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Mary Gae George / teaching dotted rhythm using hand signals
« Last post by judyking on December 02, 2014, 03:57:53 PM »
Dear Mary Gae,

I have a question about how to tap the dotted rhythm in Musicianship 1, page 39, Rhythm Readiness Exercise 3, measure 2, RH.

Should the tapping be: Hand - Tip - Thumb (dotted quarter note - eighth note - quarter note)? (This is in 3/4 time)

Judy King
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Students / Re: Adult Beginners
« Last post by Maple on May 09, 2014, 02:51:45 AM »
Now that I have everything. That other person might have been talking about the Introduction to Music as his "primer" book? If so, will take him a while. No big deal. I'm in this for the long haul.

I'm only looking through everything now. Am making other major changes in my life. I already can play. Just unhappy with it. I'm here because I want to play fine wine. Not vinegar. It just ain't music until it's wine. I get so much out of the small parts of music that I have played well.

Am already getting much out of what I'm going over. Taking on a completely different view of what I'm doing. I like it. Will go over what I've already covered again. At least once. I appreciate your advise about the more I invest in it. I want to get all out of it I possibly can.

I'm wondering about your statement about your two grands in your studio. Is that a hint that something can be arranged to come there sometime? A short checking me out and learning period? I know I would much rather do something like this than to go to something like an adult summer keys camp.
Also I know there is nothing like a nice Grand. I simply cannot have an acoustic. Out of the question for now. I do have one of the best digitals there is available. Would love to get a chance to check out my settings against a really good Grand. I can adjust velocity curves, etc. on what I have.

I'm also wondering if it's possible to set up a recording check. Or could even do it live on Skype? Kinda an online lesson. Get to the point on a level where I'd like good criticism on what I'm doing with a certain piece. I have no problem paying for your time.

Ron

 
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Mary Gae George / Re: Student in Level 1 - Lesson 2 repertoire and ensemble
« Last post by judyking on May 03, 2014, 05:29:40 AM »
Dear Mary Gae,

I see that I missed working consistently with the metronome on the Rhythm Readiness and Keyboard Patterns. I will definitely incorporate that into my lesson and encourage it at home too.

I have a question on hand signals for Lesson 3 Workbook for Rhythm Readiness #1 (Level 1). I think the hand signals for this is Th-tip-tip for the triplet. Is this correct?

I did not spend a lot of time on Rhythm part two in Intro to Music. Frankly, I am not too comfortable with the hand signals for all that complicated thumb-tip-tip. We worked on it a while but not too long. When we got to Lesson 3 Workbook, it seems the hand signals are difficult at the metronome speed listed.

Am I missing something in my understanding here? Or am I not practicing hand signals enough?

Warmly,
Judy
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Students / Re: Adult Beginners
« Last post by Maple on April 28, 2014, 07:53:28 PM »
Yes, the step 1 means Introduction to Music. The other guy. He's on a primer book that comes before Introduction to Music? He will start in the next month.

I've only read a little from Book 3 for Introduction to Music. Others are on the way.

Thank you for the welcome.
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Students / Re: Adult Beginners
« Last post by Mary Gae on April 27, 2014, 10:12:42 PM »
Welcome, Maple!

And does your Step 1 mean the Introduction to Music? I hope so, and I also commend you. This is where we learn the language of music. How does one read a language one does not know, understand and appreciate? One cannot. This is the first major flaw in most music courses. They are piano methods rather than music study

Please feel free to let your imagination, sense of humor, and delight in learning run the show in this book. The more you invest in it, the more you will discover about music and about yourselves.

I have not yet met your friend but perhaps if push on a bit, he will appear?

I have two huge grand pianos in my ground level Artistry studio, and they are my best friends. They always tell me and my students when we have done well, and when we have not!  Honesty of the highest degree.

Good evening, and thank you again for joining. We need some vitality on this Board (i.e. "bored!") I must warn you that I have had considerable trouble losing my responses on this Board. So far, so good on this one.

The Author of the Introduction to Music
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Students / Adult Beginners
« Last post by Maple on April 27, 2014, 08:10:37 PM »
A friend of mine from another piano board is joining me in this thread. We are both from Piano World. We both are beginners. I have a years experience with a method book and teacher. I'm not only unhappy with my progress. I'm very impressed with this System. Although it may appear to be. Don't think this is a closed discussion between the two of us. It is open and welcome anyone to join in.

We both are starting at step one with the System. 

I do think it is sad this discussion board hasn't gotten more participation. The System is just too good not to. I'm not interested in the popular social websites. I like to joke around a lot on PW and socialize. We hope to keep this discussion focused and creative.
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Mary Gae George / Re: Student in Level 1 - Lesson 2 repertoire and ensemble
« Last post by Mary Gae on April 27, 2014, 03:44:27 PM »
Judy ~

I am having trouble with my answers getting lost in the Discussion Board. So I am trying to answer them in WORD, and then transferring to the Discussion Board. If my original answer to this question has arrived, this one may shed additional light on your important question, Judy.

I have addressed this idea before, but it cannot be thought about often enough because it is so important.

Look at the Keyboard Patterns through your students' eyes. They look easy. But they are as demanding as they are essential. When assigning anything, we must inform the student why we are studying this, and what it will help the student accomplish. If you have been doing this, and he still does not practice the Keyboard Patterns, or the Rhythmic Preparedness Exercises explain to his parents via email or a phone call the essential skills that they develop, and that he should start each practice session with the Rhythmic Preparedness exercises and the Keyboard Patterns. These activities prepare anything new, as well as review for the current Lesson. Point out that both are always presented early in each Lesson because they prepare for the pieces in the Lesson Both need to be done with the metronome. You need to find out if he practices consistently every day, and the duration of his practice session. You may be surprised!

I prefer that students practice until their assignment has been significantly improved each day. But there are students who have not yet developed an awareness of what needs to be improved, or how to accomplish the improvement. I have students write down what needs to happen during the next day's practice, to ensure progress and encouragement. Otherwise they may simply do the same thing in the same way. This is boring . One must use imagination in music study for it to become alive and enjoyable.

There are very few youngsters who do not have some electronic gadget that they carry with them everywhere. I have requested that each student  come to lessons with something to record the entire lesson on. This allows them and the parents to review the lesson and the assigned  accomplishments at home. You will be surprised how this one request brings a noticeable surge in each student's progress, involvement, and enjoyment.

You refer to this student "struggling" with various skills and accomplishments. How thoroughly did you deal with the Introduction to Music in his lessons? Some teachers rush through the book, which can cause problems in Level 1. If you are unable to schedule a weekly group class for the Introduction to Music, a monthly "Performance Class" can usually be arranged. I am having this as my scheduled meeting of students and parents. Each month, every student polishes one of the skills in their assignment and presents it at the class. Parents are urged to attend. We also start a new skill together, something like one of the Interval Alphabets becomes a playful game with obvious quick progress in mastering the alphabet. We use dynamics, getting louder going up (which amounts to shouting joyfully about arriving correctly at the top, ) and then getting very much softer going down, to the point of whispering the last few letters. This vivid use of dynamics pays off in everything we do. We use my Thermometer of Dynamics in a similar way, getting tremendously  louder on the way from 1 to 10, and then measuring how soft each new number must be on the way down to be barely audible when we get back to "1". Working together in these ways is great fun and very contagious. Parents see how the family can take part at home and in the process, support the student's enthusiasm and confidence.

Remember also how important it is to ask questions of our students. How else can we learn how and what they think? They also learn that they are expected to think and be able to give good answers to questions.
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What I Like About Artistry / Re: This is Brilliant!
« Last post by Maple on April 27, 2014, 09:18:57 AM »
I just wanted to add. I have done many things in my life. Learned many things. In each of them. When I found lesser teaching. They always said: "Well you're just not a XXX" or "It's all your fault". Those are excuses. 
When a person comes up against teaching that is from a Doctorate level. They have answers that are obvious to them. "It's elementary my dear Watson." That statement is so true. I have heard it in different ways from so many that are the very best, they are at Doctorate level thinking. This System has the understanding and answers. This is from the very best Doctorate level thinking for learning piano.
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What I Like About Artistry / This is Brilliant!
« Last post by Maple on April 27, 2014, 08:54:31 AM »
I could write a book on what I like. To stay focused...
I'm a one years adult beginner. Have gone through a method book with a teacher. Unhappy with my progress. Unhappy with lack of answers.
Everything in this System appears to have the answers. It all falls in line with other brilliance I have learned from in other endeavors. It has understanding, and how and why. I have learned from and experienced brilliance in other endeavors. The very best always are great at their basics. Answers that others don't have, the best have them, and understand it as common horse sense. This system is just plain brilliant.
As an experienced Beginner learning for a year. I'm a 54 year old male. I am very impressed with Jon's music. It's all perfect for learning at each level. It's beautiful!
I have gone against the grain of nature so much in learning piano in the last year. I did it with a common method book and a teacher. It has effected my mind. My mind just doesn't want to change that way. In this system....It's as if I'm home again. It's putting my mind back together again to proceed the right way. I'm focused again. No more struggling every time I sit at my piano. I feel like the story of the three little pigs... I passed up on the straw house. Tried the wood house and it don't cut it. Even though I know many with wood houses and I'll be nice and not say anything about their playing. Now I've found the brick house and I'm building my own. No it ain't easy. There's much more to put into it of myself. But .... As a Coach of mine said; "Anything worth achieving, takes three years to achieve." (or longer)
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Mary Gae George / Re: Student in Level 1 - Lesson 2 repertoire and ensemble
« Last post by judyking on April 23, 2014, 10:48:31 AM »
Thank you so much for your advice.

I would like to ask another question about the same student that this discussion started with. The assigning of keyboard patterns and the actual practicing of the patterns doesn't seem to be happening at home. I thought maybe I am assigning too much or maybe the student feels overwhelmed at what I am assigning or they don't see the benefit of what I am assigning.

At this student's lesson yesterday, I used the metronome at 60 and asked him to play the keyboard pattern 1 in G Major. I could tell immediately that he wasn't practicing with the metronome at home, but he made a gallant effort to stay with the metronome. I then asked him to play keyboard pattern 2 in F Major with the metronome and this time had him drop to one hand playing. One hand playing was less frustrating for him.

How can I teach the practicing of keyboard patterns more successfully?

A second question is about the usage of the ensemble book. This student has a mom that plays very well. So I assign him an ensemble part - sometimes primo, other times secondo - and just have him work on his own at home with his mom. During lesson time when we get to the point of playing the ensemble music, I have his mom join him and play together. Sometimes it goes splendidly and other times he is struggling with an accidental note. I tend to not spend too much time with working on ensemble music because I sort of rely on the mom working with him to bring him along. Do you think I should spend some time to work with him through the music when I see he struggles in some areas or do you think it is beneficial to let him work through it on his own but with his mom?

A third question is about hand signals for Lesson 3 Workbook rhythm 1 in which in 4/4 time the RH is tapping triplets. I taught him to do Thumb-tip-tip for the triplet. Is this good?

I thank you in advance for your time in answering these questions. This forum is very beneficial for me. I hope other teachers are benefiting as well.

Judy King
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