Reviewing My Student Incentives

Throughout the years, I've tried several kinds of student incentive programs. The one that has been the most successful is Maestro's Top Dogs. This year, I modified my incentive program slightly to incorporate "musician survival skills". These are the areas that we as teachers and performing musicians know are necessary: aural skills, sight-reading, chording, transposition, improvising, technical skills, and practice frequency. They are also the areas that most students either gloss over or ignore.

We began the year with aural, note-reading, sight-reading, rhythm, and technical skills. Most of my students enjoyed the speed note-reading challenge using Music Tutor Sight Read and NoteWorks. Some students made it their goal to beat my score. None have, but a couple have come close.

All of my students learned all 24 major and minor pentascales by Halloween. Most are sight-reading two to three levels below their current playing level.

Now that we are in month three, the challenges are more personalized. I got the idea of personalizing the challenges from Michiko Yurko, creator of Music Mind Games.

For instance, a student who doesn't normally practise his or her technical exercises will find that they will earn $10 Maestro Bucks each day that they do. Another student, who isn't as strong with his note-reading (and happens to dislike the note-reading apps) now earns $10 (or is it $15) each time he prepares for the sight-reading challenge.

Is the new student incentive program working? It's working more than the Top Dogs program did on its own. Now, with the two programs combined, a hard working student can walk out of a lesson with over $342 Maestro Bucks, while a less inspired student can still earn approximately $15.

My students get to spend their Maestro Bucks at Maestro's Market. Speaking of which, I'm due for a shopping trip to stock up on their student incentives.

Now, the moment you have been waiting for: freebies! Here are free handouts of the sheets I created for Maestro's Top Dogs and the Musician Survival Skills Challenges.

• Maestro's Top Dogs & Musician Survival Skills Challenge Information Sheet

• Goal Setting Sheet & Brag Sheet

• Goals Met & Quick Study Sheet

• Gig Card & Music Moxie Sheet

• Survival Skill Challenge: Stage 1 (used in September)

• Survival Skill Challenge: Stage 2 (used in October)

• Survival Skill Challenge: Stage 3 (used from now until the end of the school year)

Teachers, if you would like a pdf of the Maestro Bucks to use for these student incentive programs, please contact me. I'd rather not tempt my students by making the document available online where they could find it.

Past versions:

• Revamping My Student Incentive Program (August 2012)

• A Rainbow of Handouts and Studio Incentives (September 2013)

Using Music Practice Plans

It seems like my junior and senior high school students are becoming busier and busier. Last month, I dedicated an entire week to developing and experimenting with various practice plans for my students, depending upon their learning style and their schedule. These are two practice plans that my students and I developed to help them practice more efficiently:

Practice Plan #1: Rotating Practice Plans

Some students needed the more visually appealling list, while others were fine with a scribbled down list. The gist is that you divide your music assignment list into three different practice plans.

This is Emily's practice plan from last month:

Here is Claire's practice plan from last month:

This is a trick I learned at university: pair up a more difficult piece (or assignment) with an easier one. If you lump all the “not-so-fun” tasks into one day, that makes for a not-so-enjoyable and therefore, “I’m-not-going-to-practise-very-well” kind of day.

Most of my students alternate between Plans A and B.  Plan C is usually is the “I don’t have a lot of time” list.

Practice Plan #2: Practice Ideas Based on How Much Time You Have

This is meant to show students that you can have an extremely productive and focussed practice in under five-minutes. You simply adjust your Practice Plan based on the amount of time you have.

This is Wendy's practice plan from last month:

Note that that these are presented as "practice ideas". This particular group wanted the freedom to pick and choose what they were going to work on, choosing from this list:

My students and I have timed how quickly they can fix a trouble spot using some of the drills and drill combos from Maestro's Music Tricks, a gamer-inspired practice aid that they inspired me to create. The average seems to be three minutes, but some have been able to fix a trouble spot in under two.

The bottom line is that it’s not how much time you practise on your instrument for, but how you manage your practice time, and how often. You can save a lot of time in the long run if you have a practice plan and goals, and if you have ideas on how to reach them.

Music Teacher Freebies

Hello everyone! After taking the summer off (and then some) from blogging, I am refreshed and ready to start posting more regularly. One of the wonderful things about the Internet is that I have been able to learn and use free music teaching resources developed by fellow music teachers all over the world. Now, it's my turn to start sharing some music teacher freebies. 

Active Listening Handout

When I'm really organized, I have a set of audio and/or video clips lined up for students to listen to. I used to aim for a weekly "Clip of the Week" but we just go too busy. When my students and I do the Clip of the Week exercise, I normally bring out this Active Listening handout to help guide my students in the art of active listening.

These sheets, like all materials I will be sharing here, are free to download and print for teaching and private study only.

 Ways to Describe Music

My younger brother attended Piano Camp for several years in a row. I attended once as an adult. We both had the pleasure of working with Ingrid Clarfield of Westminster Choir College. She had a sheet with some adjectives to help students play more expressively.

Inspired, I found more adjectives and used my basic desktop layout skills to create this handout. One side lists various expressive adjectives while the other has what is the beginning of Maestro's Music Tricks with a bit of a music practice guide, entitled, "Am I Done Yet?"

Visual Music Practice Planners (AKA "Assignment Sheets")

This summer, I researched teaching strategies for autistic students. I don't have any students with autism (that I know of), but there is a person in one of my volunteer groups that might be.

When I looked at various planners and To Do Lists, I realized that this concept would work well for my highly visual-kinesthetic learners (see Teaching Music Using VARK Learning Preferences). I came up with these assignment sheets:

Visual Planner #1: Ideal for younger students, highly visual-kinesthetic learners, and autistic students. I laminated the sheet. Cutting up the practice squares and trying to position them carefully on a laminator sheet was quite the challenge.

Visual Planner #2: For older visual learners. Probably can work with some students on the autism spectrum.

Visual Assignment Sheet #3:Good for multi-modal students with a high score in visual learning.

Lesson Assignment Sheet and Practice Diary for Read/

Write Learners, Teens and Above

I have some students who will be distracted by all the colours. This plain Jane assignment sheet is perfect for them.

Next week, I will share my student incentive program.

Screen Cleaner Coolness at My Studio

I bought it because it looked small and cute. Then, I read the sign on the point-of-sale display at Staples. It stated that most cell phones are dirtier than a toilet seat in a public bathroom.

Let that sink in a moment. Eww!

Sold! I picked up one AM Mist Screen Cleaning Block. Even though my smartphone is waterproof (and gets regular washings), my other mobile gadgets, as well as my students’, aren’t.

Once you slide the canister out from the case, you wind up with one cute block containing a gentle cleaning solution. The outside of the cannister is made of microfiber to kill all the germs on any cell phone, tablet or iPod. The sticker on the case indicates that the spray bottle is refillable.

My students notice this small screen cleaner for cell phones, tablets and iPods right away because it’s colourful and cute. Then, I explain what it is to them and they promptly ask to clean their mobile device. It’s an undisputed hit at my studio this week.

For $12.99 CAD at Staples, it’s a pretty cheap way for us to keep the germs away. Other sizes are available on the AM website. If you want to check out a product review of the AM Mist + Spray, check out the one by Gadget Mac.

Music Teaching Idea: Alternatives to Counting the Beats

One of the hardest paradigm shifts my students face is learning that rhythm is more important than note accuracy. In fact, the first thing they bring up when I ask them, “How do you think you did?” is “wrong notes”.

“Rhythm,” I tell them, “is harder to fix than notes.” Like many of my students, I am a multi-modal kinesthetic learner, so I use analogy to help drive my point. home: “Ppppp….lease….ppp..aaaass...mmmmeeee a Kleee..ex.”

Our brain tends to fill in the blanks and correct things like typos on a page, so we can read and listen to misspelled or even misused words and generally, suss out the meaning. However, in the case of the Kleenex question above, it’s a bit more difficult to figure out what the speaker is trying to say. This was illustrated beautifully at a Pattern Play workshop I attended in 2010 with Forrest Kinney.

When They Can’t Count the Beats in Music

We try hard to teach and encourage our students to count the beats: “1 & 2 &...” For the younger ones, we often use “ta’s” and “ti-ti’s”. Once in a while, however, I’ve had a student who has a mind block to either.

One year, I taught two boys who were huge Pokémon fans. To subdivide the beats, we used variations on Pikachu’s name: “Pi - Pi - Pi-ka-chu.” You can read about it here. For some students, we use food: “blue-ber-ry, huck-le-ber-ry, a-pple, pie”. It tends to make us extremely hungry during lessons, though.

This week, one of my beginners, a sweet introspective lad, was struggling with the timing on “Starry, Starry Night” from the Faber & Faber Piano Adventures series. His family is doing some travelling this summer and, he’s a bit of a history and geography buff, so we used country names to “count” the beats. We even invited the Grade 12 student after him to contribute, a process they both enjoyed.

Here’s our handiwork:

When I asked him to clap a small passage and later play it, my student performed marvelously.

Further Reading on Other Ways to Teach Counting the Beats in Music

A Strategy to Teach Ta Ti-Ti

Four Ways to Prepare Ti-Ti and Ta

Freebie Friday - Beat, Rhythm, Ta, & Ti-Ti