The 1, 2, 3 Method
A Method for teaching and learning on an instrument
Why Does This Strategy Work?
Having students work through a specific order of steps, and break a song down bit by bit, is conducive to how our brains work. Our "working memory" section of our brain is tiny and can be overwhelmed by all the different bits of information and processes going on to play a song on an instrument (Rosenshine, 2012). This method also supports student practice, and at home learning, because it helps them work through each individual step, and eventually leads to faster recall of notes and fingerings (Abushanab, 2013). Each step also provides a natural stopping point for in-class feedback, error checks, re-teaching, and understanding checks (rosenshine, 2012). This ultimately helps students learn with fewer errors. Remember- perfect practice makes perfect music.
How Do I Use This Method?
The 1, 2, 3 Method is fairly simple.
For the first step, the student should say the pitch names in time to the rhythm of the song.
The second step requires them to hold their instrument in playing position, but not play it. They will say the pitch names while fingering the notes on their instrument in rhythm to the song.
The third step is to try and play the song. Finally, the student should go back and work on sections that were difficult and play the song through once errors were corrected.
After each step is completed, the student, and / or the teacher, should offer corrections, feedback and check for understanding before allowing them to continue to the next step.
1. Say the notes
2. Sing / Fing
3. Play
For the first step, the student should say the pitch names in time to the rhythm of the song.
The second step requires them to hold their instrument in playing position, but not play it. They will say the pitch names while fingering the notes on their instrument in rhythm to the song.
The third step is to try and play the song. Finally, the student should go back and work on sections that were difficult and play the song through once errors were corrected.
After each step is completed, the student, and / or the teacher, should offer corrections, feedback and check for understanding before allowing them to continue to the next step.
How Else Can I Use This Method?
Maybe you only teach choir, not instrumentalists....
Try using this method in in general music classes, choral classes, band, orchestra, jazz, wind ensemble, and in your own practice at home!
1. Say the notes.
2. LOO, Rhythm, Pitch
3. Sing
Try using this method in in general music classes, choral classes, band, orchestra, jazz, wind ensemble, and in your own practice at home!
Need More Help On Getting Kids To Practice?
Here is an article from MENC on how to get your students to practice more.
NPR has a great article on 10 Easy ways to optimize practice time.
This article comes from a musician mommy who plays with the Baltimore Symphony Orchestra and helps parents figure out how to get your kids excited about practicing and their instrument.
NPR has a great article on 10 Easy ways to optimize practice time.
This article comes from a musician mommy who plays with the Baltimore Symphony Orchestra and helps parents figure out how to get your kids excited about practicing and their instrument.
References
Images
Cartoon Found at: http://sinfoniamnc.weebly.com/uploads/5/1/4/1/51415681/7227133_orig.png
References
Abushanab, B., & Bishara, A. J. (2013). Memory and metacognition for piano melodies: Illusory advantages of fixed- over random-order practice [Abstract]. Memory and Cognition, 41(6), 928-937. doi:http://link.springer.com/article/10.3758/s13421-013-0311-z
Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. Retrieved June 1, 2016, from https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf