RhythmLast month I shared with you 5 Music Theory Tips (Part 1) that were quite technical, so this month it’s time for some fun theory teaching strategies. Please do feel free to share your own tips and tricks below as a comment.

1. How do you spell “rhythm”? – Well I guess I just did! However, someone once shared with me a simple way for young pupils to remember how to spell this potentially tricky, commonly used word. Just remember that: Rhythm Has Your Two Hips Moving! The first letter from each word gives you RHYTHM! Da da!

2. How do you organise dynamics? – Something I’ve noticed is that pupils often confuse the order of dynamics from quiet to loud, especially knowing where mp or mf fit into the bigger picture. A simple fix is to make up six flashcards with each dynamic and get the student to  [···]

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NoteWorks in Action!

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Isn’t it frustrating watching a new student struggling to work out the pitch of the notes on their sheet music. Is it a C or an A? You can hear them muttering “every good boy…” under their breathe whilst their parent waits anxiously on the edge of their seat to see if they might finally “hear a tune.”

Or what about a more advanced student? Surely by now they should be able to recognise that note on the ledger lines? Why can’t they remember to play a G sharp when playing in the key of A major? If only they would play that note in the correct octave?

Now don’t get me wrong, I’ve tried everything under the sun over the years to try and help my pupils quickly recognise pitch; flash cards, all manner of computer software and other miscellaneous methods in an effort to help them become better music readers. After all, faster pitch recognition equals more fluent sight reading. New pieces then get learnt quicker and everybody, pupil, parent and music teacher are much happier!


This could be it!

And then the light bulb moment! One of my students introduced me to  [···]

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