Confession of music teacher, or about 'Doubting Thomas'

[musicrebel4u]

Yes, it is not my first appearance on piano forum. I am posting my findings, videos, publishing articles, displaying evidences. In return I receive little or no interest, intimidation and comments of 'Doubting Thomas'. Sometimes, I think that this picture is about my story.



After life lasting research, 16 years of strictly classical music education, thousand of hours in classroom I found answers to all the most painful questions about music education, notation, sight-reading, development of music ear and memory. In return I hear… 'Doubting Thomas'.

In this video in 2000 I was on talk show. They gave me a girl, who never had piano lessons and in 15-20 minutes (live) I taught her how to play Hanon#1, Chromatic scale, Chords and C major, Hot Cross buns, French song and Ode to Joy using both hands. 'Doubting Thomas' said that the girl is… Russian and everything was set…

Ok. I taught another girl to play Waltz of Shostakovich (in Russian music schools this is the piece from the 6th grade). 'Doubting Thomas' said that the piece is so simple… it is for very beginners.

I taught one more girl in 2 weeks to fluently read music and play very advanced piece of Khachaturian's "Masquerade Waltz". 'Doubting Thomas' said that the video is… fake

I taught 3 year old girl to fluently read music and in 10 month she was playing 'Invention' of Bach. 'Doubting Thomas' said that the girl is Chinese (like it makes much difference) and she is a prodigy.

OK,  a 6 year old black boy came to me after 1 year of 'traditional piano lessons'. All what he played for me was 'Mary had a little lamb' in octave (2 hands! Wow!!!). Teacher told him that he does not have any talent. Well, one and half year passed and now this boy received about 700 comments from almost 200,000 viewers. 'Doubting Thomas' is saying – thye boy is a prodigy.

I taught 4 year old boy to play more than 20 pieces in 6 month and read music. 'Doubting Thomas' said that it is radio playing and the boy is 'pretending' to perform

If to follow this logic, I am surrounded by bunch of prepared prodigies and group of people, who day and night working on fake videos and no discovery of universal importance had been ever made. I am just waiting, when someone will put 1+1 together.

I read many topics about the same problems of music education. Year after year, day after day.  I am offering solution and hear just 'Doubting Thomas'. Is it too good to be true or something else? Any advice how to get through to professionals?

Regards, Musicrebel4U

[m19834]

Hi musicrebel,

This is an interesting post of your's.  How to get through to professionals ?  Stop trying so hard.  There are indeed some good points to your teaching methods as you show them, but to me and to some others, there are things to be concerned about, too.  Each individual needs to come to terms with how they would like to teach, on their own.  The harder somebody tries to "convince" me of something, the more difficult it is to wade through that "person" and find the gems of the method.  Do you understand ?

Your method does not solve every problem and I can see that it would even create some (however, this does not mean that positive aspects from what you offer can not be used by individuals).  Aside from that, there are other teaching methods that people have posted about on here that are also very sound.  Have you not been actually reading this forum ?

I am actually interested in some of the things that you are talking about, but I am not interested in pleasing you personally, so that puts me in a tough spot.  What matters most is the student's progress, but your own person seems to be so tied up into what you are presenting and your feelings about whether or not every teacher in the world feels that your "discoveries" are *thee* answer to all their prayers, that it becomes difficult for "onlookers" to see in an objective way what your methods actually are.  And, your offerings are so clearly trying to "sell" something that it is difficult to move past that and really take a look at what the method may be about.  Do you understand ?

I will admit, you are a compelling saleswoman, but right now, that is mostly how I view what you offer ... I view it as a sales pitch.  It's not like there is an actual subject on a table where several teachers are sitting (metaphorically speaking) and we are discussing these things together.  It is rather a matter of you wanting followers, and while good teachers may take on aspects of learned methods and make them their own, they are in general more of the mind of being a leader.   

Now, how do you lead a bunch of leaders ?   

Anyway, those are my thoughts for now, best wishes,
Karli

[johnk]

Of course some people doubt your claims when you are too full of hype and unclear with the facts.

To give an example, here you wrote:

I taught one more girl in 2 weeks to fluently read music and play very advanced piece of Khachaturian's "Masquerade Waltz". 'Doubting Thomas' said that the video is… fake

This sounds like you are saying the girl began learning piano 2 weeks before this video.

I watched the video and read all the comments. Here are some of YOUR own comments on this video:

"This student started piano lessons 6 months ago."

"Yes, the student learned advanced piece in 2 month after 6 months of taking piano. I don't know, what should I add to it! "

"well, i meant 2 weeks, but you read what you read and see what you want to see. you don't see how effectively people can learn - it is your choice. i can't help it, really! "

"Haily plays Khachaturian's "Masquerade Waltz" in couple of weeks after starting with Soft Mozart 2 months ago. As a child she took piano lessons, but didn't suceed and had to quit. Now she plays and reads music "

So how long did she learn as a child, and what does it mean 'didnt succeed', 'had to quit', etc?

And did she learn Soft Mozart from you for 6 months, or 2 months???

I know when my own sister was about 12 and I was 14, i taught her to play ALL of the Sleeping Beauty Waltz of Tchaikovsky by rote. She had never played or learnt piano before this (because i was always playing it, i guess!).

It is great that Haily's motivation has been rekindled through your computer assisted teaching method.

But I think more teachers might use your software if you didnt try so hard to sell it!

Regards, john keller

[musicrebel4u]

Karli,

focus on message and stop blaming a messanger.

[musicrebel4u]

John,

I asked you to put 1+1 together. I gave you more then 1 sample and we can dig into details on Heily as much as you want, but it doesn't help us to see the whole picture.

Ability to focus and interact is the only way to make music reading succesful without inventing 'new bike'.

[hyrst]

Rebel,
The type of response you gave to John and Karli's very helpful replies is precisely what prevents people from being able to communicate with you! 

[m19834]

Karli,

focus on message and stop blaming a messanger.

Musicrebel,

You asked how to get through to professionals and I answered with my thoughts and opinions.  I have even said that I am interested in what you have to offer and that is true, which means I have listened to the "message" !  Perhaps you will take your own advice to me and focus on the message that I have given you .

I get the feeling that you think everybody is against you and so you take on an attitude before you even know who you are dealing with, that you must push and push and be tough.  Well, maybe that is what it takes for some, but that's not how it works for all.  I recommend that you know your audience as best as you can.  Sometimes the same attitude that thinks the world is against it creates the buffer that stops open sharing, communication and true receptivity that would have allowed for a message to be recieved.  I believe you have worked very hard on the development of what you are selling and I applaud that.  But not everybody has to be bullied, pushed, prodded and pulled -- and what I said is not just about marketing a product but is a basic teaching principle, too (and since you are such an experienced teacher, I would think that you know that). 

I guess you are trying to take on the world, and that is your every right .  If I were a person who used method books and the like, I would probably choose what you are offering over a lot of the currently top-selling methods around.  I don't use method books though, not as the sole means to what and how I teach.  I take bits and pieces from all over and cater to the individual.  I would do the same thing with what you are offering if I felt inclinded to invest in it.  Some of how you approach reading, I agree with and I am even learning from what you show us through the videos.  It's still my right though, to take what I want and discard the rest.  I think you will continue to find places for your methods, especially among the crowds that use method books as the main resource for teaching.

[musicrebel4u]

Rebel,
The type of response you gave to John and Karli's very helpful replies is precisely what prevents people from being able to communicate with you! 

Yes, I agree, it is hard to communicate with me. But what we are looking at this forum? Sweet communication and mutual compliments or ways to find answers to our professional questions?

[musicrebel4u]

Karli, we all take bits and pieces, because the teaching is a creative process.

I didn't create any 'method' by the way - it is rather new foundation in teaching music: I added visual support to what everyone teach and interactivity.

Don't like words - prefer operate with facts and evidences. I'll start with something very simple.

NOTE DURATION.
Wish you could find couple of minutes and download a Demo of the program that teach students note duration.

-https://-https://www.doremifasoft.com/noducoga.html
Click on  Free Demo Version of Note Duration game

This program just for PC (with no connection to piano). Try it with your hands on.

[m19834]

Yes, I agree, it is hard to communicate with me. But what we are looking at this forum? Sweet communication and mutual compliments or ways to find answers to our professional questions?

Don't forget that you have assumed these questions exist here.  I have seen some of them crop up in the past for sure but not for a while now, and of course I myself am still exploring ways to better teach particular aspects of music, but you have started your own threads specifically to promote your software.  And, I will venture to say that you probably feel the message was "recieved" once an individual has forked out the money to purchase your software, and that's about all you are truly interested in (though I am sure you believe your software is the answer to all the problems).  Or, perhaps you would follow up to see if they are recommending it to all of their students, too .  Most people who communicate here are doing so without trying to sell anything in particular, and sorry, but that changes things a bit.

I didn't create any 'method' by the way - it is rather new foundation in teaching music: I added visual support to what everyone teach and interactivity.

I see.  So you invented the idea of visual aids as a foundation to teaching music ?  Stickers and sideways staves didn't exist before your new foundation ?  I already have visual support to what I teach (including sideways staves), and interactivity (whatever that is supposed to mean), and I am quite happy with the results that I am getting as far as the student's ability to comprehend the ideas .  I could've purchased stickers to put on the piano keys years ago if I wanted to since those have been around for a long time.  Why would I spend nearly $400 to purchase software when I get very nice results already with what I have got ?

And, I have to say that I find it a bit ironic that a person who has created for themselves a thread that portrays themself as being in the position of a martyr, who expects in some sense that they should not recieve doubts and quesitons and cross examination, and then comments on the type of communication that others here are expecting to recieve.  Are our communications with you not quite sweet and complimentary enough, Musicrebel ?

[musicrebel4u]

Dear Karli,
Did you download a Demo yet?
Let's continue our conversation on facts - not assumptions

[counterpoint]

Dear musicrebel,

your approach on teaching piano looks very interesting to me. I wonder how long (weeks/months/years) the kids are supposed to play these computergames until they are able to play the piano without this electronic guide. You claim, the kids learn to "read music", but what they really do is to press keys at a defined point in time. That's fine, but I would not call that playing music. Music is not the addition of keypresses, but chords, melodies, rhythms. What do the kids learn about chords, melodies, rhythms? I can't see, how someone can learn rhythm (!) by using your "note duration" program. What is note duration, that has no measure(!) for example  4/4, 3/4 or 6/8 measure? If I don't feel the beat, how do I know where's the beginning of the next note? I miss some visualization of the subdivision of the musical measure and of the counting.

[musicrebel4u]

Dear musicrebel,

your approach on teaching piano looks very interesting to me. I wonder how long (weeks/months/years) the kids are supposed to play these computergames until they are able to play the piano without this electronic guide. You claim, the kids learn to "read music", but what they really do is to press keys at a defined point in time. That's fine, but I would not call that playing music. Music is not the addition of keypresses, but chords, melodies, rhythms. What do the kids learn about chords, melodies, rhythms? I can't see, how someone can learn rhythm (!) by using your "note duration" program. What is note duration, that has no measure(!) for example  4/4, 3/4 or 6/8 measure? If I don't feel the beat, how do I know where's the beginning of the next note? I miss some visualization of the subdivision of the musical measure and of the counting.

Note Duration game I am using for different purposes:

1. Small children (2+ and up) develop eye-hand coordination and follow the game by colors
2. When coordination in pressing space key is developed, they play many pieces in the program ( not on demo version) fluently and program takes colors away and beginners have to rely on duration symbols ( in the basket). It is time to explain what whole, half etc notes are
3. When I have to explain students how to count, I use the same game to teach them counting. Due to the fact that they have to deal with only one key, they understand how to count while playing easily.

How I teach chords:

How they self-develop abilities to pick chords for different melodies:

How I teach sight-reading:

How we learn to transpose:

Coordination development in reading on elementary presentation:

[musicrebel4u]

Now about the question: 'How long'

It depends of individual aptitude of every student. Some students start reading from sheet music quickly, some need more time with computer.

I guess, the right way to look at it is: how long any English speeking person needs to use Spell check, when he/she writes letter?

Today nobody considers it as a crime.

Why the same self-check is something wrong in music making? Each student should use this tool as long as he needs it and as long as he/she develops and motivated to grow, our purpose is served

[counterpoint]

How I teach chords:

That's even more serious than I thought   

You don't teach chords. They just press some keys - and don't know, what they do. What sort of chord is it? What's the bass note? What intervalls? Why minor? Do you explain these things? Or are you satisfied when they are pressing the "right" notes?

[counterpoint]

I guess, the right way to look at it is: how long any English speeking person needs to use Spell check, when he/she writes letter?

Today nobody considers it as a crime.

Why the same self-check is something wrong in music making? Each student should use this tool as long as he needs it and as long as he/she develops and motivated to grow, our purpose is served

No, I don't think it's a crime either 

But the learning of music by typing note for note without knowing what you do - that's (not a crime but) like reading a book without understanding the words. It's possible but it's useless. People who understand the words will think "Ah great, he can read a book" but his reading his totally mechanical. Of course it's mechanical. If you do not understand the meaning, it's only mechanical. Okay, many pianists play like this 
But shouldn't we try to explain what's happening in the music instead of producing sort of music typists?

[musicrebel4u]

That's even more serious than I thought   

You don't teach chords. They just press some keys - and don't know, what they do. What sort of chord is it? What's the bass note? What intervalls? Why minor? Do you explain these things? Or are you satisfied when they are pressing the "right" notes?

What do you mean: they just press some keys? Did you watch the whole video through, where I explain about T,S,D? They start learning about T,S,D and play shell chords to different melodies by ear. There were not just minor...

I guess, I have a major question here: DO YOU HAVE ENOUGH PATIENCE TO WATCH, THINK AND RESPOND LATER?

[musicrebel4u]

No, I don't think it's a crime either 

But the learning of music by typing note for note without knowing what you do - that's (not a crime but) like reading a book without understanding the words. It's possible but it's useless. People who understand the words will think "Ah great, he can read a book" but his reading his totally mechanical. Of course it's mechanical. If you do not understand the meaning, it's only mechanical. Okay, many pianists play like this 
But shouldn't we try to explain what's happening in the music instead of producing sort of music typists?

Here is all the videos of my lessons and students:

os?user=lenkaolenka&p=r

Thousands of people were watching the videos and I didn't receive any comment that kids are playing mechanical.

[lazlo]

musicrebel,

It seems like you're looking for a fight... At any rate, you're very antagonistic... Did you just want people to praise the genius of your method? Or to actually think critically about it? If you don't want to hear what anyone has to say, then just do your thing, and life goes on.

[musicrebel4u]

musicrebel,

It seems like you're looking for a fight... At any rate, you're very antagonistic... Did you just want people to praise the genius of your method? Or to actually think critically about it? If you don't want to hear what anyone has to say, then just do your thing, and life goes on.

I am waiting for your critical thoughts

[Petter]

I am waiting for your critical thoughts

They are giving them but you´re not listening.

[keypeg]

They are giving them but you´re not listening.

My feedback on the compainion thread remains unanswered.  I took he time to try out both demos.

[musicrebel4u]

My feedback on the compainion thread remains unanswered.  I took he time to try out both demos.

My apology: I got a flu and it takes tall on me!
Thank you for trying the demos.

1. NOTE DURATION - this program designed for beginners from 2+ and could be used with older student. As I already stated, 2-3 year olds can play many pieces using only space bar on computer keyboard.
This program teaches
eye-hand coordination
ability to shift focus
coordination

With older students this program is helping to understand duration by experiencing it practically, teaches symbols of whole, half, eught etc notes. Also the program could be used to teach how to count.

2. NOTE ALPHABET. Yes, this program is challenging. No wonder it wasn't easy for you to play.
My question: did you hear any sound while playing? You suppose to
The program ( like all others) based on very advanced math formula: it takes into account every of your move. If your reaction is fast, it speeds up, otherwise it slows down (that affects your score)
Program uses only right and left arrows, because it also teaches students to link up and down of music notation with right and left movement ob piano.
When you played the program Solfeggio, you guessed right almost all the symbols
Door, Rain (nor cloud), Mirror, Farm, Sault, Ladder and Tea (cup)
The program (full version) starts with very simple levels and finishes on very advanced level

Music  teachers - trainee of our system should finish this entire program in less then 20 minutes

After graduation every student  'sees' piano keys and order of music notes within on intuitive level

Also this program develops perfect pitch (like all others)

[musicrebel4u]

Also, my partner yesterday made new video (lesson with adult beginner). There I use Note Duration program as a tool for explenation how to count:

[shingo]

musicrebel,

It seems like you're looking for a fight... At any rate, you're very antagonistic... Did you just want people to praise the genius of your method? Or to actually think critically about it? If you don't want to hear what anyone has to say, then just do your thing, and life goes on.

Agreed.

Johnk's original question as to the background of the student is still un answered, and you seem to want to defend your product at all costs rather than engage in productive conversation.

Anyway dont you think those games were a little patronising for an adult? I felt kind of awkward for him.

[keypeg]

Thank you for the response.

About the NOTE ALPHABET.  First, my computer currently has no sound capabilities, so all I had were symbols sliding across the screen.  I assume there is an association with sound - I had none.

Secondly, am I supposed to have an association for the pictures of door, rain etc?  Are they associated with solfege names?  Is there a "translation" for them - that's what was missing for me in playing the game (in addition to sound).  You've given me a puzzle:

door  looks like "do" = do
rain = re
mirror = mi
farm (not barn, like I thought) = fa
salt = so
ladder = la
cup = tea = ti

(English-language based because that is the International language, or being marketed to English speaking countries?  Do you have the same with different pictures for different nationalities since 3 year olds would not yet be multilingual?  i.e. German mirror is Spiegel, but a picture of a cat Mietze would do for "mi", French rain is pluie, but a picture of a queen would give reine for "re", Russian tea is chai but a picture of (your turn!  ) would give you "ti" etc.)

Now the game makes more sense.  It was better for me not to know since I could put myself into the shoes of a novice.

My tension did not come from difficulty in the game.  My tension came first of all because I hate computer games!  But most people love them.  My personal taste does not take away from its merit, or attractiveness for much of the population of many ages that love these kinds of games.

I can see that it would indeed help bring about those skills that you describe.  I can also see the intuitive side of it: not straining of the intellect which can get in the way.

Take care of your flu.

[musicrebel4u]

Agreed.

Johnk's original question as to the background of the student is still un answered, and you seem to want to defend your product at all costs rather than engage in productive conversation.

Anyway dont you think those games were a little patronising for an adult? I felt kind of awkward for him.

Ok. Here is the facts about Heily in her own words and on video:
https://www.kxan.com/Global/story.asp?S=2538155&nav=3dg9StYX
If you want to watch the video, click inside the box • Out On the Porch (you have to skroll down the page)
Video was taken Nov 7, 2004.

Prior to that TV story we recorded Heily in May of 2004 ( she played J.Ph.Rameau Tambourine ) - look for Little Miracles of Soft Mozart after month of lesson https://doremifasoft.stores.yahoo.net/events.html

After that in June Haily plays Khachaturian's "Masquerade Waltz" (the same page)

YOUR 'doubting thomas's' questions just a waste of my time and energy. I would rather explain something in professional field

[musicrebel4u]

Anyway dont you think those games were a little patronising for an adult? I felt kind of awkward for him.

Well, download the games and try for yourself)))
It takes several months for Master Degreed professional to finish this 'games' in required time.

[musicrebel4u]

Thank you for the response.

About the NOTE ALPHABET.  First, my computer currently has no sound capabilities, so all I had were symbols sliding across the screen.  I assume there is an association with sound - I had none.

Secondly, am I supposed to have an association for the pictures of door, rain etc?  Are they associated with solfege names?  Is there a "translation" for them - that's what was missing for me in playing the game (in addition to sound).  You've given me a puzzle:

door  looks like "do" = do
rain = re
mirror = mi
farm (not barn, like I thought) = fa
salt = so
ladder = la
cup = tea = ti

(English-language based because that is the International language, or being marketed to English speaking countries?  Do you have the same with different pictures for different nationalities since 3 year olds would not yet be multilingual?  i.e. German mirror is Spiegel, but a picture of a cat Mietze would do for "mi", French rain is pluie, but a picture of a queen would give reine for "re", Russian tea is chai but a picture of (your turn!  ) would give you "ti" etc.)

Now the game makes more sense.  It was better for me not to know since I could put myself into the shoes of a novice.

My tension did not come from difficulty in the game.  My tension came first of all because I hate computer games!  But most people love them.  My personal taste does not take away from its merit, or attractiveness for much of the population of many ages that love these kinds of games.

I can see that it would indeed help bring about those skills that you describe.  I can also see the intuitive side of it: not straining of the intellect which can get in the way.

Take care of your flu.

I hate computer games myself!))) But what we call 'games' here is in fact exercises in order to train people to read music notation 'on the fly'. It is more like 'flight simulator'.

About pictures for different countries you are absolutely right!
Today we already made Russian pictures. Spanish, Portugese, French and German on the way. If I will survive.

[keypeg]

I've spent more time on it, and I'm starting to see that there is more to it than would first appear.  It also doesn't meet "expectations" .... It's not "predictable" in the way someone who knows about music wants to predict it, and that is good, not bad - something different behind it.  For example, at one level it only went between re-fa, and seemed to have a space between do and re that I didn't "want" to be there.  It made me respond rather than over-think.

Next impression was when the lines flipped to vertical, and first I saw a "fault" in the game because the up and down arrow did not "work".  That's because the horizontal buttons had to be used.  Why?  Because on the piano higher pitch is to the right, lower pitch is to the left = association.  Initial worry: what if you play another instrument?  Can one guess correctly that on all instruments rising pitch either rises vertically or from left to right horizontally like on the piano?  I.e. can I use this training even if piano is my second or third instrument?  This concerned me because I don't want to associate pitch rigidly to the structure of the piano.

Once I knew the pictures were not random (the "barn" and "cloud" threw me off, until I knew they were "farm" and "rain") so that it was a meaningful exercise it also become more attractive.  I wished I didn't have a fast computer when it started to speed up. 

Is there anything in the programming that will compensate for computer speed?

[musicrebel4u]

I've spent more time on it, and I'm starting to see that there is more to it than would first appear.  It also doesn't meet "expectations" .... It's not "predictable" in the way someone who knows about music wants to predict it, and that is good, not bad - something different behind it.  For example, at one level it only went between re-fa, and seemed to have a space between do and re that I didn't "want" to be there.  It made me respond rather than over-think.

Next impression was when the lines flipped to vertical, and first I saw a "fault" in the game because the up and down arrow did not "work".  That's because the horizontal buttons had to be used.  Why?  Because on the piano higher pitch is to the right, lower pitch is to the left = association.  Initial worry: what if you play another instrument?  Can one guess correctly that on all instruments rising pitch either rises vertically or from left to right horizontally like on the piano?  I.e. can I use this training even if piano is my second or third instrument?  This concerned me because I don't want to associate pitch rigidly to the structure of the piano.

Once I knew the pictures were not random (the "barn" and "cloud" threw me off, until I knew they were "farm" and "rain") so that it was a meaningful exercise it also become more attractive.  I wished I didn't have a fast computer when it started to speed up. 

Is there anything in the programming that will compensate for computer speed?

The system we developed for any students to learn Grand Staff.
In Russia piano is a starting point of music education: any player ought to learn how to play piano regardless of what other instrument you are taking. The reason for that - piano is a perfect tool for ear training and for Solfeggio. With good foundation playing any other instrument is getting easier.

In regards to speed I have to tell you that all the training programs have to be played from very beginning. Each time you get better results and program skips the level. Otherwise it slows down and keeps you on levels in which you have difficulties 'till you master it. Music is a language and as fast you reaction is better for fluent reading. If you would have sound in your computer and would make many mistakes, you would hear my awful voice saying 'Door' , 'Rain', 'Mirror' etc. The goal of this game is to make entire picture of Mozart in record time.

Next program is 'Fruit lines
-https://-https://www.doremifasoft.com/fruitlines.html

Now students aply the learned 'Alphabet' to spaces and lines. Again A stands for ABC system and I for Solfegio. If you want to stop program, press F1. This game is also training link between keys and notes, but in more bold manner.

[keypeg]

Thank you.
btw, in the last one, there are fruits falling from the tree that do not have any symbol inside them.  A giant spider eats them when they fall to the ground.  Do empty fruits mean anything?  (I can't believe I'm writing about giant spiders on the serious teaching forum)   

[musicrebel4u]

Thank you.
btw, in the last one, there are fruits falling from the tree that do not have any symbol inside them.  A giant spider eats them when they fall to the ground.  Do empty fruits mean anything?  (I can't believe I'm writing about giant spiders on the serious teaching forum)   

Yes, the 5 'trees' are 5 lines (green - Treble Staff and brown - Bass Staff). At the beginning there are fruits with letters/pictures on them. When student does not make any mistakes the speed of the program increases and fruites replaced by flower budds (blue and red). If you play everything correctly, the program is brunging you from learning keys of octave to Grand Staff. At the end of the program you have to deal with traditional Grand Staff.

Empty fruits and flower buds mean more advanced speed of the program, when you receive no help.

[musicrebel4u]

(I can't believe I'm writing about giant spiders on the serious teaching forum)   

Well, we created animation, which could help student of any age understand what he/she does right or wrong with visual hints. Doing in building skills is more important than listening instructions, especially when you interacting with sounds.

Recall, how frostrating it is to hear verbal advices of your mother in law when you are trying to learn a map in a car 

[keypeg]

Yes, the 5 'trees' are 5 lines (green - Treble Staff and brown - Bass Staff). At the beginning there are fruits with letters/pictures on them. When student does not make any mistakes the speed of the program increases and fruites replaced by flower budds (blue and red). If you play everything correctly, the program is brunging you from learning keys of octave to Grand Staff. At the end of the program you have to deal with traditional Grand Staff.

Empty fruits and flower buds mean more advanced speed of the program, when you receive no help.

Hm, without knowing the trees are the staff, I suddenly had only fruits.  There were apples and pears, red, green and yellow.   They distracted me to think:  What does apple mean?  What does pear mean?  What do red and green mean?  But the meaning was the place on the trees (staff).  Then it made sense.  Are these games meant to be played with guidance?  Would a guiding teacher have a "teacher's guide" so that at least the teacher knows that the trees are the grand staff turned on its side?

I found it disconcerting, once the staff was horizontal, that when the note went DOWN I had to move my baskets UP.  The opening flowers are beautiful.

[johnk]

Hi Music Rebel,

In your videos on your own site, I saw one with a girl called Bianca playing a nice piece in E flat major, and she said she had only learnt for 3 weeks.

Can you tell me if the music is written with the flats marked in on the computer, or with a key signature and not any help for which keys are flat. I would think that no one could play the flats correctly without the help.

Same with other pieces on YouTube. eg the 18 yo boy playing Musette. I cant see the details on the computer screen he is learning from. How does he know to play C and F as sharps?

(I am not arguing with you, I just would like you to clarify how you do it.)

Thanks, John K

[musicrebel4u]

Hi Music Rebel,

In your videos on your own site, I saw one with a girl called Bianca playing a nice piece in E flat major, and she said she had only learnt for 3 weeks.

Can you tell me if the music is written with the flats marked in on the computer, or with a key signature and not any help for which keys are flat. I would think that no one could play the flats correctly without the help.

Same with other pieces on YouTube. eg the 18 yo boy playing Musette. I cant see the details on the computer screen he is learning from. How does he know to play C and F as sharps?

(I am not arguing with you, I just would like you to clarify how you do it.)

Thanks, John K

[musicrebel4u]

Hm, without knowing the trees are the staff, I suddenly had only fruits.  There were apples and pears, red, green and yellow.   They distracted me to think:  What does apple mean?  What does pear mean?  What do red and green mean?  But the meaning was the place on the trees (staff).  Then it made sense.  Are these games meant to be played with guidance?  Would a guiding teacher have a "teacher's guide" so that at least the teacher knows that the trees are the grand staff turned on its side?

I found it disconcerting, once the staff was horizontal, that when the note went DOWN I had to move my baskets UP.  The opening flowers are beautiful.

Small beginners associate each note with different fruit
And yes we have a curriculum for teachers. I am training them, they have to pass all the games in record time and be certified to teach with 'Soft Way to Mozart'
The training and certification is absolutely free

[keypeg]

That training would be necessary.   I got stuck in the empty fruits and had to ask you.  The same will happen with a child, so the teacher must understand the game.

[johnk]

Thanks for the pictures. This makes it clear. I presume in the 6 formats, the help of the little flat signs is eventually left out.

It is basically "EZPLAY" music, ie written in letternames (see attached), but you have  the same piece in progressive notations leading to traditional.

So you are not expecting the student to know the key signature to start with. How long after beginning piano study with you would a student with ability and age like Bianca be able to read in every key signature without the EZPLAY help, ie read any sheet music?

[dora96]

Hi Musicrebel4U,

I have watched your video, and your method to teach small and young children are very impressive. The method is interesting and easy for small children to understand. I have 4 kids, 2 little kids under 3 years old. I thought I might teach my 3 years old son to play the piano using your method. Turn the Staff into vertical and written only the middle C and corresponding to the colour red and small key red in the middle C. I can't even make my 3 years old to sit still for 2 minutes alone to look at the drawing. I said to him " where is the middle C. I have labeled with red sticker in the key, all he wanted to do to rip the sticker off the key, and I said to him " please play with right hand with your  thumb, he would not open his fingers and hold the fingers as tight as he can". I just simply don't know how do you teach small children within first lesson to play a song. I would also  like a method to make my son to sit still would help.

Even though, if I am interested in your method, I think it has to depend individual understand. It has been one week with one note, my son still can't confidently do it yet? Honestly, I don't know how you do it  with one lesson?

In the past, I have approached by other ingenious computer program like computer math ethic  tutor, the computer software is brilliant, there are all sort of the method and interesting things to learn and do. However, we used the demo my older son used as well. After few months, he is not interesting any more. The program itself is very expensive for 2 CD for $2000. I search in ebay, and some people are already selling the software for half price.

[danny elfboy]

Musicrebel,
I didn't realize you're Hellene
Your website is great with precious information about posture, hand positoin, safe and effective exercises and I have been touched by your article on musical spirituality.
In the interviews once can see both your radiance and enthusiasm and also the serenity of your students of whatever age; they don't feel threatened, they don't see unconfortable or scared of punishment of failure and most of all they appear happy and have fun. Whether we completely agree or not you really care about your students and this is a good thing.

Oh I don't agree with you saying that music is taught like it was in Middle Ages, that's giving pedagogy too much credit; music is taught like it was in the Army and students were soldiers to discipline, punish and intimidate till they become subservient machines.

[timothy42b]

Oh I don't agree with you saying that music is taught like it was in Middle Ages, that's giving pedagogy too much credit; music is taught like it was in the Army and students were soldiers to discipline, punish and intimidate till they become subservient machines.

This is a very general (and extreme) statement.  We should perhaps remember that there is music beyond classical piano, and some genre's are taught very differently. 

[danny elfboy]

This is a very general (and extreme) statement.  We should perhaps remember that there is music beyond classical piano, and some genre's are taught very differently. 

You're right. I clearly meant orthodox army-like classical piano. The attitude is never that strong with other instruments even in accademies and then there's jazz wich is another world.

[musicrebel4u]

That training would be necessary.   I got stuck in the empty fruits and had to ask you.  The same will happen with a child, so the teacher must understand the game.

Yes, the system working the best with trained teachers. My colleagues and I are   training them for free and it takes about 6-8 hours. We certify teachers upon graduation and give them permission to train other teachers, if graduation is successful. There are many subtle tricks in the program. Even though I am co-creator of the system, teaching with it every day for almost 7 years, I find new and new ways of using the system to solve problems in teaching music and piano.

For example, why fruits? Because young beginners or even not young beginners can memorize each note by relating it to corresponding fruit using visual memory. When they 'get' the pattern (some notes are on lines and some on spaces), the reaction is faster and we replace fruits with red (line notes) and blue flowers (space notes)

You asked me about baskets, when Grand Staff is taking horizontal position. In this game the issue is music notes. We are not moving them – we move baskets with their names. So the connection note up arrow right - note down arrow left is irrelevant for this particular game. The main goal is to train eyesight to recognize line and spaces notes and connect keys with Grand Staff.

Thank you so much for your time and very interesting question. The last program from this category is Treble Staff Puzzle. It is pretty traditional (we also have Bass Staff Puzzle, but it is similar and we placed only one Demo)

-https://-https://www.doremifasoft.com/trstpu.html

Other programs require interface between computer and digital keboard/piano

[musicrebel4u]

Thanks for the pictures. This makes it clear. I presume in the 6 formats, the help of the little flat signs is eventually left out.

It is basically "EZPLAY" music, ie written in letternames (see attached), but you have  the same piece in progressive notations leading to traditional.

So you are not expecting the student to know the key signature to start with. How long after beginning piano study with you would a student with ability and age like Bianca be able to read in every key signature without the EZPLAY help, ie read any sheet music?

Many talented and innovative music educators tried different approaches to deal with the main obstacle in piano playing: our students have to build their reading skills and coordination at the same time. I think 'EZPLAY' is one of such approaches.

In our curriculum every lesson students have to play 2 different kinds of pieces:
1.   Pieces more advanced for coordination development we present on easier presentations
2.   Pieces less advanced for coordination we use for reading purposes (we take symbols and colors away gradually)

Students like Bianca have excellent coordination skills. It means, they faster then other students 'free room' in their mind for more advanced task. Our mind has certain limitations. For example, when you were trying to drive first time in your life, you most likely didn't have enough 'room' to enjoy a view outside the car.

Coordination struggles, I think, are the main reason of suppressing ear development.

We also developed a curriculum called 'Solfeggio and Chords'. It teaches how to think in different keys, transpose and write music dictations. I developed this approach long ago, before coming to USA and only now have chance to use it ( when I was teaching without computer I simply didn't have enough time to do it)

And yes, on the last presentation Waltz looks like in book:

[musicrebel4u]

Musicrebel,
I didn't realize you're Hellene
Your website is great with precious information about posture, hand positoin, safe and effective exercises and I have been touched by your article on musical spirituality.
In the interviews once can see both your radiance and enthusiasm and also the serenity of your students of whatever age; they don't feel threatened, they don't see unconfortable or scared of punishment of failure and most of all they appear happy and have fun. Whether we completely agree or not you really care about your students and this is a good thing.

Oh I don't agree with you saying that music is taught like it was in Middle Ages, that's giving pedagogy too much credit; music is taught like it was in the Army and students were soldiers to discipline, punish and intimidate till they become subservient machines.

Dear Danny,

I have one more confession to make. Yesterday was my birthday. I received a lot of calls from my friends, family and colleagues from different countries, but your post was the best present during this day.

I started working on developing the system since I was 15-year-old teenager. Only God knows how much work and sacrifices I went through to make everything happened. I have a daughter; she is going to be 21. All her life she knew that she is not the only child I have. I used to tell her: I have another baby – this is the program. She understood.

I think, music literacy is the essential gift for every person in this world and every child ought to have it. This is why I am trying so hard to bring my message to every educator. Teaching is not a philosophy, but science, because when we teaching, we are dealing with physiology and psychology of people. All my life I was studying not just piano, theory, history, but also neurology, development of motor skills, specifics of human's audio and visual perception.

I think, today is the time to share all this knowledge with others. I wrote many articles and books. Unfortunately, my native language is Russian and I don't have enough funding to translate them into English. All the system was created on my teaching sources and it is time to move this project further to educators. This is extremely hard, but after reading messages like yours I feel better and become more optimistic. Thank you!

[keypeg]

Happy birthday, Musicrebel4, Hellene!

I wish I had time to write more.  Just take this with a friendly sense of humour - my singing and playing are now replete with images of doors, mirrors, bursting flowers and spiders.     About the spider: some child with a kind heart, or childish person such as myself, might feel sorry for the spider.  He is hungry.  I must make some mistakes to feed the spider.

Perhaps the word for this teaching is - subliminal, multi-layer, multi-level, internal?

[danny elfboy]

Dear Danny,

I have one more confession to make. Yesterday was my birthday. I received a lot of calls from my friends, family and colleagues from different countries, but your post was the best present during this day.

I'm glad of that and Happy Birthday Hellene !!

I want to thank you for having understood so well the problem with piano education and the struggles of student; it shows your amazing sensitivity, empathy but also that all your life you've always cared for others ... this is beautiful!

For having worked on your own you have a created a wonderful system and I'm glad newspaper and television are giving you the attention you deserve.

Keep laughing! It's beautiful when you laugh, it reminds me that piano teacher doesn't have to be serious disciplinarian who call you "impertinent brat" if you do laugh and try to find some joy in what you do.

Looking forwards for more videos on Youtube

Happy birthday again and good luck with everything!
Danny

[musicrebel4u]

Happy birthday, Musicrebel4, Hellene!

I wish I had time to write more.  Just take this with a friendly sense of humour - my singing and playing are now replete with images of doors, mirrors, bursting flowers and spiders.     About the spider: some child with a kind heart, or childish person such as myself, might feel sorry for the spider.  He is hungry.  I must make some mistakes to feed the spider.

Perhaps the word for this teaching is - subliminal, multi-layer, multi-level, internal?

Dear Keypeg,

Believe it or not, but I just finished to 'celebrate' this stupid birthday!
I just turned 47 and am trying my best to keep youthful looks, because I know that sooner or later my hard 30-years research would be recognized and investigated by other educators.
I know that this day would come and don't want to look too old on pictures.
This is ironic, though: a blond woman and a man from Kazakhstan indeed created a system, which will change music education forever.
I see majority of people sight-reading sheet music in their homes, gathering together for music making, no blood, no terrorists, no wars, no poverty, no unhappiness, and no unfairness to anyone.
Sooner or later it would happen!
I am not just a dreamer: I worked really hard to make it happen and appreciate any support or interest to our work!