This class marks the half way point for the course! This class focused on minor chord progressions. Overall, I am very impressed with the students. Three of the four of the students are excelling. They retain a high volume of information, and are vocal about questions they have. However, there is a straggler. One student is lagging behind the group. He does not practice at home, and is therefore extremely behind. He has not done his homework in two weeks and is frustrating to have in class because he is constantly confused. I have decided that they only way to ensure that he practices is to schedule private lesson time outside of class.
This student is what the public school system calls "gifted," which means that he is very bright. However, this strength has handicapped him. Since he learns very quickly, he has never had to work especially hard at anything. He play a wind instrument and therefore can play mostly by ear. He does not know how to make himself do something. On top of this, he is the youngest in the class and has never played piano before. The key to success for this student is isolating him and teaching him how to discipline himself. This will be the only way to ensure that he is learning. So far I have spend five hours outside of class with this student at the piano trying to catch him up. There is still a lot of work to be done. Here is my less on plan for class 6:
Class 6 Plan
Previous Assignment
Each student was to have completed the following assignment in addition to completing the packet’s written homework:
1) Keep up with your idea journal. Write three new ideas for songs.
2) Practice all of the chord progressions in C, both hands together. Play at least the first page in the key of G. Play at least the first page in the key of F.
3) Write a new composition/song/piece. Here are the guidelines:
· Pick four chord progressions from this lesson.
· Write the chord progressions for both hands on the next page.
· Label the chords above and below the clef, just like on the previous page.
· Sing a melody over the chord progressions.
· Give your piece a name, tempo, and copyright.
· Practice your new piece. Play it perfectly! Play and sing it for three different people!
Bonus: Transpose your new piece to the key of G. Transpose your new piece to the key of F. Write it out and practice it!
Lesson Plan
· Make copies of all new and revised compositions, and all arrangements of radio songs. Hand out to students while students warm up and review materials.
· Have students play new compositions/songs in front of class. Discuss.
· Have students play revised compositions/songs in front of class. Discuss.
· Have students play arrangements in front of the class. Discuss
· Discuss idea journal. Read ideas aloud. Have students pick at least one idea from someone else and write it down in their idea journal. Encourage them to borrow ideas from people, and to give those people credit.
· Homework check. Students who understand concepts well help students who do not understand concepts well.
· Ear training
o major scale vs. minor scale
o intervals
o chords
o chord inversions
o chord progressions (changes between two chords at a time)
· New lesson. Minor chord progressions. New lesson and assignment pack handed out.
· Assignment read aloud by students in class and discussed.
Extra time: play a four bar melody on the piano. Ask students to put on their headphones, figure out how to play the melody in the right hand, and write it down on staff paper. Once all students have done this and we have checked it, play chords in the left hand. Have students put their headphones back on and play the same chords in the left hand. Have students write the chords down and label them. Check this. have students try to play both parts together. This is a chance to explain the standard four bar phrase.
Assignment
Each student is to complete the following assignment in addition to completing the packet’s written homework:
1) Keep up with your idea journal. Write three new ideas for songs.
2) Practice all of the chord progressions in a, both hands together. Play at least the first page in the key of e. Play at least the first page in the key of d.
3) Write a new composition/song/piece. Here are the guidelines:
· Pick four chord progressions from this lesson.
· Write the chord progressions for both hands on the next page.
· Label the chords above and below the clef, just like on the previous page.
· Sing a melody over the chord progressions.
· Give your piece a name, tempo, and copyright.
· Practice your new piece. Play it perfectly! Play and sing it for three different people!
Bonus: Transpose your new piece to the key of e. Transpose your new piece to the key of d. Write it out and practice it!