Drum Circle Improv with Clavinovas

Yesterday morning, Saturday, as my teen class was assembling, some of them clearly had just crawled out of bed (10:00 might be a little early for class). . . I decided to try something new with this group - a drum circle-type percussion ensemble. We decided to use a Standard Kit on the Clavinovas. I asked for a volunteer to be the "beat keeper". Ryan volunteered. He will keep the beat using the kick drum (middle C). Had him move to the CVP 505 because it had the biggest speakers. One by one we found different timbres of percussion instruments for each student. Just a few notes with the right hand since the left hand would need to stay on the volume control so we could change dynamics. At first, the class was a bit hesitant as I tried to direct crescendos and diminuendos . . . and then, I backed out and let them do their own thing. It was fascinating to watch as they got lost in their specific contribution to the whole of the ensemble. And then, seemed to get lost in the ensemble as a whole. When we finished (I directed a big crescendo and then, cut them off together) - they all shook their heads in approval and I heard someone say, "cool". All in all a very satisfying experience for all. We'll definitely be doing this more often in our teen classes!

Hear - Do - See - Label

I was visiting with one of our adult students the other night before class. She has been in our RMM classes for over three years. A delightful lady (maybe mid-60s) who was a brand new beginner when she started. She loves playing out of fake books, especially country tunes. She is also a good reader. She has played left hand patterns, octave, octave fifth (C G C), octave fifth with a walk up (C G C D E), seventh chord patterns (C G B) and all the chord shell and broken chord shell activities. So before class, she asks, "How do I figure out what note to start on with the left hand?" She can identify the pattern, but we've never discussed the names of the lines or spaces. We briefly discussed the spaces All Cars Eat Gas and up or down a line from each to name all the pitches on the bass clef staff. She said, "Oh, that makes a lot of sense, why didn't you tell me at the beginning?" Great question! Right?! My reply, "I know it seems backwards, but if I'd dumped this information on you at the beginning - before you could play, do you think the information would have seemed overwhelming?" She said, "O yeah, it would have been way to much. Now, all I have to do is put labels on what I can already play." The late, great Frances Clark taught: Hear - Do - See - Label. Not her exact words, but her idea. Remember to save the "Label" for the end of the teaching process. Labels stick better to information that has been learned by hearing and doing; information that has been seen. Happy Teaching! Happy Playing!

Students are asking why the name "Roxbury"?

It's Christmas in October!

I wonder how many people learn to play the piano just so they can play Christmas Carols at Christmas time? I would guess a large percentage. For the next 5 Mondays WillBailyPianoTunes.com will be adding a Christmas tune to the website. I just now added the traditional carol "O Christmas Tree" to the site. The arrangement is jazzy and reminds me of my childhood - everything stopped at our house when "Charlie Brown's Christmas" was on TV - it was an event at our house. Last week one of the adult classes was talking about how shocked they were that people were already decorating their houses with Christmas lights. I said, "Well, it's time, Christmas is right around the corner." They all laughed when I passed out "O Christmas Tree". Happy Teaching! Happy Playing!

Snow on the ground this morning! Magic last night at Piano Class!

Hottest summer Western Nebraska has had since the 1930s. Two days ago, a little chill in the air . . . what a relief! Last night, my 5:30 class assembled, Margi was sick (she called) Patti was missing (she didn't call, so I heard the class discussing Patti's mom, Eleanor, her declining health condition being a possibility for her absence - or maybe, Patti's caught this upper-respiratory thing that's been going around) whatever the case this class knows and cares about each others' lives and care about each other. Of course there was also much discussion about weather and snow and cold. So, we pulled out something from the past, "Autumn Breeze," from Reflective Moments Book 2 (EveryLifeNeedsMusic.com). We played the duet together, then, we played the solo together . . . remember it's been awhile since we've played "Autumn Breeze" . . . I asked them to pick parts. I counted them in, and then, walked to the back of the room. I, of course, was blown away by the unison of these 6 adult students, ranging in age from 53 to 82, as they played the solo and duet part of "Autumn Breeze" with no direction or assistance from me. When they finished, all of us applauded. When I asked how that felt, they replied, "Not enough of the duet," we had 4 playing solo and 2 playing duet. As a group they split themselves into 3 duet, 3 solo, adjusted their volumes on their keyboards - I counted them in, stood in the back of the room again and listened to magic. Six people from six very different walks of life, coming together, in complete unity to produce beautiful music. Magic!

I LOVE teaching this way!

Just finished an adult class that was so much fun! Age range of students was 50 to 83. These ladies are starting their 4th year of RMM class piano. Some things that came to mind while I was in class thought might be worth sharing. 1) Started the class with a piece they love and can play easily ("Missing You" from Way Cool Keyboarding) - talked about using the damper pedal - talked about listening for smooth sound and shaping - then, had them take both hands up an octave and changed all the right Es to Ebs. 2) The wind is blowin' outside so we took our another old favorite "Autumn Breeze" - played the solo part and then, the duet part and then I conducted while they played the duet. It's been a while since we've played this - a lot like revisiting an old friend. 3) "Elizabeth Town" from Way Cool Keyboarding II is a left hand exercise. We reviewed this by rote with books closed. 4) We took out "Abandoned Heart - solo" from WillBailyPianoTunes.com and played the left hand alone until we were comfortable, then, we played the right hand alone. Next we looked at "Abandoned Heart - duet" right alone. Then, the fun begins . . . picking instruments to play all 3 parts together - melody flute, oboe, bassoon - left hand - electric piano, harp, acoustic guitar. The orchestra was assembled and tuned, what beautiful music these ladies created - how satisfying. Closed the class with me playing "May There Always be the Sun" for them (also, from the WillBailyPianoTunes.com library), we'll start this next week. I love teaching this way, absolutely so rewarding!

It's our job to make the top picture transform into the bottom picture!

As RMM facilitators it's our job to help our students see music in a simple way. Play the tune for your class so they can hear and feel the tune. Let them watch you play the tune, guide them to watch your hands. Then, point out each hand separately. As they discover the new tune, reassure your students that they can always play at their comfort level. No pressure. Break it down - make it possible - make it easy! Happy Teaching! Happy Playing!