Many music teachers experience the phenomenon of students who do not review any part of their lesson at home. In short, they never practice.
However, the mind keeps working on the music lesson and students make some progress anyway.
They progress more slowly because they are not translating the information to their hands over and over again to create fluency.
This created an unexpected opportunity for me.
I began to design music reading materials which would still teach students how to read music well with only the exposure during their weekly music lessons.
I keep giving them more and more challenging music to learn.
It has been working for years.
I continue to design and publish these materials for students at all levels of development.
After all, it is still valuable to know how to translate this efficient system of musical communication into action, until one day, it will feel good to develop fluency.
© 2012 Kathryn Hardage
www.MyMusicalMind.com
www.kackyMuse.com
www.InspiredPractices.com
However, the mind keeps working on the music lesson and students make some progress anyway.
They progress more slowly because they are not translating the information to their hands over and over again to create fluency.
This created an unexpected opportunity for me.
I began to design music reading materials which would still teach students how to read music well with only the exposure during their weekly music lessons.
I keep giving them more and more challenging music to learn.
It has been working for years.
I continue to design and publish these materials for students at all levels of development.
After all, it is still valuable to know how to translate this efficient system of musical communication into action, until one day, it will feel good to develop fluency.
© 2012 Kathryn Hardage
www.MyMusicalMind.com
www.kackyMuse.com
www.InspiredPractices.com
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