Thank you so much for following up Melody all the time. So great to read your reply!
I am truely agree that you make it much more efficient and effective. I could not believe Melody are actually reading and hearing -- though maybe still in grade 1 level. But I feel we got the picture and Melody is on the track. I am especially grateful for your free book "You can be a musician" and the images of a stable table -- it is a roadmap to us.
Thanks for your comments and insight. I never realized that.
And I could not believe that Melody's playing can be comparable with the other girl's playing. Actually we did watch the other video and I actually quite admired her crystal clear playing, all dynamic and articulation control and her grace. Though I feel something in Melody's playing too that I could not tell well. Maybe now I can tell Melody that even she is not having the control well yet, she is still having her own music there.
We are spending most time now in studying tone color, it takes a lot of time and research and still I have to say we are not getting it yet. That is where an efficient and effective way is so valuable.
Thanks for pointing out the merits in Melody's playing. I would say I had been unaware of it and had direct Melody the other way here and there until I have to let it go with whatever she got.
It is simply the new generation of musicians in making. They are more genuine in their expressions. It shows.
Kaihua, thank you! More to come! I have about 10 more levels to cover
Look forwarding to them.
Thanks for the advice. We did twice music dictations now, what I found that if Melody deals with 4 measure of music in chord 1 Major C or Minor A, she can almost get it right by purely listening to it. When purely listening, I mean keep her from looking at the screen. If she looks at screen, her reading will be dominant and then she would never be able to make it correct. But purely listening, 4 measure is almost there in one or two time 'S'. But at 8 measure or more, she is having dropping here and there. I am not sure where problem is or how to work on that. Her memory is not as good?
Melody is okay, though not fully yet. She followed that year back and used the trick to detect all the 12 major scale by purely listening without knowing the # or b supposed to be.
We are working more on that. It is really nice and superior to hear theory first before reading them.
It will be great.
Hope it will be there soon. We do start working on some chord sequence, but it is very vague for us.
Absolute Solfeggio, Solfeggio is a foundational academic subject. It is relative for economical reasons: in many countries state doesn't support early professional music education and the solution is (unfortunately) making 'relative solfeggio' - since it is flies without literacy. As I mentioned at the beginning, we go solid academic way. Only Absolute. BTW, students of Juilliard school learn Absolute. It is simply the best.
You don't need relative Do. Roman numeral chords are also incorporated in our curriculum ( see Transposing course and all of my Puppet Theory videos). The start is 'Kingdom of Tune' book. I disguised the dry abstract concept into the fairy tale characters for better understanding.
You don't have to It is downgrading to go from Absolute to relative. I think, Melody already developed her perfect pitch. We have to move her ear to more advanced music training - not backwards,
Yes. Melody is almost there for perfect pitch. I was thinking of Relative Do is that she seems not good at relative pitch yet. Would you recommend any way to recognize interval? Maybe develop a course for that, please. I was thinking to asking Melody do Relative Do, then maybe she knows the interval??
For her perfect pitch progress, For C1 - C8, she will still here and there missed some and the #,b is not as good as white one, average 85-95% accuracy. We used other tools to verify that. But we do name out all by Do Re Mi Fa Sol La Ti and for #, b, we call F# or Gb, don't know good way to sing out.
Guess the game "Guess key" should have an option to move #,b to first several trees when she has most enery--that way she would have the black key solid. Today she did the "Guess key" again, when she hear the #,b but the finger are still slow reaching the right black, so she took the blocked paper away and did the game further on with reading.
Melody has been studying with piano teacher since last July and working on articulation (it seems we are weak in this area).
But soft mozart has such a well-thought plan of balanced developing of musicianship, we could not appreciate more. We are coming back to follow more sight-reading and ear-training to further sharpen our skill here. Especially when we see other kids not doing sight-reading properly and never consciously did ear training after one year playing piano. (I have keep introducing soft mozart to them.)
Did music dictation yesterday 2/12/2015 and will continue on.
Helene, I saw there is quite improvement in lesson plan and level 3 added and there is segment and instruction for what for diploma. Thanks for improving.
For level 3, under each segment, ear training, would you advise us to do daily or weekly? Is that when a song is dictated? No need for repeat doing the same song. But moving to next?
Also, there is a relative Do concept, so for a song of D major, should we start do singing with both absolute Solfeggio and relative Solfeggion? We are doing some music theory on paper now with Roman Numeral chord I, II and etc.. Not sure if we should learn to pick relative Do.
Then for a minor song, how to apply "Do Re Mi Fa Sol", e.g. for A minor, if using relative Do.
Reading the book "You can be a Musician", realized that I have a question --- we are familiar with Do,Re, Mi...., and wonder then why the system...Reading the book "You can be a Musician", realized that I have a question --- we are familiar with Do,Re, Mi...., and wonder then why the system shows picture Door, Rain, and why not directly Do, Re, Mi. Do,Re,Mi seems to be straight, why do we want to use extra pictures if the English is not the mother tongue to us.
What is the advance of using these picture over the straight Do, Re, Mi? Show more