Mood:
coolTopic: Music Moves for Piano
This whole 'audiation' thing is really cool. It's only been a month, but I'm already beginning to see the benefits in my students. They are playing with such a strong rhythmic sense!
My latest achievement was teaching "The Green Caterpillar", which I was a bit hesitant about. But, thanks to the wonderful advice Marilyn gave me, my students not only learned it, but played it SO successfully. They really grasped the whole triple meter thing so well.
One thing I had my Prep book kids doing this week was playing all the groups of three black keys, chanting Du-da-di Du-da-di as they played. They did this going up and down the keyboard (or "this way" then "The other way"). I had to make sure that they weren't going to fast, otherwise it began to turn over into duple meter (that " one two threeeeee type playing that a lot of my traditional students have done in the past). That really helped them get the feel for triple meter (as did all the movement activities I did with them!!)
The other "new" concept that I introduced this week to my Book 1 kids was articulation (separated and connected touch). In the past, this is something that was left at least until the second book of a method, when the child could already play some pretty nifty pieces.
But, I think Marilyn is really on to something here. Teaching articulation right from the second lesson makes sense. Playing one or two keys separated or connected instead of trying to play a whole song that way. The students were able to experience how the two different articulations feel in a way that was easy and simple (thus allowing the student to feel successful right off the bat).
I'll give you an idea of how it happened in my studio tonight...
I talked to my students about the 'different touches' on the piano, and then performed two pieces (in my repertoire) with different articulation. (Note: I believe that it's really important for a teacher to play for her students on a regular basis... and not just easy stuff!! That 'meat and potatoes' repertoire that you worked on in college!!)
So, first they heard a couple of good examples. Then, we did the activites in the student book, especially the one where they say "Go Go" with different articulation. Then, they practiced playing octaves in both of the touches.
After that, we left behind the whole articulation thing, and moved on to learning their performance pieces. They both played "Indian Dance". After they played, I asked them, "Was that connected or separated?" One girl said, "I don't know", so I suggested that she play it again, and this time listen to herself. After she played, I asked her again, and she was better able to answer. Then, I asked her if she could play it the opposite way, and she did. She was SO excited that we were able to check off both styles of touch on the check list!
Now, I bet that will be a student who goes home and tries out her new pieces right away!
But, look what happened here: a student learned how different articulations sound, how they feel, and how to LISTEN for them in her own playing. She's making choices as she plays ("Should I play this separated or connected?") and taking these skills into her improvisations.
I'm beginning to see that audiation isn't only about thinking skills... it's about being aware of the sound you make.
