speaking instructions out loud

I find that my students who don’t like to sing often shorten the ends of phrases in Dreams, Dog, Sleeping, Fur Elise, etc. so they have to work at unlearning, then learning the correct rhythm by singing with me, reviewing the audio, playing with the…

• Last updated 6 days ago
• active listening, audio, audio recording, Audio recordings, complex rhythm, counting, counting as lyric, difficult rhythm, Dog, Dreams, Dreams Come True, external speaker, external speakers, feeling rhythm, Fur Elise, Fur Elise tempo, getting an even rhythm, helping students feel rhythm, how to play, improving rhythm skills, isolating rhythm, listen, listening, listening to audio recordings, listening to the audio recordings, managing singing, natural rhythm, 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, processing rhythm, processing rhythms, rhythm, rhythm difficulty, rhythmically challenged, singing, singing along, singing in class, singing off key, singing off pitch, singing while playing, singing while playing struggle, single thought process, single thought processes, sleeping, speaking instructions out loud, STP, student lacks rhythm, teaching rhythm, using audio recordings, using audio tracks, using the audio recordings to learn songs, using the audio recordings to move ahead, voice, what to play

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 10 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

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 2 years ago
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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 2 years 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

Metaphor I came up with today while coaching a student, expanding on the notion of working slowly to learn quickly. Student wasn’t speaking instructions. I reminded. Student resisted, said it’s harder. I said, you know what? You’re right. It’s harder to do two things at…

• Last updated 2 years ago
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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 4 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

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

I have been doing online lessons for the last two weeks on FaceTime , I am still adjusting my teaching style one thing that I have found helpful since I can’t be hands on is to vocalize the events especially when we are doing two…

• Last updated 5 years ago
• benefits of online lessons, distance lessons, external speaker, external speakers, learning online, online, online learning, online lessons, speaking instructions out loud, teaching online, vocalizing, voice

I have a few students who are in the beginning of the accompaniment program. They understand the chord shapes but are not memorizing them. In other words, even after playing Amazing Grace & Auld Lang Syne in 3 keys, they can’t tell me that an…

• Last updated 11 years ago
• accompaniment, chord games, learning chord shapes, memorizing chord shapes, speaking instructions out loud

I decided to bring this up because of the current “Accompaniment Introductions” topic . I am not an accomplished singer but enjoy singing and happily sing to most of our songs. However, I do struggle singing with the accompaniment pieces which makes the demonstration part…

• Last updated 11 years ago
• accompaniment, ratio, singing along, singing while playing struggle, speaking instructions out loud