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Frequently Asked Questions
Frequently Asked Questions
What's wrong with traditional methods of music learning?
What's wrong with traditional methods of music learning?
Piano pedagogy is dominated by old-school tradition rooted in the 1800-1900s. Contemporary piano lessons may involve more stickers and games, but still the goal remains unchanged: reading music notation.
Piano pedagogy is dominated by old-school tradition rooted in the 1800-1900s. Contemporary piano lessons may involve more stickers and games, but still the goal remains unchanged: reading music notation.
Read this phrase: Mich laust der Affe. Now let's imagine you pronounced the german perfectly. 'Meesh loust dur aafe'. Job done. You now know a new german idiom! Doesn't it feel good to speak another language?
Read this phrase: Mich laust der Affe. Now let's imagine you pronounced the german perfectly. 'Meesh loust dur aafe'. Job done. You now know a new german idiom! Doesn't it feel good to speak another language?
Or do you really? Is this true understanding? What if you learn Affe means Ape. And laust means 'is delousing'. Mich is delousing der ape. The phrase now has more meaning. We understand it. A little. Mich laust der Affe literally translates to 'The ape is delousing me'. A perfectly reasonable phrase. Right? Now imagine you learn this is a german idiom, whose equivalence in English is like 'I'll be a monkey's uncle'. What a difference in understanding!
Or do you really? Is this true understanding? What if you learn Affe means Ape. And laust means 'is delousing'. Mich is delousing der ape. The phrase now has more meaning. We understand it. A little. Mich laust der Affe literally translates to 'The ape is delousing me'. A perfectly reasonable phrase. Right? Now imagine you learn this is a german idiom, whose equivalence in English is like 'I'll be a monkey's uncle'. What a difference in understanding!
You can see where this is going. If we taught children to memorize sounds to later reproduce them for show, speech would be brittle and inflexible. That would defeat the purpose! But sadly this is where we are in contemporary music pedagogy.
You can see where this is going. If we taught children to memorize sounds to later reproduce them for show, speech would be brittle and inflexible. That would defeat the purpose! But sadly this is where we are in contemporary music pedagogy.
Traditional methods don't teach musical understanding, they only teach memorization. They teach students to remember that a dot 5 lines up at the very top is the letter F and the letter F is a button, fairly similar to all the other buttons, but has it's place 4 buttons to the right after 'middle C'. Still with me? And we call this music education. Where's the music?
Traditional methods don't teach musical understanding, they only teach memorization. They teach students to remember that a dot 5 lines up at the very top is the letter F and the letter F is a button, fairly similar to all the other buttons, but has it's place 4 buttons to the right after 'middle C'. Still with me? And we call this music education. Where's the music?
So what is different about your method? How can it really be different from everyone else?
So what is different about your method? How can it really be different from everyone else?
Luckily, we aren't the only music school who joined the music learning theory revolution. There is a growing network of researchers, teachers, and musicians who believe just as deeply in the genuine musical understanding of this method.
Luckily, we aren't the only music school who joined the music learning theory revolution. There is a growing network of researchers, teachers, and musicians who believe just as deeply in the genuine musical understanding of this method.
Music learning theory-informed methods stand apart. If you wouldn't send your child to a doctor with knowledge current up to 1850's era medical advances, why send them to a teacher who's method isn't current to the last 60 years of music learning research? We're being cheeky here but the legacy of ill-informed teaching leaves many young learners with a sense of frustration and personal failure, and disenchantment with music learning for life. And it was never their fault.
Music learning theory-informed methods stand apart. If you wouldn't send your child to a doctor with knowledge current up to 1850's era medical advances, why send them to a teacher who's method isn't current to the last 60 years of music learning research? We're being cheeky here but the legacy of ill-informed teaching leaves many young learners with a sense of frustration and personal failure, and disenchantment with music learning for life. And it was never their fault.
Music Learning Theory is an explanation of how we learn when we learn music. Based on an extensive body of research and practical field testing pioneered by Dr. Edwin E. Gordon and others, it's this research that described the phenomena of audiation(see the next question) and how to teach students to audiate.
Music Learning Theory is an explanation of how we learn when we learn music. Based on an extensive body of research and practical field testing pioneered by Dr. Edwin E. Gordon and others, it's this research that described the phenomena of audiation(see the next question) and how to teach students to audiate.
Audiation is Gordon’s term for the ability to think music in the mind with understanding. Music Learning Theory principles guides music teachers to structure learning according to a learning sequence. This sequence scaffolds student learning so that students have an adequate foundation for 'new' concepts/challenges. The primary objective is development of students’ tonal and rhythm audiation.
Audiation is Gordon’s term for the ability to think music in the mind with understanding. Music Learning Theory principles guides music teachers to structure learning according to a learning sequence. This sequence scaffolds student learning so that students have an adequate foundation for 'new' concepts/challenges. The primary objective is development of students’ tonal and rhythm audiation.
Our curriculum follows 'Music Moves for Piano' pedagogy and book series. This method was created by music teacher, Marilyn Lowe, who worked with Gordon and his research to produce a practical application for piano students. Music Moves for Piano follows a 'whole-part-whole' learning approach. Whole-part-whole learning exposes the students to the 'whole' in the form of a song or chant. Then we explore patterns present in the piece, and return to the whole again.
Our curriculum follows 'Music Moves for Piano' pedagogy and book series. This method was created by music teacher, Marilyn Lowe, who worked with Gordon and his research to produce a practical application for piano students. Music Moves for Piano follows a 'whole-part-whole' learning approach. Whole-part-whole learning exposes the students to the 'whole' in the form of a song or chant. Then we explore patterns present in the piece, and return to the whole again.
Our studio occasionally hosts 'demo lessons' if you would like to get a better sense of how this connects together keep an eye on our Upcoming Events or Facebook page! You can also sign up for our monthly newsletter here.
Our studio occasionally hosts 'demo lessons' if you would like to get a better sense of how this connects together keep an eye on our Upcoming Events or Facebook page! You can also sign up for our monthly newsletter here.
What is audiation?
What is audiation?
Audiation is hearing and understanding in one's 'mind's ear' the sound of music that is not, or may never have been, physically present.
Audiation is hearing and understanding in one's 'mind's ear' the sound of music that is not, or may never have been, physically present.
Audiation is the musical equivalent of thinking in language. When we listen to someone speak we must retain in memory their vocal sounds long enough to recognize and give meaning to the words the sounds represent. And just like imagining, we can audiate sounds that we may have never heard before.
Audiation is the musical equivalent of thinking in language. When we listen to someone speak we must retain in memory their vocal sounds long enough to recognize and give meaning to the words the sounds represent. And just like imagining, we can audiate sounds that we may have never heard before.
Is Free to Play a good fit for my family?
Is Free to Play a good fit for my family?
Now we hope you can answer this by considering the following questions:
Now we hope you can answer this by considering the following questions:
- Do you, personally, care about cultivating your child's love of music?
- Are you prepared to actively engage with your child's learning? And facilitate at-home listening and playing activities?
- Are you deeply invested in a long-term music learning commitment?
- Do you trust our studio to nurture literate and fulfilled musicians? Do you trust our non-traditional method?
If you consider yourself on the same page as us, please reach out for a meeting with one of our teachers. If you are having second thoughts, our method may not be for you.
If you consider yourself on the same page as us, please reach out for a meeting with one of our teachers. If you are having second thoughts, our method may not be for you.
What the expectations of parents/caregivers and teachers at Free to Play?
What the expectations of parents/caregivers and teachers at Free to Play?
Our teachers are in charge of lesson quality, following the music learning sequence, and communicating with you the ideal musical timeline your child will follow.
Our teachers are in charge of lesson quality, following the music learning sequence, and communicating with you the ideal musical timeline your child will follow.
You, the caregiver, are in charge of trusting our teachers. Be prepared to invest time in acculturating your child at home with plenty of listening time. You will be responsible for facilitating plenty of playful piano activities until your child is ready to begin more formal music instruction and they mature into independent practicers. Your presence is necessary at recitals and performances.
You, the caregiver, are in charge of trusting our teachers. Be prepared to invest time in acculturating your child at home with plenty of listening time. You will be responsible for facilitating plenty of playful piano activities until your child is ready to begin more formal music instruction and they mature into independent practicers. Your presence is necessary at recitals and performances.
A lifetime of piano study is a huge investment of time and money. Music lessons, for the young, are rarely successful without parental support.
A lifetime of piano study is a huge investment of time and money. Music lessons, for the young, are rarely successful without parental support.
We will be with you every step of the way on this musical journey.
We will be with you every step of the way on this musical journey.
When is my child old enough to begin music lessons?
When is my child old enough to begin music lessons?
As soon as you can! Developmental music learning research suggests the best time to start is as young as possible. Ideally exposing one's unborn baby to music, such as through parents' singing increases a child's music aptitude (potential for developing musical skill).
As soon as you can! Developmental music learning research suggests the best time to start is as young as possible. Ideally exposing one's unborn baby to music, such as through parents' singing increases a child's music aptitude (potential for developing musical skill).
"A child never has a higher potential to learn music than at the moment of birth." Writes Dr. E. Gordon, founder of music learning theory.
"A child never has a higher potential to learn music than at the moment of birth." Writes Dr. E. Gordon, founder of music learning theory.
The best time to acculturate to a large variety of music and instill important music foundations is from birth to age 9. Ideally students should begin with early childhood classes from birth to age 4. They should begin informal guidance (Keyboard Games) at age 4 (sometimes 3) and begin to transition into formal instruction around age 6 or 7. To learn more check out this link.
The best time to acculturate to a large variety of music and instill important music foundations is from birth to age 9. Ideally students should begin with early childhood classes from birth to age 4. They should begin informal guidance (Keyboard Games) at age 4 (sometimes 3) and begin to transition into formal instruction around age 6 or 7. To learn more check out this link.
We aim to offer early childhood music classes for parents and babies, and subsequent ages. The younger a child begins the music learning sequence, the greater their potential and the deeper their musical roots.
We aim to offer early childhood music classes for parents and babies, and subsequent ages. The younger a child begins the music learning sequence, the greater their potential and the deeper their musical roots.
Oh no! I literally just heard about this method today. Is it too late for my children?
Oh no! I literally just heard about this method today. Is it too late for my children?
Of course not. A rich musical environment will foster fluent musicians at any age. Most active Music Learning Theory educators themselves encounter the method late in life, and still rave about its transformation of their musicianship. It's never too late to learn. While developmental guidelines are relevant, every child still follows their own timeline.
Of course not. A rich musical environment will foster fluent musicians at any age. Most active Music Learning Theory educators themselves encounter the method late in life, and still rave about its transformation of their musicianship. It's never too late to learn. While developmental guidelines are relevant, every child still follows their own timeline.
What supplies do I need to get started?
What supplies do I need to get started?
You will need a device your child can listen to the Home Audio on. Any phone, computer, or tablet. Access the Home Audio from the Student Resources tab. Supplementary audio is available through YouTube links. Access to any sort of keyboard will help the students to practice keyboard technique and songs at home. Though owning a keyboard is not necessary to participate in lessons.
You will need a device your child can listen to the Home Audio on. Any phone, computer, or tablet. Access the Home Audio from the Student Resources tab. Supplementary audio is available through YouTube links. Access to any sort of keyboard will help the students to practice keyboard technique and songs at home. Though owning a keyboard is not necessary to participate in lessons.
What is your curriculum?
What is your curriculum?
Music Moves for Piano is an audiation (musical thinking) approach and is like no other piano method in existence. It teaches genuine musical understanding and taps into human creativity from a young age.
Music Moves for Piano is an audiation (musical thinking) approach and is like no other piano method in existence. It teaches genuine musical understanding and taps into human creativity from a young age.
Music Moves for Piano also provides the foundation for more advanced piano skills later in life. The Keyboard Games series is most appropriate for children ages 4-6 and provides readiness for the Student Book series when students are ready for more formal instruction.
Music Moves for Piano also provides the foundation for more advanced piano skills later in life. The Keyboard Games series is most appropriate for children ages 4-6 and provides readiness for the Student Book series when students are ready for more formal instruction.
Why are your lessons 45 minutes long?
Why are your lessons 45 minutes long?
Our lessons burst with rich musical experience. 45 minutes is the best timeline to expose our students to as many songs and chants and musical conversations as possible. As your child progresses past Keyboard Games, 1 hour lessons will be the norm, and later on 90 minute lessons.
Our lessons burst with rich musical experience. 45 minutes is the best timeline to expose our students to as many songs and chants and musical conversations as possible. As your child progresses past Keyboard Games, 1 hour lessons will be the norm, and later on 90 minute lessons.
When will my child learn to read music?
When will my child learn to read music?
Guess what? Your child has already started the process of learning to read. We are optimizing reading ability from the very first lesson. Isn't that exciting. The way we teach follows a sequence, where each level of learning provides scaffolding for the next. When your child is ready (and every child's timing is different) reading flows out.
Guess what? Your child has already started the process of learning to read. We are optimizing reading ability from the very first lesson. Isn't that exciting. The way we teach follows a sequence, where each level of learning provides scaffolding for the next. When your child is ready (and every child's timing is different) reading flows out.
By the time a student tasked with decoding music notation, the student's progress is almost immediate. This is because the child already has all the tools they need to decode with understanding the sheet music before them. It's an amazing process to watch unfold.
By the time a student tasked with decoding music notation, the student's progress is almost immediate. This is because the child already has all the tools they need to decode with understanding the sheet music before them. It's an amazing process to watch unfold.
What are some example learning outcomes of Keyboard Games lessons?
What are some example learning outcomes of Keyboard Games lessons?
- Students will develop a vocabulary of Duple, Triple, and Uneven meter rhythm.
- Students will learn to audiate microbeats and macrobeats.
- Students will learn to audiate of the tonal centers of Major and Minor Tonalities.
- Students are acculturated with Dorian, Phrygian, Lydian, Mixolydian, Locrian, and Aeolian tonalities.
- Students will learn proper alignment of the playing mechanism.
- Students will learn to choose register, dynamics, meter, and rhythm pattern for their original improvisations.
- Students will sense an embodiment of movement in music.
- Students will write stories and draw pictures for which they create short, descriptive piano pieces.
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