Allegretto 2 Endings

A group class activity helps students recognize the differences in the endings in Allegretto 2 and is a good introduction to form.

Summer Updates and Learning Harmony

Newest Pictures from FaithSlaker Music Studio

Performers in the Summer Studio Recital, June, 2016.

Newest Videos from FaithSlaker Music Studio

Harmonic Change Practice for Suzuki Book 1 Kids, August, 2017

Which Musical Era Best Suits You?

Congratulations to the Advanced Suzuki Group Class at Sherwood for creating a Musical Era Personality Quiz to demonstrate their knowledge of music history!  You can take the quiz here: 

Which Musical Era Best Suits You?

Studio Star Scholarship Results!!

The Studio Stars of the 2013-2014 school year have been decided (a little later than usual - I'm sorry!) and I'm happy to announce that the winners are Mary and Kabir!

Mary has proven herself committed to music this year by working very hard in lessons, flying through her newest Suzuki Book, and performing at a consistently high standard.  She has performed in every studio and department recital, participated in all competitions and festivals she has been eligible for as well as joining up with the Music Development program.  To recognize this achievement, Mary is being awarded 5% off tuition for the remainder of the school year as well as her choice for where she plays in the order of this year's studio recitals.  Congratulations Mary!

Kabir, this year's second place winner, has continually proven himself to be a committed student with a passion for music.  Because of his enthusiasm, careful preparation and maturity in taking on some of the responsibility for his musical assignments, Kabir is being awarded one free piano lesson in which he can choose anything he wants to work on at the piano.  Congratulations Kabir!

All of my students are eligible for these awards, which are given yearly.  Mary takes lessons in my home studio and at Sherwood, and Kabir takes lessons at Sherwood, so if you see either of them in the studio or the hall, please congratulate them on the hard work they've put in this year!

(Donations to future scholarships can be made at FaithSlaker Music's donation page.)

Listening to the CD - A Reminder for Suzuki Students as to WHY

By hearing a recording before learning a piece, students internalize an overall concept of the music.  They do not have to be able to play it to get an idea of what it sounds like.  This process of absorbing the entire piece through the ears supports what educators call "whole to part" learning.  When the target is established first, it is far easier for students to know where the steps of the learning process are taking them.  Knowing what the end result will sound like is not only motivating, it also sets up a category in the brain into which all of the random bits of learning can be readily organized.  Learning is then more efficient and effortless.  This mental soundtrack also makes memorizing and performing easier and more secure.

Excerpt from Studying Suzuki Piano:  More than Music by Carole L. Bigler and Valery Lloyd-Watts, 1979.

Practice Techniques

How is practicing going at home?  I ask, because it is easy to get into the habit of practicing in terms of time instead of accomplishment, especially at this time of year.

I'm thinking about your child's practice this week because for the first time in a long time, my practice goals are seriously constrained by time!  I can only practice a few minutes a day due to an injury and I'm finding that I have to be so very efficient!  Here are some of the ideas that I am keeping in mind for my practice:

• Set a clear goal to accomplish by the end of the practice session
• Make sure the goal is small, and your child knows how to accomplish the goal
• Play through the piece with the new accomplished portion
• Move on to another goal, or run through a performance piece or do some improvising!
• If the goals are accomplished before the regular time set aside for practicing, finish up early!

For the young child, teaching the idea and feeling for self-motivated discipline is so important, and music study is a perfect way to tackle this.

Here is an article with more details on practice techniques that you might enjoy.

Practicing Away from the Keyboard - an App Review

Who likes technology?  Who likes kids occupied productively?  Who likes games?  Who needs a vacation?!  (If you answered, "me," or "I do!" or, "You're talking to him!" to any of these questions, this posting is for YOU.)

There are some things about music that are helpful to practice AWAY from the piano.  The piano is how we make beautiful music, and while note reading can be fun, sometimes a bit of drilling that won't interfere with our newest and most beautiful pieces is what would help the most.

Below are some apps that I've found and tried out and recommend.  I've organized them by operating software and then by level.  If there are any that you know of and can recommend that I haven't listed below, please e-mail me so I can pass it on to everyone else!

If you have Apple Software (ipad, ipod, Macbook, ipod touch, etc):

 

Music Keys by Foriero - This is a quiz of playing the correct keys on the keyboard when given them by letter name.  You cannot control the range of keys quizzed on, but in the training mode, it does teach you how to find a flat and a sharp.  The piano keyboard presented is a good size for playing, and the game plays the sound of each note as you play it on the KB.  You play until you get a wrong answer and you are given a score.  This app is FREE.

Music Notes by Foriero - In this game, you see a range of notes from a whole note to a thirty second note and you are asked to select the correct symbol based on the word it gives you.  You need to be able to read to play this game.  The notes you select are not extremely realistic looking and there are no dotted notes or rests, but I have found that kids like this one a lot.  This app is also FREE.

Music Intervals by Foriero - This is a cute quiz game.  There are two modes, "train" and "play."  In the train mode, the game presents an interval on the staff, plays the sound of it melodically, and then gives the answer below.  In the play mode, the student has to come up with the answer.  You play until you get one wrong and are given a score.  I like this because it gives the sound of each interval, which is important in interval recognition.  What I don't like about it, is that it calls a "unison" a "1st."  This app is FREE.  **

Flash Class - This is a note naming flashcard game.  If you set the game preferences to "piano keyboard," a student is given a note on the staff and has to play that note on the keyboard provided.  You do need to be accurate with the small keys, but the program plays each tone and you're able to set up what the range of notes to be quizzed on are.  If you decide to use this app, feel free to ask me in lesson what the range should be.  This app is $3.99 in the app store.

Music Tones by Foriero - This is like the flashcard game, but is a little more colorful.  You cannot control of the range of notes given except by staff (you either practice all the notes on the treble staff or all the notes on the bass staff).  Unlike Flash Class, you name the note by letter name instead of playing it on the keyboard, so it doesn't really work on that reaction we try to create by sightreading in lesson.  But it IS FREE!

Music Cubes by Foriero -  This is a GREAT game.  Remember the little handheld Simon game?  It is similar in that each round you get a new tone.  You are given the first note, and everything else is a note added to a melody.  This is a game to be played by ear and each note is relative to the preceding note.  I LOVE this game.  AND it's FREE.   **

Music Tool by TheWay - This is not a game, but a pretty well designed tool for anyone that is learning their scales and chord progressions and the circle of fifths.  You choose a key (say your piece is in F Major), and it gives you the key signature, the scale degrees and their functions and on a keyboard, will show you the tones in the scale and any chord you select in that key.  This would be quite helpful for harmonic analysis.  The free version has all of that.  The paid version ($3.99) includes many modal scales and typical scales from other cultures aside from just major and minor.  **

Music Theory by Brainscape - This is more of a collection of flashcards than anything else.  My favorites are Key Signatures, Interval Ear Trainer, and Name that Chord.  It is quite in depth, teaches you about chords, symbols and even composers.  Many of the options might be too difficult for a child though and you might need to supervise or help him/her.  It works like flashcards do though.  You don't plug in an answer - you think it, say it, or write it down and then check your answer.  It then asks each time "how well did you know this?" and will keep that question in the deck according to your response.  I strongly recommend this one for its ear training, though it can be a bit academic for symbols.  See me about assigning from this app.  This app is $1.99 and a great deal.

If you have Android Software:

My Little Note - Switch the input method to keyboard, and this is a really cute, fun game to practice sightreading.  It is simple, easy to play, you can control the difficulty level, number of questions and clefs to work on and it is $1.54.  This is one of my favorites for note reading.  **

Musical Flash - This is a simple flashcard practice app.  You are shown a note on the treble or bass staff and given three options.  You choose the correct one and keep going.  There is no keyboard for the note naming.  This app is FREE.

Piano Sightreading - This is an app for identifying on a small keyboard, the notes on the staff.  It gives you an accuracy and a speed and has no sound.  This app is FREE.

Music Tutor Sightread - This is a great flashcard app that allows you to answer what note on a staff you're presented with on the keyboard!  You are given a certain time and your score is based on how many you got correct in that time limit.  The Lite version, which is free,  has only treble cleff.  The full version, which costs $2.33 has the bass clef, grand staff, range selection, accidentals, and key signatures.  I think it is worth the price.  **


CSharply -  This is a great little collection of music reading quizzes.  The note ID is on the staff (not with a keyboard - just letter names), the interval ID is realistic and plays the sound harmonically (instead of melodically, which is easier to hear), and Key ID is a simple key signature labeling quiz.  It also has specific interval ID and chord ID which are kind of tricky, but good practice.  This app is $1.43.

If you're an android use and want better apps and have the know-how to make that happen, Samsung is holding an app writing contest and I vote for a new music theory app!

I have all of these apps, so if you want to try them, let me know in lesson this week!  I starred my favorites, but each is different and may appeal to different kids.  The android ones aren't as varied as the apple options yet, but I'm sure there are some out there that I haven't tried - let me know if you have!

Sonata Form

Here is a quick version of the notes from last week's Sonata lecture:

Introduction

• Slow and stately, Commanding, Catches your attention
• Varying lengths
• Not always present

Exposition

• This section introduces the main themes of the piece
• The first theme is usually grand, and the second contrasting, and usually lyrical
• The first theme is in the tonic key and the second theme is usually in the dominant
• The entire exposition is usually repeated

Development

• One or more of the themes are played around with and changed up
• The development often ends with something called a retransition - that part that feels quite intense and builds up, usually with new material or transition material to bring us back to the main theme.

Recapitulation

• This is when the two themes from the exposition return in their original form
• The second theme though is usually in the tonic key

Coda

• Though the piece may end with the recapitulation,  many sonata-allegro form pieces have a coda
• A "tail" end - with a grander variation on one of the themes, a piece of the development, new material or very grand sounding final material

Suzuki Book 2 and 3 students are challenged to find these parts in their own Sonatinas!

Beethoven's Sixth Symphony; Last Movement

I'm glad everyone enjoyed listening to the Third Symphony a couple of weeks ago.   Here is the last movement of the 6th symphony, one of my favorites.

Some of you are working on beautiful melodies and recognizing instrumentation, some are working on creating a picture or a feeling with the music your play at the piano, and some are working on the intricacies of how a composer treats a melody (variations, etc).  Please listen to this recording with these things in mind and come prepared to discuss it in your next lesson!  And enjoy!

Theme from the Eroica Symphony

Enjoy below, a version of the 4th movement of Beethoven's 3rd Symphony; and if you're one of my students in Suzuki Book 3, pay careful attention to the theme as it arrives one minute and fifty seconds into the performance.  What instrument has the theme?  How can you make this as powerful on the piano?



Further questions for the Book 3 student: 

1. What does Beethoven do to this theme starting at three minutes and 24 seconds into it?  
2. A counter theme enters at about four minutes.  How does it contrast the original theme that we're so familiar with?  
3. Would you call what happens around minute six a climax in the piece?  What happens when the theme returns just after that?  
4. What about the theme at minute 7 and 45 seconds?  What kind of Classical style treatment or form are you familiar with that you can detect Beethoven using in this movement?

Friday Afternoon Group Class

First attempt - just like the big girls in the recital!

Note Taking - Copied from Suzuki Journal

Taking Notes at Lessons: Practical Tips for Parents

by Heidi Ehle

March 8, 2011 / Minijournal 2001 / Parents

Continuity is a crucial part of learning an instrument, and the link that provides continuity between lessons and practice is your precious notes! Having been a Suzuki parent, I know that in a busy day sometimes you sink into the chair at the lesson and think, “Ah, 30 minutes of down time.” Then you find yourself daydreaming, and before you know it the lesson is over. You glance down at your notebook, and see “Review Allegro” … hmmm, not much to work with. You hear your teacher compliment your child on the lesson, but you are not exactly sure what went on.
At this point you may ask your teacher, “What shall we practice this week?” This will probably get a somewhat annoyed response as the teacher thinks, “OK, do I have to re-run the entire lesson at fast forward?” although she’s glad you at least asked. Or you don’t ask and figure you’ll just get through practice somehow.

Helpful Hints

While you may need some clarification at the end of the lesson, the teacher expects you to pick out major points for practice during the lesson. Here are some tips:

1. Look for a theme, especially with very young children. There is what Suzuki teachers call the “one point lesson.” If you hear the same aspect mentioned again and again, circle it at the top of your notes (i.e., thumb position, clear high notes, where is your foot, D’s correct).
   
2. In review songs, what is the teacher’s focus? Sometimes it is just a fun warm-up, but more often there is a specific goal. Children do not like mind-numbing repetition. Find the teaching point in the review (i.e., beautiful E’s, breathing, fingering D to C, air use on high notes, etc.).
   
3. Write down how to do things. “Last two measures of Minuet I” is not enough. How did the teacher break it up? Did you follow the process so it can be duplicated at home? (i.e., do this small group 5 times with no slurs, then add slurs, then speed up, through the A, be careful of the C#.)
   
4. In scales and exercises, try to notice how they are worked on (i.e., fruit salad, slur patterns, speed, position or tone aspects). Just writing “Do F Major scale” is usually not enough.
   
5. If you can’t follow where we are in the music, make a copy of the piece as your own study copy. Whether you read music or not, you’ll find this makes a huge difference.
   
6. Listen for cues. Your teacher is constantly aware of your presence—and how mentally present you are. Whenever you hear the word “practice,” heads up! Also listen for colorful language: sail your tone out the skylight, staccatos like hammering little nails, BIG beach ball bouncing. Try to use these words again in the practice. Listen for location phrases: “in the last measure of that line, where it starts on B-flat and goes up, where it says crescendo.” These location tips are often for your benefit, as the teacher and student already know where they are working.
   
7. Observe and adore your child. Relish the chance to do this. Watch body language, facial expressions, how your child learns, what feelings flicker past. It’s very interesting, and you may find something to talk about later, or you may just cherish the memory 10 years from now. However, keep your reactions, especially negative ones, to yourself during the lesson.
   
8. Need time to space out? OK. There are times you can, like when the teacher goes off on a long technical workout and you already have the gist of what is being done. But listen for cue words to bring you back to attention.
   
9. Help your teacher: Put all materials recently used on the stand at the beginning of the lesson. Ask for clarification of practice tasks at end of lesson. Ask about review if your teacher did not mention it. Try not to do noisy things like rattle newspapers, tear checks, crinkle cellophane, etc. It’s easy to forget that listening captures all sounds—and we are listening. Bring up general practice or schedule problems at the beginning of the lesson. Starting these important and timely conversations at the end of the lesson can wreak havoc with the teacher’s attempt to stay on time. Keep the teacher informed about events that may affect the child in a significant way (moving, illness, divorce, school troubles, etc.). These things have an impact which the teacher observes, and wants to respond to appropriately. Lengthy explanations are not needed, but a word will enable the teacher to respond in a sensitive, effective way.
   

Copyright © 2001 Suzuki Association of the Americas, Inc.
Previously printed in the Minijournal 2001. Reprinted with permission.

Your Child's Place in Education Today (and the Arts)

It scares me to see so many of my students stressed out with what they have going on at school.  I'm delighted though to see, that by 20 minutes into their lesson, they have stopped fidgeting, and they are engrossed in doing something so complicated, so creative, and so beautiful.  I know that piano lessons aren't for everyone.  I just hope that everyone is able to find something like that for themselves (adults included!) to keep the unbalanced hounding of gadgets/media/expectations/pressure to succeed at bay.

I'd like to share a creative lecture on this very subject.  Enjoy!