Logical Consequences

You have to pick your battles.

The wonderful humid weather did a number on Brynn's hair - actually I think it is exponentially larger than before.  It's late and I think she's in her room almost asleep, but when I look closer, I see that the bed is empty.  I follow the sound of the music on the radio and it leads me to my bathroom, my almost 12 year old, and my flat iron.

"Brynn, it's late and you have school tomorrow." I say (can you hear the annoyed tone in my voice?)

"I know mom.  If I'm tired tomorrow, it's my problem."

Couldn't really say anything after that.  I've worked hard to give my children age appropriate choices throughout their lives.  This means, however that you have to really let them decide . . . . and live with the consequences.

When Brynn was little, we went to visit my brother in San Marcos.  It was a cold, rainy fall day and we were headed out to lunch.  Brynn had decided to wear her bathing suit that day.  Yes, her bathing suit.  I thought about it - will she be in danger if I let her wear her suit?  Will this harm her in any way?  No. . . so I chose logical consequence instead of battle.  I'm sure she'll be cold and change her mind at any moment.

So we start driving, and my daughter is wearing a bathing suit.  Of course, I brought real clothes just in case she changed her mind - which I thought would happen in the 45 minute drive up I35. . .

Nope.

OK, we're getting out of the car and it's windy and cold.  Now, I thought, she'll want to wear clothes.

Nope.

You should have seen the looks I got from the people in the restaurant.  There sits my adorable red headed daughter, enjoying her delicious lunch - wearing her bathing suit.  It's a bit drafty in the restaurant - will she put on her shirt?

Nope.

We're back outside, it's still cold and windy, Brynn is still in her bathing suit.  We drive to the outlet mall and then . . . . . . . in the Osh Kosh store. . . . . and the sweetest little voice says,

"Mommy, I'm cold.  Can I put my clothes on?"

"Sure, let me help you!"

It was her choice and she decided for herself.

I'll take a little embarrassment over a battle any day.

A Book

We're sitting at the dining room table (yes, homework again...).

"Is this a good book?" the boy asks.
(he's holding Where the Sidewalk Ends by Shel Silverstein - a book left on the table from a previous night of, you guessed it. . . homework)

"It's a book of poetry." I answer.  "It's really funny.  You should read some of them."

He flips through some of the pages.  Of course, one of the wonderful drawings catches his eye.  How could it not!  He reads "Lazy Jane" and giggles.

One poem read silently turns into at least fifteen poems read aloud.

     taking turns......laughing......discovering......sharing.......smiling

         parent, child, and

                                           a book.

Parents

I got to go back to middle school tonight.  You know, the meet the teacher, 10 minutes per class open house.  I started thinking about how crazy it is that my child spends all day with these people I don't know and I'm not there.  Of course, she is in middle school - this is when it's supposed to happen.  I started having flashbacks to our special time together when she was 4 years old and I took her to Yamaha class - JMC Book 1 - Saturdays at 8:30AM!!!

I feel so lucky to not only teach young children, but help cultivate the special relationship of parent and child.  It seems that many other activities the parent is simply an observer, but in Yamaha classes, they are a vital part of our program.  Because our students are so young, the parent must attend class so they can help reinforce the class activities at home.  Parents do every activity with the child in class - sing, play, create, dance, and have fun.  (ok - sometimes they complain a little about the dancing. . . )

The parent-child relationship is the core of a young child's world - and making music together strengthens it.  I can't tell you how many times a parent has brought their child to music class because it's something they have always wanted to do themselves - and they get to share it with their child.

I can't think of a better way to spend an hour a week :-)

All About Keyboards

It was in 1887 when Torakusu Yamaha made his first reed organ.  (Click for more info!) When I took Yamaha as a child in the 70s, we actually played on reed organs like this one!

Times have changed!  Once a student is enrolled in the Junior Music Course or Young Musicians Course, they must have a keyboard or a piano to practice on at home.  Portable keyboards are fine for the first year or two of classes, but you will need to upgrade for your child to progress to their full potential.  The portable keyboards we use in class are not available for purchase, but here are some tips for finding the best instrument for your child.

1.  Keys must be full sized with a minimum of 49 keys.
Notice how the keys on the organ above seem small - they are!  If a child practices on a keyboard with smaller keys, they will learn an incorrect hand position.  

2.  Piano/keyboard must play the correct pitches.
This is one benefit to using electronic instruments.  They never need tuning and are set to the correct pitch.  Pianos should ideally be tuned every 6 months-1 year.  In order for your child to confirm and solidify their ear training, the pitch must be A440.  Basically, if they play middle Do (C) along with the CD, it should match!  

3.  The piano or keyboard should be YAMAHA!
This is not a requirement, but a very high recommendation!  We have compared other brands and there's no comparison.  Yamaha produces high quality instruments that are innovative and beautiful - to listen to and look at!  

4.  The instrument must be at a proper height.
Students should be able to sit comfortably at the instrument.  They should not be reaching up to the keys, nor should they be hovering over them.  A sturdy keyboard stand and bench are recommended.  Typically, portable keyboards do not come with a stand or a bench.  

Some higher priced digital pianos come with their own stand.

4.  I have a piano - will that be ok?
Yes - assuming that it is in tune and all the keys work. Sometimes, however, it is very difficult for a small child (ages 4-6) to physically push the piano keys.  This sometimes can create an undesirable finger and hand position.  If you do choose a portable keyboard to start on, you will need to upgrade sometime during the 2nd or 3rd year of curriculum.

Still have questions?  We are having a special Instrument Petting Zoo at our Family Fun Fest on Friday, September 14th from 6-8pm.  Our friends at Alamo Music Center will be there to answer any questions you might have and give you a chance to compare the different types of keyboards available (weighted keys. touch sensitivity, etc.)

If anyone wants to buy me an instrument - this is the one I would like :-)

Homework

It's Sunday night.

We had a fun day at a swimming party for my brother's birthday.

Now. . . . it's homework time.

Didn't I already pass 4th and 6th grade?

          Yes.  Yes I did - and I did very well, thank you very much.

I am a teacher, and yes, I give homework.  But, I only spend one hour a week with them - so it seems completely reasonable that they would need to practice something before their next class.  I only expect a student to spend maybe 10-15 minutes every other day.  Of course, as their songs become longer and more difficult, they will need to practice longer.

What I don't understand is the amount of homework children get from schools and teachers that spend over 7 hours with them Monday - Friday.

I know that many people may argue that homework teaches discipline and responsibility, but I think that a child's time after school would be better spent outside playing with friends and family.

I encourage you to go visit this website:
http://www.thecaseagainsthomework.com/
or this one too :
http://www.alfiekohn.org/books/hm.htm

Take it a step further - talk to the teachers, talk to the administrators, talk to the school district.

That's all I have to say about that. (sorry. . . I watched Forrest Gump with my kids last night :-) on VHS!)

Just One Week!

I am thoroughly enjoying my new Music Wonderland classes (for 3 year-olds).  I have to tell you, thought, that the first week is really rough.  I have to work so very hard to try to keep these adorable little kids interested for 45 minutes.  The first class always seems so long and they get really tired, mainly because of how hard their little brains and ears are listening.   You see, at this first class, absolutely everything they hear in class is brand new and they are trying to absorb every tiny sound they hear.

So after this first class, not only am I exhausted, but I'm also a bit worried -
         will they be able to do it?
            will they remember?

The parents and children go home and they listen to their CD and the next week in class - it's like a whole different class.  You would think I wouldn't be surprised since I have seen this happen in many classes before, but every time, I'm completely amazed.  They remember so much and are so focused in class.  Usually a parent comments about what parts the child talked about during the week - remembering details from a particular song.

When my daughter was three, the US did not have the Music Wonderland course yet.  My son was lucky - he was in the very first Music Wonderland class in the US.  Both of my children are excellent musicians, but sometimes I see something in my son - almost a sparkle of knowledge - like he knows what he hears is special.   He has started to notice that some of his friends don't hear music the same way he does.  He was telling me about singing with other kids and he said :

"I can sing on pitch and know when the notes are right.  You know, how the music gets in my head and then it's stuck there and I know all the notes?"

That's Music Wonderland at work! (7 years later!!!)

Boring recitals

We saw the movie The Strange Life of Timothy Green this afternoon.  There was one funny scene where the main characters have to attend an annual musical concert put on by her sister and her family. They are set up in their living room :
      the perfect mom at the piano
            the three children playing the cello, bassoon, and flute
                   and my favorite - the dad playing. . . handbells!

Sitting cramped on the other side of the room are the family and friends who obviously don't want to be there.  Of course, I thought this was funny and I know everyone identifies with this situation.  But then I was wondered - is this what people feel when they are at one of my recitals or concerts?

What makes a recital boring? Hmm.....
You don't know anyone on stage performing
        It's so much more fun to see someone you know - and it means a lot to the performer too!

You don't know any of the songs

        This is especially true for popular music.  Usually when someone goes on tour, they have just released a new album.  I always hate if I don't know any of the new songs!

It's really long

      Any concert, no matter how wonderful it is, can get boring when it goes on forever!

The music is really slow

       Maybe I'm thinking sleepy - for me, I'm thinking about those slow movements of some orchestral piece.....and it's dark. . . . .

They're singing in another language

       It's so hard to enjoy something you don't understand.  I always felt operas were boring until I saw the Austin Lyric Opera with supertitles!!!   Supertitles are carefully choreographed translations that are displayed on a screen above the stage.  What a wonderful invention!

You were forced to go and really don't want to be there.

I want to know - what makes recitals really special to you?  Are there certain types of concerts that you always enjoy?  Never enjoy?  How often do you attend recitals?  Do you seek them out?  Do you make your kids go to concerts?  Did your parents make you??

Monkey/Ape Child

My son has an artisan type personality (monkey!).  I always joke that it would be pretty boring around our house if he wasn't around.  I can still see him as a toddler, standing on tip toe, reaching for the front door handle - all he wanted to do was go outside, because it's an adventure!  Artisans want to enjoy every moment of their life!

Wouldn't you know it, tonight as I was talking on the phone about what I was going to write on this very blog post, Steven was demanding my attention.  I'm sure you've experienced this.  You are in a completely separate room doing something by yourself.  Last check, your artisan child was busy doing something somewhere else.  Somehow they have this sixth sense that tells them that you are not paying attention to them.  He comes and stands right next to me - of course arms and shoulders touching me - holding his science notebook and pencil, and of course talking non-stop about who knows what, but it's so important that he has to tell me right now while I'm on the phone.

I try to ignore him - he'll get the hint, right?
No, then, somehow there happens to be a bicycle bell within his reach and, you guessed it, he starts to ring it......and ring it.....until I hang up the phone and take it away.

He won.

I have to thank him, though.  He managed to demonstrate so many of the artisan/monkey misbehaviors wrapped in one little two minute package.

So often, the mistaken goal of these artisans is they are seeking revenge.  This of course can bring out the impatient and critical parent that will just make matters worse.  There are many other ways to deal with these busy artisans.

The most important thing is to accept that they need independence.  That truly motivates them and they will always decide what they want to do and stop at nothing to get it.

I'm sure you guardian/bear type parents are thinking "But they just have to do what I tell them."  But remember, they are not motivated the same way you are. They don't just follow the rules because they are supposed to - they're different!

The choice is yours.  You have to think differently about how to approach the situation. Maybe you have something very important to do and your child wants to do something else.  Instead of getting more and more irritated with them since they won't leave you alone, you might say something like : "OK.  I know you really want ______ right now, so how about we do that, but after we're done, you owe me 30 minutes of quiet so I can get this finished."
I can't tell you how many times this has worked with my child and many of my students.  Rewards and gifts also motivate the artisan child.

More tomorrow!!!

Bears and Monkeys

I'm not really talking about bears and monkeys - well, not the bears and monkeys you know.

Actually, many of you are bears (45% of the population)
And many of you have monkey children (35-40% of the population).

OK, let me explain.

Bears are the guardian type personality.  See if you identify with these characteristics:

• Practical
• Traditional
• A good citizen, follows the rules
• Follows directions
• Cautious
• Economical
• Seeks security
• Worries about things
• Values authority
• Compliant

I hope you know me well enough to know that I am not a bear.  Bookkeeping would be so much easier if I was!!!

Monkeys are the artisan type personality.  See if this sounds like your child (this is Steven!!!)

Steven at his Bike Rodeo in 1st Grade
He of course thought he was going to win!!!

• Likes to have fun
• Excitable
• Non-conventional
• Seeks independence
• Wants to do what s/he wants
• Lives in the moment
• Stimulus hunger
• Uninhibited
• Changeable
• Risk taker
• Easily wound up
• Easily bored
• Bold and daring

Sound familiar???  If you happen to be this special parent child relationship of bear to monkey, I know you have had many, many frustrating moments together.  

Make sure to read tomorrow's blog when I'll explain the different misbehaviors of each type and how to motivate your child!  (I have all the secrets!)

Characteristics and animal types from :
      Golay, Keith Ph.D. The Relationship of Temperament & Learning Styles to YMES Class Management, 2005 YMES  
                   Jamboree.

Opportunity

Tonight I had the pleasure of watching a former classmate deliver the keynote speech at the Democratic National Convention.

I thought about what he said about opportunity.  He talked about when he and his twin brother went to Stanford and Harvard - how they were surrounded by the brightest folks in the world - and how he thought about his classmates back at Thomas Jefferson High School.  That we (yes, I went to school with Julian Castro) had the same brains and same dreams as those attending Stanford and Harvard - the difference was opportunity.

Doesn't every child deserve the opportunity to reach their dreams?

I listened and watched and was so proud.

Proud of all of the wonderful people of the west side community around Jefferson HS who have supported the Castro brothers and many others (all those BBQ plate fundraisers!!!)

Proud of the fabulous teachers at my alma mater - who gave all of us a foundation for our success in life.

Proud of Rosie Castro - the single mother who worked so hard to provide for her sons.

And of course proud of both successful sons - Julian and Joaquin.

I know that opportunity does matter - but amazing things still can happen....
                   
                                                           by working together with compassion and love.

Who is that?

So last night we ate dinner at Grimaldi's in San Antonio.  You know, the famous Brooklyn Bridge pizza place (it's on the Brooklyn side of the bridge).

There are many photos of the NY city skyline, the Brooklyn Bridge, and a whole bunch of "famous" people.  I used quotation marks because during the course of the meal, I discovered that my almost 12 year old didn't know who any of the people were.

After being a bit horrified at her not knowing, it quickly turned into shame - my own shame.  For who should have educated her about these icons of the 50s and 60s.

Ok, well maybe I'm feeling a bit more shame because the "famous" people weren't any great historians, presidents, or movement leaders - no, they were...entertainers.

Yes, there were the pictures of the famous "Rat Pack", plus Marilyn Monroe and Debbie Reynolds.  As a musician, I couldn't believe that she didn't know Frank Sinatra, Dean Martin or Sammy Davis, Jr.

So guess what we're going to do?
Listen to "Sway" (she actually knows this song from a Michael Buble album) and "I've Got You Under My Skin"....

I have a feeling there might be other movies and songs I need to share!

6th Grade

I'm sure most of you remember 6th grade, right?
the new freedom of switching classes......only having to spend 50 minutes with one teacher (especially nice if you didn't like them!).....feeling grown up.....yet feeling awkward.....electives...

I was a band geek in school.  As my daughter was choosing her electives for her 6th grade year, I had to stop myself from being too enthusiastic about joining band.  She had to choose for herself.

I realized what a difficult decision this was.  I know nothing is forever, but it seems that once you make this choice in 6th grade, most often, your stuck there through most of the next 7 years.

There is a part of me that always wished I could have taken art or theater arts, but I was in band.  I understand that for many of these electives, you do have to commit to them in order to improve and continue in the program, but how I wish you could choose more than one!

I think of the musician that happens to also be a good athlete, or the speech person who is an amazing artist.

Wouldn't it be nice if extra curricular activities weren't so demanding of time....if the pressure to win everything and be the best wasn't the only goal....then maybe our children could do all the things they love to do - enjoy it, and still have time to play :)

 Any guesses what my daughter chose?

3s Physical Development

Yamaha had the daunting task of figuring out how to teach keyboard and music to three-year-olds.  Here's where 3s are physically:

• The children are growing.  You might have noticed their upper body is stretching, along with their legs and arms.  Sometimes, they grow at such a fast rate that they don't realize how much bigger they really are and bump into things.
• Physical development and coordination develops from the top down and from the midline out.  Guess what's the last thing to develop?  The tiny fingers!
• They learn "hand to head"- if I can't touch it, I can't learn it.  
• They can walk and run, but still have difficulty jumping, hopping, and balancing
• Fine motor skills are not there.
• The wrist joint is not hardened yet.  This limits their ability to rotate their wrist joint (making keyboard playing very tricky!).
• Visually, they are far-sighted.  It is difficult for them to shift focus from far to near.
• The keyboard appears 1.5 times bigger than it does to adults.
• Their hearing is well developed.  They can listen and concentrate.  This is the point of encounter with the child of Music Wonderland.

Music Wonderland is designed to create an ideal environment where the child can express their own ideas through singing and rhythmic response (movement).  During class, the children can really concentrate and focus on listening to music, and we help them develop this skill fully.  It is through imaginative play in music that we can motivate the children to use the keyboard concretely. 

The first keyboard activities use gross motor skills (whole fist playing 3 black-keys) where the keyboard represents a car's horn.  Gradually, more fine motor skills are introduced as the child develops more muscle control.  By the end of Music Wonderland, they will be able to move their fingers individually and will be ready for the next stage - Junior Music Course!

Throughout the course, the child will have many experiences playing the keyboard together.  Even though they are not moving their fingers individually at this stage, they still are acquiring important skills of ensemble playing (playing together) and keyboard geography.  This gives these children a distinct advantage over the average 4 year old.

All about 3 year-olds :)

Oh, the three-year-old - what a delightful age.  It's no accident that Yamaha's course for 3s is called "Music Wonderland" -  for being with these little children is like visiting another magical land :-)

Recently, I had the pleasure of teaching a very enthusiastic child, who, upon entering the room, announced that "I am three!  I get to go to music class!" (jumping the whole time!).

I am still surprised at how deeply and passionately a three-year-old experiences music.  The three-year-olds senses are so acute that they really can't do anything else but listen when music is playing.  I think many parents look see that blank stare as disinterest, but in fact, it's extreme concentration.

Something I struggle with is how to convince parents of a 3 year-old how vital it is that they start music now.  Yamaha Music Foundation has always known that the 3 year-old's aural abilities surpass that of a 4-5 year old, but they had to find a developmentally appropriate way to teach them to their full potential.  We have only had this course in the US since 2005, yet Junior Music Course (for 4-5 year olds) has been around since 1965!

Music Wonderland is a joy to teach - but it's not easy!  You wouldn't believe the amount of time I have spent listening and thinking about these pieces.  Every piece has a specific purpose  --- all presented in a fanciful and imaginative way that is irresistible to any three-year old!

I'm just getting started with these amazing little musicians - watch for more posts about their developmental characteristics.

The Power of One Song

So...be honest... how many hours have you spent watching  the Olympic Games on TV?  There have been amazing races, disappointing scores, and unexpected wins.  Of course, we are at the mercy of NBC about how much or how little we actually see of different events.  What I noticed, however, was that one event is never cut short  -  
                          the playing of the various national anthems from around the world.

Watching these amazing athletes standing on the podium as they listen or sing along to their country's song is a glimpse into their spirit.  They can usually hold it together when they have won - but the music always wins in the end.  That's what keeps us watching -  to see their raw emotions spill out as the song echoes through the air.  It speaks to all of us - no matter what country or what athlete.  You see all their dedication, hard work, sacrifice, competitive drive, amazing resilience, and humanity . . . but all you hear is music. 

This is a moment that makes me so proud to be part of the Yamaha Music Foundation.  

         "From the earliest days of human history, music has been one
          of the most natural and artistic forms of human expression.
          It has moved people throughout the ages.
          Yamaha Music Foundation strives to convey the joy of music
          across cultural and national boundaries, and to enhance the
          sensibility that allows people the freedom of expression through music.
          In so doing, we hope to contribute to the creation of a
          brighter and happier world."

          Shuji Ito
          President
          Yamaha Music Foundation

What's on your ipod?

You think I listen to classical music, right?

Nope. 

Let me tell you a bit about what my brain does when I listen to classical music.

(these are my thoughts talking now)

       This is Mozart, right, no I think it's Haydn..... there's the main theme.....oooh, deceptive          cadence....recapitulation.....I think it's in B flat....I wonder what movement this is....strings, woodwinds...this might make a nice ensemble...did they use this piece on Bugs Bunny cartoons?

At some point, if I'm actually familiar with the piece, my fingers will subconsciously start playing along.  As you can see, this is not exactly a relaxing choice for me, and that's what I want listening to music to be - relaxing. 

If you've been watching the Olympic games, I'm sure you've seen Michael Phelps with his earphones before his race.  Thanks to Google, I found out that he likes listening to Lil Wayne.  

So I looked at itunes and turns out I actually know ONE Lil Wayne song (it's like the only one on itunes that isn't explicit).

These amazing athletes use all different styles of music for all different reasons.  Check out this article:

Compete to the beat: Tunes take athletes to the top

I wrote this blog last night, but didn't publish it - and guess what was on GMA this morning?
London Olympic Games 2012: Team USA Athletes iPod Playlist Pump Them Up to Win Gold | Video - ABC News

Guess I'm not the only one who wants to know - what's on your ipod?

Please stop singing

After hearing yet another awful rendition of "Happy Birthday" in a local restaurant, I realized a few things :

1. The majority of the population does not sing well.
2. #1 doesn't stop all those people from singing in public.

Think about it.  Most people don't consider themselves singers, yet will always join in on "Happy Birthday" at the restaurant or "Don't Stop Believing" at the karaoke bar.  People love to sing!

First, let me just say that the two songs that are sung in public often - "Happy Birthday" and "The National Anthem"  - are both difficult songs to sing well.  They both have wide ranges, that is, there is a large distance between the lowest and the highest notes in the song.  

Actually, most people do ok on the first part of "Happy Birthday":

      (please listen along in your head :)  )

       "Happy Birthday to you, (green GO)

       Happy Birthday to you, (caution)

       Happy BIRTH (argh! STOP!) day dear whosie whatsit, 

       Happy Birthday to you!" (Congrats!  The song is in a new key - not a good thing :(  )

Did you hear it?  Next time you're in a restaurant, pay special attention to the third "Happy Birthday".  That's where the melody jumps up an octave.  Ok...no more music theory in this post...just know that's where it all goes downhill!

So, I know you're concerned about this.  You're probably wondering

• Am I one of those people who sings badly in public?
• How can I protect my child against these embarrassing experiences?

Fear not! If your child receives music training before the age of 7, they can develop their musical ear - that is the ability to tell if something is in tune, on key, or in other words - it sounds good.

But beware.....they might tell you to stop singing!

Piano Therapy

I taught my last class on Saturday, July 21st.  I didn't play for a whole week.  It was nice.  I did lots of other things and a whole lot of nothing.


Unfortunately, on Thursday, my bag was stolen - my wallet (with everything), two cell phones, my favorite water bottle and towel, and my old backpack.  I kept it together - realizing it's just stuff that can be replaced.  But after spending two days calling credit card companies, banks, cell phone companies, and government offices....I lost it.  All of the frustration came out in tears.


And then I played the piano.


I played beautiful jazz standards with those lush and complex chords that sound so amazing on my piano.  The TV was on in the other room - a radio in another, but I only heard the notes on the piano.

I played for over 30 minutes - song after song.


And I felt better :)

Solfege. What is it and why does Yamaha use it?

I'm sure many of you parents have often wondered what solfege is.  I know all of you remember what movie made solfege popular - The Sound of Music - (remember "Do a Deer"?)  Solfege has been around in music for many, many years.

Definition:

Solfege itself is the singing of scales, intervals, and melodic exercises to solmization syllables.  The term also has been used to encompass all aspects of the teaching of basic music skills.  Solmization is the designation of pitches by means of conventional syllables rather than letter names.  For example, in Yamaha, the note 'C' is called DO.  This is called fixed do solfege.

History:

Chinese, Indian, Greek, and Byzantine cultures used early forms of solmization , some which are still in use.  The system that has survived into modern Western use, first recorded in the early 11th century, is traditionally associated with Guido of Arezzo.  Guidonian solmization is based on the text and tune of the hymn Ut queant laxis, (Lois can play it for you!) in which the first six lines begins one step higher than the previous lines, thus forming a hexachord.  (Don't worry about that term.  A hexachord is just a collection of six pitches!)  Guido's syllables were ut, re, mi, fa sol, and la. Ti (or Si) was added to the original six in 1600.  Here is the hymn:

Solfege and Yamaha:

Solfege is widely used all over the world.  Yamaha calls solfege "the child's inner teacher."  By internalizing pitches, intonation (tuning), expression, phrasing, and articulation, the child is guided to express music independently.  An added bonus is the acquisition of absolute pitch, or relative pitch.  Solfege is the essential factor of any kind of music education.  Through Yamaha, the children become actively involved in music and can enjoy creating music the rest of their lives.

Sources:
1.  Randel, Don Michael ed. The New Harvard Dictionary of Music; Cambridge, Mass, 1986.
2.  Junior Music Course Teaching Guide, Yamaha Music Foundation, Japan.

Notes on the Grand Staff

If you're like the majority of the parents at Jensen's Yamaha, you have not ever taken any formal music lessons.  This can make class challenging sometimes, but don't worry - we're here to help!


Let's first just look at a keyboard or piano to understand how the notes are organized.


The low notes on a piano are on the left side (think Ls for left and low).  High notes are on the right side.

<---------------------------------------------Low notes   Middle DO (C)  High notes ----------------------------->

Now if you look at this chart, you can see how the notes on the piano relate to the grand staff.  The grand staff is when you have two staves that are joined together - this is where most piano music is notated.   It is easy to see how the notes are moving up the grand staff as the notes get higher.  Also notice that middle DO is in the middle of the keyboard as well as the middle of the grand staff!

1. staff (pl. staves) : a set of 5 horizontal lines and 4 spaces that each represent a different musical pitch
2. grand staff : when you have two staves that are joined together

When we start in JMC Book 1, the first songs look something like this (read from left to right):

Recognize the song?  Yes, it's "Hot Cross Buns"!  The first repertoire piece in JMC Book 1.  Notice that there is only one staff (that's what we call the 5 lines) and a G clef (or treble clef).  We use the G clef because we are playing the notes above middle DO (or middle C).


By the end of JMC Book 1 and the beginning of book 2, we start to use our left hand (LH) as well.  Here's what changes :

1. The songs are notated on the grand staff. 
2. The top staff is always for the right hand (RH), the bottom staff is for the LH.
3. Most beginner songs will have the G clef (or treble clef)  in the top staff and the F clef in the lower staff.   This is because most of the notes played by the RH will be the notes above middle DO (C) and most of the notes played by the LH will be below middle DO (C).

When you have a grand staff, you still read from left to right, but now both hands can play at the same time.  At the beginning of this song, you'll notice that there are notes for the RH to play, but if you look directly below in the F clef, there is only a rest.  The LH does not play at the beginning.  


Don't worry about why right now, but just know that there are bar lines that divide up the staves into equal parts.  In the example above, the bar lines are blue.  We call these equal parts bars or measures.  


The LH has it's first note in the third measure.  It lines up with the note RE in the RH - that means you play them at the same time!  


So there you go!   Please let me know if you have any questions or if this is too much information!  


You can also check out this website http://www.musictheory.net/.  They have animated music theory lessons, however, they will be using the letters instead of solfege (but you can use the chart above!!)

Organization of Yamaha Courses

JMC, JXC, YMC, MW.... so many letters - what do they mean?

Just recently, I was having trouble filling out our quarterly report for Yamaha.  Courses get updated, sometimes the names change - now we have new courses - again, new names!  (My confusion actually facilitated the creation of a brand new courses chart out in the corporate offices!)  I know that parents have questions too - here are some examples:

• My child is in Junior Music Course (JMC) and just turned six.  Does she switch classes?

If you look at the chart below, you'll see that the most important thing is how old your child is when they start music lessons.  Once they are in that track, they stay there, moving up to the more advanced courses with their original class.  

• Why can't my child's friend at school join my child's class in JXC?

Depending on when your child started lessons, they have anywhere from 2-5 years of experience by the time they are in the Junior Extension Course (JXC).  Their friend at school is probably elementary aged, therefore, they would need to start in the New Young Musicians Course (NYMC) because they do not have any experience.

• Can my 4 year-old and 6 year-old be in the same class?

No - this is extremely important.  The reason that we are so particular about how old your child is when they start is because our courses are developmentally appropriate.  The 4 year-old is a preschooler - the pre-operational stage of child development.  The 6 year-old is in the next stage - operational.   In these two stages, there are vast differences in all the categories of development : mental, physical, emotional, and social.  I'll go more into these developmental stages in another post - just know that each of our courses are specifically designed for each developmental stage.

• I didn't start my older child until they were 6.  Shouldn't I wait until my younger child gets to that age?

No!  One thing that stood out as I looked at this chart was how much music your child can receive if they start early!  If your child starts at age 3 in Music Wonderland, they'll be in their third year of music lessons before an elementary aged child has even started.  We have noticed a depth of understanding in the children who have started in our Music Wonderland program.  It's one of our favorite courses to teach - to see the joy and excitement these tiny kids have when they get to go to "Music Wonderland" - it's like a real adventure!  Having siblings in different tracks can also make it easier not to compare one child to the next.  They'll get their very own songs - not the same as their older sibling.

Yamaha Music Educational System Course Chart 2012

What other questions do you have?  Post them below!

Private Lessons Vs. Group

Coming to classes every week for over two years can get tiresome, we know (I took Brynn to class every Saturday at 8:30AM!!!)  So instead of weekly class, we're trying a new JXC Summer Camp and we've got some really fun things planned.  In addition to camp, each student is taking two private lessons over the summer.

I know parents are always wanting their child to get this special one-on-one attention, but over the last couple of weeks, I've noticed a few things.

1.  Group lessons are fun.  My own son seems almost sick to his stomach worried about taking a private lesson.  You should see the look on his face when we just talk about scheduling it.  This has made me realize what a wonderful environment he has had in group lessons all these years.  He never seems worried at all when he has to go to class - he loves it!  That made me realize (even though I already knew it!)...

2. Private lessons can be stressful!  I've seen it in other students as they come in for their lesson.  It is like a they've been switched with their timid, quiet, hesitant identical twin!  Gone seems to be that innate enthusiasm I see every week in class with their friends.  I have never thought of myself being a scary person, but think about it from their perspective.  They have to come in and play for me by themselves - there's nowhere to hide - all the pressure is on them!  What would you rather do - play a song all by yourself for your teacher, or make music with friends?

3.  It depends on the child.  Don't get me wrong - I do value having the time to help one student individually and completely see the benefit in private lessons (in addition to group, not a replacement), but I am more convinced that it varies child to child.  Yamaha Music Foundation has recently designed a new course to give more options to our advanced students.  This fall, we are going to be piloting a new Junior Ensemble Course.  This is specifically designed for the child that really enjoys being in group classes and may not be suited for the rigors of private lessons.  Up until now, the only option for students finishing Junior Extension Course (JXC) Book 4 was the Junior Advanced Course.  This course requires students to attend one hour a week group lessons as well as a 30 minute private lesson.  Now, the students and parents will have a choice of which track to follow.

The value of group lessons is at the core of what the Yamaha Music Education System.  These tiny glimpses into the other side (private lessons only) has helped reinforce this unique characteristic of our courses.

Live, Laugh, & Love

I'm sure that you can take these three words and apply them towards anything, but I think the connection to music is strongest! It's hard to imagine any part of our lives where there isn't music.

Teaching children is such an eye-opening experience, and I realized that I have so many a-ha moments during my teaching that I would like to share them with you - my students' parents. I hope this becomes a place where you too can share your own insights and wow moments that you observe. Children have such an amazing ability to bring us back to right now - for that's all that matters.

So here's what I think about those three words:

Live - I want my students to be musicians for life. I help nurture this gift that stays with them forever. It may be as simple as humming along with a song on the radio, playing the piano that they thought they forgot how to play, supporting arts in their community, or just enjoying listening to someone else play music.

Laugh - Music is fun, especially with friends. I know that they get that feeling in class and hope that they keep having fun with music - being in a band, singing in a choir, playing a song with a sibling, writing songs.

Love - These early experiences in Yamaha will help nurture a livelong love of music. Sometimes children may not realize what that feeling is until later - when their own choices in life show that love of music. There comes a point where they realize that their friends don't understand music the same way. They have learned a second language that only few can truly hear and express - and that is truly a gift.