Kids with ASD, ADHD, preliterate, and beginners in general love our Musicolor Method curriculum. They can shine with our unique visual vocabulary for music.Continue reading
Each year, I host a Holiday Party and Music Salon for our music students at one of our student’s homes. It’s a great way for our youngest and shyest to get over their fears of performing in front of others. And every year it gets better. It also gives a chance for new friendships to be be born and our Music Mentors and Mentees to hang out, each some treats and play for all of us. Wonderful.
Here’s some of the highlights.
Music lessons for special needs children?
If you ask the average music teacher about special needs children as students, you may get a blank stare. There isn’t much literature focused on this. Children with special needs may include those with learning disabilities, developmental issues, as well as those on the Autism spectrum.
At Park Slope Music Lessons, we’ve had several students with special needs. Our Musicolor Method® has proven to be a great way for these children to learn music where other teachers/methods have failed.
Can a special needs student learn to play piano?
“I still can’t believe you got my son to play with all 10 fingers in a single lesson! He is so excited and practicing every day on his own. Our previous teachers were all trying to get him to play one finger the whole time. He was bored and frustrated!”
– Parent of a 5 year old student
Take a look at some of the videos of our past recitals, music salons and read our blog posts. You will see we have helped so many kids learn music in a way that is fun, fast and supportive. It doesn’t matter if your kld is or isn’t a prodigy, we make learning music an organic process. And it all activates life skills that are transferrable to school, work and life!
If you have any questions about your child and their specific issues, feel free to contact us.
It seems every year there’s a new study that confirms the positive benefits of music lessons in early childhood. This one has some great findings:
From the NY Times Well Blog:
When children learn to play a musical instrument, they strengthen a range of auditory skills. Recent studies suggest that these benefits extend all through life, at least for those who continue to be engaged with music.
But a study published last month is the first to show that music lessons in childhood may lead to changes in the brain that persist years after the lessons stop.
Researchers at Northwestern University recorded the auditory brainstem responses of college students — that is to say, their electrical brain waves — in response to complex sounds. The group of students who reported musical training in childhood had more robust responses — their brains were better able to pick out essential elements, like pitch, in the complex sounds when they were tested. And this was true even if the lessons had ended years ago.
Indeed, scientists are puzzling out the connections between musical training in childhood and language-based learning — for instance, reading. Learning to play an instrument may confer some unexpected benefits, recent studies suggest.
We aren’t talking here about the “Mozart effect,” the claim that listening to classical music can improve people’s performance on tests. Instead, these are studies of the effects of active engagement and discipline. This kind of musical training improves the brain’s ability to discern the components of sound — the pitch, the timing and the timbre.
“To learn to read, you need to have good working memory, the ability to disambiguate speech sounds, make sound-to-meaning connections,” said Professor Nina Kraus, director of the Auditory Neuroscience Laboratory at Northwestern University. “Each one of these things really seems to be strengthened with active engagement in playing a musical instrument.”
Skill in appreciating the subtle qualities of sound, even against a complicated and noisy background, turns out to be important not just for a child learning to understand speech and written language, but also for an elderly person struggling with hearing loss.
In a study of those who do keep playing, published this summer, researchers found that as musicians age, they experience the same decline in peripheral hearing, the functioning of the nerves in their ears, as nonmusicians. But older musicians preserve the brain functions, the central auditory processing skills that can help you understand speech against the background of a noisy environment.
“We often refer to the ‘cocktail party’ problem — or imagine going to a restaurant where a lot of people are talking,” said Dr. Claude Alain, assistant director of the Rotman Research Institute in Toronto and one of the authors of the study. “The older adults who are musically trained perform better on speech in noise tests — it involves the brain rather than the peripheral hearing system.”
Researchers at the University of California, San Francisco, are approaching the soundscape from a different point of view, studying the genetics of absolute, or perfect, pitch, that ability to identify any tone. Dr. Jane Gitschier, a professor of medicine and pediatrics who directs the study there, and her colleagues are trying to tease out both the genetics and the effects of early training.
“The immediate question we’ve been trying to get to is what are the variants in people’s genomes that could predispose an individual to have absolute pitch,” she said. “The hypothesis, further, is that those variants will then manifest as absolute pitch with the input of early musical training.”
Indeed, almost everyone who qualifies as having truly absolute pitch turns out to have had musical training in childhood (you can take the test and volunteer for the study at http://perfectpitch.ucsf.edu/study/).
Alexandra Parbery-Clark, a doctoral candidate in Dr. Kraus’s lab and one of the authors of a paper published this year on auditory working memory and music, was originally trained as a concert pianist. Her desire to go back to graduate school and study the brain, she told me, grew out of teaching at a French school for musically talented children, and observing the ways that musical training affected other kinds of learning.
“If you get a kid who is maybe 3 or 4 years old and you’re teaching them to attend, they’re not only working on their auditory skills but also working on their attention skills and their memory skills — which can translate into scholastic learning,” she said.
Now Ms. Parbery-Clark and her colleagues can look at recordings of the brain’s electrical detection of sounds, and they can see the musically trained brains producing different — and stronger — responses. “Now I have more proof, tangible proof, music is really doing something,” she told me. “One of my lab mates can look at the computer and say, ‘Oh, you’re recording from a musician!’ ”
Many of the researchers in this area are themselves musicians interested in the plasticity of the brain and the effects of musical education on brain waves, which mirror the stimulus sounds. “This is a response that actually reflects the acoustic elements of sound that we know carry meaning,” Professor Kraus said.
There’s a fascination — and even a certain heady delight — in learning what the brain can do, and in drawing out the many effects of the combination of stimulation, application, practice and auditory exercise that musical education provides. But the researchers all caution that there is no one best way to apply these findings.
Different instruments, different teaching methods, different regimens — families need to find what appeals to the individual child and what works for the family, since a big piece of this should be about pleasure and mastery. Children should enjoy themselves, and their lessons. Parents need to care about music, not slot it in as a therapeutic tool.
“We want music to be recognized for what it can be in a person’s life, not necessarily, ‘Oh, we want you to have better cognitive skills, so we’re going to put you in music,’ ” Ms. Parbery-Clark said. “Music is great, music is fantastic, music is social — let them enjoy it for what it really is.”
A Playlist for Young Music Students – or anyone who appreciates a wide eclectic listening palette.
I hope you are having a super summer and getting some much needed recharging.
As you know, listening to quality music is one of the most important parts of being a music student. Hearing comes before sight as well as our ability to talk. Music is a language and the more your child listens to a wide variety of quality music, the wider your child’s view of the world. With that in mind, I wanted to let you know of an amazing resource called Spotify. If you didn’t already know, this a free software app/website that allows you to listen to about 90% of all recorded music for free – http://www.spotify.com. It’s like an internet radio station/library.
This is an amazing resource for teachers, students and fans. There are a few commercials, but you can pay for a premium version without commercials – which is how the musicians and composers get paid by the way. The best part of Spotify is the social aspect in that you can easily share songs and playlists with friends…and my students!
I’ve made an Essential Listening Playlist for my students.
It covers folk, jazz, blues, rock, bluegrass, country, film soundtracks, Colombian rock including one vallenato and some classical. It’s quite eclectic, and is chosen for quality of music, composition, styles and appropriate lyric content. You will never hear this on commercial radio – no Justin Beiber here! Once you subscribe to this list, you’ll receive updates as I add them, so in effect, I’ll be your DJ.
Essential Listening for Music Students
An eclectic mix of music by Andrew Ingkavet
There’s a ton of tracks here -so make sure you click through to the full list.
Here’s the link to my Essential Listening for Students:
So set up your family computer, iPod, iPhone or smartphone with Spotify and enjoy!
As many of you know, I’ve been working hard on an interactive iPad iBook for quite some time. Today Play Piano For Kids, Volume 1 (Penguins Don’t Play Piano, But You Can!) is officially live in 32 countries around the world in the Apple iTunes Bookstore. It’s on sale for the next week for only 99 cents after which it will go up to $6.99. Pleases go and take a look and give a review/rating.
Aimed at parents , home-schoolers and teachers of young children aged 3 to 6 years old, the book is really an app which delivers a learning system including audio, video, animations and my unique color system. It spans the first month and a half of lessons that in my private lessons would cost over $200! There is no experience required and no need to read traditional music notation. In fact, the problem with most music books and teachers try to present too much information at once. By breaking down the learning process into micro steps, I’ve helped hundreds of kids learn to play piano, (and guitar) whilst having proper technique, and learning music theory, traditional notation and even composition.
For those of you who have been unable to get on my roster, this is a great way to virtually start lessons with me. There’s even a free sample that gives you the first lesson for free. And this is just the beginning, I’m already working hard on the next volume as well as a support website PlayPianoForKids.com
Feel free to comment!
It was a great recital last Saturday at the Carroll Gardens Library in Brooklyn. With 30 students performing and a house of over 100 guests, we had a lovely time and everyone did their best. Thanks again to all the parents, grandparents, friends and family who came to show their support, love and appreciation of our young performers! And special thanks to Jeff Schwartz and the entire staff of the Carroll Gardens library who graciously let us use their space and even set up the chairs for us!
Here’s some photo highlights. Videos are posted here.
Apologies for the site being down all of last week. But we’re back! Here’s a quick update and enjoy the week off for Thanksgiving!
As many of you know, in each of my lessons, my aim is to address 3 main areas: repertoire, reading and music theory.
This is building up a collection of pieces that your child can play from memory and perform in public.
It allows us to work on technique and bring music to life whilst giving a great confidence boost and joy in playing. This material I often present using my own color notation which enables your child to learn a piece as quickly as possible and then memorize it. Many of you are using Suzuki material for this repertoire whilst others are working on a combination of Suzuki with jazz, blues, pop and world music.
To learn to read music is truly a great skill. To be musically literate opens a whole door to deeper appreciation. Reading music is not as difficult as it seems, but requires a steady practice diet. I will usually not start this until we’ve been playing a repertoire of about 7 to 10 songs. I use a proprietary method of notation to get them up to speed quickly with simple and then complex pieces.
This is the nuts and bolts of music. We get under the hood and see how music is structured and built through games, exercises, composition, dictation and listening. It makes music fun if you know the how and why. It also changes your listening and deepens your appreciation of music. It can be quite abstract at times which is why we have many many activities and games built up over a long period of time.
I realize not everyone has a massive music collection at home and I’m often asked, “What should we be listening to?” I’ve recently written a series articles for Jill Simeone’s lovely parenting blog Cozy Owl which address, Early Childhood Music, Essential Listening and Music for A Road Trip.
In the near future, I’m hoping to post playlists of Music Every Child Should Hear via this site.
NOTE: Winter Music Session
The winter music session is starting on Monday November 28 and will run until February 11. I will be sending out invitations for the limited openings available to those on the waiting list. If you would like to join the waiting list, please go to the contact page and click the link.
Many of you are struggling with playing cleanly and smoothly. This simple technique can help you to relax your fingers to pay more fluidly. Developed by Glenn Gould’s mentor and longtime teacher Chilean pianist Alberto Guerrero, it aims to retain a relaxed muscle memory. You can learn more about this in the wonderful documentary Genius Within: The Inner Life of Glenn Gould.
This is from a concert at Madison Square Garden in 1972. Essential listening for anyone!
I’m starting a songwriting class in September and we’ll be analyzing some of the greatest rock, pop, jazz songs of all time as part of the curriculum. Stay tuned or get on my waiting list on the registration page.
Buy this song at Amazon
One of the core concepts of my approach to teaching music to young children is the use of colors to represent pitches. I’ve used this with great success on both piano, guitar and in reading music notation.
Those of you studying with me have already seen my piano covered with translucent tape and my guitar with colored stars up the fretboard.
Here’s a link to that highlighter tape that I use. Thanks to my son’s first grade teacher Melissa for the great tip.
This pack will last you a long long time.
Many parents have expressed their frustration at getting their child to practice their musical instrument. Here’s some tips to help.
- Re-frame the notion of practice from chore to a fun activity or even a reward. Don’t force them to practice, it will only drive them away from it.
- Place the piano in a central part of the home. If a guitar, put it on a stand in the living room, or even hang it on the wall like in the guitar stores. All instruments have some kind of stand you can buy. By having it out and in easy reach, the instrument naturally gets picked up at various times of the day. If the instrument is in a far off corner of the house, it feels like a banishment or punishment.
- Make a consistent time of music time everyday. Some people have found 5 minutes in the morning before school is a great thing. Others find right after school or just before bed. By having a regular schedule, it becomes a habit and that makes it easier to have consistent and frequent time at the instrument.
- Take interest in your child’s playing (even if it’s awful). By giving attention, the child feels rewarded and they will get better – really, I promise!
- Ask them to teach you the lesson (even if you already know it.) By teaching, the child has to be able to organize their thoughts and really know how to communicate the knowledge. They learn by teaching. This may work better with one parent than the other when one is a musician and the other not.
- Listen to music in the home. Take some time to consciously choose music that features the instrument your child is learning. Listen to all kinds of music and talk about it.
- Go see live music. Take your child to see live musicians and then talk about the concert. You’ll be amazed at the observations they make. They also may take a new interest in a different instrument as well!
- Sing (or hum) together. Many people feel very shy about singing. Actually everyone can sing and if you start at a really young age, they can’t criticize you. You’re just their parent singing and that’s always music to their ears. Holiday carols or folk songs are a great fun family activity.
- Take music classes yourself. In my lessons, I actively engage the parents to stay at least on par with the child’s musical knowledge. It becomes a family experience.
- Have a family concert (or a music playdate). By having more people making music (or sounds, noise) it becomes a social and group activity. Fun! Just don’t play saxophone with a mouth full of potato chips – that’s gross – I know from experience.