Scales Aren’t Just a Fish Thing™
If you would like the play-along music to work through the song slowly and ensure accuracy, go to the ‘schools’ .
The course will be available in June.
Nothing new…Just a reminder
A number of years ago,
I was asked to give a seminar to the writers of children’s stories,
books and curriculum;
characterizing, in layman’s terms, ‘The Mind of a Child’.
To offer a reference as they wrote their children’s books,
I compiled a workbook for the authors who attended the seminar full of charts and graphs.
The charts described the way a child thinks at specific ages and the shifts that take place in their thinking within short periods of maturation.
The charts and graphs simplified:
what the child can and cannot understand,
their perceptions of life,
silliness and humor,
death and God,
childhood relationships with peers and parents
The charts were very specific because the child’s whole world view can change within just a few months.
Writers of children’s’ books try to make their story’s heroic character a few years older than their target audience.
Children like to read about those who are about two years older than themselves.
We, as teachers and parents, need to understand the mind of the child as they are
at present…right now. I think the hard thing is to hold back any resentment when the little resistant individual
becomes totally compliant in a matter of months, forgetting or unaware of all the grief they gave just a few months before.
I find myself looking at the ability of a student rather than their age.
I tend to forget who I am addressing until I meet up with them at the grocery store and they are sitting in the child’s seat or hanging off the front for a ride.
5-year-old students can seem much more mature when in a situation where it is a one on one relationship with the teacher.
I was initially brought down to earth regarding kids and their capabilities when I was raising my own kids.
I remember using enormous words – talking to my two-year-old as if they understood.
They agreed with me, and often parroted back what I was saying,
until one day,
when the two-year-old became a five-year-old and asked,
what does ‘….’ mean?
Literally shocked I responded, “What do you mean, what does’….’ mean. “?
A light bulb moment……
Babies have the capabilities and brain development of babies.
Kids are only kids believing that a Christmas ornament is actually a cookie, who need time to imagine and play.
Even teenagers are only teens with very little history on which to base their choices
They look like adults.
They talk like adults and can argue you into believing you are experiencing early onset dementia.
But a brain scan would show you that the teen brain doesn’t think like an adult.
The brain starts to develop from the back to the front.
By mid-teens, they are only developed up to the amygdala
…. the emotion center ….
need I say more?
They’ve been described as
a car with a good accelerator but a weak brake.
With powerful impulses under poor control.
The frontal cortex has not honed itself into the executive center it will ultimately become.
they can do math better than you and structure words to make you think they are in control.
But when the fifteen-year-old becomes the twenty-one year old…
you might hear…
“what does….’…’…mean anyway.
Use as many crutches as you can to help the student understand whatever it is you are trying to get across to them. Music theory is difficult for an adult none-the-less a young child, yet, to become a musician, you need to understand the basics of the ‘science and mathematics’ of music. Young students are kids and have a kid’s mind. Black notes often don’t do any more than make them memorize. This method, ‘the Gum Drop Note with Scales Aren’t Just a Fish Thing’, teaches subliminal music theory while they are having fun.
Be sure to lay a good foundation by starting with ‘Know your Strings’ or ‘The Big Book of Gum Drop Notes for White Keys’. The books are available on Kindle, Amazon in paperback, and on this website with the play-along music.
Scales Aren’t Just a Fish Thing™
Drop me a line: email@example.com
unique mental wiring.
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Be sure you have gone through the first series on ‘Selfie Profiles’ so we are on the same page. If you have received the 14 newsletters (and read them) then you will understand my totally different way of thinking when it comes to working with students of every age and learning style. If not, opt in here and take advantage of the free information that structures an understanding of how we are designed so differently from one another and how that is ok. If you have already ‘graduated’ from the first series….