![]() ![]() After enough time spent counting lines and spaces to find notes, students start developing shortcuts like identifying steps/skips and memorizing more of the notes directly. Notice how far apart each line is from the next and how far apart each space is from the next. Memorize the first line of each staff only, then practice playing the 5 lines in a row and 4 spaces in a row. ![]() It is really eye-opening when you see a child's concept of sound.Īnother way to learn the staff is spatial. Then there are those who you just know have something like ADHD and are surprised when you ask them if they've taken their medication today.Īs far as drawing the staff in a way that makes sense to her, why not have her compose a piece and then write it out however it makes sense to her so that she can show you next week and play it for you. I've had several students who just needed glasses for reading for instance, and it wasn't discovered in school that it was needed. If you can think of a tactful way to speak of this with the parents out of earshot from the child, I think it may be enlightening.Įven if the child is not diagnosed with anything, asking about how they do in math or reading at school can help the child in the long run. We might even address the issue in the exact opposite way it should be addressed simply because we are guessing. A child with an LD can be taught piano, but not as effectively unless we know specifically what the problem is. This is a delicate subject, but I wonder if there's some way to ask the parents? Sometimes parents don't let us teachers know things that we really need to know. Or if there is some way to draw the staff differently that makes sense to her. I wonder if I should be doing less of that and more ear training, more rote learning, and simply give up on some of my beliefs, like that you should not write note names and finger numbers into the music. but all from the perspective of getting her to read the notes and intervals. I feel as if I have tried about as many things as I can flashcards, Apps, the Right Brain system, etc. What I'm wondering, specifically, is if anyone has dealt with this particular learning disability with piano teaching and some creative ideas for teaching. There also could be a problem with remembering words associated with certain things, and definitely short term memory problems. Morodiene, I don't know if it's a tracking problem or how to determine that. Maybe you are assuming that when they see a note on the staff they know where it is on the piano without knowing its name, but it's hard to imagine. Well, I disagree about not needing to know the names of the notes. If I ask her what letter comes before G, she doesn't know. I've also found it interesting that she still cannot say the musical alphabet backwards. She can play, say, a treble C in a piece (with help identifying the note) then if it appears again 2 measures later, she can't identify it. This is another sign of dyscalculia formulas and rules are not retained. ![]() I feel like I spend way too much time asking what the note names are - and then reviewing, then asking again, giving her flashcards, using a large vinyl matt on the floor…. What I'm looking for a specific approaches, different than the usual. Has anyone had any experience with this? It's different from dyslexia…… she reads words fine. It has been clear to me that she processes differently than others, and I have been trying to find some ways to teach her that can help. It's very hard for her to tell the difference between steps and skips (she is a 2nd grader and is in her second year of lessons) and it seems almost impossible to remember the names of the notes on the staff. My student, for instance, clearly does not see patterns in music. It is an inability to do math easily, and can also make music reading very difficult. Has anyone come across this diagnosis? I have been reading about this and it might help explain a struggling student of mine. ![]()
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