Chords are the backbone of music. Yet, how many of us take the time to teach our students about chords? Not as part of their technique exercises or on a theory page, but as an element that makes a song … well, a song. And, how many times do we sing chords so we can play chords?
Recitals are front & centre for many studios at this time of year. It can be a stressful time, but it can also be an exciting time of seeing students go above & beyond what they normally would in their practice times. What if your recital had backing tracks for students to play with? How …
How many times have you had a student tell you, “I wasn’t sure what to do.”? With further questioning, it wasn’t so much that the student didn’t know WHAT to practice. They didn’t remember HOW something was supposed to sound and didn’t have the confidence in their skills to figure it out on their own.
For a song, it’s not a problem to hop over to YouTube and find a version of the song. But, what if that isn’t quite the right solution?
Read more for my review of the app that my students and I keep coming back to!
Music Learning Theory (also known as MLT) is quickly becoming a buzz word in music education. But, what is it?
See how it looks in my studio and what types of clients LOVE this approach.
Chances are your studio is already well into recital prep. Students are learning or mastering new repertoire, you are working out the last details on the program, & parents are checking their calendars to ensure they will get their budding performers to the venue on time.
How can you get your students excited about their recital repertoire? This is my top 6 tips to making recital prep a time of celebration!
This is the first in a new series of book reviews on the blog.
Lately, I have been wondering about the role of repetition in both lessons & practice time. In my own practice, it has been enlightening to see the natural patterns I fall into. Especially since some of them, as a teacher, I really do know better. As a teacher, it’s painful sitting through a song that once again a student has obviously put NO thought into during a week of incorrect practice. (“Why is the starting note still incorrect?” “I didn’t realize.” “It was written in bold on your practice page.” “Huh.”)
You know the day I’m talking about. The one where you in danger of becoming Jacob Two-Two because you have repeated the EXACT same phrase to (almost) every student you are teaching. Perhaps it’s been one of those days (or weeks) where you have repeatedly heard …