Sing it Again: Repetition in Teaching Music

Does your child have a favorite song, bedtime story, or movie he requests over and over? As adults, we are constantly seeking new stimulation, while children often crave just the opposite. 

Repeating activities helps neural pathways develop to create long-term memories. Repetition gives kids a sense of power, accomplishment, and belonging, so it's no surprise they crave repetition.

It's true in music class, too. When we play a new game in music class, there is often some trepidation as everybody wonders how it's going to work. The next time we play, students are more at ease. They know with confidence, "I belong here, I know what happens next, I know what we do in this game, and I am a success in this class."

Layered Repetition
Large doses of learning are squeezed into Let's Play Music classes by layering content. Yes, we may sing the same song for seven classes in a row, but each time, as the students become more proficient, we add new elements.

Students get the repetition they need for mastery and confidence, and teachers have a sneaky way to introduce new material in each and every class.  

Below are some possibilities that your teacher may focus on over the weeks, all within one song. Want to help us get the most from class time? Listen to the music at home so your child is already familiar with the song and lyrics before class...your teacher doesn't want to spend much time on that.

• Notice the lyrics, what do they mean?
• Listen carefully to the melody, can you recognize the common melodic patterns?  Can you play the melody on bells/ keyboard? Can we transcribe the melody?
• Shall we sing the entire song using just solfege and handsigns instead of lyrics? Can we transpose to another key/ multiple keys?
• Focus on the ostinato. Play it on bells/ keyboard while you sing.
• Can you hear the harmony? What chords do you hear? Identify the chord progression.
• Audiate parts of the song.
• Listen to the rhythms, can you identify the bugs? 
• How does this song make you feel, how do you want to move/dance? What words describe the type of sound or style of playing?
• Notice the format of the song- do sections or phrases repeat? How are the sections different?
• etc. 

  
The Rule of Seven

In Marketing, there exists a well-known idea that a prospect must see or hear about a product at least seven times before they'll take action and buy it. The point is, the  ability to generally recognize something is strengthened with multiple encounters.

This is why, in music class, we will also present several songs or games for each concept covered (common melodic pattern, common rhythmic pattern, minor tonality songs, common chord progressions, legato vs. staccato, etc.)  Experiencing each concept in multiple, slightly different musical examples gives students a chance to better recognize and isolate the element.  

Spaced Repetition & Memory
When we learn a new bit of information on Day 0, we all start to forget the information right away. It's a bummer, but that's just how the brain works. Our brains need cues to get the message, "hey, this stuff is worth remembering."  

The forgetting curve looks like an exponential decay curve. 

Each time we review what we know (and start to forget again right away), the decay curve is a little bit flatter.  Each time we can allow longer periods between review, and we can remember just a little bit longer before we start to forget. 

The trick for optimizing learning is to plan repetition of activities and information so that the reviews coincide with the intervals of time when students are starting to forget their facts.  With organized intervals of repetition, we can study smarter, not longer.

That's why we sing a new Let's Play Music song or game in every class, several times, when it is first presented. Then it comes back (less frequently) for us to review and sing.

Remember Every Song
If you want to study smart, try creating your own spaced repetition learning: review pieces of information that you are retaining well less often than pieces that you are not remembering well. 

Here's quick piano example: Choose the piano songs you want to review. How about every song I have memorized. Attempt to play through the songs. Based on how accurately you can remember the song, decide if you will review it again tomorrow, next week, next month, in 4 months, or next year.

As part of your routine, each time you play piano, include some work on a new piece you are trying to memorize and include a play-through, from your schedule of a piece that you already know. If your list is short and you're having fun, you might play more songs than are on your list (playing memorized songs is really fun.)

The importance of the list is to remind you of your songs- if you wait too long, you'll forget what you worked hard to memorize in the first place. 

Remember, the goal is to practice again just as you are about to forget, and that happens at increasing intervals each time.  By making it part of your routine to play through one memorized song (it's fun-you won't mind), you'll retain every song you've ever memorized, forever! 

Have fun!

-Gina Weibel, M.S.
Let's Play Music Teacher  

Brooke Stevenson: This program does it ALL

Hello from Oregon!

I am really excited to talk about Let's Play Music.  Ever since I first started hearing about it, I couldn't talk enough about it to my friends and neighbors.

 

Brooke and some of her students celebrate on recital day.

Passion for Music

I have always enjoyed music; I took piano lessons and played flute as a teenager, but really became passionate about high school choir.  I was lucky to have a teacher, Kelly DeHaan, who instilled in me a deep love of music.  He changed my life and helped me realize music must always be a part of it.

I majored in vocal performance in college, but really excelled in my theory and composing classes.  My senior year I was selected to teach a college-level music theory class for music majors and I had a blast preparing lessons and teaching all the elements and rules of Baroque style music.

Shortly after graduating, I accepted a position teaching music at an elementary school.  I was impressed by the Kodaly curriculum and all the folk songs and games I played with each class.  The kids were receiving a great music foundation, especially in learning to sight read with solfege.

Where Do Music Teachers Send THEIR Kids??

After I had my first child and moved across the country, I quit teaching in the elementary school, but taught some private classes on the side.  I stumbled upon Let's Play Music after hearing about it from two different college music-major friends in the same week.  Both had put their children in Let's Play Music and they LOVED it.  They loved the theory and aural skills their five- and six-year-olds were learning in class each week.  To top it off, their kids thought the class was tons of fun! I wanted that for MY kids, too.

Sure enough, after browsing the Let's Play Music website, I realized how right my friends were.  LPM incorporates the Kodaly elements I love, even more than I thought possible! Full-body involvement, aural training, chord training, solfege, rhythm and harmony training, classical music listening, piano foundations, and a culminating composition of the student's own! I could NOT believe it was all included. This program does it all!

I have been a Let's Play Music teacher since 2011, in Portland, OR, since 2012.  The time has flown by and it's been like a match made in heaven for me to be involved in LPM.  

I get to teach my passion (music theory and aural skills) to kids just at the age when their brains are wired to learn it like a native language AND I get to teach my own kids right in my home.  

As a bonus, the kids think it's all just a really fun class each week.  One dad told me his daughter looks forward to class each week like it's Disneyland.  She can't wait to get there, and is super pumped up and excited the rest of the night after she gets home.  AND she loves practicing every single day.

This is why I enjoy teaching more and more each year.  I strive to give my students what my high school teacher gave to me: a passion and joy for music that will last the rest of their lives.

-Brooke Stevenson

You can learn more about Brooke's Portland, OR, studio, and register for her classes HERE.

It's About TIME! We Value Time and Balance

It's finally summer and you may find yourself with lots of time to fill, or you may find yourself over-scheduled with dozens of summer activities to plan!  As you sit by the pool, take a moment to read about another of our Core Values at Let's Play Music: We value the efficient use of time and maintain a healthy work-life balance.

Time In Class

Marianne Barrowes practices Ear Training using Echo Ed.

You may have noticed that your Let's Play Music teacher squeezes a LOT into the short lesson time: she pre-plans activities to be presented in specific order, and carefully notes of key points she wants to emphasize. She smoothly transitions between games, and without a pause the class is suddenly singing "Let's Say Goodbye!"  

Class time flows swiftly, but you may not realize exactly how carefully timed and balanced the activities are. We value the time you have given to come to class, and we value our time with your child, so we've planned every minute for its best use. Your teacher always takes time before class for a practice run through the lesson to make sure precious minutes won't be lost!

Ann Cue gives each student a chance to sightread

The National Association for Music Education identifies a host of skills comprising complete musicianship, the essence of what we offer at Let's Play Music.  A typical carefully-structured Let's Play Music class touches upon many elements, giving your child a broad education in musicianship.  Here are some skills you'll see, artfully presented within our limited time together each week:

• Singing, alone and in groups, a varied repertoire of music.
• Performing on instruments, alone and in ensemble, a varied repertoire.
• Improvising melodies, accompaniments, and variations.
• Composing and arranging music.
• Reading and notating music.
• Listening to, analyzing, and describing music.
• Evaluating music and music performances.
• Understanding music in relation to history and culture.

Repetition is necessary for mastery of these concepts and skills, so semesters are carefully constructed so each skill or activity will be repeated just the number of weeks optimal for learning while allowing for layering complexity into songs and activities as they become familiar. 

You can walk into class and declare, "This is going to be time well spent!"

Time Out of Class

By 3rd year she's practicing 30 minutes

Your commitment to Let's Play Music doesn't end when we sing, "Let's Say Goodbye."  We value your time at home and want YOU to have a healthy balance with other activities, too.  Weekly homework and practicing assignments are thoughtfully planned to help your child retain material and master new skills without becoming overwhelming.

Our commitment to making music practice fun and making music part of daily living is a strategy for helping your family enjoy music while getting the most from your time spent at learning.

During the first year, it's a smart investment of your time to do something each day touching upon music class lesson, so that students don't regress in what they learned at class.  Perhaps you'll chose to do the homework, play a game from class, listen to the CD, or perform a puppet show together.  Practice is informal; the goal is to infuse music into your daily family routine.  These small, happy, moments are time efficient and fun!

At the beginning of the second year, time at the piano takes only 2-5 minutes, and eventually builds to 15-20 minutes per day.  We've found that it's just not worth your time to ask a very beginner to sit at the piano for any longer: you don't achieve more by forcing it.  Once his finger dexterity has caught up to his mental ability and ear-training practice, he'll be more interested in working longer.  Instead, an effective use of home time continues to be puppet shows and playing games from class, including our Alphabet Pieces games.

During third year, a smart time investment continues to be for you to sit with your child during the first few practices each week to make sure he understands the tricky bits.  Practice time grows longer and more intense, so starting on a good note on Monday means you've paid your dues and can listen from the distant kitchen on Friday.

Time Of Our Lives
Many parents ask, "Is it worth my time and effort to learn everything my child is learning?" By the end of second year, and definitely in third year, that will probably require some practice time of your own at the piano. 

I tell my clients, "Congratulations! You've won a wonderful scholarship! Even though you are only paying for lessons for your child, we have granted you a scholarship to have music lessons for FREE!"  It's a wonderful gift, so be sure to think carefully before turning it down.  You have already invested the time in attending class with your child, and you already sit with her for at least a few of her practices each week.  Your teacher sends emails that explain the theory and logic behind exercises (which are not often shared with the students up front) and she's available to explain it again if you need extra help.  

Parents in Katie Wilson's studio have invested the time to come to class with their children.

You've already put in 75% percent of the commitment; this is the sweetest opportunity you're going to get to finally learn to play AND it will give you a chance to bond with your child over music.  Ask HER to show you how to play a tricky part, and then play a duet together!

Nevertheless, it is strongly recommended that you invest the time to master the second year material.  These skills will be invaluable as you help during home practice.  If you fall a little behind during third year, we understand: you need some life balance!
After three years of Let's Play Music, you and your child will have amassed hundreds of hours of memories spent enjoying class together, working at a new skill together, smiling, laughing, and bonding.  Yes, your child will have become a musician, and she'll have the experience of getting there with you, and that's time well spent. Time For Our Teachers
The majority of our teachers are mothers with young families to care for, households to run, dinners to prepare and carpools to drive! We want YOU to have a happy, focused, sane teacher when class time begins, and we want HER to be energized by seeing her students each week.  We value her relationships with her children as much as we value and strengthen your relationships with your children. This is why we make great efforts to coach our teachers on balancing work and family life. 

Each year in June, we host a weekend teachers' symposium filled with workshops, planning, and playful time spent with fellow Let's Play Music enthusiasts.  In 2012, our theme was It's About Time; the entire weekend was dedicated to strengthening our teachers by helping them manage their studios alongside their precious family commitments.  

A strong network of connection and support is in place to help teachers efficiently master the workings of a studio and quickly manage business details so they can stay balanced in all aspects life.  If you've been considering using your talent for music and teaching to start a business, Let's Play Music provides a warm and nurturing that cares about YOU and your family.


Thank you for taking the time to learn more about our Core Values.  They define how we operate and who we are as a community.

-Gina Weibel, M.S.
Let's Play Music Teacher

Recital Time: We Celebrate Accomplishment

It's May, which means you've just participated in (or will soon experience) an end-of-year Let's Play Music recital.  Recitals are our biggest, shiniest way we share one of our fundamental values: We Celebrate Accomplishment and Aspire to Excellence.

Students of Nicci Lovell in Mesa, AZ perform classical music puppet show actions during a recital.

Why Perform?
How many adults have you met who wish they had persevered with music lessons instead of quitting early? Perhaps they needed more recitals! 'Too few performing opportunities' is among the TOP FACTORS that cause students to quit music lessons.  Let's take a closer look at your recital and why it's such a great teaching tool.  So, what does a student get from participating in a recital?

Motivation
Every student wishes to perform well in front of friends, family, and peers. For a first-year student, this may be the first time he gleans a deep understanding of the magic of serious practicing toward a goal.  Third-year students are definitely aware that a few weeks' of focus can result in an excellent show.  The upcoming show motivates students to add that bit of extra effort.  

"I'm definitely not going to miss any practices for the next 2 weeks, because I want to be really perfect for the SHOW!"  "I want to work extra hard on this piece, because it's going to be in the SHOW!"

First-year students of Heather Prusse in Gilbert, AZ had their bells songs mastered in time for the show.

Excellence
We aspire for excellence. At recital time, students have the opportunity and motivation to present their best selves.  They choose to write beautiful, challenging compositions and practice them to perfection.  Because our pass-off songs during the year are sometimes less-than-perfect (read our post on the learning process), recital gives an opportunity to strive for the VERY BEST. Once students know what that feels like, they raise the bar for in-class songs, too.

Discipline
Students will be asked to polish recital pieces beyond the level of perfection expected in class AND memorize them.  Will they rise to the exciting challenge, one that can only be met with steady, disciplined effort? Yes! Like the myriad of smaller challenges presented during Let's Play Music class, this one is intimidating at first, but definitely achievable.  "I know it is a big job to memorize this entire song, but I think if I add just a measure each day I'll be able to get it." "I don't want to skip practice today, because I know I need to learn at least one more line by tomorrow to be on target for learning this piece by showtime!"

Accomplishment
I love having recitals back-to-back or combined with several classes.  When a student sees the younger class perform, he can develop a sense of accomplishment and growth. "Last year I played that song, too. Now I can play so much better."  

Likewise, when watching an experienced student, he can set very realistic goals and aspire for the next year.  "I love that song that he wrote! I can't wait until I write my own song- It's going to be fantastic."  

In every case, students usually pull off their very best performances and even surprise themselves with how beautifully they perform.   "Grandma, did you hear me play the bells? I played perfectly!"   

Even when things go differently, students have an opportunity to evaluate themselves. "I missed a few notes on that song. I think I could have done better in the A section."

Performance Skills

Second-year students of Jodi Blackburn in Mesa, AZ 

It takes muster to get up on stage and perform! Some students are extremely nervous and anxious, but challenge themselves and go onstage nonetheless.  While it seems scary, the more a student performs, the more comfortable he becomes at it.  Recitals give students opportunities to build courage and confidence: traits that translate to public speaking and life events later on. 

"Last year I was pretty nervous to go on the stage, but this year it's not so bad. I know Mom is going to love hearing me play."



Mistakes
Recitals teach that mistakes are part of life.  Inevitably, a few stray notes will happen on stage.  Mistakes are common and we all make them.  Students learn that the mistakes are not the focus of the evening.  The important thing is getting up on stage and performing.  We focus on the accomplishment and not the mishaps that occur.

Celebration
The recital is a show, a performance, and a grand celebration.  I love to have pretty cakes and myriad treats at recitals, accompanied by awards and matching shirts and dressing up.  It is a special day and a big party complete with photos and flowers and lots of clapping.  After the marathon work students put in to produce their best work, a celebration is in order for a job well done.  We celebrate accomplishment!

First-year students celebrated with teacher, Tera Nelson in Rancho Cordova, CA

All Year Long
The Let's Play Music program is designed to celebrate accomplishment and aspire for excellence all year long.  Each time a student echoes Ed, sight-reads Edna's melody, or performs a pass-off song, a small opportunity arises to celebrate.  

"You really listened carefully…and you got it!"  "You played that song the best I've ever heard you play it!"  "Last week that was really tough for you, but you practiced and now you're doing it faster!"

Every activity in class has a purpose in music-teaching, every class takes students one step closer to excellence, and every time children participate in class activities they perform in a micro-recital among peers and parents.  

-Gina Weibel, MS
Let's Play Music Teacher

Becky Johnson: Young Children Learn Through Experience

Meet LPM Teacher, Becky Johnson
 

I’m located in Shawnee, Kansas—a suburb of Kansas City—and started teaching Let’s Play Music in January of 2010.  I currently teach 10 classes a week.  Looking back, I’ve always loved music.  I took piano lessons for 9 years—thank you Mom!!  And I sang in my high school choir and jazz choir.   I still sing with my church choir and have led children’s choirs for many years.  Funny that my college degree is Business Management with an emphasis in Information Systems!  

One of my other “jobs” is teaching Music & Movement at a preschool (not LPM curriculum).  I find it natural to draw a little person into singing and keep them engaged!  Who knew this was a talent someone could have!?
 
How did you find out about LPM?

A very persistent friend kept inviting my 2 oldest children to attend a Sample

Class.  After more than a year I finally agreed to go and was impressed most with the “Puppet Shows” as a way of introducing a love and understanding of classical music.  She showed me the 2nd and 3rd Year Songbooks/repertoire, and I LOVED that they started the kiddos playing chords first.  I signed-up and got several other kiddos signed-up as well!

Sadly, after 3 years she informed me that she would only be in the area for another 2 years—she was moving before my youngest daughter would be old enough to start LPM, and she was the only teacher for 500 miles!  I talked to my
children’s private piano teacher and she was already interested after seeing what my kids could do!  Score!  However, several months into teaching Let’s Play Music her husband changed jobs requiring they move 2 hours away.  She asked me if I would take over her classes and I was pretty excited!  I had been asking questions about the application process for several years and now 2 classes were just handed to me.  I’d been watching and participating in Let’s Play Music classes for 5 ½  years straight before I started teaching my own classes starting with the Blue Bug semester! 

What element of the curriculum do you love the most?

My absolute favorite LPM song is “Let’s Find the Root”, in the last semester.  It’s such a jazzy-funky song that always gets me grooving.  It was hysterical that when I was training to teach 3rd year I was asked to perform this song!  No one knew it was my fave.

Because I also teach at a preschool, I am required to take continuing educational classes that will help me be a more effective teacher.  These classes make me smile. They repeatedly validate the way we teach in Let’s Play Music! 

Research has shown that young children learn best through experience—by making their own choices and discoveries.  This means you engage all the senses to help them come to a particular conclusion.   I LOVE asking questions and leading them to hear/feel/see musical connections—that “ah-ha” moment is always very gratifying.  Let’s Play Music takes from the very best methodologies in both HOW we teach and WHAT we teach!  What a privilege to a part of a premium quality program.
 

What do you hope students get from your class?

I started doing this for my children and I continue because there are so many other children/families whose lives will be enriched.  My hope is for every student to know that I love them and that we had a TON of fun while they gained a love of music.  Of course, it would be a bonus to know that they continued on in music in some fashion—voice or instrument.

Sign up for a class with Becky, here!