Category Archives: Learning

24/60 Using “this” to teach “that”

I’m currently teaching a whole class year 3 classical guitar group. https://makemusiceveryday.com/category/social-learning/ That’s 30 children, sitting on chairs in three rows in the school hall, each encumbered by what looks like a guitar the size of a baby whale balanced … Continue reading

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24/60 The Benefits of Teaching by Numbers/Letters

What!?! I hear you cry. Wasn’t the last post a diatribe against exactly this idea? Err, but nothing is quite as black and white as it seems. For example, teaching little five-finger warm ups (here I am wearing my pianist … Continue reading

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95/100 Scales – Start at the top

Here’s a thing; Suppose the brain is like a battery, that runs out of energy when it is used; When your student is playing a scale, especially if it is a new one, (and I’m talking piano here because that’s what … Continue reading

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94/100 Memorization

A blog I follow is www.bulletproofmusician.com, written by Noa Kageyama. I used to be a great natural memoriser. My first piano teacher used to insist on learning all piece hands separately, in minute detail, before putting the hands together, and … Continue reading

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86/100 Nee Nah Nee Nah; Strings and Semitones

On the piano, tones and semitones really aren’t an issue – there they are, all laid out in black and white. The physical relationship isn’t a big deal on wind instruments either – you just use the fingering for the … Continue reading

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85/100 Intentional Learning

That sounds a bit serious… But I mean that kind of practising when you first work out, and then work at, exactly what has to happen to manage to play the right notes. Let’s take this extract from the A2 … Continue reading

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72/100 Cracking the Code

There’s a lot said about “sound before symbol” in teaching young children, and quite rightly too. However there comes a point where the children need to be able to fathom out the symbols in order to get on with learning … Continue reading

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69/100 – Jig-saw Learning

What do you do when a pupil turns up at a lesson, declaring that she hadn’t done any work on the piece from last week because “it is too difficult”…. Let’s pretend she was a violin pupil learning to play … Continue reading

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