How To Eliminate and Prevent Recurring Mistakes In Written Music
Sep 13 '00 (Updated Dec 30 '01)
The Bottom Line This is a structured approach to dealing with difficult musical passages.
This is another method that I developed, or at least synthesized based on observations. Much of music is trial and error. However, there are times when that approach fails the student. By noticing what happened in those situations, I was able to come up with a method for dealing with this.
Has this ever happened to someone you know? Hmmmmmmmm?
There's a piece with a tough measure or sequence. so,
1. The student tries it and has a problem.
2. The student backs up to a familiar point and tries again. Same result.
3. Several more times, same result.
What ends up happening is that the student is making no progress in learning the difficult sequence and has developed a habit of making the mistake. Plus, the student is spending more time on the music that is played well (the lead-in) than the tough sequence.
If the student realizes the habit, it can be aggravated by rushing into the difficult sequence. Some musicians refer to this as a train wreck. I refer to this method, when it does not work, as "setting yourself up to fail".
Instead, I developed a method for the students to succeed and to spend more time on the difficult sections that the easier sections. So, here's how.
1. Identify the toughest measure. Scope it out, if necessary, using my "tough new music" approach (ie, notes, rhythm, articulation and dynamics). Find a tempo at which the student can play it. Play it 3 times perfectly.
2. Add 1 measure before and 1 measure after. Play that 3-measure sequence 3 times perfect. if more than 1 mistake before completing this step, go back to step 1.
3. Add an additional measure before and after. Play that 5-measure sequence perfectly 3 times. If more than 1 mistake before completing this step, go back 1 step.
4. Keep framing (adding a measure before and after) the difficult sequence until the entire phrase is played perfectly.
The value of this approach is that it breaks up the habitual mistake and it has the student putting more practice time and effort in the difficult section as opposed to the easier sections. This also can be used in learning new musical phrases or difficult music, as part of the aforementioned 4-phrase process on tough new music.
This was SO simple when I discovered it. If you struggle with a piece or one of your children or students does, try this. It works!
I'll look forward to your comments.
Thanks for reading. God Bless!
If you like mainstream and fusion jazz, check out my web site, www.jazzobsession.com. You’ll find information on my newly-released CD, The Power of Two by John Temmerman's Jazz Obsession Quartet. It is available through Amazon.com and www.cdbaby.com. I have a special discount available on sales through my web site. Come on by!
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