User:Abrsmcthk2013
ABRSM CT Class 2013
Lecture note summary on 24 June 2013
CT ABRSM CoursenTopic
Topic 1. TechniqueA. Sound Technique 1 - Foundation good posture at the keyboard
Teaching good posture
Building on natural co-ordination
Relaxation Good hands/finger position
Correcting common faults
B.Sound Technique 2: Practice
Duration and frequency
What and how to practice - building fluency
Developing practice discipline
Self assessment
Use of a practice notebook
Parental involvement
Pupil-parent relationship regarding practice
C. Sound Technique 3: Co-ordination
developing independence of hands
Controlling varied touch and phrasing between left and right hands
Tonal balance between the hands
Developing part playing
Exercise to develop good voicing
D. Sound Technique 4: Pedalling
When is the right time to introduce Pedalling?
Legato / non-legato Pedalling
Exercises to develop hand / foot co-ordination
integration of Pedalling into phrasing
Una Corda and sostenuto pedals
Appropriate Pedalling for various styles
E. Sound Technique 5: Finger Technique
The importance of good fingering
accommodating 'weak' fingers
Finger independence and agility
Developing good legato and staccato playing
Clarity and articulation
F. Sound Technique 6: Tone Production
Developing tone quality and color (including alternative fingering)
Developing cantabile
achieving variety of touch
Controlling dynamic level
Appropriate tone quality and color for different styles
Finer subtleties repertoire at different levels to be used
Topic 2 : Musicianship
A. Musicianship 1 Time : pulse, meter and rhythm
Understanding harmony and structure
Phrasing
Duets
Chamber music
B. Musicianship 2: (Scale and Sight reading)
The purpose of teaching standard scales and related patterns
Making scale learning interesting
Other scales modes, whole-tone, pentatonic, blues,etc
The importance of sight reading
Teaching sight reading : sorting out priorities, regular "practice", published method etc.
Integrating sight reading into teaching as a whole
C. Musicianship 3: (Improvisation and Practical Musicianship)
Frameworks for improvisation (e.g. Scales, modes, motifs, group work, musical games, "free" improvisation)
Chord-based learning / chord symbols
Elementary jazz ideas - e.g. II - V - I progressions; blues
Traditional musicianship skills (e.g. Transposition, harmonisation, score reading, figured bass, etc.)D. Musicianship 4: ( Beyond the notes)
What is 'musical playing'?
Understanding style and character
Listening and self appraisal
Listening to other performances
knowledge of performance practice
Arriving at a personal interpretation
Topic 3: Curriculum 1.
A. The Curriculum 1: The First Lesson
Setting up the pupil-teacher relationship / first impressions
Business arrangements
Tuning into the pupils : background and interests
B. The Curriculum 2: The Lessons
Is lesson preparation necessary?
Lesson structure and content
Proactive or reactive teaching?
Should lessons always follow a set pattern?
C. The Curriculum 3 : Evolving a Curriculum
General aims and objectives
The roles of concerts, competitive festivals and graded exams in teaching(How these fit into curriculum?)
What are exams for and what do they examine? (Part of musical experience only)
Advantages / disadvantages of exams and festivals
What can be learned from an examination result?
Relevance of National Curriculum
Topic 4: Performing and Communicating
A.. Performing and communicating 1: The Performance
What constitutes a performance?
The difference between practicing and performing
Is performing experience necessary?
Performing from memory
Communication
Using nervousness constructively
Practical considerations
B. Performing and Communicating 2: Examinations
Jazz piano syllabus
Different examination boards - syllabus comparison
Exam preparation (e.g. Time scale, choice of repertoire etc)
C. Performing and Communicating 3: Repertoire (i) Tutors
Is a tutor book necessary?
What should you expect from a tutors?
Evaluation and comparison of available tutors
D. Performing and Communicating 4: Repertoire (ii)
Preparatory to grade 5 (including higher level tutors)
Studies
Arrangements (e.g. Popular classics, pop music, film themes, jazz standards etc) a different teaching approach?
Are studies necessary?
Different types of study (finger exercise / attractive miniatures)
Arrangement
Examples of study books and different genres of arrangement
E. Performing and Communicating 5 : Repertoire (iii)
Grade 6 to 7
Grade 8 - advanced
Topic 5: Learning
A. Learning 1: Motivation / Aptitude for learning
Motivational factors (e.g. Excitement, hope, fear, love, hate, etc)
Motivational energies between teacher and pupils (e.g. Body language, tone of voice, choice of vocabulary, etc)
Assessing and monitoring motivation
Extrinsic/ Intrinsic motivation
Causes of poor motivation
Elements within a teacher which may (unconsciously) hinder the pupil (e.g. Personal pressures and pre-occupations, perceived insecurities and limitations, likes and dislikes etc)
Elements within the pupils which may cause reluctance and/or resistance (e.g. Fear of failure, feelings of coercion, change of teacher etc)
Factors affecting learning speeds
How to learn more quickly ( quick sturdies, recognizing chords / patterns etc)
Psychological barriers to overcome
B. Learning 2: Special Cases
Teaching early learners
Advanced students
Adults
Exceptionally gifted pupils
Group piano teaching (including materials)
Topic 6: Other Related Topics
Open Forum, Reaction (in the early stages of the course)
Reactions to the Introductory session
Application of ideas gained from the first 5 Days