Pitch Memory through Ear Training
Playing “find the note” increasing from single notes in a one octave C major scale then begin to increase the complexity by adding the black notes to form a one octave chromatic scale. Intervals can then be introduced in one octave and then triads on white keys. Progress into all of the intervals can made by adding the black notes as well in one octave.
The final step
is to expand the C major scale out to two and then three and so on to the whole keyboard and then add in the other steps (ie. Chromatic scale notes, intervals on C major then all intervals, triads on C major scale then all triads.)
How to tips:
With interval practice and triads, students name the notes from the bottom up, training their ears to hear the more difficult lower tones! Young children and older students are all challenged and enjoy this game, especially if they get to test the teacher or parent on the same test after they accomplish several correct answers!
It's ok for young children to learn in an easy way
I have found that with very young children it is fine for them to see where the teacher or parent is playing on the keyboard and then for them to play back what they hear and see. Older students are not allowed to see, but must learn to hear the pitch.
Make a Story
Each piece that the student learns has a structure, book one is mostly ABA format, (ie. Theme A then Theme B then Theme A again) a simple and fun way to build memory associations with these forms is to create characters or labels that can be made into stories for the pieces.
Let's Go to Africa. All children love animals!
For instance: A = Tall Giraffe, B = Hungry Lion, and the piece is a story about how the tall Giraffe is looking out for the Hungry Lion! This is a fun way to engage the imagination and build the ability to memorize musical abstract structures by attaching concrete and fun images to the different sections.
Listen. Listen. Listen
Listening is perhaps the greatest single thing that you as a parent can do to increase your child’s memory, if they have quality music, especially the music that they are going to be working on in the future then they will be building a clear sound image for what they will be playing and learning in the future.
Help Your child develop fine musical memories!
This ability to learn by ear, once it is learned and put into practice will enable them to learn pieces quickly and listen to the examples and modeling done in the lessons with greater clarity and precision. So please play the recordings for your children! Help them to develop fine musical memories!
With Love, Joy, Peace and Hope,
Ben
P.S. Tomorrow we will be looking at Musical Technology to use in practice!
Showing posts with label musical tips. Show all posts
Showing posts with label musical tips. Show all posts
Tuesday, January 20, 2009
Wednesday, January 7, 2009
Bubbles of Awareness
How do you work with such young children?
It has been a fun observation of mine that the younger a child is the smaller their bubble of awareness is! “How do you work with such young children?” many people ask me when I tell them that I work with as young as two year olds in classical piano. The simple answer that I’ve been giving to my friends and interested parents is that I simply play Intentional Musical Games with the children and through these they begin to learn the basics of playing the piano.
Creative imagination
What I’ve discovered through my research into playing games with students is that the younger a child is the smaller their physical sensory world is and at the same time the larger their creative imagination world is! So, I’ve taken to engaging with very young children through metaphor, story telling and also tangible sensory games, that involve moving their arms and fingers often large movements to introduce a technique.
Move in closer
Younger children have amazing hearing capabilities and I have found that to communicate with them most effectively I need to move closer to them and speak in a low tone of voice, too much volume and they shy away, too far away physically and they begin to forget that I’m in the room, and start to play in their imaginations!
How wonderful
How wonderful early childhood is! I want as an adult to be able to enter the creative imagination more often and engage the world through my senses as a 3 year old does!!! But, children already have this capacity for creativity, it is up to us to not suppress it, or try to train it out of them through scolding or expecting adult behavior from them.
Engage your child
So, engage your child in practice through games and a spirit of imagination and then you will be speaking and acting in their world! Sit close to them while practicing and if you must correct a technique or form do it with them, helping them to physically do the action.
Explanation
One more thing, I’ve been asking my students if they want to know the reasons behind certain techniques or practices and even the older students, 8 out of 10 would rather not talk about the intellectual reasons for a physical motion, of course some children will be interested, but I’ve found that the majority of students trust their parents and their teachers and simply want to play the music without a lot of explanation.
Correct method
This is natural and of course is the correct method to use with children, help them to do something, help them to engage their imaginations with art, and do not worry about the intellectual understanding that we as adults seem to be so caught up in…
With Joy, Peace and Hope,
Ben
p.s. Tomorrow we will be exploring The Mystery of Artistic Motivation
It has been a fun observation of mine that the younger a child is the smaller their bubble of awareness is! “How do you work with such young children?” many people ask me when I tell them that I work with as young as two year olds in classical piano. The simple answer that I’ve been giving to my friends and interested parents is that I simply play Intentional Musical Games with the children and through these they begin to learn the basics of playing the piano.
Creative imagination
What I’ve discovered through my research into playing games with students is that the younger a child is the smaller their physical sensory world is and at the same time the larger their creative imagination world is! So, I’ve taken to engaging with very young children through metaphor, story telling and also tangible sensory games, that involve moving their arms and fingers often large movements to introduce a technique.
Move in closer
Younger children have amazing hearing capabilities and I have found that to communicate with them most effectively I need to move closer to them and speak in a low tone of voice, too much volume and they shy away, too far away physically and they begin to forget that I’m in the room, and start to play in their imaginations!
How wonderful
How wonderful early childhood is! I want as an adult to be able to enter the creative imagination more often and engage the world through my senses as a 3 year old does!!! But, children already have this capacity for creativity, it is up to us to not suppress it, or try to train it out of them through scolding or expecting adult behavior from them.
Engage your child
So, engage your child in practice through games and a spirit of imagination and then you will be speaking and acting in their world! Sit close to them while practicing and if you must correct a technique or form do it with them, helping them to physically do the action.
Explanation
One more thing, I’ve been asking my students if they want to know the reasons behind certain techniques or practices and even the older students, 8 out of 10 would rather not talk about the intellectual reasons for a physical motion, of course some children will be interested, but I’ve found that the majority of students trust their parents and their teachers and simply want to play the music without a lot of explanation.
Correct method
This is natural and of course is the correct method to use with children, help them to do something, help them to engage their imaginations with art, and do not worry about the intellectual understanding that we as adults seem to be so caught up in…
With Joy, Peace and Hope,
Ben
p.s. Tomorrow we will be exploring The Mystery of Artistic Motivation
Tuesday, January 6, 2009
Pizza Parties
Childhood memories
As a child I attended an old Presbyterian Church in Tacoma. I can remember that it was next to a K-Mart (now Big K) and that a lot of my friends growing up where there. We would play games after the Sunday school classes and sing songs in the services that were often comforting to me. The evening services and hymns have stayed with me even now after 20 years. There was something that spoke of peace and rest and a certain type of "peace that passes understanding" that I still long for today.
Sunday-school teacher
Like all of the other church kids I attended Sunday school and one of my teachers was Craig, a football player at UPS and an engineer student he was most memorable to me for sporting a long and curly mullet, driving a large pick-up truck, having a cute girlfriend, and engaging with us kids in a way that motivated us.
The Challenge
As a class Craig challenged us to memorize the ten commandments, (I think I can still remember them…) and the carrot that he held out for us was a pizza party at his parents house way out on the peninsula with huge trees to climb, woods to play in games and lots of root beer! We all worked hard to memorize the Decalogue and after a few failed attempts as a group we finally had everyone on the list for the Pizza Party and the rest is history!
Impressed us
We talked about the pizza party before it happened for months and even now it is indelibly marked in my memories as one of my favorites!
Realization
This is a realization that I have had recently: children love Pizza Parties! (or any other type of festive celebration!) After every recital we always have a celebratory party with food and fun, this is a reoccurring marker of celebrating the students efforts.
Some tips for creating celebratory occasions
On a daily basis celebrate the progress verbally with honest and thoughtful praise. Remind your child of their next recital or other performance goal. Link this to the party afterwards and talk about how fun the recitals are!
Festive Markers
As a parent you can set festive markers for your child that help them to stay motivated to progress. Ideas include: planning a Pizza Party with friends after they finish a book, or other major accomplishment.
Caution
If you set a party as a “dream” for your musical child to reach for, you must follow through as planned when they reach their goal for it to be a memorable and positive experience. We don’t want children learning to associate disappointment with musical effort.
Ice cream = fun
My parents would treat our family to ice cream when a musical milestone was reached, that was fun too!
Have fun using your creativity to celebrate your child’s musical progress!
Tomorrow I will be talking about Bubbles of Awareness with children...
With Joy,
Ben
As a child I attended an old Presbyterian Church in Tacoma. I can remember that it was next to a K-Mart (now Big K) and that a lot of my friends growing up where there. We would play games after the Sunday school classes and sing songs in the services that were often comforting to me. The evening services and hymns have stayed with me even now after 20 years. There was something that spoke of peace and rest and a certain type of "peace that passes understanding" that I still long for today.
Sunday-school teacher
Like all of the other church kids I attended Sunday school and one of my teachers was Craig, a football player at UPS and an engineer student he was most memorable to me for sporting a long and curly mullet, driving a large pick-up truck, having a cute girlfriend, and engaging with us kids in a way that motivated us.
The Challenge
As a class Craig challenged us to memorize the ten commandments, (I think I can still remember them…) and the carrot that he held out for us was a pizza party at his parents house way out on the peninsula with huge trees to climb, woods to play in games and lots of root beer! We all worked hard to memorize the Decalogue and after a few failed attempts as a group we finally had everyone on the list for the Pizza Party and the rest is history!
Impressed us
We talked about the pizza party before it happened for months and even now it is indelibly marked in my memories as one of my favorites!
Realization
This is a realization that I have had recently: children love Pizza Parties! (or any other type of festive celebration!) After every recital we always have a celebratory party with food and fun, this is a reoccurring marker of celebrating the students efforts.
Some tips for creating celebratory occasions
On a daily basis celebrate the progress verbally with honest and thoughtful praise. Remind your child of their next recital or other performance goal. Link this to the party afterwards and talk about how fun the recitals are!
Festive Markers
As a parent you can set festive markers for your child that help them to stay motivated to progress. Ideas include: planning a Pizza Party with friends after they finish a book, or other major accomplishment.
Caution
If you set a party as a “dream” for your musical child to reach for, you must follow through as planned when they reach their goal for it to be a memorable and positive experience. We don’t want children learning to associate disappointment with musical effort.
Ice cream = fun
My parents would treat our family to ice cream when a musical milestone was reached, that was fun too!
Have fun using your creativity to celebrate your child’s musical progress!
Tomorrow I will be talking about Bubbles of Awareness with children...
With Joy,
Ben
Monday, January 5, 2009
Scheduling Peace
Wouldn’t it be nice if we could simply tell students the what and the why of musical practice and then trust that they would take care of the rest?
Children do not have this capacity
But as I have observed, most children do not have this capacity for self motivation, self control and self direction in achieving musical goals! In fact if you have a child that has all of these characteristics consistently then “take them to the doctor!” they are not normal healthy children is what Dr. Kataoka used to say to parents.
So how do we help children to develop self motivation and other self directed attributes?
I have been researching this for the past eight years and it is through observing successful parent/child teams and also searching through Suzuki’s philosophy that led me to a few observations that I would like to share:
Scheduling Daily Practice at a consistent time and following through in a peaceful manner is perhaps the greatest key to helping children learn a musical instrument.
Some tips:
The Practice Alarm
some parents use a daily alarm to create a “third party” that controls the start time - that way the child and parent do not have a daily battle of wills to determine when the practice will happen.
Morning Practice is best
I recommend that the practice be in the morning before other tasks and school are begun, that way both child and parent are rested and can focus on the daily assignment before the stresses of the day tire and distract them.
Timing lessons and being fair
Timing lessons and being consistent and fair with the timer will allow that child to build a sense of ownership for the time spent and awareness of the difference between practice time and play time.
Once the issue of a start time is established and a daily alarm (either internal or external) is set and the practice is approached from a peaceful and focused manner by the Parent then children can begin to learn how to improve their music talents. This is a first step for young creatives to learn how to become self motivated as well!
Tomorrow we will be talking about Pizza Party Markers - or How to Develop Long Term Motivation in your Child! See you then, Ben
Children do not have this capacity
But as I have observed, most children do not have this capacity for self motivation, self control and self direction in achieving musical goals! In fact if you have a child that has all of these characteristics consistently then “take them to the doctor!” they are not normal healthy children is what Dr. Kataoka used to say to parents.
So how do we help children to develop self motivation and other self directed attributes?
I have been researching this for the past eight years and it is through observing successful parent/child teams and also searching through Suzuki’s philosophy that led me to a few observations that I would like to share:
Scheduling Daily Practice at a consistent time and following through in a peaceful manner is perhaps the greatest key to helping children learn a musical instrument.
Some tips:
The Practice Alarm
some parents use a daily alarm to create a “third party” that controls the start time - that way the child and parent do not have a daily battle of wills to determine when the practice will happen.
Morning Practice is best
I recommend that the practice be in the morning before other tasks and school are begun, that way both child and parent are rested and can focus on the daily assignment before the stresses of the day tire and distract them.
Timing lessons and being fair
Timing lessons and being consistent and fair with the timer will allow that child to build a sense of ownership for the time spent and awareness of the difference between practice time and play time.
Once the issue of a start time is established and a daily alarm (either internal or external) is set and the practice is approached from a peaceful and focused manner by the Parent then children can begin to learn how to improve their music talents. This is a first step for young creatives to learn how to become self motivated as well!
Tomorrow we will be talking about Pizza Party Markers - or How to Develop Long Term Motivation in your Child! See you then, Ben
Tuesday, December 30, 2008
Musical Ritual
All children like rituals.
Birthdays Christmas and Recitals
Think of birthdays, every child anticipates their own and their friends birthday parties! Another big one for children here in Tacoma is Christmas and Hanukah (which has just come and gone,) and then the excitement and desire to perform in the Seasonal music recitals. These are rituals separated by large spaces of time and children love to dream about these events, they get excited for these events long before they come around! I wonder at times how to build an environment that will synchronize with a child’s natural love of ritual.
Bored observing in Japan
When I studied in Matsumoto and observed the teachers work with many different children it struck me how boring the process was for me as a non active observer, and I justified that as my lack of understanding of the language, perhaps I would get more excited about watching lessons for 6 hours in a row if I could only better understand the conversations! But after teaching for 7 years in Tacoma I have come to realize that I was bored not from any lack of understanding, but because there is a certain ritual to lessons that is repeated over and over. And this is how children learn best.
Explaining what is a Ritual?
Perhaps I should explain what a musical ritual is. Dictionary.com describes ritual as “any practice or pattern of behavior regularly performed in a set manner” through my several years of teaching children and coaching parents on how to practice creatively and productively at home this secret of having and maintaining a specifically musical ritual is one of the most important to! Some people have the wrong idea that creativity can not be taught or directed and that children should be left free to develop this most enriching human trait. Dr. Suzuki never taught this. His message to us teachers and parents is that it is up to us to create nurturing environments where children’s creativity can develop and flourish. It is my sincere hope that more and more parents and educators will embrace this profound belief of Dr. Suzuki’s.
Creative Parents
Over the last 7 years many highly intelligent and creative parents have participated in creating truly beautiful daily musical rituals for their children in my Suzuki Piano Studio, they have done this after learning of the importance of shaping the child’s environment and out of a desire to nurture their children’s creativity in the realm of classical piano playing. I would like to share some of the ideas that they have told me they are doing because I believe that their desire to nurture their children as parents is so powerful that they have in turn become highly creative individuals in creating beautiful environments for their children to flourish in.
The Candle
One parent has a special piano candle that she and her child light together as they start their daily practice, it is a candle that they have picked out together and one that has a pleasing aroma that brings out feelings of peacefulness and something that the child is interested in. - one note on the safety of this practice - as an avid candle user myself, I would recommend using soy based candles as they are from a renewable source. Also please look for naturally scented candles as the synthetic fragrances can effect children and adults negatively.
Piano Games
Another mom has found a set of fun games that her child loves to play and these are designated as “piano games” only to be played after the daily practice session! What a creative idea! All children love games and linking a fun game to a specific daily activity reinforces a love of that activity and motivation to accomplish the work before.
Hugs and Tickling
A Third Parent has taken the time to devise a certain physical ritual where she and her child always play a ticking game and hug after their daily practice! How wonderful for the child to know that whatever the practice was like that there will always be some fun and unconditional love expressed at the end of the practice!
Fun and Loving
So a musical ritual is about creating a pleasing, fun and loving time together with your child on a daily basis! Rituals help that process by setting up expectations for certain beneficial and pleasing activities for the child and the parent and these are linking into the practice.
Practical Notes for parents
Some practical notes on musical ritual. I have noticed that the parents who consistently have motivated children and are excited about learning have tailored their musical ritual to their child and themselves, what works for one parent and child may not for another. These parents also stick to the ritual as long as it is age appropriate and appeals to the child’s sense of self worth and fun! When a child grows and matures their rituals may change and shift but the habit of building consistently pleasing and fun aspects into the daily practice of classical music is maintained!
Tomorrow's topic
Tomorrow I will be talking about “scheduling peace” in your musical practice.
With Joy, Hope and Love,
Ben
Birthdays Christmas and Recitals
Think of birthdays, every child anticipates their own and their friends birthday parties! Another big one for children here in Tacoma is Christmas and Hanukah (which has just come and gone,) and then the excitement and desire to perform in the Seasonal music recitals. These are rituals separated by large spaces of time and children love to dream about these events, they get excited for these events long before they come around! I wonder at times how to build an environment that will synchronize with a child’s natural love of ritual.
Bored observing in Japan
When I studied in Matsumoto and observed the teachers work with many different children it struck me how boring the process was for me as a non active observer, and I justified that as my lack of understanding of the language, perhaps I would get more excited about watching lessons for 6 hours in a row if I could only better understand the conversations! But after teaching for 7 years in Tacoma I have come to realize that I was bored not from any lack of understanding, but because there is a certain ritual to lessons that is repeated over and over. And this is how children learn best.
Explaining what is a Ritual?
Perhaps I should explain what a musical ritual is. Dictionary.com describes ritual as “any practice or pattern of behavior regularly performed in a set manner” through my several years of teaching children and coaching parents on how to practice creatively and productively at home this secret of having and maintaining a specifically musical ritual is one of the most important to! Some people have the wrong idea that creativity can not be taught or directed and that children should be left free to develop this most enriching human trait. Dr. Suzuki never taught this. His message to us teachers and parents is that it is up to us to create nurturing environments where children’s creativity can develop and flourish. It is my sincere hope that more and more parents and educators will embrace this profound belief of Dr. Suzuki’s.
Creative Parents
Over the last 7 years many highly intelligent and creative parents have participated in creating truly beautiful daily musical rituals for their children in my Suzuki Piano Studio, they have done this after learning of the importance of shaping the child’s environment and out of a desire to nurture their children’s creativity in the realm of classical piano playing. I would like to share some of the ideas that they have told me they are doing because I believe that their desire to nurture their children as parents is so powerful that they have in turn become highly creative individuals in creating beautiful environments for their children to flourish in.
The Candle
One parent has a special piano candle that she and her child light together as they start their daily practice, it is a candle that they have picked out together and one that has a pleasing aroma that brings out feelings of peacefulness and something that the child is interested in. - one note on the safety of this practice - as an avid candle user myself, I would recommend using soy based candles as they are from a renewable source. Also please look for naturally scented candles as the synthetic fragrances can effect children and adults negatively.
Piano Games
Another mom has found a set of fun games that her child loves to play and these are designated as “piano games” only to be played after the daily practice session! What a creative idea! All children love games and linking a fun game to a specific daily activity reinforces a love of that activity and motivation to accomplish the work before.
Hugs and Tickling
A Third Parent has taken the time to devise a certain physical ritual where she and her child always play a ticking game and hug after their daily practice! How wonderful for the child to know that whatever the practice was like that there will always be some fun and unconditional love expressed at the end of the practice!
Fun and Loving
So a musical ritual is about creating a pleasing, fun and loving time together with your child on a daily basis! Rituals help that process by setting up expectations for certain beneficial and pleasing activities for the child and the parent and these are linking into the practice.
Practical Notes for parents
Some practical notes on musical ritual. I have noticed that the parents who consistently have motivated children and are excited about learning have tailored their musical ritual to their child and themselves, what works for one parent and child may not for another. These parents also stick to the ritual as long as it is age appropriate and appeals to the child’s sense of self worth and fun! When a child grows and matures their rituals may change and shift but the habit of building consistently pleasing and fun aspects into the daily practice of classical music is maintained!
Tomorrow's topic
Tomorrow I will be talking about “scheduling peace” in your musical practice.
With Joy, Hope and Love,
Ben
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