Teacher of the year submissions
Go through each submission and vote for who you think should be our Teacher of the Year!
1. You must vote for someone other than yourself
2. Vote for who you think had the best ideas and was the most helpful
3. Voting ends on July 22nd
Contestant #1 - Sue Lewis (Teaches Strings)
1. Stickers and the ladder system.
2. Know how you are going to show up for each student.
In general being upbeat and energetic always attracts but also knowing how to show up as either laid back and easy going or more strict depending on their goals and how much practice they do. I try to figure out where I want to be on the continuim: easy and hard and everything in-between for each student.
3. Be encouraging.
Part of what we must do as teachers is point out areas of improvement but at the same time I always try find something the student is doing right so they don't get discouraged.
2. Know how you are going to show up for each student.
In general being upbeat and energetic always attracts but also knowing how to show up as either laid back and easy going or more strict depending on their goals and how much practice they do. I try to figure out where I want to be on the continuim: easy and hard and everything in-between for each student.
3. Be encouraging.
Part of what we must do as teachers is point out areas of improvement but at the same time I always try find something the student is doing right so they don't get discouraged.
Contestant #2 Susan Hammer (Teaches Strings)
Be Flexible
Each student has their own learning style. Get to know your student - observe how they learn and how you can inspire them.
Use These Tools
Encourage
- Do they have friends or family members that play an instrument? Suggest that they play duets or accompany each other. During a recent HVAA recital, a violin student and piano student played a song together!
Each student has their own learning style. Get to know your student - observe how they learn and how you can inspire them.
- Introduce them to different styles of music. What do they like? Teach them to play a song in that style.
Use These Tools
- Metronome - for keeping a steady beat.
- Highlighter tape - brings attention to the areas of music that need practice.
- Dice - young students enjoy rolling a dice to determine the number of repetitions to play.
- Pen/paper - for writing out weekly goals for practice. YouTube videos - for inspiration and learning new songs.
Encourage
- Encourage students to listen many times to the song they’re working on.
- Encourage students to play with others.
- Do they have friends or family members that play an instrument? Suggest that they play duets or accompany each other. During a recent HVAA recital, a violin student and piano student played a song together!
- Encourage students to attend live performances!
Contestant #3 Anadi Gefroh (Teaches Voice and Guitar)
Contestant #4 Jeremy Hollen (Teaches Piano, Drums and Guitar)
1. Be Enthusiastic
2. Never Make a Student Feel Guilty About Practice.
Creative Exercises
3. Method Books are Supplemental
- I consider the main focus of my job to be making lessons fun.
- Kids are very impressionable. If they see their teacher closing their eyes, moving to the music, or talking with passionate language, they might too.
- As teachers we probably love playing music more than most – show your student why by example.
- Find out what the student enjoys and what they don’t (by asking!!)and tailor lessons accordingly.
- I’d choose instilling a love and appreciation of music above anything else.
2. Never Make a Student Feel Guilty About Practice.
- I try to replace the word “practice” with “play.” Most of my students are between 5-10 years old, to whom words like “practice” sound obligatory and boring.
- A lack of practice means a lack of interest. When a student isn’t playing regularly I ask myself what can I change to make playing at home more enticing (often creative goals rather than technical ones)
Creative Exercises
- Write a song – The only rule is that you can repeat it
- Change guitars to an alternate tuningfor the week
- Huma bit of a song then try to playit
- Listen to a favorite songand just jamto it
3. Method Books are Supplemental
- Ultimately I do what the student responds best to, but people learn to talk before they write. Music is often the same.
- One of the first things I ask my students is their favorite song so that we can learn them together. Even if it’s a little too advanced (simplify it if you need to).
- Playing a familiar or well-liked song for friends/family can be great motivation.
- Learning an instrument is a long-term goal; Sometimes learning page by page can burn out the interest before it begins.
Contestant #5 Chris Connelly (Teaches Guitar)
1.) I always try to keep my lessons challenging, and I like to give students something that they can look forward to. I try to show them that what they are learning now, will lead to the things they want to play in the future.
2.) I always try to keep the lessons feeling light and casual. I try to interact with the students as if they were a friend that I was giving friendly advice to. I always try to make them feel comfortable and not under any kind of pressure.
3.) I always try to make my students feel like they are not alone in learning new things. I often show them things that I am learning as well, and that I make mistakes too. I also let them know that they should not feel bad about not practicing as much as they would like to. I tell them that it happens to me as well and that it is okay.
2.) I always try to keep the lessons feeling light and casual. I try to interact with the students as if they were a friend that I was giving friendly advice to. I always try to make them feel comfortable and not under any kind of pressure.
3.) I always try to make my students feel like they are not alone in learning new things. I often show them things that I am learning as well, and that I make mistakes too. I also let them know that they should not feel bad about not practicing as much as they would like to. I tell them that it happens to me as well and that it is okay.
Contestant #6 Jerod Moore (Teaches Piano, Drums and Guitar)
1. Genuinely have a good time during the lesson and relate.
As we all know, kids are perceptive little creatures. They can tell if you’re sincere or fake. It’s usually clear to me as a teacher when a student isn’t fully engaged. If I’m having fun, they will have fun. (Even if we aren’t entirely productive that day) I ask questions regularly and try to make them laugh or smile. I Ask them their interests and cater the lesson plan around what they like while embedding the essential musical knowledge into having a fun time first.
2. Praise them often and build their confidence.
Learning an instrument is hard, like really hard, like really really hard. Everyone learns at a different speed. Even a small step in the right direction can make them feel like they are accomplishing something. I take the hardest task, break it into manageable parts, and then cheer, high five, etc. when it becomes absorbed. These achievements build up into the ML tests and that inspires them to want to keep playing. Stickers and candy are nice, but feeling good about yourself lasts longer and honestly, goes beyond music.
3. Talk to the parents, even if they don’t seem interested.
Every parent wants to know that they are making a good investment in their child. If they don’t progress as desired, they’ll usually drop. Letting them know how well their kid is doing is more important than constantly telling them how little they’ve practiced. Nobody practices enough, the parents know that. Tell them how great their child is doing at one thing while addressing the things that need some more work. Keep them informed of progress and they can help spur more practice and better habits.
Extra tip: I find it useful to take good notes. These do NOT need to be long and exhaustive. I use Microsoft OneNote to jot down things on my ipad in the lesson and then update/add things later on my computer when I get home. Spending as little as 20-30 minutes after a day of lessons allows me to remember everything I’d typically forget in a week, or 2 or 3, when kids are missing lessons or taking vacations. It also gives the students a more personal impression that you care about them and aren’t just another $.
EXAMPLE: 5/20/2019 - Tommy, 9YO, loves dinosaurs, Pg 10 lesson book, more focus on rhythm (missed 2 weeks for camp)
Following week: “Hey Tommy, how was camp? Did you see any dinosaurs? Let’s get back to work on those rhythms” - Personal, Cheesy, Effective. Boom!
As we all know, kids are perceptive little creatures. They can tell if you’re sincere or fake. It’s usually clear to me as a teacher when a student isn’t fully engaged. If I’m having fun, they will have fun. (Even if we aren’t entirely productive that day) I ask questions regularly and try to make them laugh or smile. I Ask them their interests and cater the lesson plan around what they like while embedding the essential musical knowledge into having a fun time first.
2. Praise them often and build their confidence.
Learning an instrument is hard, like really hard, like really really hard. Everyone learns at a different speed. Even a small step in the right direction can make them feel like they are accomplishing something. I take the hardest task, break it into manageable parts, and then cheer, high five, etc. when it becomes absorbed. These achievements build up into the ML tests and that inspires them to want to keep playing. Stickers and candy are nice, but feeling good about yourself lasts longer and honestly, goes beyond music.
3. Talk to the parents, even if they don’t seem interested.
Every parent wants to know that they are making a good investment in their child. If they don’t progress as desired, they’ll usually drop. Letting them know how well their kid is doing is more important than constantly telling them how little they’ve practiced. Nobody practices enough, the parents know that. Tell them how great their child is doing at one thing while addressing the things that need some more work. Keep them informed of progress and they can help spur more practice and better habits.
Extra tip: I find it useful to take good notes. These do NOT need to be long and exhaustive. I use Microsoft OneNote to jot down things on my ipad in the lesson and then update/add things later on my computer when I get home. Spending as little as 20-30 minutes after a day of lessons allows me to remember everything I’d typically forget in a week, or 2 or 3, when kids are missing lessons or taking vacations. It also gives the students a more personal impression that you care about them and aren’t just another $.
EXAMPLE: 5/20/2019 - Tommy, 9YO, loves dinosaurs, Pg 10 lesson book, more focus on rhythm (missed 2 weeks for camp)
Following week: “Hey Tommy, how was camp? Did you see any dinosaurs? Let’s get back to work on those rhythms” - Personal, Cheesy, Effective. Boom!
Contestant #7 Lonnie Ohta (Teaches Ukulele and Guitar)
Contestant #8 Kathleen Smith (Teaches Piano)
Contestant #9 Tessa Knepprath (Teaches Voice and Piano)
I think the three most important (yet simple) things I do to help a student want to be motivated and keep coming back is:
#1. By making them feel truely welcome when they arrive. I always try to greet them with a big smile and hello that tells them that I am happy to see them, appreciate them, and value them. I also briefly ask how their day was, and it helps to establish a bond and a bridge of trust as well -especially for a lot of my extremely quiet and shy students. I have found that even if the student doesn't respond in turn to this method right away, keep gently taking the lead, and they always come around eventually.
This also helps us to be on the same page, and helps to dissipate their natural nervousness/anxiety and create a relaxed authentic environment where they can be themselves, learn, and have fun. I think it is so important that they know that they are not just another number and I actually care about who they are.
#2. By cheering them on. As we all know, music is not easy at times and students can easily become discouraged and want to give up. During the students' lessons, I have found it critical that I be a constant source of positive encouragement that they can count on -even when I am critiquing their work. I try to recognize and praise them for their efforts, hard work, and accomplishments (even as little as it may be), and remind them that every little step helps them toward their goal.
#3. By giving them candy! I know this isn't rocket science, but giving them candy really works wonders! Never underestimate the power of candy. Sometimes a student just needs some candy to make their day all better, and it's something they can look forward to. Also, offering it to my students and their guardian really helps to smooth out any frustrations or stresses they may have had during their day or lesson. Magically, it turns my room into a place of refuge and happiness. It helps them be more motivated and in a better mood, therefore, making it a more positive lesson. They leave with a smile and act like they've won the day. And I have to be honest, I snitch some candy too every now and then. Happy teachers make happy students.
#1. By making them feel truely welcome when they arrive. I always try to greet them with a big smile and hello that tells them that I am happy to see them, appreciate them, and value them. I also briefly ask how their day was, and it helps to establish a bond and a bridge of trust as well -especially for a lot of my extremely quiet and shy students. I have found that even if the student doesn't respond in turn to this method right away, keep gently taking the lead, and they always come around eventually.
This also helps us to be on the same page, and helps to dissipate their natural nervousness/anxiety and create a relaxed authentic environment where they can be themselves, learn, and have fun. I think it is so important that they know that they are not just another number and I actually care about who they are.
#2. By cheering them on. As we all know, music is not easy at times and students can easily become discouraged and want to give up. During the students' lessons, I have found it critical that I be a constant source of positive encouragement that they can count on -even when I am critiquing their work. I try to recognize and praise them for their efforts, hard work, and accomplishments (even as little as it may be), and remind them that every little step helps them toward their goal.
#3. By giving them candy! I know this isn't rocket science, but giving them candy really works wonders! Never underestimate the power of candy. Sometimes a student just needs some candy to make their day all better, and it's something they can look forward to. Also, offering it to my students and their guardian really helps to smooth out any frustrations or stresses they may have had during their day or lesson. Magically, it turns my room into a place of refuge and happiness. It helps them be more motivated and in a better mood, therefore, making it a more positive lesson. They leave with a smile and act like they've won the day. And I have to be honest, I snitch some candy too every now and then. Happy teachers make happy students.
Contestant #10 Kathy James (Teaches Voice and Piano)
Top Three Ways I Keep Students Excited About Music By Kathy James, Piano Teacher at HVAA
If I were going to compile a list of TEN top ways to excite and retain music students, further down the list you would see that like all of us I have many tools: fun ideas, engaging games, stickers, etc. I’d love for HVAA to have an ongoing way for teachers to share ideas and learn from each other. But for now, deciding on my top three means thinking about developing trusting relationships, personal connections, and good communication. I am convinced that more than entertaining games or rewards, students most value a teacher who bonds with them on an individual level. I strive to be a teacher who listens, cares, celebrates each student’s strengths, and truly makes it a mission to bring out the best in others.
1. I make great efforts to Find a student’s strong points. At every level, each student has an aspect of music that they are naturally good at. I go out of my way to praise and encourage the things they do well in order to give them confidence. We all enjoy continuing with something that we feel we are good at. Who would want to keep coming week after week if they felt they were bad at music? Reinforce those feeling of success, bring out and celebrate their gifts. Meanwhile, work on other skills that will lead toward overall improvement.
One Example: An older beginner is slow at learning to read music, isn’t progressing at a good pace in the method books. But enjoys making up music. We started using part of the lesson to write down his ideas. I didn’t try to “correct” him when I realized that he was changing meter, instead I walked him through how to faithfully notate it on manuscript paper. I figured that we’d tackle traditional musical forms later, I was simply trying to use something he enjoyed doing now as a tool to help him get better at reading music. But lo and behold, I found that he has an amazing ability to play and understand complex rhythmic ideas even moving through time signature changes. I enthusiastically let him know that he is lucky to have this natural gift, and that there are advanced students who find this difficult.
2. Really listen to students as individuals, respect them as the unique persons they are and communicate at their level in order to Understand what motivates them. Communication absolutely always depends on good listening. So many times we’ve heard how important it is in life to be good listeners. Well, that’s because it’s true, especially for music teachers in order to actually be able to make a one on one connection with each student in a large studio. I learn what they love, I watch for what makes their eyes to light up, I value their input because I know I’ll learn what motivates them.
Examples: I ask questions, really hear their reply and respect their answers. I’m always pleasantly surprised to find great insight to their learning style and what ignites a spark in them: What song have you liked best so far? What assignment did you enjoy working on most this week? Is there anything you’ve always wished you could play? Are you enjoying music lessons? How did you decide on this instrument? Do you have enough time to practice? Are you getting bored with this song? Is there a style of music that you love, and if you don’t know, would you like me to introduce you to some styles? Do you like to listen to music? Do you enjoy working out melodies by ear, and/or, would you like to try doing this? Does anyone else in your family play music? Why are you feeling tired today? Do you enjoy other hobbies, sports, reading, art etc.? Have you tried showing your younger sibling how to play? Do you like music from the movies? Do they have talent shows at your school?
3. I do my best to Share my own enthusiasm for music. I look them in the eye when I talk to them, give them undivided attention, and speak with passion about what we’re learning right now and why it’s important. How our work will apply to their own growth and love of playing. I don’t need to overdo it, or wear myself out trying to stay energized for an entire day of teaching. I simply need to stay in the moment, and really enjoy the journey with them. If I share my joy and enthusiasm, it sparks those feelings in the student too.
Love what you do, and pass it on!
If I were going to compile a list of TEN top ways to excite and retain music students, further down the list you would see that like all of us I have many tools: fun ideas, engaging games, stickers, etc. I’d love for HVAA to have an ongoing way for teachers to share ideas and learn from each other. But for now, deciding on my top three means thinking about developing trusting relationships, personal connections, and good communication. I am convinced that more than entertaining games or rewards, students most value a teacher who bonds with them on an individual level. I strive to be a teacher who listens, cares, celebrates each student’s strengths, and truly makes it a mission to bring out the best in others.
1. I make great efforts to Find a student’s strong points. At every level, each student has an aspect of music that they are naturally good at. I go out of my way to praise and encourage the things they do well in order to give them confidence. We all enjoy continuing with something that we feel we are good at. Who would want to keep coming week after week if they felt they were bad at music? Reinforce those feeling of success, bring out and celebrate their gifts. Meanwhile, work on other skills that will lead toward overall improvement.
One Example: An older beginner is slow at learning to read music, isn’t progressing at a good pace in the method books. But enjoys making up music. We started using part of the lesson to write down his ideas. I didn’t try to “correct” him when I realized that he was changing meter, instead I walked him through how to faithfully notate it on manuscript paper. I figured that we’d tackle traditional musical forms later, I was simply trying to use something he enjoyed doing now as a tool to help him get better at reading music. But lo and behold, I found that he has an amazing ability to play and understand complex rhythmic ideas even moving through time signature changes. I enthusiastically let him know that he is lucky to have this natural gift, and that there are advanced students who find this difficult.
2. Really listen to students as individuals, respect them as the unique persons they are and communicate at their level in order to Understand what motivates them. Communication absolutely always depends on good listening. So many times we’ve heard how important it is in life to be good listeners. Well, that’s because it’s true, especially for music teachers in order to actually be able to make a one on one connection with each student in a large studio. I learn what they love, I watch for what makes their eyes to light up, I value their input because I know I’ll learn what motivates them.
Examples: I ask questions, really hear their reply and respect their answers. I’m always pleasantly surprised to find great insight to their learning style and what ignites a spark in them: What song have you liked best so far? What assignment did you enjoy working on most this week? Is there anything you’ve always wished you could play? Are you enjoying music lessons? How did you decide on this instrument? Do you have enough time to practice? Are you getting bored with this song? Is there a style of music that you love, and if you don’t know, would you like me to introduce you to some styles? Do you like to listen to music? Do you enjoy working out melodies by ear, and/or, would you like to try doing this? Does anyone else in your family play music? Why are you feeling tired today? Do you enjoy other hobbies, sports, reading, art etc.? Have you tried showing your younger sibling how to play? Do you like music from the movies? Do they have talent shows at your school?
3. I do my best to Share my own enthusiasm for music. I look them in the eye when I talk to them, give them undivided attention, and speak with passion about what we’re learning right now and why it’s important. How our work will apply to their own growth and love of playing. I don’t need to overdo it, or wear myself out trying to stay energized for an entire day of teaching. I simply need to stay in the moment, and really enjoy the journey with them. If I share my joy and enthusiasm, it sparks those feelings in the student too.
Love what you do, and pass it on!
Contestant #11 Josh Martenson (Teaches Piano, Drums and Guitar)
CONTESTANT #12 Din Huerta (TEACHES PIANO, GUITAR and Violin)
RESOURCES I USE:
PIANO
READING SKILLS:
THEORY
● “Master Student” series: My own visual diagram based books that are designed to get students thinking like pianists which involves an ability to visualize patterns on the keyboard while also developing an understanding of the intervallic structure of chords and scales. There are currently two books available: CHORD MAPS vol. 1 and SCALE MAPS vol 1. RESOURCE BOOKS can be found here:https://masterstudent.wixsite.com/resources
TECHNIQUE
● The technique that I teach is a blend of what I have picked up over the years from two different systems of ergonomically correct technique as well as what I have observed from watching world-class pianists, from conversations with other pianists, and from my own experimentation. Primarily I base my movements on “Body Mapping” principles and Taubman Method system of techniques. Both systems tend to prefer movements that operate the arm, wrist, hand and fingers as a whole rather than emphasizing independence of fingers. I was forced to build a new technique from scratch after developing some tendonitis years back and sought out some teachers offering more specialized technique. My playing has improved since and I pass these principles on to my students at HVAA.
RHYTHM
● I separate rhythm elements from the beginning by learning how to count formally and patting while counting each hand’s part before the melody/harmony is added into the piece. I use the rhythms straight out of the lesson books or repertoire every time.
REWARDS
● I use a POINT System. Students are encouraged to be systematic with their practicing at home. They are awarded either 1, 2, or 3 points for patting and counting the rhythms of their exercises or repertoire at 60, 72, or 96 beats per minute respectively. The same is true for Playing their pieces, another 1, 2, or 3 points will be awarded for playing at the same tempos. Other points are possible for younger students who exercise
GUITAR
good lesson etiquette. When 100 points are earned, students are awarded with a prize at their next lesson. Prizes may include service bells (which I use in lessons), sticker books, small framed certificates, etc.
READING SKILLS:
RHYTHM
● “Progressive Steps to Syncopation for the Modern Drummer” book by alfred publications. This book is a cool way to learn rhythm step-by-step. Students practice formally counting the rhythms and them strumming chords to the patterns. Any new chords can be assigned to various measures of the exercises in this book.
REWARDS
● I use a POINT System. Students are encouraged to be systematic with their practicing at home. They are awarded either 1, 2, or 3 points for patting and counting the rhythms of their exercises or repertoire at 60, 72, or 96 beats per minute respectively. The same is true for Playing their pieces, another 1, 2, or 3 points will be awarded for playing at the same tempos. Other points are possible for younger students who exercise good lesson etiquette. When 100 points are earned, students are awarded with a prize at their next lesson. Prizes may include service bells (which I use in lessons), sticker books, small framed certificates, etc.
VIOLIN
READING SKILLS:
but the pieces are fun to play. I also accompany on the guitar.
TECHNIQUE
● Bow hand technique explorations are built into lessons. A thorough exploration of bow techniqes are built into custom exercises as far as speed, region of the bow, pressure, bounce and sound board are concerned. Students are encouraged to think creatively as well as systematically during these explorations.
REWARDS
● I use a POINT System. Students are encouraged to be systematic with their practicing at home. They are awarded either 1, 2, or 3 points for patting and counting the rhythms of their exercises or repertoire at 60, 72, or 96 beats per minute respectively. The same is true for Playing their pieces, another 1, 2, or 3 points will be awarded for playing at the same tempos. Other points are possible for younger students who exercise good lesson etiquette. When 100 points are earned, students are awarded with a prize at their next lesson. Prizes may include service bells (which I use in lessons), sticker books, small framed certificates, etc.
IN GENERAL:
PIANO
READING SKILLS:
- ● “MUSIC TREE” series for younger beginners (teaches via the “landmark” staff positions + interval recognition approach) I like this series because it teaches young students to think more critically about staff positions from the start and I feel that it gets them going on the classical repertoire sooner than many of the other book series do.
- ● “FRANCIS CLARK KEYBOARD MUSICIAN for the adult beginner” this book uses the same approach as the “Music Tree” and has many overlapping exercises and repertoire pieces. (Francis Clark is one of the authors in the Music Tree series.)
- ● Resource Pack: my own visual displays using mnemonic devices for grand staff “land-marks” and other PDFs.
REPERTOIRE:
- ● CLASSICS TO MODERNS series. The Easy grade book contains 142 mostly original pieces from the baroque era to the modern era. I think this book provides an excellent sample of classical styles for beginning students of all ages.
- ● Anna Magdalena’s Notebook: Just a classic book of recognizable and well-written pieces, hands down. A favorite book for the Bach family has many simple tunes, mainly in easy grade, two-part counterpoint melodies. Was gifted to Father Bach’s second wife - Anna Magdalena.
- ● Two-Part Inventions: Provides an ingenious sampling of a variety of key signatures for each hand, also written in a two-part counterpoint style. Using samples from each piece that span one-to-two measures is enough for beginners to experiment with a wide spectrum of legato/staccato techniques.
- ● Hal Leonard Easy Classical Fake Book: This book has a variety of classical themes arranged in the key of C, all displayed as lead-sheets.
THEORY
● “Master Student” series: My own visual diagram based books that are designed to get students thinking like pianists which involves an ability to visualize patterns on the keyboard while also developing an understanding of the intervallic structure of chords and scales. There are currently two books available: CHORD MAPS vol. 1 and SCALE MAPS vol 1. RESOURCE BOOKS can be found here:https://masterstudent.wixsite.com/resources
TECHNIQUE
● The technique that I teach is a blend of what I have picked up over the years from two different systems of ergonomically correct technique as well as what I have observed from watching world-class pianists, from conversations with other pianists, and from my own experimentation. Primarily I base my movements on “Body Mapping” principles and Taubman Method system of techniques. Both systems tend to prefer movements that operate the arm, wrist, hand and fingers as a whole rather than emphasizing independence of fingers. I was forced to build a new technique from scratch after developing some tendonitis years back and sought out some teachers offering more specialized technique. My playing has improved since and I pass these principles on to my students at HVAA.
RHYTHM
● I separate rhythm elements from the beginning by learning how to count formally and patting while counting each hand’s part before the melody/harmony is added into the piece. I use the rhythms straight out of the lesson books or repertoire every time.
REWARDS
● I use a POINT System. Students are encouraged to be systematic with their practicing at home. They are awarded either 1, 2, or 3 points for patting and counting the rhythms of their exercises or repertoire at 60, 72, or 96 beats per minute respectively. The same is true for Playing their pieces, another 1, 2, or 3 points will be awarded for playing at the same tempos. Other points are possible for younger students who exercise
GUITAR
good lesson etiquette. When 100 points are earned, students are awarded with a prize at their next lesson. Prizes may include service bells (which I use in lessons), sticker books, small framed certificates, etc.
READING SKILLS:
- ● Hal Leonard book series
- ● Resource Pack: my own visual displays using mnemonic devices for
treble staff “land-marks” and other PDFs.
REPERTOIRE:
- ● Hal Leonard Easy Classical Fake Book: This book has a variety of
classical themes arranged in the key of C, all displayed as lead-sheets. Students can exercise their chord knowledge and take a more creative approach to playing while still exercising their staff reading for melodic lines. This book provides an excellent opportunity to find chord voicings that include the melody note. This is an important skill for guitarists. - ● Doc Rossie’s Celtic Guitar: This book offers Celtic traditional pieces in tab and staff form and introduces an interesting tuning variation.
- ● Django Reinhardt Anthology: A good exercise in extended chords and fun tunes.
- ● Hal Leonard Bluegrass Fake book: A fun way to demonstrate the power of the I - IV - V chord progression.
- ● Rolling Stone Sheet Music Anthology of Rock and Soul Classics
- ● Beatles Anthology
- ● My own arrangement of Anna Magdalena’s Notebook songs for guitarists
in tab and staff form with chords. These tunes are compatible with the originals so they can be played along with keyboardists and string players. I encourage students at HVAA to play together!
THEORY
RHYTHM
● “Progressive Steps to Syncopation for the Modern Drummer” book by alfred publications. This book is a cool way to learn rhythm step-by-step. Students practice formally counting the rhythms and them strumming chords to the patterns. Any new chords can be assigned to various measures of the exercises in this book.
REWARDS
● I use a POINT System. Students are encouraged to be systematic with their practicing at home. They are awarded either 1, 2, or 3 points for patting and counting the rhythms of their exercises or repertoire at 60, 72, or 96 beats per minute respectively. The same is true for Playing their pieces, another 1, 2, or 3 points will be awarded for playing at the same tempos. Other points are possible for younger students who exercise good lesson etiquette. When 100 points are earned, students are awarded with a prize at their next lesson. Prizes may include service bells (which I use in lessons), sticker books, small framed certificates, etc.
VIOLIN
READING SKILLS:
- ● Essential Elements for Strings: This book is pretty good at breaking the basic skills of reading, Bow technique and Left hand positions up into simple and non-intimidating exercises.
- ● Introducing the Positions for violin vol. 1 by Harvey Whistler: Helps students get into third and fifth positions. Half steps are clearly marked in new positions so students can navigate new reaches of the neck with confidence. This book also includes famous studies by other prominent teachers.
REPERTOIRE:
- ● “Suzuki Violin School” series: offers a good step-by-step graded guide to classical pieces, every repertoire piece offering a new technical challenge to learn and overcome, building technique as you go.
- ● Hal Leonard Easy Classical Fake Book
- ● Doc Rossie’s Celtic Guitar: Excellent excuse for learning double stops,
This style of playing features drone notes which help the beginner
but the pieces are fun to play. I also accompany on the guitar.
- ● Hal Leonard Bluegrass Fake book: A fun way to demonstrate the power
of the I - IV - V chord progression. Students can practice their double stops and arpeggios while they accompany the melody as well as take turns playing the melody. I also accompany on the guitar. - ● Anna Magdalena’s Notebook: This book is perfect for all instruments. Top staff melodies fit perfectly with the range of the violin while bottom staff melodies work well for cellists.
LEFT HAND POSITIONS
TECHNIQUE
● Bow hand technique explorations are built into lessons. A thorough exploration of bow techniqes are built into custom exercises as far as speed, region of the bow, pressure, bounce and sound board are concerned. Students are encouraged to think creatively as well as systematically during these explorations.
REWARDS
● I use a POINT System. Students are encouraged to be systematic with their practicing at home. They are awarded either 1, 2, or 3 points for patting and counting the rhythms of their exercises or repertoire at 60, 72, or 96 beats per minute respectively. The same is true for Playing their pieces, another 1, 2, or 3 points will be awarded for playing at the same tempos. Other points are possible for younger students who exercise good lesson etiquette. When 100 points are earned, students are awarded with a prize at their next lesson. Prizes may include service bells (which I use in lessons), sticker books, small framed certificates, etc.
IN GENERAL:
- ● Dependability: I have never been late to a lesson during my year with HVAA nor have I missed a day.
- ● I drink espresso every day before work!
Contestant #13 Brian Harrison (Teaches Piano, Drums and Guitar)
Contestant #14 Francine Arent
PIANO STUDENTS (95% of my students are beginners):
1. Use of Music Creative Keyboard Teaching Aids during lesson time -- a) Basic Rythm Patterns, b) Intermediate Rhythm Patterns.
2. Alfred's Basic Piano Library Flash Cards (use them to prepare for testing and reinforce music theory basics) -- encourage parents to purchase Music Flash Cards for use at home.
3. Send home worksheets with students to expand their learning experience. These are fun activities -- crossword puzzles, word search, note reading, interval match, time signature drills, reading notes, Bass and Treble staff review, puzzles, listening skills, etc.
VOICE STUDENTS (beginner to intermediate)
1. Those who have no prior music experience, I teach them very basic music theory -- Treble clef notes, rhythm, meter, note direction (up = higher; down = lower), etc. This gives the student a little more confidence and independence to learn music on their own.
2. Supplement the songs they want to learn with classic songs so they become familiar with different styles/periods of music.
3. Those who are especially talented vocally and have an interest in theatre, are encouraged them with their parents to look into the various age appropriate opportunities in the community that will offer them acting technique/theory lessons and participate in plays.
1. Use of Music Creative Keyboard Teaching Aids during lesson time -- a) Basic Rythm Patterns, b) Intermediate Rhythm Patterns.
2. Alfred's Basic Piano Library Flash Cards (use them to prepare for testing and reinforce music theory basics) -- encourage parents to purchase Music Flash Cards for use at home.
3. Send home worksheets with students to expand their learning experience. These are fun activities -- crossword puzzles, word search, note reading, interval match, time signature drills, reading notes, Bass and Treble staff review, puzzles, listening skills, etc.
VOICE STUDENTS (beginner to intermediate)
1. Those who have no prior music experience, I teach them very basic music theory -- Treble clef notes, rhythm, meter, note direction (up = higher; down = lower), etc. This gives the student a little more confidence and independence to learn music on their own.
2. Supplement the songs they want to learn with classic songs so they become familiar with different styles/periods of music.
3. Those who are especially talented vocally and have an interest in theatre, are encouraged them with their parents to look into the various age appropriate opportunities in the community that will offer them acting technique/theory lessons and participate in plays.
Contestant #15 Luke Mccartney (Teaches Guitar)
REMINDER!
1. You must vote for someone other than yourself
2. Vote for who you think had the best ideas and was the most helpful
3. Voting ends on July 22nd