1. Questions when choosing apparatus and songs
1.1. For example: use of the Ball prop
1.1.1. Prepare 3 balls
1.1.1.1. Dull
1.1.1.2. Active
1.1.1.3. Super responsive
1.2. How is it useful?
1.2.1. What is the connection of this to my teaching?
2. Teacher and parent relationship
2.1. What is at the centre of the learning of music?
2.1.1. Sometimes what the student likes is not what the parent wants
2.1.2. The music
2.1.3. The student
2.2. Upbringing
2.2.1. Spending time with the children
2.2.2. Outdoor activities for children
2.2.3. Talk to them about use of technological device
2.2.3.1. The cost, the pros, the cons
2.2.3.2. What are the limits? Learning self control
2.2.3.3. Why are you using it?
2.2.4. Involving children in house chores
2.3. Interview with parents prior to learning
2.3.1. What are their needs?
2.3.2. Share what is my teaching like
2.3.3. Check that the student is not overloaded
2.3.4. Understanding the home set up
2.3.5. Teaching from kindergarten to teenage years, expect a few bumps along the way
3. Practice
3.1. Why are the students not practicing?
3.2. Is the student playing pieces that he likes?
3.3. Is there anything that catches their fancy?
3.4. What are they practicing towards?
3.5. How are we teaching?
3.6. How are they practicing?
3.7. Other methods to check if student has learnt what I have taught
3.7.1. ask the student to explain in a video
3.7.2. ask the student to teach someone else
4. The effectiveness of building and expanding from Fuzzy Wuzzy
4.1. 3 note so mi do triadic note range into
4.1.1. 5 note pentascale songs and piano repertoire
4.1.1.1. Song: Saints go marching in
4.1.1.1.1. Sensing and stepping the in between beats
4.1.1.1.2. Hopping on the in between beats
4.1.1.1.3. Holding the ball gives stability
4.1.1.1.4. Start and stop are important
5. The acoustic piano
5.1. Shortcomings
5.1.1. Cannot produce sustained sound
5.1.2. Always a decrescendo, cannot increase volume once a key is hit
5.2. Understanding what to listen out
5.2.1. is it one note or is it a few notes?
5.2.2. Is it automatic (the piano's doing) or manual (my own doing?
5.2.3. Is it crescendo or decrescendo?
6. Interpreting a piece of music
6.1. Don't fix yourself to wrong or right
6.1.1. Let your ears decide what is better
6.1.1.1. On paper: pitch, rhythm, notes
6.1.1.2. Yourself: interpretation
6.2. Different possibilities
6.2.1. Fade away
6.2.2. Grow
6.2.3. Connect
6.2.4. Disconnect
6.2.5. Sustain
6.2.6. Take a breath
6.2.7. Bumpy road
6.3. What's in your mind before you play?
6.3.1. No prior sound in their head
6.3.2. No sensattions
6.4. Ways to check if the student has their ears open to play musically
6.4.1. Play scales
6.4.1.1. Listen how they start and end
6.4.1.1.1. is it dull and flat?
6.4.1.1.2. is there articulation? does it start kindly and end with a close?
6.4.2. Play repeated noteos
7. The Bear by Rebikov
7.1. Faber piano literature book 2
7.2. Why is it strategic?
7.2.1. Repititive notes
7.2.1.1. Easier to play the pattern
7.2.2. Flat and sharp notes
7.2.3. Allow student to learn contrast in style
7.3. What can we teach from the song?
7.3.1. Crotchet and quaver
7.3.2. Contrast in articulation
7.3.3. Dynamics
7.3.4. Intervals: thirds and octaves
7.3.5. Transposition
7.3.6. Whole tone notes