Mood:  bright

Recently, a teacher posted a comment to my blog, asking if there was a resource available to help teachers learn to teach this program. She was specifically talking about offering a "Pre-Piano" program, and mentioned that she has the Prep-Book and the teacher's guide.

I, too, started out by purchasing the Prep book and teacher's guide. At first it really didn't make any sense to me! I had NO clue what the "Watch Please" game was... I swear, I read over that teacher's guide three or four times, and still had no clue! (For reference, there is now a video of the watch please game on Marilyn's site!)

It wasn't until I started teaching Book 1 that I started to "get it". I taught Book 1 before I taught the Prep book. Unlike some method books, you don't have to start with the prep book. All my students in grade 1 and up go into Book 1. I use the Prep book or Keyboard Games books with younger kids.

The Teacher's lesson plan book for Book 1 lays out everything very clearly, as in "step-by-step" instructions on what to do in each lesson. I learned SO much from this book! This is how I really got a good handle on teaching Music Moves.

I'll admit - it was really confusing at first. I was so used to teaching in a traditional way, it was hard for me to wrap my head around a lot of the activities. But, it's becoming easier and easier now.

If you're looking for a "pre-piano" or "piano transition" class, the Prep book or Keyboard Games books are really excellent resources. However, right now, there isn't much in the way of Lesson Plans. Don't worry! Marilyn is very aware of this need for lessons plans for this level!! I do know that she is presently working on putting together a comprehensive lesson plan-type book for the Keyboard Games material.

There is a little bit of information about the Keyboard Games books here: http://www.musicmovesforpiano.com/method.asp These books are only available directly through Marilyn.

What I like SO much about the MMP is that it is easily adaptable for any age group, not limited to specific age groups like almost every other method out there.

Perhaps I'll post a few of my sample lessons on here, showing how I teach a Keyboard Games class.

Another way to learn about teaching Music Moves for Piano is to join the discussion group: http://launch.groups.yahoo.com/group/musicmoves/

This is a wonderful group of teachers, some of whom, like me, use MMP in their regular teaching, others who have incorporated it into their own personal style of teaching, and yet others who haven't started teaching MMP, and have a lot of questions! Marilyn, the author of MMP, is on the group and often answers questions teachers have about using her method.

Posted by creativekeys at 5:19 AM

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Mood:  on fire

I preface this by clarifying the title of this post - I'm not going to go into a long discourse on the "hows" of audiation. Edwin Gordon has written much on this topic, and he's the expert, so if yoou want to get an understanding of audiation, I'd recommend that you read something - anything! - that this man has written!!

Ok, with that said.... this post is about how I'm coming to understand the 'hows' of teaching audiation in my studio.

Last week, I purchased the "Reference Handbook for Using Learaning Sequence Activities" by Gordon (I also picked up the Tonal and Rhythm pattern books that go along with this volume). I haven't finished reading it yet (still have the Rhythm Patterns section to read through), but already, there's a big, shinny light bulb floating over my head!

I'm really starting to get it - how to add audiation activities to my teaching. And you know what? It really isn't that hard!

When I first started teaching Music Moves for Piano, the theory/ pedagogy behind it all made sense to me, but it was all theoretical knowledge. I recall trying to 'sell' this program to the new families entering my studio. I must have done a good job - I must have sounded convincing, because the parents were all on board. I do have to admit that, at first, I could talk the talk, but I was really unsure if I could 'walk the walk'.

I boldly jumped in with both feet, trusting all that Marilyn had written, and all that she had told me, even though I wasn't really sure about what the heck I was doing. My very first Music Moves classes were the summer camps I did in July and August, but I really started teaching it in earnest in September.

Looking back, I kind of chuckle.... I really stumbled through those early lessons! If it wasn't for the excellent teacher's lesson plans, I would have been totally lost. But, even though I struggled, my students still did a great job.

Back then, I didn't have any clue how to teach rhythm and tonal patterns. I won't claim to be an expert (yet!), but I sure have learned a lot from reading this Reference Handbook!!! I've already started putting what I've learned into practice in my classes.

I tell you, adding tonal and rhythm pattern instruction, as per outlined in the Reference Handbook really brings it all together. Up until now, I had been teaching exactly what was in the lesson plans (almost to a "T" most weeks), but ignoring the Tonal and Rhythm pattern instruction because I didn't have the Gordon books. (It's not that I didn't do any patterns with the kids, I just had NO clue what I was doing!)

Now that I have the Reference Handbook, it's all coming together so nicely! I'm able to teach rhythm patterns and tonal patterns with pedagogical meaning now, not just aimlessly throwing patterns at kids :)

However, I feel that, had I purchased these Reference Handbooks and Tonal/Rhythm Pattern Register books at the start of my Music Moves Adventure, I probably would have suffered information overload. In fact, right there, in black and white in the Reference Handbook, Gordon tells the teachers to jump right in, start teaching patterns before you know what it is you're doing.

And that's what I (unknowingly) did. I'm glad I did that, too. Because, now as I'm reading the reference handbook, I have my own point of reference to begin with!

So, why am I babbling on about all of this? Because, for starters, I'm having a blast teaching MMP, and my students are doing an AWESOME job. But, I also know that there are many teachers who are a bit nervous about trying something so radically different. There's an inherent fear that comes with throwing out all your preconceived notions of piano pedagogy and trying something new, especially if you haven't had any real specific training in this new approach. I want other teachers to know that it CAN be done, that you'll probably make some mistakes.... but even if you don't do everything right the first time around, your students will still learn to play!

This has been my experience. I started teaching this curriculum, not really knowing what I was doing. I stumbled through a lot of classes. I still stumble through classes. But, the more I teach MMP, the better I understand what it is (and WHY!) I'm doing. And even though I've probably done things wrong with this first group of MMP in my studio, the kids are still doing a great job!

Posted by creativekeys at 8:32 PM

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Mood:  bright

I preface this by saying that I'm as sick as a dog right now. Terrible head cold. Total laryngitis. I seriously can't talk :(

 To make matters worse, I had a group of kids in Book 1 who were supposed to be working on Unit 12 today, and I was planning on doing lots of major/minor work and lots of tonal patterns. Can't exactly do that when you can't speak, let alone sing.

Fortunately, these students had spent the previous week preparing for a repertoire test, part of my "Piano Olympics" program. Each child had to prepare 4 favourite pieces and play them for me without using the book to remind them of where to put their hands etc. Hearing each child's pieces took up the better part of 20 minutes. Then, we did some movement activities, and instead of singing the songs, I played my flute.

Then, as if a lightbulb appeared over my head, I came up with a brilliant idea! Have the kids compose a piece!! (Not just improvise). Here's the process I used:

First, we talked about the difference between improvising and composing. (Improvising means making something up, and means we don't always like what we made up. Composing means taking something we've improvised and playing it again in the same way, then recording it in some manner so that others can perform it the same way we performed it).

Then, I wrote down the following steps on my white board (*note: I may change around the order that I present these items):

1. Choose a meter (duple/triple)
2. Choose a style of articulation (separated/connected)
3. Choose dynamics (loud/soft)
4. Choose which keys you want to use (white and/or black)
5. Choose a register (high/middle/low)
6. Chant a 4 macrobeat rhythm pattern
7. Play that RP on one key while chanting the pattern
8. Improvise with that RP on the keys you've choose/in the choosen register.
9. Improvise with one hand, answer with the other (using the same RP).
10. Write it down (on the template that I gave them) and give it a title.
11. Practice the piece and be prepared to play it next week.

If these students were a bit more advanced, instead of choosing which keys etc., I would have instructed them to choose a tonality and a starting tone.

Then, I told them that I would scan their compositions into the computer and post them on my website. I suppose I'll also write them down in traditional notation, so other teachers can see them written out. The children were really excited about me posting them on the internet. "We'll be FAMOUS COMPOSERS!!!!" they said.

The good thing was I didn't have to do much speaking, and definitely NO singing :)

Posted by creativekeys at 5:09 PM

Updated: Thursday, 22 February 2007 5:30 PM

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Mood:  lazy

I'm really starting to get the hang of teaching MMP. It's a lot easier now, compared to back in September when I first started. I'm feeling more comfortable with the lesson plans, and feel like it's me teaching, not me following a lesson plan! At first, it was really akward and weird. I had no idea what I was doing, and I was positive my students could see that. But now, I really have the whole "flow" of a lesson down pat (well, at least more than I did a few months ago!)

It used to be that I would struggle to get through an entire lesson plan. While that's still true from time to time (if a class is rather unfocsed, for instance), I'm much better at pacing myself. After a few months of teaching this way, it is really beginning to feel natural.

It's nice to see the kids progressing, too. More so than ever before, I'm hearing reports from parents about children spontaneously going to the piano and practicing! I think that's because music is enjoyable for these kids, it's not a chore to practice. Reminds me of a saying that I used to put on my advertising copy "We make practicing a choice, not a chore!" I know from my own personal experience that the kids will go down to the piano and play a favourite piece, and then experiment with it. My 6 year old son, Spencer, LOVES the song "Chocolate Chip Cookies", and can't walk past a piano without playing it!

I'm really beginning to see the purpose behind all of the activities in the lesson plans, too. At first, I just did everything in the lesson plan because it was there, and I felt that I was "supposed" to do it. Now, I understand why we have children do the movement activites. I understand the importance of having children improvise. I LOVE the keyboard technique/geography part of class, and so do all my students!

Can't wait to teach Book 2!!!

Posted by creativekeys at 7:12 PM

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Mood:  surprised

Wow. Oh wow. I'm SO impressed.

Yup. It's those 10 year old boys today. Last week, they worked on Bk 1 unit 10 (reviewing the unit, as they didn't quite get it the first time around). Today, I decided to try my hand at teaching rote solos.

Before getting to the rote solos, we did some audiation activites. We reveiwed a lot of the "Songs to Sing". I had the boys move while I sang, and freeze when I stopped singing. Then, I had them sing "Do So Do" (either going up to SO, or going down to SO, I varied it, as I was kind of just winging this!!). Then, the boys reviewed their I-V-I cadences and Big Ben. After that, I had them improvising on the G major tonic triad using triple meter RP.

Before getting to the rote solos, I had used the two pieces that I chose for some movement activities. The boys did this last week as well, so they had heard the pieces a few times.

For my first foray into rote solos, I chose some pieces that I knew really well. Having previously worked as a clinician for Hal Leonard, I have quite an extensive collection of books from the Hal Leonard Student Piano Library. The two pieces we worked on were "Balloon Ride" and "Undersea Voyage". Both pieces have the exact same rhythm pattern, and employ a whole tone scale (Balloon Ride uses a three black key group and CDE, while Undersea Voyage use FGAB and a two black key group).

I swear, no word of a lie, that I only had to play these pieces once for the boys, and they figured it out!! They played them connected, then separated, loud then soft, going up/repeating in a higher register, then going down/repeating in a lower register. They watched and listened to me play once, then played the pieces perfectly!

Now, if I asked one of my traditional students to do this, there's no WAY they'd get it. The rhythm would be so inconsistent, their technique riddled with tension, and they would not really listen to me the first time.

These boys are learning HOW to listen to music, and how to listen with understanding. It's AMAZING :D

Posted by creativekeys at 5:16 PM

Updated: Thursday, 1 February 2007 5:28 PM

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Mood:  special

Ok, this is just an outright brag session about my 10 year old son Daniel. He came home from Cub Scouts last night, and said, "Oh no! I haven't practiced piano since monday!". Well, for starters, not having to remind my kid to practice feels good.

So, while I go help my other two sons get ready for bed, Daniel goes downstairs and starts to practice the I-V-I cadence in G (from Unit 10 Bk 1). He played that thing until he could do it with his eyes closed. I could hear him playing and singing "Do Mi So" etc, then he'd make a mistake, and try again. It was so cool.

I went down to the studio to check on him, and he was improvising with triple meter, so I showed him how to use the notes of the G major triad to improvise. Back upstairs to break up a fight between his brothers, and I could hear him playing and chanting, and having a blast.

I'll admit to basically bribing my son into piano lessons. He really REALLY wants to learn how to play the cello. I told him that he had to give me at least 2 years of piano lessons before I'd even consider the cello. (And, piano lessons are free, don't need to buy and instrument!) So far, so good. I think his experiences with MM will really help him when he does eventually start cello.

I can totally forsee the following question: "Mommy, why isn't there a Music Moves for Cello?"

Posted by creativekeys at 7:17 AM

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Mood:  on fire

So, I'm writing about the 10year old boys again. Not that they're my favourite class, it's just that they are the most advanced students I have, and I'm experiencing new things first through these kids.

 Last week, we worked on Unit 10, playing the I-V-I cadance. They had a bit of a hard time with it, and frankly, there wasn't a lot of practicing that went on this week, so we reviewed unit 10 tonight.

At the last lesson, I wasn't really sure what to do, so I had Marilyn clarify a few things for me, which helped a LOT! (side note: Marilyn is an amazing woman, so kind and helpful. I'm hoping that she'll adopt me!! LOL)

Tonight, I had the boys practice the first version of the dominant only, and also worked on playing it with RH and then LH, we used all different registers of the keyboard. They're really starting to get it nicely.

When the parents came to pick up the boys, I mentioned to them that the boys should be practicing their I-V-I cadences. One mom, who had piano lessons as a kid, told me that she really didn't "remember" her triads. I brought her over to the piano, and showed what we were doing, and explained why we were doing it. I told her how the boys will be learning to harmonize melodies, starting off with single notes (I-V), and how the patterns that we're learning will eventually lead into chords and accompaniments. I also explained that we're using solfege so that the students are comfortable playing this in a lot of different keys. She was really impressed when I told her that with my "traditional" students, this type of material isn't covered until about grade 6 or 7 Royal Conservatory piano! I think that made her happy, that her son is learning 'hard stuff'!! LOL

Posted by creativekeys at 6:17 PM

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Mood:  lyrical

I am constantly amazed at how well my Music Moves students play. Not only how they play, but how quickly they learn new concepts.

Once again, I'm writing about my "10 year old boy" class. In my last post, I wrote about the younger group, and one thing I've noticed since then is how well this curriculum works for all age groups. You'd be hard-pressed to find that in any other main-line "traditional" method!!

Anyhow, this group of boys is now at Unit 10, and keeps me on my toes. They're farther ahead than any other Book 1 class, so they're my "learning class" (that is, I learn new things by teaching this class, then I apply it to the other classes).

This past week, they were working on 2- and 3- note slurs. Now, in the past, I wouldn't ever have dreams of trying to get first year students to play 2 note slurs! But, these boys did it, and did it beautifully!!

 Here's a few reasons why I think they "got" it (that is, the technique required to play two and three note slurs) so quickly:

1. They know how to listen. They have become accustomed to listening for differences in sound.  Differences such as same/different, soft/loud, connected/separated, duple/triple. Their ears are becoming fine-tune to hear details in the music.
2. They know how to move. All those body awareness excercises are really paying off. These kids play without any tension in their hands, arms or shoulders because they have learned, away from the piano, what proper playing technique feels like. They've also learned to isolate different body parts (fingers from hands, hands from wrists etc).
3. They're comfortable at the keys. All those "keyboard geography" lessons have been worth it. They know their way around a piano and how to produce different types of sound.

This all became evident on Sunday afternoon. I was down in my studio cleaning up and organizing some things, and my 10 year old son came down and started playing two-note slurs all over the piano. I listened with interested, and mentioned to him/reminded him that the last note should be softer than the first (he had been bumping the ends of the slurs). He said, "Oh yeah. I remember. It should sound like this, right?" and then played a beautiful sound!

As I write this, the use of terminology comes to mind. I told the boys that the last note should be softer, not quieter. And really, from a purely physical aspect, isn't that true? Playing it softer (as in a physically softer gesture as you play that last note of the phrase... not just a term to refer to dynamics) is a much better term than quieter which implies only dynamics. Interesting.

Posted by creativekeys at 1:25 PM

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Mood:  special

My two classes of Prep. book kids are now up to the "Chocolate Chip Cookie" song (my personal favourite!). They played it SO very well!! Here's a little lesson plan that I did with the kids:

1. During the activity section of class, we moved to Chocolate Chip Cookies
2. Also during that time, when we were echoing duple meter rhythm patterns, I made sure to use the patterns that are in the piece.
3. During the keyboard geography time, I taught them these two patterns: Db-Eb-Db-Bb and Db-Eb-Db-Gb (basically the two patterns that are used in the song.
4. Also during keyboard geography time, I had them play "Du-de Du" on individual black keys, using their left hand.
5. (I didn't do this, because we had something else to do during creativity time) During creativity time, I had them create their own melodies using the "Du De Du" RP and black keys.
6. When it was time to learn the piece, I played the piece, and they moved to macrobeats
7. Then, we echoed the RP again
8. I played the first three measures and the students chanted the RP of the first measure. I explained how this pattern happens twice in the song.
9. I play the first 4 measures while the students watched. Then, the students took turns playing that part.
10. I played the second 4 measures while the students watched, then they played.
11. I played the whole song and then the students had a turn to play the whole song.

By the time I got to step 11, they were itching to play the piece without any help!! They all played it perfectly, while chanting the RP, the first time. I should also note that they heard the piece for the first time last week, and it was part of their home listening assignment (listen to the piece on the CD) for this past week.

This is basically the process I use for teaching all the pieces right now. It's working really well, because the kids are getting it. By the time we get to the last step, they'll often say, "I don't need you to show me, I know what to do!!"

Posted by creativekeys at 2:09 PM

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Mood:  lyrical

I can't help but compare my traditional students to my Music Moves students. Presently, my studio make up is about 50/50.

One thing I constantly notice is how well my MM students retain what they've learned. This week, the first week back after Winter Break, I've spent some time reviewing (with all my students).

My traditional students have long forgotten the pieces they learned in September. Even with the music placed in front of them, they struggle to sight read what they once knew. (And these are students who do really well in exams etc).

On the other hand, my MM students can easily recall a piece learned months ago. In many cases, all I have to to is tell them the title of the piece, and they're playing it perfectly.

I'm also noticing a huge difference between their technical and rhythmic abilities. Last night, I had a traditional student, in her second year of lessons who is 6 years old. She is quite the good little note reader. However, her concept of rhythm is really weak. She had difficulty playing in 3/4, her timing was all over the place!! When she played in 4/4, she could clap and count the rhythm, but couldn't play and count. We spent the better part of 30 minutes working with the metronome.

Compare that to my MM students. Even the kindergarten kids can feel the difference between triple and duple meters. All of the students play with a very steady rhythm, and none of them have any difficulty playing while chanting the rhythm pattern.

More and more I'm seeing the "proof in the pudding"!!!

Posted by creativekeys at 9:21 AM

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