Simpedia

Cheryl G., Pennsylvania

I’m wondering if your students have learned the Star Spangled Banner yet, because in that song there is an E and D chord, both triangles. I like to wait until students have at least gotten that far in the program before starting Accompaniment.

Also I’m wondering if they are in the habit of saying the instructions aloud for all of their pieces and being aware of the learning clues.

Also, have they really taken a good look at the shape of the triangle chords as they play them?

I always teach the chords by shape, all straights (except G-flat), all triangles, etc. Have them say aloud D E A as they play them, then the following week or weeks have them play the chords by shape until they know them. Learn them by shape before mixing them up.

Victoria S., California

Easy. Make a game of it. Draw the shapes on the whiteboard in class and have them call out names of chords that have those shapes and/or vice versa with names of chords on the board and have them call out straight, triangle (right side up or up side down) or curve. If they won’t do it at home, have them do it in class. They will either love the game and learn it having fun, or they will get tired of having class time taken to do their homework.

This would also make an excellent Piano Party Game!!

At the piano, I would have them vocalize the learning strategy for the acc. piece before playing it by telling the other class which of the chords is the I, the IV and the V and describe their shapes. The same for when it is transposed to another key.

Carry M., Washington

I also draw the chord shapes on the WB for my students who are starting the Accompaniment program. This year is I have taken a different approach in starting the accomp. book. Two or three weeks before I give out the actual books I write all the chord names on the board, CDEFGAB, and their shapes. I have the students copy them into their notes book. I then introduce the shapes on the piano. I always include the coaches in the process so they can assist their students at home.

After they have had time to learn the shapes I have them do a chord relay race. I will have two or three students stand in a line and tell them which chord to play. On ‘Go!’ they rush to the piano and have one chance to make the chord. If the chord is correct they get a point. This game has been a great way to get the parents involved at home and the students want to be able to make the chords.

By the third week everyone knows all their chords and shapes on the piano. Then I hand out the Accompaniment books and introduce them to the songs.

This week my students wanted to continue with the game which produced lots of laughter.

Just another way to make our students successful.

Marlene H., California

I drill chords with my groups, having 2 at the piano and each playing the chord I ask for. Usually I have both play the same chord in case one person is not remembering that day. Then I ask the mom to say a chord for us – from A to G and including a flat.

I start the accompaniment – firstly the chord shapes just before level 2, as they are reviewing level 1.  I’ll Be There seems so easy and it is a big win starting level 2.  Star Spangled Banner is also much easier. The accompaniment songs are easier if you drill the bass part alone. Two can do this as well.