Simpedia

Mark M., New York

Teach them half steps by playing every note in an octave. Say, “play every note from this C to this C.” Then, have them play every other note, whole steps. Once they’ve got this down, I start them on C#, play every note to C# (half steps) then the whole steps are a bit more challenging, but not really (every other note).

I had a 6 year old that experienced this same problem until it was explained to her like this. Good luck.

Laurie Richards, Nebraska

I have learned over time not to rush Bishop Street in any way. This is particularly important with younger students, for whom the concept of half steps is a little abstract at first.

I start talking about half steps before we get to Bishop Street. Here is a sequence of steps I have found helps quite a bit with younger kids “getting it”:

1. Have them “walk” up and down the keyboard with fingers 2 and 3 – the rule is they must step on every key, both black and white. I have them place their fingers at the back of the keys where it is obvious which is next – black or white. I start by having them do one at a time, waiting for me to say “up (or down) a half step”. We go only one direction at first.

2. After several successful “steps”, I let them go at their own pace and I try to keep up with saying “up a half step” every time they get to the next note. They usually get the picture by then. This will probably need reinforcing at subsequent lessons.

3. Next I will have them wait for my instruction and I will vary which comes next – up or down. (You may only do step #1 in a single lesson, or your class may be able to handle 2 or even 3.)

4. Once I feel like they have that concept down (may take a few lessons), we talk about sharps and flats. I use the flat tire analogy to remember flats go down a half step. Depending on the group, I may only address flats OR sharps in one lesson, but not both. Once we have talked about both, I call out random notes for them to find on the piano (F#, Ab, B#, etc.)

5. I have them locate a Bb and discover how they can quickly find that particular note (top of the 3 blacks). Find different Bb’s all over the keyboard (similar to locating C’s in the Basics). It’s pretty easy to make simple games out of each of these steps.

6. Only when they can quickly locate a Bb do I teach them the I chord of Bishop St. I usually will not go beyond the I chord with any class, regardless of age, in one lesson unless I know it won’t overwhelm them. I always tell them they need to come back the following week and be able to instantly find the I chord, then the rest of the song is much easier to learn. So, often they are working on another piece concurrently (still on Ode to Joy, or going ahead to Amazing Grace).

Breaking it down into these micro-steps with younger kids has worked very well for me. Otherwise, it’s too much new stuff to process while they’re trying to play the song, plus the chords have a different tonal quality than what they’re used to, and they get frustrated with it and “hate” it.