FINAL EXAM Flashcards
to not fail c:
For a Good hand shape: ____ on corner; ____ ____ standing on its end; ____ ____ ____ resting lightly on the keys; ____ of hand rounded; Wrist ____; Arm level from ____ ___ _____; _____ extended slightly from the body
Thumb; Fifth finger; Middle three fingers; Arch; level; elbow to wrist; Elbow
Name the 3 staccato touches
Arm staccato; wrist staccato; finger staccato
The average student should be able to achieve performance level playing (___ ___) ___ ___ ___
(goal 4) in four weeks
Play at the tempo at which you can play _____. And playing ____ also means more than just ____ _____.
accurately; accurately; correct notes
The ____ ____ is the recommended number to write in all the blanks indicating the number of times something is to be practiced
number 3
Some of the most valuable lessons the student will ever have will take place when you are ____, ____, ___ ____ to see if the student is grasping good practice habits that will lead to achieving realistic practice goals.
silent; listening; and learning
With a broader concept of performance, a teacher can shower the student with ____ nearly every week because many lesson activities not previously thought of as such can now be considered performance
praise
Name three musical musical skills required for a good performance (only need 3)
Steady Rhythm; Correct hand position; Appropriate tempo; A singing tone; Beautiful, Sensitive phrasing; Appropriate style for the piece
Name 2 performance procedural problems (I think we need to know them all)
Poor posture, with feet often twisted around the legs of the bench;
Starting the piece in the wrong place on the keyboard;
Beginning at the wrong tempo and having to make an adjustment as the piece progressed;
Failing to play according to the dynamic and expression marks;
Having the foot (or feet) too far from the pedals, resulting in a frantic shuffle when the time came to pedal
P. S. R.
Position; Sound; Rhythm
Name 3 reasons why a student might be seeking a different teacher:
- The teacher has moved, has quit teaching or is deceased
- The family of the student has moved
- The teacher is not what the student or parent wants and/or not in the manner in which they believe it should be taught
- The teacher has dropped the student or recommended the student seek a different teacher
- The student has progressed beyond the teacher’s capabilities
- The relationship between student and teacher is unsatisfactory
- The student likes and enjoys the teacher, but the parent is dissatisfied with the teacher
- The teacher is not producing “competition winners”
- The teacher does not “force” the student to practice as much as the parent wants
- The teacher has raised the tuition, and the parent cannot afford the increase
The ____ is the most important part of the assessment process.
interview
It is recommended that you hear at least ____ pieces of contrasting styles from any student who has completed some or most of the early method books.
2
We should always teach all of our students as if they were going to be ____ __ __ ____ ___ ____ _____ _____.
transferring to an equal or more experienced teacher
When we approach a person in a way that is compatible with his or her ____ ____, motivation and achievement of the student go up and problems go down.
character traits
The ____ teacher will typically avoid working with beginning students unless a student shows potential for being an outstanding pianist.
Ape
Bears tend to be the _____ in music education. They make sure that each student develops a strong _____ in the basics.
traditionalist; foundation
When an ____ teaches piano they display a technical know-how and would try to find the easiest way to deal with the complexities of piano pedagogy.
Owl
A little ____ is definitely a hazard as a student, while ____ students will be prepared for their lessons.
Ape; Bear
____ students want to do more than just memorize and ____ are well-motivated and high achievers too, but only to the degree that they have a good personal relationship with the teacher.
Owl; Dolphins
_____ can be broken down into identifiable elements and taught ______ sequential manner completely compatible with classical teaching methods.
Jazz; methodical
When a jazz pianist moves accents to the weak beats, the type of syncopation is called _________ ________.
Accent displacement
Until students have gained confidence in their own creative abilities, it is advantageous to have them do all ___________ assignments as ________ assignments.
improvisation; composition
The ___ _____ _____ _______ is the most important jazz form.
12 bar blues structures
Instruments such as _____ and _____ free the pianist of having to play the bass line or of carrying the rhythmic burden.
bass; drums
Judicious use of short periods of ______ or inactivity in jazz are signs of musical ______ and maturity.
Silence; taste
Your accompaniment should at times employ some or all of the following techniques: indicating the __________, sustaining the _____, or both; anticipating and delaying the _____; filling periods of _____ _______.
pulse; chord; beat; melodic inactivity
An essential element of effective jazz improvisation is _____ ______ - the mastery and manipulating of chords.
chord improvisation
One of the two all-too-frequent performing errors relating to the motion tone/rest tone issue is ____-____ _____ ______ chords, which results in poor voice-leading and the feeling that the music lacks a sense of ________.
over-using root position
The___-____-_____ occurs so frequently in jazz that it is perhaps the most important of all jazz chord progressions.
ii7 - V7 - I
_____-____ _____ are important motivators because they focus one’s attention and energy on the task at hand.
short-term goals
AAA stands for music a student can play _____, ____ for ______.
anytime; anywhere; anybody
Name one way to handle qualifications for the list as a student matures and his pieces are longer and more involved: ______ ____ _____ _____ _____ ____ ____ _____.
count very long involved pieces as two pieces
I still believe that more good than harm comes from giving periodic _____ ____ ______.
student progress reports
____ ____ of high-quality practice time can often be more productive than ___ ____ of low-quality time.
30 minutes; 2 hours
An important added benefit of my in-studio events is that I give students the opportunity to _____ one another. This encourages them to become ______ rather than _____ listeners.
critique; active; passive
I’m great believer in the value of _________ as awards, and I give them to students as often as possible.
certificates
The teaching of a _________ ________ __________ followed by an ______ note is one of the most important stages of learning in the rhythmic development of the elementary piano student.
dotted quarter note; eighth
The two most frequent rhythm teaching inadequacies my interns encounter are
- Almost always setting the tempo for the student.
2. Almost always doing the counting for the student.
Tempo Goals for Repertoire are: New (week one ): _____________; Second and third weeks: _____________; Fourth and subsequent weeks: ___________________.
slowly; moderately; working toward performance-level tempo.
