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.) Read more…

Read More » Comments (3)

Posted in Composing & Arranging, Music & Technology, Music Theory, Performing, Promoting Your Studio, Teaching Tips, Using Music Teacher's Helper

Most students need motivation to move forward. My theory is that if one loves the musical selection, the motivation will follow. However, the long journey towards transforming a favorite piece into a successful performance can often frustrate, dampen spirits and lessen the attraction.

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 Read more…

Read More » Comments (4)

Posted in Music Theory, Practicing, Product Reviews, Teaching Tips

Nicole Murphy

Ear Training App

September 20th, 2011 by

Recently I set the challenge for some of my students to find what they thought was the most useful free music iPhone app. A recent focus in my studio on developing aural skills was evident when multiple students came back raving about a free app called ‘Ear Trainer Lite’ (the full Ear Trainer app costs $7.49). Read more…

Read More » Comments (3)

Posted in Music & Technology, Music Theory, Practicing, Product Reviews, Teaching Tips

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. Read more…

Read More » Comments (5)

Posted in Composing & Arranging, Music History & Facts, Music News, Music Theory, Teaching Tips

Leila Viss

Know your chords, kid!

June 15th, 2011 by

When listening to a jazz trio years ago, Bradley Sowash (age 12 at the time) bravely walked up to the pianist and asked how he played with no written music.  Without missing a beat, the pianist replied, “learn your chords, kid!” Since then, Sowash has managed to build a career as a recording artist, pianist, composer, arranger, collaborator, educator…

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. Read more…

Read More » Comments (3)

Posted in Composing & Arranging, Music Theory, Product Reviews, Teaching Tips

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? Read more…

Read More » Comments (2)

Posted in Composing & Arranging, Music & Technology, Music Theory, Product Reviews, Teaching Tips

It was at the age of seven, when I came to the United Kingdom, that I first encountered the Associated Board of the Royal Schools of Music (ABRSM) music examination system.  “What grade are you?” the other children would ask when I told them that I played the piano.  It was not a question I had encountered in the United States, and I didn’t know what to tell them. However, soon enough, my new piano teacher decided that it was time for me to take one of these examinations, and I began to learn all about the system. Read more…

Read More » Comments (7)

Posted in Music Theory, Performing, Product Reviews, Teaching Tips

In four weeks my studio will hold the first concert of the year. As well as memorising & polishing repertoire and refreshing concert etiquette, my students are currently in the midst of preparing program notes. This is a particularly difficult task for students, and I believe that it is vital that students are able to articulate their thoughts about music elegantly and intelligently, using appropriate musical language.

My top five hints for writing effective program notes are: Read more…

Read More » Comments Off (0)

Posted in Music History & Facts, Music News, Music Theory, Performing, Teaching Tips

Leila Viss

Teachable Moments

February 13th, 2011 by

A candy dish has been a long-standing tradition in my piano studio. I enjoy indulging students and they have come to “expect” a treat on the way out the door for no other reason than for Ms. Leila to spoil them. However, lately, I have enjoyed designing teachable moments before they exit with candy in hand.

A small picture frame stands by the candy dish and each week the frame features a new riddle or question of the week. In October, I enjoyed including jokes such as “What instrument does a skeleton play? A tromBONE”. During the holiday season as students were preparing solos and duets for the upcoming Christmas recital, students were required to name the composer, arranger, the key, the time signature, or the form of their pieces. These weekly questions helped all of us memorize essentials that are amazingly easy to forget when deadlines demand narrow-focused practice. Read more…

Read More » Comments (2)

Posted in Music History & Facts, Music Theory, Teaching Tips, Using Music Teacher's Helper

Leila Viss

A Method for Motivating

January 14th, 2011 by

Jerald Simon is obviously passionate about music, creating, and teaching. It is also clear that he wishes to motivate his students and other teachers, to develop these same passions.  In his Music Motivation Series ® and website, Simon shares his unique methodology. The series includes three focus areas: Theory Therapy ™, Innovative Improvisation™ and Innovative Composition™.

His website states: “One of our primary goals is to help prepare the next generation of composers, arrangers, musicians, music teachers and musicologists to use their music and their love of music to make a difference in their own lives, their community, and the world.”

From the extensive information Simon offers–motivational tips, published books featuring his organized methodology, free downloads, videos and more–he is well on his way to this respectable goal.

I have only perused some of the books in the series and have not used most with any students. However, just today an adult student of mine was thrilled with the visuals and charts found in the Introduction to Scales and Modes book (see below for more details).  Below are some of my early discoveries.

GENERALLY, what you will find in the Music Motivation Series®:

Exciting music which stimulates, motivates and inspires.

Original solos usually power-packed with large chords, demanding rhythmical variety, and uplifting patterns.

Books and the website include an encouraging tone which attracts musicians of all skills levels and their teachers to keep moving forward. A favorite tip for teachers to motivate students: “Ask your students what they want to learn and teach them what t they want to learn.”  I agree–I’ve noticed that customizing lessons attracts and retain students.

Theory explanations that are in-depth but not cumbersome. Read more…

Read More » Comments (1)

Posted in Composing & Arranging, Music Theory, Practicing, Product Reviews, Professional Development, Teaching Tips