Posing proudly after a No-Worries Workshop

1. Lesson Time: Adults are able to schedule lessons during those hours when most K-12 school students cannot attend.

2. Income: Because adults can come during “off hours” weekly income is expanded.

3. Friendship: Every time a new student enters the door a new relationship is established and inevitably a friend as well.

4. Variety: Each adult student arrives with a unique and distinct musical background and agenda. While some desire to master Mozart, others want to learn note names, while others wish to play current pop hits. Because of time limitations, I have not initiated a Recreational Music Making (RMM) class but this could be a possible option for your studio. This program, that emphasizes recreational and not traditional lessons for adults, continues to grow in popularity. For more information check out the Recreational Music Making Handbook.

Don and Stuart--self-titled "The Octogenarian Duo"

5. Appreciation: While I thoroughly enjoy seeing kiddos eager to play their first song (and watching them discover how fast they can play their new piece!), adults seem to enjoy and appreciate every aspect of their progress. Each step of the piano path seems to be equally important as, or even more important than, a perfected performance.

6. Light-Bulb Moments: In many cases, soon after lessons begin there are the “Ah-Ha” moments. Example: some students have known that 1 sharp at the beginning of a piece means that the F needs to be sharped throughout. However, it is so exhilarating when the need for the F# in the key of G is discovered and understood. Many theory secrets are unlocked after being bound by years of “blind obedience” to the score.

7. Staying Hip: One of my “younger” adult students keeps me up to date with the latest YouTube pianists and digital print music. He can play by ear but wants to read the latest hits as well. Since he has no prior reading skills, we both continue to carve a way to master pitch, rhythm and chord symbol recognition from the grand staff in an unconventional, non-method-book manner.

8. Flexibility: Job obligations or vacation plans often get in the way of weekly piano lessons for most of my adult students. Although the income may not be as reliable, I don’t mind a weekly schedule that varies. Because lessons may not occur weekly, Music Teachers Helper is crucial to keeping things organized. Lesson Reminder emails prompt students of an upcoming lesson (that they may have forgotten about) and e-mailed Daily Summary reports remind me of the lesson as well. Students truly appreciate the lessons notes I write and these serve as a basis for the following lesson. The notes are especially helpful if there is a long gap between lessons.

9. Workshops and Wine: I have learned adult students prefer not to perform among young pianists so I offer informal “No-Worries Workshops”. Students are invited to perform and share some details of the composer, the composition or the challenges encountered while mastering a piece. I always learn something new from the information they share. This past December we all enjoyed a glass (or two) of wine after the December workshop to celebrate the season. That just doesn’t happen at my bi-annual K-12 church recitals

10. Wisdom: One of my students boasts 88 years with the daily schedule of an 18 year old, another is a renowned eye surgeon, one a general contractor, another, a bio-chemist engineer, another a psychiatric practitioner, one is a World War II vet and…Although most are “retired” they prefer to call this stage a new chapter in their lives. All of them generously share their wisdom and perspective with me on a regular basis. Many times, I feel I OWE THEM for what I learn from their life experiences  and professions.

Sarah (on the right and 88 years young) celebrating her performance with friends

Teaching adult students may be a great fit for you IF:

• your policies allow for flexibility in scheduling (my adult student policies are far different from those for K-12 students)
• you enjoy meeting new people and engaging in stimulating conversation
• you are willing to teach those who may suffer from arthritis, hearing loss, poor eyesight…
• you are willing to customize lessons to match students’ desires and goals
• you are interested in the concept of and the benefits of Recreational Music Making for adults
• you enjoy keeping great minds stimulated and on track in the later years.

Would love to hear from others who enjoy teaching adults!

Based on a Novel Idea by Wendy Stevens.

In her recent website newsletter, Wendy Stevens described a holiday project she designed. She asked her piano students to learn the theme of the “Jingle Bell” chorus and create a variation. Each arranger was filmed debuting his/her arrangement and made into a lovely video.

Fortunately, Wendy shares her marvelous teaching ideas and inspirations on her unique website www.composecreate.com. Subscribing to her free newsletter provides me with numerous ideas and resources. I must give full credit to her for the subject of this blog and am so thankful to find her as a continual resource of inspiration.

The Plot

When preparing for the upcoming holiday recital, lesson time can be zapped by ironing out wrinkles in performance pieces or drilling the performance etiquette routine. Little time is left for covering new concepts or new pieces. This calls for an assignment that captures the students’ attention, challenges their creativity and that can be accomplished in a short amount of time.

 The Production

The following steps were taken to prepare students:

1) A lead sheet featuring the melody and chord symbols was reviewed. Early level students were provided with a simple LH version.

2)  For inspiration, students were asked to listen to Mozart’s Twelve Variations on “Ah, vous dirai-je, Maman” and follow along with the score. Next they watched the youtube video of Wendy’s students. (As I offer 30-minute lessons with a 30-minute lab time, this was assigned during the lab time and did not take away from lesson time.)

3) A checklist of composition devices was given to charge up the creative juices. About 5 minutes of lesson time was taken to prod students’ idea bank. We looked over a list of various moods that sparked the imagination engines. Most were inspired to borrow ideas from their current pieces which boosted their confidence as they were not starting with a blank slate. Additional ideas included varying the melody with neighbor tones, repeated notes, rhythmic changes and using standard LH patterns they encounter on a regular basis. Students were encouraged to keep it simple. However, they know I am a huge fan of intros and outros (codas), so most added them to please the teacher

4) Pianists (arrangers) were asked to return to the next lesson with a completed variation.

Action!

The following week was like Christmas as each student “unwrapped” his/her variation for me. Some were perfected and camera-ready, some even had more than one variation, while others needed last-minute tweaking to work out rhythm or harmony issues.

Recording each student usually took more than one “take” but they did seem relieved to know that only their hands would be filmed. They were all reminded to use their best hand position but  some were quite surprised with what they saw while watching their own video. (Note to self: pull out this camera more often–a picture can say so much more than words!)

Cut!

After accumulating the clips, they all headed to the editing table (iMovie). Every student who participated was included in the final cut, however there were so many that a ‘sequel’ was needed.

The Editor’s cut features the top twelve variations (yes, it was hard to choose!). It was just added to my Music Teachers Helper website, a great way to showcase the latest studio activities.

This is the first of MANY similar projects. It offered an opportunity to cover theory topics like the theme and variation form, primary chords, secondary chords, modality, composition techniques…the list goes on. The students enjoyed the creativity and seeing their names and hands “up in lights”–watch out Hollywood!

Let’s be honest–why do we work? Because we love it? Perhaps, but back in the fast-food-job days, I worked for that paycheck. With the demanding, repetitious practice required during the “transformation period” an incentive or a “paycheck” can prove helpful. Music Money, created by TCW Resources, sparked my curiosity years ago and I continue to see the benefits of paying students for practice and progress (and so do my students!)

 Ways to Pay that Can Make Huge Dividends

1. All students receive $20 each week IF all 5 bubbles in front of each assignment on the assignment sheet are colored in.  This shows me my instructions were followed and practiced 5 times since the last lesson.

2. If there is a new concept to master I like to challenge with cash. For example, when working with Kyle to make lovely shaped phrases, he was offered $5 for softening the end of each slur. After listening to my example, Kyle rose to the challenge, watched for the end of every slur, softened them with a gentle wrist lift and added $35 to his stash.

3. A favorite office supply product–post-it arrows–proves profitable for all. These are placed near a measure on the page that is tricky or error-prone and warrants discussion at the lesson. When the student returns for the next lesson, the pianist must remind me what the arrow signified and play the section/note correctly. Each arrow is worth $5 and sometimes a page can be plastered with arrows so the payout is big!

4. Once a piece is mastered and error-free, it needs to stay that way. To build reliability, students are asked to play a piece (or section) 20 times perfect. Students keep a tally on a post-it and if they return with 20 tallies, they earn $50.

5. Lessons are always filled with questions so if a question is answered correctly OR if the pianist speaks with particularly amazing intelligence (!) $5 is added to the stack of bills.

6. Each time a pianist participates in a studio performance opportunity or performs at school, church, etc, they receive $50-$100.

7. Group lessons are filled with games and opportunities to reward with cash and bonuses.

8. Each bill features a picture of a great composer providing opportunities to introduce great musicians of the past.

9. When drilling a tricky phrase it is fun to place a bet. Once students hear “Twenty bucks if you can play that phrase with zero errors” they eagerly rise to the challenge and drill the phrase until it is perfect.

10. Dynamic markings are often overlooked.  Offering $5 for each one I hear in a performance heightens awareness in the eyes and ears of the performer.

Meant to be Spent

If there’s money burning a hole in an assignment binder pocket, it must be spent. So, once a quarter I set up a store stocked with candy, toys, sheet music, jewelry, gadgets, etc. Students arrive unaware of market day and drop their music bags to eagerly count their money. A timer is set for 5 minutes to browse as the shopping experience for some can take a great deal of time. Some enjoy bargaining, others always seem to overspend (and ask for financing!) and the misers save their dough.

It Doesn’t Grow on Trees

Invest in Music Money and see long term results. You can find your cash at  TCW Resources, published by Neil A. Kjos Music Company.  The company crafts countless creative even “wacky” games and theory books that enage students in fun and theory! (FYI: You’ll get a kick out of the origin of the acronym “TCW“)

I use many TCW Resources materials and recommend them all. Their products are packed with a delightful sense of humor, dynamic illustrations and solid theory tools that are SOUND investments for your studio.

Use PRACTICE to Make it EASY

What should practice accomplish between lessons? Progress.

What is progress? Improvement, betterment, advancement.

To simplify, progress is when what was perceived as HARD becomes EASY.

Use SUPPLIES to Make it EASY

The Staples “Easy Button” has set next to my piano for years. Every Fall I make a point of revisiting practice strategies–they can always be refreshed. This summer, Staples featured an “EASY Stamp” and I was smitten. So, my goal was to somehow incorporate the EASY button with the EASY stamp for a new-fangled practice strategy. Little did I know how successful this combo could be with Post-its–yet another favorite office supply.

Use a THEME to Make it EASY

This year’s Fall studio theme is Make it EASY, then practice HARD. A bulletin board next to the piano, a picture frame with a picture of an EASY button, an EASY button screen saver and of course the EASY stamp AND button have fully immersed students in this latest theme.

Use ISOLATION to Make it EASY

Playing HT (hands together) is difficult or “HARD” for pianists at any level. After EASY stamping a post-it, the pianist (let’s call her Melody) and I discuss a practice prescription for “Carefree Stroll”.

Section A:

1. Play RH (right hand) 3x, counting aloud
2. Play LH (left hand) 3x, counting aloud
3. Play HT (hands together) using EASY Post-it practice

Melody and I then briefly review the prescribed practice routine to ensure correct reading and counting, and then we give the EASY Post-it practice a try.

The Post-it is placed so that beat one of a measure is isolated and Melody is asked to play it–perfectly (fingering, rhythm, pitches, etc). To her amazement it looks EASY and yes, she succeeds at beat one HT. It is important that Melody (not just me) recognizes success, so she is asked to make her own evaluation of how she did. If she declares victory, we move on to the next beat.

The Post-it is moved to reveal beat two. Melody plays beats 1 and 2 HT. Melody evaluates the attempt and usually wants to try it one more time to ensure confidence.

Within a few minutes a measure can be mastered HT and Melody happily pushes that EASY button. In addition, she is eager to continue this strategy at home because success was discovered at the lesson. (Hint: this also works well with backwards practice!)

As you know, if it’s hard, it will most likely be avoided on the home practice bench which means no progress. Make it EASY and it will get practiced, HARD!

“That was EASY”

In July, I posted some unique features of my studio after a parent mentioned that my lesson notes “set my studio apart.” Below is a continuation of the list of features which concludes with (as this parent indicated) perhaps the most important element–Accountability.

VersatilitY

Personalities and learning styles vary and so must each lesson. Spontaneity seems to be key. Activities within lessons are chosen to suit individual needs.

By holding daytime Exploring Music Classes for 4-5 year olds and seeking adult students, not only do teaching hours and student numbers increase but my capacity to meet the needs of a variety of ages and levels expands as well.

Providing quarterly group lessons and workshops offers a break from the routine of weekly private lessons and time for performance opportunities.

By summer time, lesson options like Piano Olympics, Invention Camp, Composition lessons, Improvisation lessons provide everyone (me included) a fresh venue for learning. These options have attracted ‘drop-ins’ which provide extra income in the summer and expand my wait list.

FlexibilitY

As a parent, I appreciate flexibility so I have carved that into my policies. Two excused absences are offered between August and May. With one week’s notice, students may cancel a lesson and will receive credit towards the next tuition invoice.

ProductivitY

With a hefty price tag, parents and students expect results. So I find a good portion of the lesson is devoted to how to practice for success between lessons. Good practice habits will lead to quality performances.

Performance opportunities provide motivation and dividends on investments. One of the students’ favorite venues to “practice” performing is the local Whole Foods down the street from my home. This casual “coffee-house” environment helps students practice performing and instills the confidence needed for more formal recital settings.

Performing on a weekly basis at my church position keeps my skills and practice strategies strong. Personal performance deadlines enable me to effectively coach and motivate others towards their performance goals. As making music is a lifetime passion for me, I find this appreciation bubbles over to my students–usually for a lifetime.

AccountabilitY

Thanks to www.MusicTeachersHelper.com, all scheduled events must be reconciled which provides an opportunity to email lesson notes to parents and students. These notes offer an avenue of accountability for me as the teacher to communicate what happens at the lesson and assignments for the week. Parents are held accountable for reading the notes and passing them  along to their child. Students have access to assignments on the assignment sheet and online (and on smart phones) and therefore have no excuses for not knowing what to practice!

FYI…

All lesson notes are written in TextEdit or Notepad. A file folder on my desktop holds a file for each day of  the week. Within each day’s file, I have designed a simple template that is used for each student scheduled that day. Notes from the week before are kept so that it is easy to copy, paste, add and subtract assignments. This prompts my failing memory as notes are usually written hours after the lesson occurred. The notes are then copied and pasted when reconciling lessons at www.musicteachershelper.com.

Students know there will always be 5 items to practice and these must be practiced at least 5x between lessons. Here’s a sample lesson note…

Hello Pianist,

_____________________________________________________

SESSION THEME: Make it EASY, THEN practice HARD

_____________________________________________________

WEEKLY ADVICE: Practice Smart–Bring your Brain

_____________________________________________________

PROGRESS SCORE: 3–will be a 4 next time if you count aloud each time you practice. Great work on moving to section B on your own!

Rating Scale

5 = WOW = exceeded MY highest expectations, all goals were met and then some

4 = EXCELLENT = all goals were met and progress made by consistent practice

3 = NICE = most goals were met but some were not, due to lack of time, goals stated unclearly, goals set were too difficult to meet…

2 = OK = some goals were met, but practice between lessons was not sufficient for much progress

1 = HO HUM = looks like last weeks goals will be repeated as little or no practice occurred and little progress made

*What is this? It is clear to me when a student has practiced appropriately because the five goals or lesson assignments are met or exceeded. This weekly progress score will help YOU, the parents, and YOU the pianist, understand expectations and provide feedback for all of us on how successful practice efforts are between each lesson.

___________________________________________________

YOUR FIVE ASSIGNMENTS:

1) Technique Tune-Up: Complete Exercise #1 (in all keys listed) in levels using metronome at 100 .

2) Solo: Master sections A and B. Use the LH easy rhythm to help learn the rhythm of the RH. Practice in small chunks, HT, to gain confidence.

3) Lesson Book: p 13 Play the E minor scale and I and V7 chords at least 3x each day. Watch for perfect hand position.

4) Lesson Book: p 14 –play HA counting aloud each day, then HT using the easy post-it strategy.

5) Duet: play each line HA 3x, then HT in small chunks 3x. Aim for no errors by the 3rd time.

_____________________________________________________

LAB TIME

Drills to increase grand staff reading accuracy and speed were assigned.

_____________________________________________________

METRONOME

This is a required tool for your pianist. If you are in need of one, here are some options:

1) Check out this inexpensive one from Amazon.

http://www.amazon.com/Korg-MA-30-Compact-Digital-Metronome/dp/B0002E2O2Q/ref=sr_1_1?ie=UTF8&qid=1313441656&sr=8-1

2) App: Steinway has a free app–as do many other companies for your iPhone, iPad, iPod…

3) Music n Arts and The Music Box stores sell them as well.

__________________________________________

See you next week!

SummarY

I have thoroughly enjoyed mixing experience, personality, priorities, technology, accountability and resources like  www.MusicTeachersHelper.com to create a unique ”brand” of teaching. How do you set your studio apart? How do you use lesson notes to enhance your teaching?

PS–How do you encourage your families to visit your website?

Reason #1 to Keep Believin’: Chords for Keeps

Most pop songs are really just “four-chord songs.” At least that is what “Axis of Awesome” (a comedic rock band) claim and explain in this PG-13 clip. They begin with Journey’s “Don’t’ Stop Believin” and continue with a medley of countless hits that feature the same four chords (in the same order, too!).  After watching this video I decided that my students must watch it as well (with parental consent), memorize those four chords and learn the opening line of Journey to play anywhere, anytime. Turns out,  they not only enjoy the fact that they can play the “Glee”-remake but also take pride in the fact that they now know the secret behind most of their favorite pop songs.  Bonus: their friends love to sing along and actually “believe” they can play the piano like the “pros”.

Teaching Hint: If your students know the Heart and Soul Pattern, they know the chords of most four-chord songs.

Reason #2: Trash to Treasure

Brian, a 29 year old general contractor, dragged a piano from a neighbor’s trash pile and began to teach himself piano by listening to songs off iTunes and YouTube. One of the first songs he learned by ear was “Don’t Stop Believin”. Since this past November, he comes for weekly lessons with me and even chose to plan his first “gig” at a local Whole Foods store that hosts a community piano. He requested that we play this favorite hit as a duet. After his debut, he has not stopped believin’ in what he can accomplish at the keys.

Note: the magnetic pop-hit-turned-piano-duet captivated many shoppers. They couldn’t leave until it was finished.

Reason #3:  Old and New

I do not claim to be current at all and I did not know that Journey was releasing a new album with a lead singer to replace Steve Perry. Recently, a friend told me of how moved she was by an interview with Arnel Pineda and the band members on “CBS This Morning“. After watching the clip, I was convinced yet again how this tune “Don’t Stop Believin” has power to equip, power to inspire and power to change lives forever.

Reason #4: Patterns and Passion

Even though some songs include only “four chords’ what a gift we can give our students.  When they have the power (and the patterns) to unlock the secret of the latest hits they will be hooked for a lifetime. Thank you Journey for keeping us belieivin!

Wow–that phrase “set me apart” got me thinking about my teaching style and how my studio may differ from others.  Below is a list of the dominant traits that have risen to the top to make mY brand of teaching unique.

PhilosophY

This statement was crafted years ago but is frequently revisited to help me stay focused on what’s important and what’s not:

Students at any age will be encouraged to develop independence at the piano so that music can be enjoyed on the bench for a lifetime.

This mission statement determines what organizations to join, if/when I may enter students in competitions, what materials to use, and most importantly what students will “fit” within my style of teaching.

PsychologY

I play all of these roles but enjoy some more than others: hostess, entertainer, policy enforcer, accountant, administrator, disciplinarian, cheerleader, coach, musician, teacher, bar tender, bill collector, confidant, therapist and friend.

In general, I often ask myself–is this a bench or a couch? I count it a privilege and honor to “be there” when needed.

TechnologY

When prospective students arrive at my studio and see the Clavinova CVP-505PE, the iMac, the PC, an upright and grand piano, the magnetic lure of these “tools” pulls them over my studio door threshold for good. Using iPods, iPhones, iPads, iTunes, YouTube helps me stay connected with their 21st century communication style and learning modes.

Adding a 30-minute lab to a 30-minute lesson allows more time for students to review essentials. A variety of software and web-based programs keep lab times fresh. Lab tools that stand out include:

1) Adventus Children’s Musical Journey Volumes 1-3–Elementary aged students love this series because each lesson is taught by a different famous composer and the games reinforcing concepts are captivating. I value the software because of it’s unique, hands-on-approach (MIDI required) to reading and emphasis on rhythmic ear training and counting aloud. I own the software but good news–now this wonderful learning tool is available through a monthly subscription!

2) Sibelius Auralia/Musitiion–These programs provide the most inclusive review of theory and ear training exercises one could imagine, a must for any lab.

3) www.musiclearningcommunity.com If you have a computer, and WiFi and a subscription to this site you can have a lab with your lesson.

4) Zenph Sound Home Concert Extreme Need an excuse to purchase aniPad? This software program and recently released iPad app(!) uses MIDI files and instruments to provide the score, orchestral accompaniment and hands-free page turning for any level pianist. A must see…

(See my past blogs for specifics on adding a lab to your lessons–Add a Lab to your Lesson, Part 2, Part 3)

What makes your list of studio exclusives? Stay tuned next month for more ways how to, and more reasons “Y”  to set your studio apart.

As I continue on my path towards keeping myself and my students musically fit (see last month’s blog), I continue to seek out musicians/educators who inspire, train, and challenge me–one of them being Bradley Sowash. Inspired by his story above (see link below for entire article), my studio bulletin board exclaims “know your chords, kid”.  All students know we will be hitting chords hard over the next months to build some strong “chord” muscles. Sowash crafts inspiring articles, unprecedented books and videos that help me hone my skills as a musician, teacher AND a jazz player. Of course, many of them will be used this summer to develop students‘ chord playing skills and so much more.

Perhaps you’ve seen Sowash’ series entitled That’s Jazz (can’t help but love the illustrations)? The books provide a gym bag full of workouts for novice to serious jazz players. Sowash understands the need to explain jazz in basic terms and provides “safe” improvisation arenas for musicians who tend to favor the page.

Each piece–a solo gem on it’s own–includes an optional duet part and a swinging’ CD accompaniment. However, what attracted me to the books immediately were the pages entitled “Warm Up” and “Going Further”. The Warm Up page (found prior to an upcoming solo) breaks down an important element of  jazz in a pedagogically pleasing (yes!) format. The Going Further page (found after the solo) gives clear and basic suggestions for improvising like a true jazz player. The soloist is then challenged to play the solo again plugging in any/all suggestions. Sowash is an expert at keeping instructions simple and setting boundaries so that there is little fear of failure and a foundation for creativity to blossom. Students of mine who had never before stepped foot on a “jazz” court  found success unlocking and exploring creative skills fostered by this series. (Note: this series focuses on the jazz style, but instructions are useful to any style of improv.)

Below are links to various resources developed by Sowash so that you too, can make jazz and improvisation accessible to any student.

Bradley Sowash

Check out his wide selection of books, beyond those mentioned above, that should keep any wanna-be jazz pianist busy and satisfied.

http://www.bradleysowash.com/BookThatsJazz.htm

Read a terrific article (mentioned above) penned by Sowash providing ample ideas and basic scale and chord patterns required for building strong improv skills.

http://www.nxtbook.com/nxtbooks/clavier/companion_20110506/#/34

Watch him explain how to use his innovative method on video.

http://www.youtube.com/user/bradleysowash?feature=mhum#p/u/1/dpnxkuYNUIs

Find him on Facebook where you can view his work as an educator, composer and

Performer/Composer/Educator

performer.

https://www.facebook.com/BradleySowashMusic

Hopefully, you may find one or all of Bradley Sowash’s (http://www.bradleysowash.com/ ) resources valuable as you continue to train your students to stay musically fit OFF the page as well as on.

Some Observations…

1) As an organist and pianist with a master’s degree in piano performance and pedagogy, I met the challenges of memorizing Bach, executing the articulation of Mozart, the voicing of Brahms’ inner melodies, and the shimmering tones of Debussy and, succeeded, according to my professors. However, after the diploma was hung, it was quite clear to me that my sight reading skills needed attention AND chord charts for my church’s praise band seemed to be written in a secret code. I kept thinking, what kind of pianist was I? I felt lopsided–I was strong as a classical pianist but very weak as a functional musician.

2) Recently, a student of mine participated in a very unique Creative Pianist Contest and earned a $100 for the best performance of a Contemporary piece and another $100 prize for the most Versatile Pianist. Of course I was so proud of him and can take some credit for helping him to master Copland’s “Cat and Mouse”. However, I wish I could also take full credit for his versatility as well! In general, my “job” as his teacher has been to keep him staying ON the printed page because he has such exceptional skills living OFF the printed page. I can take credit for challenging those skills but the wiring between his hands and ears is an extraordinary gift and very atypical of what most of my present piano students possess.

Question…

If all students can learn to read and play music from the grand staff, should they not be able to learn how to play by ear, read chord charts and improvise as well? Can all students (not just those with a natural gift to play by ear) learn to be versatile, musically fit musicians?

Answer…

Yes! My teaching philosophy stems directly from reactions to my past and present experiences as a student and as a teacher. Although I use the typical piano methods, I interject various activities to develop functional keyboard skills for all students. During the summer months is a great time to focus on specific skills such as composition, improvising, creating with Garage Band, chord charts which all encourage the ability to play by ear.

How…

One online tool that is geared specifically to train the ear is Theta Music Trainer. I am happy to see that after my first review in a past blog, this website continues to evolve and improve its ear training course for ALL levels of musicians. The well organized format, the accessibility and affordability will make an excellent trainer for my “music skill builders”.

Highlights of Theta Music Trainer

A Well-Designed Course

This program was developed from the author’s own desire to play by ear. The site is designed around the four core areas of musicianship–melody, harmony, rhythm and sound. The system designs 30 daily workout sessions that last from 10-15 minutes.

Games that Motivate

According to the site, ” Basic musicianship skills are often best developed by working away from your instrument initially, in short bursts of concentrated practice.” The games found on the site aim to provide a total workout for the ear. The variety and design of the games are fun and in turn, boost motivation.

Highlights of Recent Upgrades

New Games

Knowing that new games have been added and some provide learning for those without prior knowledge of music theory, shows that investment in this site will prove valuable to any level of musician.  More games are coming, again, soon.

Personal Trainer

Feedback of progress is unique to this sight. Instead of bar graphs, percentages or grades, Theta Music Trainer provides each user with a personal trainer that analyzes performance of games played and recommends additional games to strengthen weaker skills. This automated “coach” adapts to individual needs and interests.

Assignment/Gradebook for  Teachers

This feature provides teachers with guidance in using Theta Music Trainer in conjunction with music lessons. Assignments  can be created, tracked, completed and graded online.  Plus, big educational discounts are now offered for teachers and their students.

Other Features

The site continues to be tweaked and improved, which means Theta Music Trainer listens to its customers just as well as it teaches listening.

The trainer is multilingual, currently offering games in English, Japanese, Spanish with more on the way.

Click on Resources for Play-by-Ear tips for insightful instructions on how to strengthen listening skills.

So…

As I teach out of reaction to my above observations, I will continue to accumulate tools like Theta Music Trainer to equip my students to become strong in EVERY music skill a musician needs to stay fit.

Looking forward to using the site and would love to see apps for the mobile phones and the iPad for students on the go!

Last summer, students created pieces and notated their compositions on my Sibelius program. They thoroughly enjoyed the experience and many more are signing up for that opportunity this summer. As I make plans for these budding composers, I would like to offer them options so that they can notate their masterpieces at home. This will allow for more lesson time spent on creating and refining and less time on entering data.

Two programs have come to my attention. I am hoping that one or both may equip students for producing a professional-looking composition here, at the studio, and also at home.

Musescore

This free,  downloadable music notation program offers an alternative to powerful but pricey programs such as Sibelius and Finale.  Easy to use, notation can be entered via keyboard, mouse or MIDI keyboard. Scores can also be shared online once you make your own Muse account.

Numerous helpful videos are available and enable anyone to get started with the basics. Apparently, this program easily imports documents to Sibelius and Finale as well. Click on this link to see the basic tour of MuseScore http://youtu.be/0mh6m2mbVHs

Noteflight

This web-based program allows early musicians to notate compositions with ease. From my limited exposure, it was extremely simple to notate, copy and share via email. This would be a great way to check up on progress of students and answer any questions they may have between lessons. You can even embed pieces on your website. Yes, I tried it, and it worked.

The video tutorial will be essential to introducing the basics to new users. http://www.youtube.com/watch?v=S1BrFc1Qjog&feature=player_embedded#at=16

As I have only peeked at both programs that provide excellent tools for music creativity, it is hard for me to determine which one is “write”, perhaps both? Time will tell. Some parents may prefer to download a program instead of their child using the internet browser, while others may prefer not to download yet another application. As I continue to experiment with both, please add your comments, thoughts, opinions, on either Noteflight and/or Musescore. I would greatly appreciate your input before the composition fun begins!