took a beginning piano class in college with a teacher who insisted that students never look at their hands and would…

• Last updated 3 years ago
• comparing traditional to Simply Music, eyes on hands, eyes on sheet music, eyes on the page, look at hands, look at sheet music, looking at hands, looking at page, looking at sheet music, looking at the page, outside reading knowledge, PB, playing-based, playing-based while reading, previous reading knowledge, prior reading experience, RB, reading, reading concerns, reading music, reading problems, reading process, reading program, reading-based, sight reading, SM vs traditional, source from the page, source instructions from the page, starting SM with traditional students, student wants only to read, students that already read music, students who already read, tracking the page, traditional, traditional background, traditional experience, traditional student, traditional students, traditional students to SM, traditional to Simply Music, traditional vs. Simply Music, traditional vs. simply music reading, traditionally trained, transitioning into SM, transitioning students, transitioning to SM, transitioning traditional students, using playing-based tools while reading, watch hands, watch sheet music, watching hands, watching page, watching sheet music, watching the page

What are some top reasons that you think playing based is a useful approach? One for me: It helps the student see the piece holistically – understanding through patterns the form of a piece. (The ‘puzzle pieces’ as it were.) My favorite is just that…

• Last updated 6 years ago
• applying PB strategies to music, benefits, communicating benefits, confidence as a student, expressive playing, freedom, identifying patterns, Laurie Richards, LAWOL, learning a new way of learning, learning a way of learning, learning by doing, learning strategies, learning tools, learning tools and strategies, memorization, memorizing, memorizing harder pieces, memorizing pieces, memorizing reading pieces, memorizing songs, notation, number of songs on playlist, patterns, PB, playing, playing fluently, playing with expression, playing without looking at hands, playing-based, playing-based strategies, playing-based tools, playing-based while reading, Playlist, playlist size, rate of learning, reading, reading-based, remember, remembering, remembering patterns, size of playlist, speed of learning, using playing-based tools while reading

When you teach Jazz Clues, and students have read the melody… do you give them time to “know” the RH melody so they can play without the page before adding LH? Basically, how do you determine student readiness for the LH clue? I have them…

• Last updated 6 years ago
• jazz, Jazz 1, jazz audio track, jazz chords, jazz clues, jazz melody, jazz program, jazz program questions, jazz solo arrangements, Laurie Richards, learning the melody, playing-based tools, reading, reading music, reading pieces, reading strategies, reading-based, teaching melody, touch of jazz, using playing-based tools while reading, using the Jazz Recording

Is it intended that we WILL DO the Development levels or are they just a source choice of reading material when the Foundation levels are finished? If students begin to source a variety of their own reading material and we are helping them with that,…

• Last updated 6 years ago
• additional reading material, applying PB strategies to music, books for reading music, developing reading, development, Development Levels, Development Program, Development songs, Gordon Harvey, hybrid approach to reading, importance of reading, other material sources, outside reading pieces, PB, playing-based, playing-based strategies, playing-based tools, playing-based while reading, RB, reading, reading-based, requirements, source from the page, source instructions from the page, using playing-based tools while reading