Saturday, November 19, 2011
Some of you may know, most of you don't, but I'm having a BABY! What does that mean? It means that I've been sick for a month now and not feeling up to doing much of anything....including practicing. I'm sure my daughter doesn't mind, but in the back of my mind I feel like a hypocrite for having a blog all about practicing when I'm not practicing what I preach...at least not lately. I WILL get back into the routine again sometime soon.
I've spent some time adding some practicing charts to the website that I've had stored on my computer for months. So, if you go do The Practice Shoppe website and browse around you may find some new, helpful charts. Here is a game I found that I used a while back with my little one. It's a basic chart, so you could make up your own rules.
One way: fill in the boxes with songs that need to be practiced and just start from the beginning and use some sort of marker (these fun erasers work wonders) and proceed one box at a time until you get to the end. I let my daughter choose what to play on the butterflies.
Another way: fill in the boxes with songs that need to be practiced and make some cards with ways to move across the board (move forward two spaces, move back 3 spaces.) Include some other fun cards (give a kids to mom, play the next song outside, etc.)
Like I said - simple....we moms don't have time for anything too elaborate. But perhaps this will put some spice in your practicing this week. I think I may use it again.
Find this chart HERE!
Saturday, October 1, 2011
This month's post is on the three types of listening. Edward Kreitman says there are three types of listening: passive, parallel, and active listening.Passive ListeningThis is the type of listening done in the car or at home...or anywhere where it's not the primary activity going on.This is the way the student learns melodies, quality of tone, and intonation.Another good idea for this type of listening comes from Michele Horner. She calls it "listening like a maniac." Each day, you listen to the song you're on at least 10 times in a row, then switch to the next song 10 times in a row, and finally the song after that 10 times in a row. Michele Horner did this with her own daughter and was able to learn faster. I have been doing this with Seth, and it has been much easier to for him to learn the next song. One thing to mention is that it's important to listen to the rest of the CD and the other CD's also.Parallel ListeningThis type of listening is listening to the higher books while you are in a lower book. For example, listen to book 4 while you're in book 1. You should listen to all books as early as possible.This listening builds great vision for the parent and the student (and they will know the pieces much better). It is also good to hear other classical music as much as possible.Active/Targeted ListeningThis is where you have the student listen specifically to one part of the music during practicing and hear specific detail to learn from listening.This has been helpful to us for a couple of reasons. It has helped Seth learn the song easier, it gives him a break of playing during practicing, and it is training his mind to listen to the details of the piece. When he was learning Humoresque, I had him listen specifically to the order of the piece with the music in front of him. Since he is learning to read music, having him look at the music and identify the sections gave him confidence in reading music and added visual input to help him learn the piece. He played it in the right order a lot easier than some of the pieces before that.Here are some examples of other questions you could ask:"How many slurs do you hear in each line?""Do you hear the 1st or 2nd ending here?""Does this section repeat?""Where does the first part end?""Do you hear legato or staccato bowing?""Are the notes on or off the string?"You can even point to the music to show how the slurs are or the staccato bowing is written...where the repeat is, or where the 1st or 2nd ending is.All in all...KEEP LISTENING...it might save you from going crazy!!!
Wednesday, September 28, 2011
Friday, September 23, 2011
Tuesday, September 20, 2011
There are some blank cards where you can write in different practicing pieces or points with a dry-erase or wet-erase marker.
Some of the blank ones have stars. When playing this game at my group lesson the one with a star had to be a solo by the person who picked it.
Some of the blank ones have a treasure chest. Perhaps there could be some sort of surprise if the child get's a treasure chest. In my group class I was giving out Bach Bucks to people who chose a card with a treasure chest.
Sue, the author of the website and creator of these great cards, has six different practice suggestions how to use these cards. This is how I used them at group lesson for my Book 1 students, but this could easily be adapted to a private practice or lesson as well. I put the cards in a circle, face down. We started with the first one and played that piece.
Thursday, September 1, 2011
The Lay Down GameThe parent/teacher lays down a card every time they hear what they are looking for (i.e. ringing notes, shifting in tune, stop-stop bows, eyes on highway, straight bow, notes in tune).The child can try to beat what (s)he got the last time or the day before.DynamicsIf parent holds up an "A" (which would be "1"), child plays soft. The higher the number, the louder they play, so 10 is loudest.This is good for scales, tonalization, and pieces. You might even ask what number they think they should start/finish at.
Sunday, August 28, 2011
Wednesday, August 24, 2011
Tuesday, August 16, 2011
Monday, August 15, 2011
Tuesday, June 14, 2011
Sunday, May 29, 2011
Thursday, May 26, 2011
Friday, May 20, 2011
Wednesday, May 11, 2011
Do you hear your kids sing songs they hear on the radio? Sometimes you may notice that your children know all the words to a particular song and wonder how they learned it....did they study it? No, they probably just listened to it over and over and over again. This one of the fundamentals of the Suzuki Method: LISTENING!
Monday, May 9, 2011
Sunday, May 8, 2011
Previous Two Pieces
I'll let you know how it turns out...
Wednesday, April 27, 2011
REWARD: Something given in recompense for worthy behavior. For example: before you even start a practice session tell your child that he will get a prize after a good practice. He knows he can't act up or he won't get the prize. In the future, he will know that if he wants a prize he will have to have good behavior.
Start thinking about how you are addressing this issue with your children. I know I have caught myself wanting to say "if you..." but practicing (and other hard things for children, such as chores) goes so much more smoother if I offer rewards instead of bribes.