STP

Hi Teachers, I’d love your input on how to coach a student through introducing a trill as this is not something I have learned myself. Up to this point controlling the events and breaking it down into groups/fragments and using a TLTR or similar clue…

• Last updated 5 years ago
• applying PB strategies to music, BH, both hands, hands together, HT, learning strategies, learning tools, learning tools and strategies, playing-based strategies, processing, processing issues, processing rhythm, processing rhythms, reading strategies, separate hands, SH, single thought process, single thought processes, STP, strategies, tools and strategies, trill, trouble with hands together, using playing-based tools while reading

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 5 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 5 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

In the TTMs Notes for Foundation Level 5 song In My Eyes (5.1), there is a reference to “Fragmenting-Layering” in 5.1.2. I know what fragmenting is, but layering in this context is confusing to me. 🤔 In the TTM video Neil does say something about…

• Last updated 6 years ago
• applying PB strategies to music, FL5, Foundation 5, foundation level 5, fragmenting, Fragmenting-Layering, fragments, In My Eyes, layer, layering, learning strategies, learning tools, learning tools and strategies, Level 5, library, playing-based strategies, shapes, single thought process, single thought processes, STP, strategies, tool, tools, tools and strategies

One of my private adult students had agreed to start RR but when I did the first exercises with her (walking with SDQ’s) she told me she did not feel comfortable as she feels this is more suitable for children. I told her I have…

• Last updated 6 years ago
• adult students, claiming territory, counting rhythms, difficult rhythm, explaining claiming territory, getting an even rhythm, helping students feel rhythm, improving rhythm skills, marching sdq, multiple thought processes, natural rhythm, not trusting the method, processing, processing rhythm, processing rhythms, reading, reading preparation, reading process, reading rhythm, reads rhythm, reclaiming territory, refusing to learn songs, refusing to play, regaining lost territory ideas, resistant students, rhythm, rhythm difficulty, rhythm fun ideas, rhythm games, RR, RR mastery, RR pacing, RR practice, SDQ, single thought process, single thought processes, singles doubles quads, STP, student processing and resisting approach, tapping, tapping sdq, teacher preparation, teaching rhythm, territory, trust the method, trust the process, trusting the method, trusting the process, trusting the program, walking sdq

I can’t wait to use the MAC soundtracks in my own studio. Has anyone already tried this? What ages of children are able to hear the beat within the soundtrack, and match their own playing? What tips do you have in coaching children to be…

• Last updated 6 years ago
• backing tracks, beat, black notes, blues, Dreams, Dreams Come True, Eliza, getting an even rhythm, helping students feel rhythm, Hunter's Blues, improv, improv for beginners, improving rhythm skills, improvisation, improvising, internal beat, internalizing beat, MAC, MAC Program, Music & Creativity, natural rhythm, Night Storm, play along, playing along with audio, playing with audio tracks, rhythm, rhythm difficulty, rhythm fun ideas, rhythm games, rhythmically challenged, single thought process, single thought processes, soundtracks, STP, student lacks rhythm, teaching rhythm

Successful new idea I hit upon with a new group. These are kids on the young side, 6-7. I ended up teaching them just the Capitals & Periods from the Pause Button (Tune Toolkit Project 2) prior to teaching them the rest of that project,…

• Last updated 6 years ago
• benefits of improv, capitals, capitals & periods, capitals and periods, comp & improv, comp and improv, comp/improv, composition, DCT, Dreams, dreams 1, Dreams Come True, fingering, improv, improv at lessons, improv for beginners, improv ideas, improvisation, improvisation ideas, improvising, pause button, periods, single thought process, single thought processes, STP, toolkit, tracking Tune Toolkit projects, Tune Toolkit

Any advice on “Walk at 11”? I’m struggling with this one. Do just one level per week (advanced levels may need more than one week). Level 1 LH isn’t too challenging because it is based on Honey Dew chords. Make sure you have them stick…

• Last updated 6 years ago
• conscious learning, creating awareness, external speaker, external speakers, fingering, foundation, Foundation 9, foundation level 9, foundation pieces, Foundation songs, Honey Dew chords, Laurie Richards, single thought process, single thought processes, STP, target notes, Walk at 11, Walk at Eleven

Is there any such thing as readiness in the Simply Music process? I am teaching a very bright little girl who is 6, but she is struggling even with the five fingers over five notes after 6 lessons. She can play the right hand of…

• Last updated 6 years ago
• adapting for young students, BH, both hands, communication, control the events, controlling the events, CTE, dose, doses, getting student to slow down, hands together, HT, it takes as long as it takes, learning slowly, moving slowly, multiple thought processes, Ode to Joy, Ode to Joy BH, patience with slow learners, playing slowly, playing-based, practicing slowly, putting hands together in Ode to Joy, readiness, ready, separate hands, SH, single thought process, single thought processes, slow learner, slow pace, slow progress, slowing down, small doses, small hands, smaller dose, smaller doses, starting younger students, STP, struggle, struggling, teaching very young students, teaching young children, teaching young students, trouble with hands together, young children, young students, younger siblings