Moments are the ‘bytes’ of our life

Image result for cartoon musical scales

Scales  Aren’t Just a Fish Thing

animateddiscusfish-32

Igniting sleeping brains

by Carol JC Anderson

We just got back from Ireland. 

I used to sing  ‘Over in Kilarney’ to my little people

My imagined ‘Ireland’ has now blurred into the ‘Real’ Ireland

I have to admit that Ireland is a storybook in real life

I am having a difficult time remembering what I pictured when I sang little people to sleep.  My new ‘visual’ is almost as unreal but has slipped in and become the mental picture.   Patchwork fields covering mountain sides.  Sheep everywhere!!

And this is my point today.

You can never unlearn what you learn. 

It becomes a part of you.

It is not only difficult to remember what wasn’t there just days before,

it is impossible.

It has become a structural part of  your thinking.

That’s called ‘assimilation’ .

Before really learning something, you’ve simply ‘accommodated’ the information

(you stuck it in here and there where there was room)

But then….

once the info is in there,

and extraneous information like duplicates or what doesn’t fit with a personal world view is discarded, we need to

Make it ‘ ours’…ergo assimilation.

We are an information society but at some point:

STOP, DIG AND RUN

 Most adults have so much on their plates that even to stop is too much to ask.

But there is something called ‘flow’ that is worth stopping, digging and running to create.

Sometimes life gets in the way.

Other times we don’t think we can achieve it

Most of us have our finger in an emotional dyke holding back

unresolved issues

that continually validate

‘limiting beliefs’ .

(chew on that for a while..its powerful)

Denial that there is even something holding us back is, in itself,

guzzling your ‘will-power gas’ and stopping

flow before it happens.

  1. Make a plan. (no one wants to do this simple thing)

They always point to their head and say:  ‘its up here’.

That’s not good enough.
Put it down there!

on the paper, in your phone, on your computer.

2. Chip away with one positive action at a time.

3. Set a goal.

I have to say that if someone wants to start violin lessons with me, they are usually down the path toward the goal already. It’s when the reality of what it takes to reach the goal meshes with the  ‘fires of life’ already in place…..that the task seems insurmountable.  So we have to clear a path to achieve the desired goal of learning an instrument.

Having a clear path…uncluttered…is essential for ‘flow’.

I had a little guy who was learning “Twinkle Twinkle Little Star” stand around practicing the tune long after I had the endurance or desire to keep going. He was saying, “I could do this all night!”as he moved from room to room. That was a ‘kid rendition’ of  ‘flow’.

To establish ‘flow’ you don’t have to have ‘arrived’ already.

You simply need to surrender to the moment.

I’m sorry….did you read that?

You were probably listening to a podcast while you were reading.

Stop and think about this for a second.

You need to surrender to the moment.

Just do one thing at a time and be there.  That’s so important in many ways.  Did you know that parents who are at their kid’s baseball games cheering them on or at their concerts taking pictures but who won’t sit down at home and play a game of ‘UNO’ or listen to their never-ending description of a story they are writing actually can be at fault for creating ‘narcissistic’ kids who become narcissistic adults?  OK too much. That can be for later.

Remember:

What is flow?

-sustained concentration on the task at hand.
(oh you mean no multitasking?….)

-accepting the results and working with them…

-simply enjoying the process of improvement.

-forgetting about your needs or even time,  and focusing on the activity or project or trip you are taking, or something you are creating.

-clarity of almost being one with the moment without extra clutter in our thinking.

************

 

Our lives are made up of moments linked together.

Moments are the ‘bytes’ of our entire lives

Life doesn’t start once the tasks are completed.

Make this year one when you

Make the most of your moments.

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Practice with sticking power

Remember:  $.99 for the Christmas Gum Drop Notes Book today

What is: ‘Practice with Sticking Power’?

 

 

Some of my students have gotten into great practice habits.

Match letter words with note words.

They play the Music theory games. Match letter words with note words.

– They practice before school

– They listen to their CD’s on the way to and from school… making the most of  ‘downtime’.

– One parent put the names of the repertoire on the computer.   They vary the chart each week so that by the end of the month all the songs have been played.

– Divide your practice into sections: review, challenge of the week, sight-reading, music theory – include some of my challenging, fast games…in the eBooks and school.
–  Some elementary schools actually have the teacher practice with the student daily.   It is established as part of the curriculum.  If you are homeschooling, make it a daily part of the curriculum.

Use the free play-along music on my website to support your practice time.

Schools – Digital Classes

(I’ve given you everything….it’s up to you to use it)

-I allow the students to sign up for as many lessons a week as they would like. There is no extra charge for this and gives the ambitious student the open door.

– Every musical instrument is unique and can be taught in creative ways allowing for learning a difficult lesson quickly….  backdoors  to their thinking if you will.    Find someone who knows the tricks and is willing to share them with you – develop an understanding of the instrument,  how the notes are played, the tone connected with the note on the staff  and finger patterns lurking in the shadows.  (I was visiting my daughter and son-in-law last Sunday and  listened  as my daughter Priscilla played violin in church….she played harmony…then she would do a waterfall or arpeggio that led into the next phrase.  It was beautiful to hear the sound of the violin flowing all over the music.  After it was over, I said, “wow, that was just beautiful.  She turned the music around and showed me what they had given her to play along with the ‘team’:  it was only chords over the words.  That was it.  That’s all she had to embellish these songs.)  Learn the finger patterns and practice fun runs and riffs.

–  Of course, it always helps to hear the piece first.   I have my students listen to a number of versions of a piece so they can see the artist’s interpretation of the written music.    Sometimes the students attempt to play Twinkle in Vivaldi’s style or Handel’s. Then they establish their own style. There is no right or wrong in this……just expression.

–  Don’t overlook the importance of learning to quickly sight-read.

https://www.amazon.com/dp/B077J6LC1M

Christmas Carol Sheet Music Gum Drop Notes is a unique method of speed learning to sight-read music. You will be able to play the songs in no time. This teacher manual includes twenty-five Christmas Carols for violinists including the melody and the harmony. The stems of the notes indicate which string the note is played, and the colored circle indicates that the note is sharp or flat and which note it is moving toward.  Pianists can use it for two hands on the treble clef alone. Check out all the books in the series. Written in ‘Gum Drop Notes’ tm the series includes books for piano and cello as well as harmonies for each of the Carols and a book of lyrics for a Christmas evening sing-along in the living room. Carols included in this amazing teacher manual are:

A Holly Jolly Christmas
All I Want for Christmas is My Two Front Teeth
All Through the Night
Angels from the Realms of Glory
Angels We Have Heard on High
As With Gladness Men of Old
Away in the Manager
Bring the Torch Jeanette Isabella
Christmas Is Coming
Coventry Carol
Czechoslovakian Carol
Deck the Halls
Frosty the Snowman
God Rest Ye Merry Gentlemen
Good King Wenceslas
Hark the Herald
It Came upon a Midnight Clear
Jingle Bells
Jolly Old Saint Nicholas
Joy to the World
O’Come All Ye Faithful
O’ Little Town of Bethlehem
Pat a Pan
Silent Night
We Wish You a Merry Christmas

–  Looking at the ocean allows us to enjoy the vastness of it but doesn’t teach anything about its composition. To learn something well, you must break it down into its simplest form and then build, layer upon layer with additional information and skill….take each measure and talk about the buried information about the chord structures hidden inside the measure.

– I ask…what promotes a healthy intrinsic learning in music education.   Here are a few great ideas for promoting practice with sticking power.

All musicians need to speak the same 'language'...the language of musical terms.

All musicians need to speak the same ‘language’…the language of musical terms.

  • Is speed a factor? (I believe it is) Speed shows in what part of the brain the information has settled.
  • Is repetition a factor? (Definitely) It takes a certain number of repetitions to take information from the part of the brain where the memory is temporary to where it is permanent (short term and long term memory)
  • Is equipment  necessary? (Sometimes)
  • Does learning require a grade? (The rebel in me shouts ‘NEVER’ but reality forces me to admit that whether it be for a paycheck at the end of the week, a promotion, the applaud of the crowd…we often are motivated by the reward.  For kids….that could be the grade.

–    I’d like to suggest some ‘techniques’ for developing an intrinsic learning level in your students.

–     Stop talking…start questioning.  Socrates was known as a great teacher.  He taught through questions…pulling the answers out of his students…intrinsic education (coming from within;   not something put upon them).   Here are some suggestions for developing an excellent style of teaching whether you are a parent or teacher.

Finger positions and notes on staff....

Finger positions and notes on staff….

– Here are a few ways to develop intrinsic understandings:

  • Maintain a deliberate silence
  • Make a declarative statement
  • Make a reflective statement repeating as a question or statement what the student said
  • Have some question or  perplexity over their response
  • Ask  the student to  elaborate and then wait until they do.
  • If this is part of a group lesson, encourage other students to comment
  • Give your students time to think after they are questioned (Wait Time)
  • The three most productive types of questions:
    1. The Playground Question – We are having fun playing this tune…who wrote it?  How should it be interpreted?  Ask questions about what it is you are doing at the moment.
    2. The Brainstorm Question – Ask the student to generate as many ideas as they can about –  a single measure or phrase –  the path the music takes – the repetitions –   (limit the  time)
    3. The Focal Question – Do a study on the bowing or period in which the song was written

Education is fun whether you are feeding the information to others, or receiving it yourself.

Here are some Ebooks I’ve written that are music theory games that are ‘fast’,  intense, simple yet easily taken to the next level.

Books available on Amazon.

https://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=carol+anderson+scales+arent+just+a+fish+thing

 

Instructional Digital books and play-alongs can be found on https://scalesarentjustafishthing.com/school/

Here is a digital book that is just a part of one of the schools. You will need to accept ‘flash’ to see this book.

https://scalesarentjustafishthing.com/BeginnerBowingonOpenStrings/#/category

Have fun!

Carol

 

 

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I feel Happy, I feel Healthy, I feel Terrific!

Scales Aren’t Just a Fish Thing

How we are wired

I feel Happy,

I feel Healthy,

 I feel Terrific!!

 

I’d like to digress this week from the layers of our learning that seem to be programmed into us, and discuss a layer that is under our control.

It is something that we can be taught; something that can be modeled.   When modeled, there is a greater probability that the ‘choice’ will sway one way or another.

What I am referring to is the choice of ‘attitude’. When you wake in the morning, do you automatically plan to have a good attitude?

When I was younger, I listened to a motivational speaker who encouraged his listeners to get up in the morning, look in the mirror, and say, “I feel healthy, I feel happy, I feel terrific.”..until they did. I used this technique with my own little children.

I have to laugh now at a memory of the sight of ‘itty bitty’ little people, standing on their stools, looking into the mirror with precious little jibber jabber voices saying some semblance of the phrases. I hope I’m not alone in my ‘hippy’-like, fanaticism for excellence. I was determined that a bad manipulative attitude wouldn’t control our home. This was a challenge for the moment and a gift for the future.

In rare moments of final exasperation, I’d pick up a snarling little person, open the front door and set them gently just outside on the porch. I’d tell them they could have their bad attitude as long as they wanted but they would simply have to have it outside our home. The door stayed open, Mom, slinking with watchful eye somewhere out of sight. They could come back in whenever they were willing to make the choice to control their attitudes. They didn’t stay outside long.

I think this set the groundwork for the next few years. We didn’t go through the usual teenage horror stories. I really enjoyed every stage. They learned early the technique and gift of intrinsic discipline. I know that some of you might find this an appalling parenting style, but you know, it worked. Their generosity and ability to ride above life situations now that they are adults, is admirable. They pick their battles and have learned to skirt the ‘fires of life’ to accomplish the big goals.

Why do I tell you this? I think one of the important daily decisions that flavors our learning styles and enhances every thought, lesson learned or action is influenced by our attitude. It is almost an ‘oh dah’ statement I know but one that makes you feel enlightened when you grasp the concept. The surprising ‘ah ha moment’ of all this is that our attitudes are under our control, not our hormones, the stars or full moon – no blame-shifting works for long.

It is our choice to dissect each situation, searching out the ‘win win’ that is hidden somewhere within.

If we approach life from a negative perspective – life is a series of losing situations.

We only win when we handle them correctly.

The key is that we choose how we will begin the process

Children need to be made aware of this. Adults need to be reminded or relearn. I’m in the process along with everyone.

No matter our learning style, the choice to layer it with an attitude that welcomes change and challenge is something we are taught.  It  is modeled by teachers and family members alike. If the models haven’t mastered it yet, then those learning from them are handicapped from the start.

I find myself clapping and verbally praising nearly everything my students or grandchildren attempt, as long as they do it with a willing attitude. If they are not doing well, I withhold that praise and ask if I can suggest one thing they can focus on as they play it again. If the big goal is too big, I back off and suggest a doable task and then praise.

We are all challenged to

respond and not reflect

when we deal with the needs of the manipulative child, or are humbled by our impotence when we are forced to be the observer for the emotional suicide of teens – (I’m seeing a lot of this lately – they aren’t simply ‘cutting their legs off at the knees’ so they can’t run like we used to. Today’s teens and twenties are actually slowly dissolving who they are away.  Some are bossy loud and verbal on the outside but are empty inside, simply reflecting a group mentality or some piece of what they have learned in school.  Some want to be invisible) .

Here is something you can do to impact your  own your kids. This should promote actual success and excellence. When my students prepare for a concert, a week or so before the concert we have a group lesson.  I hand out forms and pencils for the members of the group to use for critiquing. Each form has a series of boxes with one very simplistic goal that should have been accomplished before a solo is played. : thumb bent, pinkie curved, etc. Each student takes their turn playing their music. While the soloist is playing for the group members, the students take notes, checking off the boxes that are appropriate.

Once the solo is completed, we clap, not to give undeserved praise but in recognition of the attempt, the willing attitude, appreciation on our part for their ‘gift’ of music. In return, they bow either internally or aloud saying, ‘my pleasure’,  to thank the listeners for the privilege of playing for them. At this point, each student takes a turn suggesting one thing they noticed that the soloist did well and one suggestion for improvement. (the whole time, the soloist is standing in rest position accepting the critiques – interacting.) I’m impressed with these students because the critiquing is done with great respect and more than that, amazing insight. They are struggling with the same issues and can give pointers. Even the Twinklers do this. Once they’ve been critiqued, they can try again and then receive solid praise that they ‘believe’.

Kids aren’t buying this praise for a ‘bow’ for long. Praise has to be attached to something they think they have done well. Otherwise, it is ignored.  This goes for our lame attempts at showing sincere love and appreciation too.   If the child doesn’t believe you love them, shown to them through your actions, your words don’t get heard.  Some studies have actually shown that parents who are cheering at games and concerts but won’t take the time to sit down and just play a board game at home actually can be responsible for their child developing a ‘me first’ mentality sometimes defined as ‘narcissistic personality.  That is a heavy weight to carry but it is important to know the details so you can make a decision about your priorities.  Studies have also shown that even the most popular kid in school doesn’t believe he has any friends. They see things through a childish lens, one that is only as refined as their years of experience.

It’s easy for adults to accept the limited understanding of a four-year-old, but hard to remember that a child’s mind is not completely developed until about 19.   At 15 years old, the processing of what the teen sees occurs in different parts of the brain than it does in older teens and adults. Their thinking is gray, no black or white despite the years of pounding your mores into their heads.  They look like adults.  They use language with the skill of adults. But they are not adults. Their brain development starts in the back of the head and moves forward.  It hasn’t really developed the frontal cortex yet which is where mature behavior is based.  As of today, (stay tuned….every fact seems to have its day)  they say the male brain isn’t fully developed until 25 and a woman at 21.  This part of the brain controls emotional expression.  It is actually like the control panel.  Protect them. Mentor them.

If you’d like to encourage your students with genuine praise, create a checklist to direct their critiquing. Learning violin or any instrument takes similar paths. Break the bigger picture down into a smaller task. Don’t put great position for a topic to be checked off. Have, thumb bent, foot forward, weight on proper foot, elbow moving as they move to lower strings. This makes them fine tune their eyes to see what is actually composing a great position..

Negativism is contagious. Surround your kids and students with positive people who aren’t living in a fairytale land but who have done the work to understand why they aren’t negative. Remember: Studies show that families who are financially stable give praise vs. rebuke at a different ratio than those who are struggling. It declines as does the household security from 6 praises to 1 rebuke down to 1 or 2 praises for every 5 or 6 rebukes.

Kids need affirmation. Whether you are a parent or teacher or relative, you can up the ratio on the praise side with honest heartfelt praise. Find something true to praise. Learning an instrument is a perfect way to provide an intrinsic understanding of excellence whether you are 3 years old or 93. It’s a perfect way to add affirmations in a child’s day, or anyone’s for that matter.

© Copyright

Carol JC Anderson

 

 

Gum Drop Note Sheet Music

Circles are the color the note is moving toward.  Subtly the student is learning complex music theory without knowing it.  When they play the music theory games, it stamps the ideas and embeds them into their thinking.  Try them.

Remember:  a note that is sharp or flat is notated with a circle the color of the note it is moving toward.  Just a little help while we are learning.

 

 

The Brain and how we process information

Tools to teach

Violin Sheet Music – Paperbacks

Book One

Big Book of Gum Drop Notes

Tools to teach

Violin Sheet Music – Paperbacks

Pre-twinkle books

   tutorial videos on computer and iPhone/iPad

and music theory games

digital books

 

 

 

 

 

 

 

 

Book One

Big Book of Gum Drop Notes

 

 

Violin  Book

two

Big Book of Gum Drop Notes

 

Violin  Book three

Big Book of Gum Drop Notes

 

Violin Great Extra

Books

Big Book of Gum Drop Notes

 

 

 

 

Bass Clef Piano or Cello Note Locator (Sight-reading Music)carolanderson@scalesarentjustafishthing.com

 

 

The ’10 Minute Music Theory Card Games’ ™ is a year long series of card games intended to be played at the end of each lesson.  This slowly builds understanding from the simplest concept until it is intrinsically understood. Students want to come to lessons because they are motivated and excited about learning.  Their progress is solid and steady.  They understand intervals and otherwise difficult music theory concepts by playing games until they are at lightning speed.  All games include ‘clue cards‘ with all the answers ‘nurture don’t test’.

‘The Magnificent Fingerboard ™’  is the basis for reference.  Students become familiar with the notes and the patterns. Combined with listening to the music, the understanding of the notes and their relationship to the notes around them, is a great musical foundation.

Ten Minute Music Theory

Card Games Series

 

 

 

The new book ‘How We Are Wired – Let’s Talk” will be available next week on Kindle and in paperback on Amazon.

Join my YouTube channel

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3 Steps: Make a dream a vision and then a reality

We just got back from

vacation in Maine. 

One afternoon we all ran to the

dock overlooking the lake,

standing in awe.

  I just had to share this with you.

Amazing fingerprint of God

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Scales Aren’t Just a Fish Thing™

With the start of a new school year, we all have ‘plans’ for making this a great year.

On the other hand, some of us want to loose weight or buy a house or take a trip

We don’t have a do-over.  This is it.

 

Here are my thoughts on what it takes to make

 

A Dream become a Vision

and then a Reality

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It all starts with YOU

When you  activate the DREAM

 

Here’s how in 3 basic steps

Step 1: –  The Dream

(outside of your control)

Explore

the possibilities

and define your goal –

think outside your boundaries

Include what is outside of your control because ‘DREAMS’, by definition, are something that is …..out there…..

 You can’t change what you can’t accept needs to be changed

so sit back

Decide if you are willing to accept your life the way it is.

If not, then just take a chance.

Creating a dream does not come with a consequence,

you can cancel it at any time.

Ok, so there is one consequence and that is

the loss of ‘hope’

and truthfully,

that is a greater loss than not having a ‘dream’ at all.

Re-frame  your thinking

Try to

SEE  the end results of your goal

Here’s how

wednesday-september-7-2016-2

Your eye can’t see

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wednesday-september-7-2016-13

It’s true

Your eye only

lets in the light

 

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viewseptember-newsletter-2222

Try this

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Look at this picture

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Build Creative Confidence

Step 2: Creating the Vision –

(under your control)

Without a plan the dream remains a dream.

You stay busy putting out the

‘fires’ of daily life,

never giving ‘life’ to the dream

 

Make a plan.

It is a journey.

Try to think like a GPS

Related image

include 3 alternative paths to your ‘dream’

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The highway

(the easiest path to your goal)

Image result for highway

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the train

(just in case something big blocks your path)

Image result for train

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bike path

Image result for bike

(wild card)

serendipity

keep your peripheral vision working just in case something wonderful shows up

I call this ‘planned spontaneity’

Without an alternative route, you might get stuck at a dead end.

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wednesday-september-7-2016-2Image result for building blocks

Building blocks for creating a VISION

1- What can I do TODAY

to move me toward the goal?

Image result for today

2- What can I do TOMORROW

to move me toward the goal?

3- What can I do THIS WEEK

to move me toward the goal?

Image result for this week

conquer challenges in baby steps

Image result for baby steps

Start with the beginner’s mind.

Forget your limitations.

Write everything down…then organize it

Moving out of  your comfort zone and toward your ‘dream’  is not a spectator sport

You need to ‘activate’ the process with a written plan

Step 3 – R E A L I T Y

WHY?

This is the most important step

‘why’

ask-why

No matter how old you are,

If you don’t have a big enough

‘why’ you will never

commit for long

Don’t search for defining moments.

Each choice you make defines you.

Set your vision, set your standards, set your environment,

wednesday-september-7-2016-2

Find your ‘why’ for accomplishing your dream

by giving your gift to others.

When you activate your dream by offering it to others you will either

ignite the sleeping giant within you and

fuel the flames of your true ‘dream’

or it will totally zap your energy and willpower

If your dream is to become a soloist.

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even if you only teach a friend

or your mom!!

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*******Let’s Review******

Be sure to have a

1. well-defined goal

make it

Crystal Clear!!

crystal-clear

*************

2. Write a Plan ….

*************

3. More than anything,

be sure to have a

‘WHY’

why

**************

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Christmas in  September

Get Ready

Start Practicing now!

Image result for hot chocolate by a fire

So you can be prepared for

December concerts and Christmas Caroling in front of a fire with hot chocolate.

Make this one of your dreams

that turn into a vision

and then into a reality.

I will help.

Its all free and paced with one song a week.

Each week you will be sent another Christmas song with sheet music and play-along music in Gum Drop Notes, Black notes with note names and Black notes without note names.

Simply add one song a week and you will be ready when the Holidays arrive

thursday-december-1-2016

Christmas Sheet Music

Start now and be ready when the time comes.

One song available each week.

Give it a try.animatedguppie-10

Yummy Gum Drop Notes teaching Music theory while having fun.

A=Red, B=Purple, C=Brown, D=Gray, E=Blue, F=Orange, G=Green
Sharps and flats are circled by the note they are moving toward.   Violinists…stems are the color of the string the note is played on.
Learn Music Theory as you have a Yummy Time

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Christmas Sheet Music

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Violin Sheet Music

Christmas Melody and Harmony Books for violin, mandolin and harp.

A=Red, B=Purple, C=Brown, D=Gray, E=Blue, F=Orange, G=Green
Sharps and flats are circled by the note they are moving toward.

Violinists…stems are the color of the string the note is played on.
Learn Music Theory as you have a Yummy Time

Have fun!

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Piano Christmas Music sign up

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Cello Christmas Music sign up

Claiming that the Scales Aren’t Just a Fish Thing method works like magic might be a stretch but have you ever seen a small child sight-read Book three Suzuki music?

Two-year old students leave after one or two lessons reading rhythms and understanding where they are played on their instruments.   I have seen it happen multiple times!

musette three phrases preview (2)

Digital and Zip File

Downloads to print

for your own use.

Students of music need to be aware of what is going on around them.

The games  require the student to multi-focus on what they are doing as well as what others are doing.

A little competition adds to the fun.

Print the cards and make multiple games.

Laminate them.

(not for resale – thanks)

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zip file of all 11 symbols music theory card games

Awareness of beat

Awareness of shapes

Cover the Boards

Notes with notes

Rest with Rest

Symbols with rests

Symbols with Names

Musical Symbols Tic Tac Toe Bingo

Hierarchy of Notes

Morse Code for Musicians

Sequence

Digital - Symbols - Month of Games
Digital - Symbols - Month of Games
A massive zip file of 12 music theory games and files relating to the musical symbols. This is month one (plus) of templates to create 'Ten Minute Music Theory Games'. Symbols with Symbols template, Symbols with Rests template, Symbols with Names, Study Cards, Sequence, Rests with Rests, Morse code, Key Cards, Hierarchy of Notes, Cover the Boards, Folksey Fingers, Bingo, Teacher Manual Awareness of Symbols, Awareness of Beat. Not for resale. Use for your own personal use and to teach students. Thanks

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The games are digital downloads, print a sheet for your students to take home.  Make a number of cards for a group lesson

Digital Download Violin (1st position and game)

1st Position Violin Teacher Manual and Games Digital
1st Position Violin Teacher Manual and Games Digital
Digital Download: The 'First Position Violin Game' is a foundational game for teaching a violin student the structure of the fingerboard and to prepare them for learning music theory. Included is the 1st position fingerboard reproducible, 1st position teacher manual with large 'bits' of information about each note on the fingerboard, and the '1st Position Game'. Be sure to scroll along the bottom of the digital books, there are six.

(no mass production, no free downloads or resale please – thanks)

Any questions: carolanderson@scalesarentjustafishthing.com

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Get your games NOW!

It has taken many years of studying learning styles,  how the brain works and music theory to come out on the other side with the “Ten Minute Music theory games” and “The Gum Drop Note Sheet Music and play-alongs”.

If you stick with me through this free ‘Super hero newsletter’ series, I think you might become, if nothing else, more sensitive to the fact that other people do not process information the way you think they do…or should.

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Begin to sight-read music

while having a yummy time 🙂

Scales Aren’t Just a Fish Thing™

 

 

Install this web app on your Android: Tap menu, more options, and then Add Shortcut To Homescreen.×

How we are wired

Scales  Aren’t Just a Fish Thing

Igniting sleeping brains

by Carol JC Anderson

A concept connecting how we learn

and our how our brains process information with the study of music,

 

The complex wiring of the brain

Image result for pictures of the brain wiring

One of the first things I do when I am asked to work with someone is to give them a piece of paper.

I ask – “how would you tell me to get to your house”?

They have to use the pen and paper.. no additional instructions – no questions.

In one minute the tale is told.

I have all I need to know.

If they begin to write the directions ….

go to the end of the street and turn right,

I know this person needs to only know what they need for the moment and no more.

If they draw a map,

then they need to know where the lessons are headed.

What’s the point?

How they get there isn’t the problem,

they’ll figure that out along the way.

They simply want to know the intended destination.

These are the students with whom you need to play

‘the truck’ when teaching..

(if you don’t know what I mean…click the picture)

******************

(Those who wrote the instructions)

The ….’go to the end of the lane’….students

need you to play the ‘Sherlock Holmes’ investigator.

With flashlight in hand, walk them down the gravel road to show them that it is safe out there beyond the end of the lane.

Walk with them…model what is expected.

Simplify the instructions.

They need a safety net.

They aren’t more or less intelligent….just wired differently.

And good for them….

they basically run the world

(and the classrooms and libraries)

The map people, change the world.

I would teach the map (big picture) student

totally differently than the

sequential – ‘go to the end of the lane’ – student

  • The global learner likes to learn fast.
  • They get chunks of a picture and put it together automatically once the chunks are completed.
  • They probably couldn’t tell you how they came to their conclusions, but they usually are accurate and connected to the complete picture.

They get it!

I’d even go out on a limb here and say that these students will be very passionate with everything.

They will be the one who improvises with ease and appears to have the greater talent.

Unfortunately, they will also be the student who ‘gets bored’ and gives their parents a very difficult time about practicing, or anything structured.

If they are good at it, they will throw manipulative tantrums that label each grey hair on their parent’s head with their name.

They will try to quit at each challenge point

or say, let’s play cello today, or can we play games?

 

They are fast. They don’t want to slow down.

Somehow they can play it, ………..almost magically

but….wait one second…

not so fast ‘Sparky’.

This manic brain action is only short lived.

Along with this amazing gift of seeing the big picture

comes a fatal flaw that if not addressed early will steal all the joy of learning quickly.

Patience to take care of the little things – the details – is nearly totally missing.

To complete a project from start to finish requires structure and that is something the global thinker lacks,,….at least in the traditional way.

They are often sloppy – lacking detail and technique. Their goal is to get through the job and finish it and go onto the next new adventure.

They are fun to teach because they really teach themselves.  They want to play. They want to gather and learn. Their natural laziness is transformed into a manic state of ‘becoming’.

This is why it is so critical that the connection between the teacher, parent and student is developed and cherished. The wrong teacher/student match can create a student who looks for the ‘reward’ in a rush somewhere else. I could list a few world leaders with this type of learning personality.  And, unfortunately, we would probably find a majority of this type of thinker in jail.  If there isn’t a strong leader to help guide this student, they will find their ‘rush’   in the wrong places.

Not to scare you, but this one is a challenge and a pleasure at the same time.

 This is directed to teaching musical instruments

but the concepts can be used to teach just about anything.

How to teach the student

or parent who drew the map

Draws Maps – Big Picture

 

  • When preparing to teach a new song, play the entire piece for them with no explanation.
  • Break the piece into large chunks with a beginning and end to each section.
  • Give workbook pages of the entire ‘chunk’ to color in order to slow them down a bit.
  • Have them play-along with the music, slowing it down so they can keep up.
  • These students need closure. They need completion – often.
  • They multi-task.
  • I doubt they care about praise.
  • They like to see something completed – fast
  • If you are one step ahead of them in the way you inform yet deprive the information and present it in chunks, they will overcome their innate weakness of not being polished simply for the ‘reward’ of accomplishment.

 

 

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How to teach the student or parent

who wrote the directions

  • When preparing to teach a new song, talk about the background of the song, the composer, the structure.
  • Break the piece into an outline form with the student. Let them listen to the repeated parts.
  • Give workbook and assign only what they can do in a week – too much information drowns them.
  • Be sure to have explicit written instructions for what they are to do.  Assign a certain number of times for them to listen to the song. (sometimes I tell them to just listen to the part of the song they are learning 10 times.)
  • These students sometimes have the competitive edge to them.
  • They don’t like to multi-task. Mono-focused is the word of the day here.
  • They like praise. Lots of encouragement – certainly not in a proud way. It is just part of the motivation they need.
  • This learning personality is slow and steady. And yes, they usually win the race. Why? because they don’t overdo it…..Ever……The global student is the ‘mouthful and can’t chew it all’ kid.   The sequential student is the ‘one coin in the offering plate at a time’ kid.

To ensure acceptance when doing what is required in life – the sequential or ‘go to the end of the lane’ student will ‘learn’ to do things both ways and cover our bases.

The sequential student needs direction.  Certainly not to say that they become dependent people. This is all just part of the beauty of who these learners are.

If you send them to the store with a shopping list and although they need milk it isn’t on the list, they will add ‘milk’ to the list so they can cross it off.

They like order.  Today’s minimalistic mentality is their ‘cup of tea’.

In the end, the sequential learner won’t have the whole idea of the ‘big picture’ as clearly as the global student, but they are the teachers among us. They are the musicians who make it to the seats in large orchestras.

They are perfectly wired to learn in our educational system.

The sequential kids are often overlooked because they appear to have it all together.

They get good grades, hardly study,  only try one thing at a time and aren’t in need of a rush.

Then it hits. Mr. Roger’s way of ‘one thing at a time’ no longer is tolerated by society. They are required to do more.

Slow and steady means late nights.

These students will practice. They might not have passion in their style without you as a mentor and role model, but they practice. They would easily fall into the adult idea of ‘status quo’ if not taught early enough how to establish long term goals.

These students are often technically accurate. Meticulous about the notes and phrasing. It is your job to bring them further and help them to

  • ‘sing in the rain’
  • ‘dance in the sun’
  • ‘take it easy’
  • ‘fill life’s plate and allow the food to become a little mixed.’

Of course, not everyone who wants to be told what to do next only after they have reached the initial destination will identify with every quality written here. But, I have to tell you, they would if it weren’t for the people who have been in their lives. Good mentors… parents who gave them more attention – teachers who didn’t settle for what appeared to be good.

 

 

As a teacher or parent,

refuse good,

don’t settle for better,

demand the best

for your students.

Make the world a better place

one little finger at a time!

violin

violin

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Don’t miss this

free course

Igniting our

Sleeping Brains

Project

Let’s take a quick look at how differently we are all wired.

In the 8O’s, it was a big thing to discuss the right brain and the left brain.

It still has validity and is a big part of the puzzle but isn’t the end all.

I have a theory that explains this right or left brain activity

It has to do with the speed at which our brain functions.

Beta, Alpha and Theta speeds.

Left, Right (half asleep)

Could it be as simple as that?

**************

Disclaimer,

I am nobody and know nothing.

This is informed opinion.

This program may not work for everyone.

***********

The process will take 7 weeks.

I must say,

that despite the research I’ve done

and the knowledge that I’ve acquired,

I still,

at times,

find myself in a room waiting for the ‘tape to go around’

so that I will remember why I’m standing there with something in my hand.

That’s normal – not early onset anything.

Thinking it is some sort of red flag will only exacerbate the anxiety or exhaustion

or the reason why you are on autopilot.

Let’s rewind for one second before I tell you the first exercise to increase the speed of your brain.

In the next post we will start the seven week program to speed up your brain.

Don’t miss it.  It could change your life.

I will again post the program on Facebook et al

but if you want to make sure you receive the seven week program sign up here.

This will be a multi-week post adding one little activity at a time to what you are already doing.

It will only and must only take 10 minutes a day.

Your brain will continue to exercise even after you are done.

 

I have written music books that are color coded and music theory card games to help make complex concepts understandable.

Please check them out.

 

Teaching Tools including color-coded notes for all the Suzuki literature through Book 4 plus lots gypsy, fiddle and canons. Play-along music and music theory card games to maintain interest.

Gum Drop Note Sheet Music

Circles are the color the note is moving toward.  Subtly the student is learning complex music theory without knowing it.  When they play the music theory games, it stamps the ideas and embeds them into their thinking.  Try them.

Remember:  a note that is sharp or flat is notated with a circle the color of the note it is moving toward.  Just a little help while we are learning.

 

 

The Brain and how we process information

Tools to teach

Violin Sheet Music – Paperbacks

Book One

Big Book of Gum Drop Notes

Tools to teach

Violin Sheet Music – Paperbacks

Pretwinkle books

   tutorial videos on computer and iPhone/iPad

and music theory games

digital books

 

 

 

 

 

 

 

 

Book One

Big Book of Gum Drop Notes

 

 

Violin  Book

two

Big Book of Gum Drop Notes

 

Violin  Book three

Big Book of Gum Drop Notes

 

Violin Great Extra

Books

Big Book of Gum Drop Notes

 

 

 

 

Bass Clef Piano or Cello Note Locator (Sight-reading Music)carolanderson@scalesarentjustafishthing.com

 

 

The ’10 Minute Music Theory Card Games’ ™ is a year long series of card games intended to be played at the end of each lesson.  This slowly builds understanding from the simplest concept until it is intrinsically understood. Students want to come to lessons because they are motivated and excited about learning.  Their progress is solid and steady.  They understand intervals and otherwise difficult music theory concepts by playing games until they are at lightning speed.  All games include ‘clue cards‘ with all the answers ‘nurture don’t test’.

‘The Magnificent Fingerboard ™’  is the basis for reference.  Students become familiar with the notes and the patterns. Combined with listening to the music, the understanding of the notes and their relationship to the notes around them, is a great musical foundation.

Ten Minute Music Theory

Card Games Series

 

Join my YouTube channel

Join the newsletter on our selfie profile to understand the layers that make us so unique.

If you have already gone through the 14 week selfie profile, consider a few of the other free opportunities to discover a little more about your unique way of processing information.

Just some extra curriculum to add to your already amazing programs.

Piano – Absolute Beginner

****************************

Let Your Fingers

Do the Walking

Piano

 

 

Violin Workshop Sheet Music –

Total Newbies

 

****************************

Let Your Fingers Do the Walking

Violin

****************************

Music Theory Card Games

 

****************************

Awesome Challenges

for your fingers –

Violin

 

****************************

Join the team –

For teachers interested in

incorporating the

Scales Aren’t Just a Fish Thing

into their programs

 

****************************

Advanced Violin –

The Flight of the Bumblebee

 

****************************

Cello Absolute Beginner

 

****************************

Let’s Talk 

 

 

Install this web app on your Android: Tap menu, more options, and then Add Shortcut To Homescreen.×

Good, Better or Best

Another layer to the ‘selfie-profile’

Scales Aren’t Just a Fish Thing

animateddiscusfish-32

A concept connecting how we learn

and our how our brains process information

with the study of music,

developed for over thirty years

To touch lives with a calm and gentle spirit…

Scales Aren’t Just a Fish Thing is a  back door method of teaching just about anything

(I am using music and music theory as an example)

We can avoid short circuits and mental roadblocks by working with the unique wiring and learning styles of each individual.

Let’s Talk

Igniting sleeping brains –

The Good, Better, and Best of our Character

Undesirable flaws

vs

Desirable qualities

 

We were pulling into our quiet, quaint little lane on our way home when two girls, just out of single digits, were selling lemonade on the sidewalk.  As we turned and continued down our lane, I could hear one of the girls loudly berating us for not stopping.  We parked at our house and got out of the car.   I could still hear her going on about us not stopping.

I grabbed a hand-full of quarters and walked down the lane back to their stand.  One girl saw me and warned the other who was still going on and didn’t appear to have any intention of stopping.

We talked about the purpose for their sale.  I told them I didn’t want any lemonade but wanted to contribute to their cause.

I don’t think I got back to the house before the ‘mouthy’ girl started on another neighbor.  I was shocked that she wouldn’t stop even when she was told, by the adult I might add, that they didn’t want any.  This girl was now in control.  She even had adults scrambling to accommodate her whims.  She was an aggressive bully.  I felt like marching back down the lane and telling her that bullies have their day but that it is a short day, when I remembered one of their fathers loudly yelling at, and following, a number of my students’ cars to my house and letting them know ‘what for’ because they came down the lane past his house a little too fast.

 

Here’s the deal

Almost everything in life has a fake.

Did you ever notice that?

We could make a list that is unending of ‘fakes’.

You’ve got non-poisonous snakes that mimic the coloring of the poisonous – or are the poisonous mimicking the non?

(You remember the saying, ” Red and Yellow kill a fellow, Red and Black friend of Jack”)

*********

440 hz vs 432 hz

I won’t even go there.

***********

If we simply sit in the tepid water of letting ‘whatever happens happen’,  the bully’s will be the voice that is heard.

According to some of the ‘fakes’, we all need to

‘drink the lemonade’.

But lets talk about something we actually have control over.

Our own responses and character.
By doing this, we can have a guide for moving those under our mentor-ship  either as students or family, into at least an awareness of what the desirable qualities look like.

Fake character qualities are tough to define in words, but the resultant character, or lack there of, is evident down the road when the individual is confronted with difficult

uncharted paths.

The uncharted path should be feared if we don’t have something internal that puts up red flags.

How do we rescue the young from the fake?

When I went to the library and warned the librarian about a video I took home that was actually boring until ‘hello’….they said this is the way the parents want the kids to learn.

I don’t think so.  I wasn’t warned.

I didn’t even want to put that into my mental storage.

I don’t think parents are so absent that they want a sleazy video to teach what is beautiful.

I like the concept of not letting the young see the counterfeit so that when it shows up they know something is off.

Character does not come with a lightning strike at the appropriate age

it needs to be nurtured.

Here is just a thought.

 Desirable Undesirable and fake
  • 1- Assertiveness
  • 2- Alert
  • 3- Obliging
  • 4- Analytical
  • 5-Visionary
  • 6-Tender-hearted
  • 7-Poised
  • 8-Cooperators
  • 9-Spirit of a hero
  • 10-Innovator
  • 11-Single-minded
  • 12-Diligent
  • 13-Discriminating
  • 14-Disciplined
  • 15-Earnest
  • 16-Efficient
  • 17-Enthusiastic
  • 18-Fair-minded
  • 19-Flexible
  • 20-Forgiving
  • 21-Frank
  • 22-Frugal
  • 23-Generous
  • 24-Grateful
  • 25-Hospitable
  • 26-Humble
  • 27-Full of fidelity
  • 28-Neat + orderly
  • 1-Aggressiveness
  • 2-Distractible
  • 3-Lacking conviction
  • 4-Petty
  • 5–Scheming
  • 6–Gushy, fake
  • 7-Conceited
  • 8-Conspiring
  • 9-Reckless
  • 10-Day dreamer
  • 11-Domineering
  • 12-Overly concerned with detail
  • 13-Critical
  • 14-Rigid
  • 15-Overly serious
  • 16-Impatient
  • 17-Frenzied
  • 18-Judgmental
  • 19-Wishy-washy
  • 20-Condoning
  • 21-Tactless
  • 22-Scrooge
  • 23-Wasteful
  • 24-Indulgent
  • 25-Social-climber
  • 26-Self-abasing
  • 27-Unhealthy attachments
  • 28-Compulsively clean

 

 

 

 

 

The list could go on but you get the picture.

This is the description. The ‘What’:  what is the problem

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….

be sure to opt in for the ‘Let’s Talk’ Series  where we will continue, in a deeper way, discussing our wiring, short circuits and age related understanding of ‘life’

click here for the opt in page.

Let’s Talk

The ‘Let’s Talk’ series of newsletters is the next level of newsletters after you have gone through the selfie-profile 14 newsletters.

Be sure to get your email on it so you can follow the ‘Scales Aren’t Just a Fish thing’ concept from start to finish.

Available online for violin (complete series for piano and cello by request)

Teaching Tools including

color-coded notes

for all the Suzuki literature

through Book 4 plus lots

gypsy, fiddle and canons.

Play-along music

and music theory card games

to maintain interest.

Gum Drop Note Sheet Music

Circles are the color the note is moving toward.  Subtly the student is learning complex music theory without knowing it.  When they play the music theory games, it stamps the ideas and embeds them into their thinking.  Try them.

Remember:  a note that is sharp or flat is notated with a circle the color of the note it is moving toward.  Just a little help while we are learning.

 

 

The Brain and how we process information

Tools to teach

Violin Sheet Music – Paperbacks

Book One

Big Book of Gum Drop Notes

Tools to teach

Violin Sheet Music –

Paperbacks

Pretwinkle books

   tutorial videos

on computer and

iPhone/iPad

and music theory games

digital books


 

Book One

Big Book of Gum Drop Notes

 

 

Violin  Book two

Big Book of Gum Drop Notes

 

Violin  Book three

Big Book of Gum Drop Notes

 

Violin Great Extra

Books

Big Book of Gum Drop Notes

 

 

 

 

carolanderson@scalesarentjustafishthing.com

 

 

The ’10 Minute Music Theory Card Games’ ™ is a year long series of card games intended to be played at the end of each lesson.  This slowly builds understanding from the simplest concept until it is intrinsically understood. Students want to come to lessons because they are motivated and excited about learning.  Their progress is solid and steady.  They understand intervals and otherwise difficult music theory concepts by playing games until they are at lightning speed.  All games include ‘clue cards‘ with all the answers ‘nurture don’t test’.

‘The Magnificent Fingerboard ™’  is the basis for reference.  Students become familiar with the notes and the patterns. Combined with listening to the music, the understanding of the notes and their relationship to the notes around them, is a great musical foundation.

Ten Minute Music Theory

Card Games Series

 

Install this web app on your Android: Tap menu, more options, and then Add Shortcut To Homescreen.×

Cooperative vs Compliant

Another layer to the ‘selfie-profile’

Scales Aren’t Just a Fish Thing

A concept connecting how we learn

and our how our brains process information

with the study of music,

developed for over thirty years

To touch lives with a calm and gentle spirit…

Scales Aren’t Just a Fish Thing is a  back door method of teaching just about anything

(I am using music and music theory as an example)

We can avoid short circuits and mental roadblocks by working with the unique wiring and learning styles of each individual.

Let’s Talk

Igniting sleeping brains –

Being Proactive

Scales Aren’t Just a Fish Thing

It’s not uncommon to mis-read a child’s responses.

You think…ahh it’s quiet and they didn’t meltdown with what I just ‘suggested’.

Since you aren’t getting negative feedback…you are wearing your

‘life is good’ hat

Hey, I’ve been there.
Peace at nearly any cost.

But,

moments of quiet are sometimes just the ‘stillness’ before…..

well……..

Actually,….I don’t know what.

I’ve been shocked at the new ways
being invented to replace the

‘stillness’.

*************

 

The

Compliant and Obedient

child is replaced by a

Passive Resistance

and then

rebellion .

 

In an attempt to live in ‘peace’,

we have sometimes put

blinders on our eyes’ –

 

We are left with dropped jaws
saying
‘what just happened’
or
‘who are you’?

***************

I used to say my parents’ method of parenting was:
‘closing their eyes
holding their breath
and hoping nothing bad happened.’
and then….
surprise!

***************

Even as teachers, we mono-focus and direct our energies to the creation of excellence in the music
and hold our breath, close our eyes, and hope
that it extends into other areas of ‘life’.

I’ve met sad and shocked teachers,
slumped down a bit in their chairs at a luncheon,
with a look of
‘why would they quit’?

You’ve sunk hours of mentoring into your most advanced high school student…
definitely not for the pay.
And they come in one day with a parent and say that was going to be their last lesson.

You feel powerless

and truthfully,

of little value.

Don’t they understand how beneficial music lessons are?

Ok, not always the music lessons but the one on one time with someone who cares and listens.

Most coaches and teachers care deeply for their students and what they think

I want the students to come to lessons.

Even if they haven’t practiced,

I basically have one rule for lessons…..

If you haven’t practiced…

come to lessons anyway.

If you are busy….

come to lessons anyway.

 

BUT

‘don’t come if you are sick’.
Period.

One day while I was in another room,
busy gathering stuff for a performance team preparing to play a wedding….
I over-heard one of them say….
‘I’m coming even if I have the flu’.
I just smiled.

Here were high school seniors ready to do the work to play semi-professionally,

Why were they so devoted?

I am not a micro-manager except when it comes to what and how I teach.

I put the pressure on myself.

The student is in charge of their own progress.

They can come as often as they want – if I am teaching and have an empty slot…they simply need to text me and they can fill it.

I use a monthly tuition so if they come once in the month or ten times, the price is the same so they have no one other than themselves to blame if they don’t take me up on it.

Once they leave the studio,

musical skills and technical understanding,

integrity,

honesty,

and a solid and healthy work ethic

are hopefully the byproduct of your time together.

So let’s look at another layer in our ‘selfie-profile’

***********

Here’s what I think.

All learning comes

based on previous growth,

 

The mind does not grow

like an onion with layers.

It grows by weaving unimaginably complex patterns

that correspond to the multiplicities of their world

and people who make up their world.

 

 

A quiet easy student or child isn’t always better.

Once the child reaches 13 years old, they choose one of two paths.

Compliant or

Cooperative ….maybe. (sometimes misunderstood as resistant)

One is easier but once they reach maturity they say….

“Who am I-  I’ve pleased everyone else but what would I have liked?’

Mom and Dad think they have done a great job and launch the compliant new adult into a world where life requires more than compliance if they don’t want to be eaten by the ‘sharks’.

Resistance and sorting out what they accept as their worldview,

while in the protection of the home,

is actually a bit of a good thing if done with respect for everyone.

Compliant Obedient Child The Responsible, Cooperative Child
  1. Externally motivated. Needs to please and win approval  
  2. Is obedient – follows orders
  3. Feels helplessness without support person
  4. Self esteem is on the ‘reputation’
  5. Waits for orders, lacks initiative
  6. “I am my actions”
  7. Lets others make choices for them leading to consequences
  8. Has difficulty projecting what the result of their behavior may be
  9. External value system
  10. Blindly obeys, possible he may think

  11. Has no internal red flags
  12. Self-defeating tendency to ignore personal needs, ‘walk-on-me’ mentality
  13. Win-lose mentality
  14. No personal achievement goals
  15. Avoids punishment
  16. Self exonerating behavior due to guilt over their desires
  1. Internally motivated by choices and consequences
  2. Makes decisions
  3. Confident, empowered since choices have been confirmed
  4. Self esteem is on the private self
  5. Assertive
  6. “I am responsible for my actions   
  7. Makes own choices and takes responsibility for consequences
  8. Confident to make choices, aware of possible results
  9. Internal value system
  10. Thinks, may possibly obey

  11. Has an established internal siren to establish boundaries
  12. Aware of personal needs has a healthy acceptance of needs
  13. Win-Win mentality
  14. Focused, centered, with a mission
  15. Seeks results
  16. Balance between internal and external needs and desires versus others requests.

Scales Aren’t Just a Fish Thing

 

*******************

Join the newsletter on our selfie profile to understand the layers that make us so unique.

If you have already gone through the 14 week selfie profile, consider a few of the other free opportunities to discover a little more about your unique way of processing information.

Just some extra curriculum to add to your already amazing programs.

Piano – Absolute Beginner

****************************

Let Your Fingers

Do the Walking

Piano

 

 

 

Violin Workshop Sheet Music –

Total Newbies

 

****************************

Let Your Fingers Do the Walking

Violin

****************************

Music Theory Card Games

 

 

****************************

Awesome Challenges

for your fingers –

Violin

 

 

****************************

Join the team –

For teachers interested in

incorporating the

Scales Aren’t Just a Fish Thing

into their programs

 

****************************

Advanced Violin –

The Flight of the Bumblebee

 

****************************

Cello Absolute Beginner

 

****************************

Let’s Talk 

I have written music books that are color coded and music theory card games to help make complex concepts understandable.

Please check them out.

 

Be sure to get your email on it so you can follow the ‘Scales Aren’t Just a Fish thing’ concept from start to finish.

Teaching Tools including

color-coded notes

for all the Suzuki literature

through Book 4 plus lots

gypsy, fiddle and canons.

Play-along music

and music theory card games

to maintain interest.

Gum Drop Note Sheet Music

Circles are the color the note is moving toward.  Subtly the student is learning complex music theory without knowing it.  When they play the music theory games, it stamps the ideas and embeds them into their thinking.  Try them.

Remember:  a note that is sharp or flat is notated with a circle the color of the note it is moving toward.  Just a little help while we are learning.

 

 

The Brain and how we process information

Tools to teach

Violin Sheet Music – Paperbacks

Book One

Big Book of Gum Drop Notes

Tools to teach

Violin Sheet Music – Paperbacks

Pretwinkle books

   tutorial videos on computer and iPhone/iPad

and music theory games

digital books

 

 

 

 

 

 

 

 

Book One

Big Book of Gum Drop Notes

 

 

Violin  Book

two

Big Book of Gum Drop Notes

 

Violin  Book three

Big Book of Gum Drop Notes

 

Violin Great Extra

Books

Big Book of Gum Drop Notes

 

 

 

 

Bass Clef Piano or Cello Note Locator (Sight-reading Music)carolanderson@scalesarentjustafishthing.com

 

 

The ’10 Minute Music Theory Card Games’ ™ is a year long series of card games intended to be played at the end of each lesson.  This slowly builds understanding from the simplest concept until it is intrinsically understood. Students want to come to lessons because they are motivated and excited about learning.  Their progress is solid and steady.  They understand intervals and otherwise difficult music theory concepts by playing games until they are at lightning speed.  All games include ‘clue cards‘ with all the answers ‘nurture don’t test’.

‘The Magnificent Fingerboard ™’  is the basis for reference.  Students become familiar with the notes and the patterns. Combined with listening to the music, the understanding of the notes and their relationship to the notes around them, is a great musical foundation.

Ten Minute Music Theory

Card Games Series

 

Join my YouTube channel

Install this web app on your Android: Tap menu, more options, and then Add Shortcut To Homescreen.×

Smorgasbord Feast for the Brain

Scales Aren’t Just a Fish Thing

A concept connecting how we learn

and our how our brains process information

with the study of music,

developed for over thirty years

To touch lives with a calm and gentle spirit…

Scales Aren’t Just a Fish Thing is a  back door method of teaching just about anything

(I am using music and music theory as an example)

We can avoid short circuits and mental roadblocks by working with the unique wiring and learning styles of each individual.

Igniting sleeping brains.

What we listen to makes a difference

in the structure of our brains!

 

One of the ‘core’ ideas the Suzuki Method

of teaching violin, piano, harp etc.

is based on listening to what you want to learn

***********

The more we listen to a piece of music or a CD,

the more we ‘own’ the music

and consequently can replicate it .

*****

This listening develops unimaginably complicated paths in the brain.

*********

The mind of an accomplished musician is different in structure than that of a novice musician or listener.

*********

The processing of the music is done on the left side of the brain; the analytical sequential side of the brain

*********

The enjoyment of a piece of music for a novice musician or listener is done on the right side of the brain as a whole.

*********

The study of music actually changes our brain structure and the way we think about music and information

*********

If music can change our brain, then we need to calculate what it is we are allowing into our brains as a daily mental diet

*********

Let’s look at this for a minute

*********

What goes in can be defined as

‘Input’

********

What the ‘input’ is trying to convey can be defined as

‘core message’

Here’s a glimpse into potential input versus the core message it gives:

 

 

  1. newspaper
  2. Morning and Evening News
  3. Talk Radio
  4. Peers
  5. Internal voice
  1. People are unkind
  2. The world is unsafe
  3. There are two ways of thinking…yours and mine. If I let you handle the problem, you will mess it up.
  4. if we have more stuff, we are better people
  5. That’s up to you.

Ok…maybe it is a little ‘the glass is half full’ thinking,

but can you see some truth in the idea?

***

Now let’s consider the fact that, to be successful in anything…

you need to have a

1.) hunger for success. (clear serious focus, clarity as to what you want to achieve)

2.) Possess a degree of ownership or accountability for the results

3.) Take action to create results – initiative,

4.) Get involved …

5.) You need to master your passion or skill, learn, be coached

6.) You need humility – nothing puts up a wall to progress like ‘Pride’

7.) Big Picture of a path to follow.

Now lets revisit the Input versus core message.

Consider this…

Why not turn this whole process around and flip the Core Message and the Input.

***

You can’t change what your children or students think but you can influence it.

***

Your thoughts weigh in heavily when it comes to what they  believe.

***

People of authority and friends…..

what do they have in common?

***

We listen to them.

*****

To be fair to those under your influence,

you first have to challenge how you think.

    • CORE MESSAGE

    INPUT

  1. How do you want to feel about the world- is it a safe, fair, happy place to explore with amazing wonders or …………
  2. People are treasures
  3. The future can be better
  4. Ourselves…that Which is greater than us.
  5. Internal voice
  1.  Now decide how to reinforce this.
  2. Volunteer
  3. Join clubs …groups, get educated
  4. Many people go to church
  5. That’s up to you – your self talk – but why not memorize wonderful things and sing uplifting songs.  Keep a list in front of you on your dashboard or phone.

I’m not suggesting we all live in a fairy land…..

but I am suggesting that we step back and examine what we put into our brains.

***

We have a smorgasbord feast of information tempting us daily,

we can’t mentally eat it all…there is no such thing as mental obesity but instead, your brain will pick and choose what it believes.

******

Chosen input will make us all better musicians, individuals, neighbors.

***

Apathy (letting ‘it’ just happen)

vs

pro-activity (making ‘it’ happen).

*****

Protect this amazing gift of how we think by regulating the

‘INPUT’

and the

‘CORE MESSAGES’…

Flipping it so you

restrict the INPUT

if it doesn’t enhance your chosen CORE MESSAGE

****

Find the benchmark that doesn’t move and start there.

****

You can structurally

change their ‘minds’ forever –

or someone else will.

************************

 

Join the newsletter on our selfie profile to understand the layers that make us so unique.

If you have already gone through the 14 week selfie profile, consider a few of the other free opportunities to discover a little more about your unique way of processing information.

Just some extra curriculum to add to your already amazing programs.

Piano – Absolute Beginner

****************************

Let Your Fingers

Do the Walking

Piano

 

 

 

Violin Workshop Sheet Music –

Total Newbies

 

****************************

Let Your Fingers Do the Walking

Violin

****************************

Music Theory Card Games

 

 

****************************

Awesome Challenges

for your fingers –

Violin

 

 

****************************

Join the team –

For teachers interested in

incorporating the

Scales Aren’t Just a Fish Thing

into their programs

 

****************************

Advanced Violin –

The Flight of the Bumblebee

 

 

****************************

 

Cello Absolute Beginner

 

 

****************************

Let’s Talk 

I have written music books that are color coded with music theory card games to help make complex concepts understandable.  Please check them out.

Over the summer I will be offering music theory card game templates and instructional videos in a newsletter.  Be sure to get your email on it so you can follow the ‘Scales Aren’t Just a Fish thing’ concept from start to finish.

Teaching Tools including

color-coded notes

for all the Suzuki literature

through Book 4 plus lots

gypsy, fiddle and canons.

Play-along music

and music theory card games

to maintain interest.

 

Gum Drop Note Sheet Music

Remember:  a note that is sharp or flat is notated with a circle the color of the note it is moving toward.  Just a little help while we are learning.

 

 

The Brain and how we process information

Tools to teach

Violin Sheet Music – Paperbacks

Book One

Big Book of Gum Drop Notes

Tools to teach

Violin Sheet Music – Paperbacks

Pretwinkle books

   tutorial videos on computer and iPhone/iPad

and music theory games

digital books

 

 

 

 

 

 

 

 

Book One

Big Book of Gum Drop Notes

 

 

Violin  Book

two

Big Book of Gum Drop Notes

 

Violin  Book three

Big Book of Gum Drop Notes

 

Violin Great Extra

Books

Big Book of Gum Drop Notes

 

 

 

 

carolanderson@scalesarentjustafishthing.com

 

 

The ’10 Minute Music Theory Card Games’ ™ is a year long series of card games intended to be played at the end of each lesson.  This slowly builds understanding from the simplest concept until it is intrinsically understood. Students want to come to lessons because they are motivated and excited about learning.  Their progress is solid and steady.  They understand intervals and otherwise difficult music theory concepts by playing games until they are at lightning speed.  All games include ‘clue cards‘ with all the answers ‘nurture don’t test’.

‘The Magnificent Fingerboard ™’  is the basis for reference.  Students become familiar with the notes and the patterns. Combined with listening to the music, the understanding of the notes and their relationship to the notes around them, is a great musical foundation.

Ten Minute Music Theory

Card Games Series

 

Join my YouTube channel

Install this web app on your Android: Tap menu, more options, and then Add Shortcut To Homescreen.×

Chatting with the birds

sign up and receive a series of newsletters to inspire and encourage your musical development and teaching style.  If you sign up on the website you will be immediately directed to the selfie test.  After email verification you will begin to receive the 14 newsletters (the first of the series is once again the selfie test)

Scales Aren’t Just a Fish Thing

A concept connecting how we learn

and our how our brains process information

with the study of music,

developed for over thirty years

To touch lives with a calm and gentle spirit…

Scales Aren’t Just a Fish Thing is a  back door method of teaching just about anything

(I am using music and music theory as an example)

We can avoid short circuits and mental roadblocks by working with the unique wiring and learning styles of each individual.

Igniting sleeping brains.

waterfall 2

We miss so much by living in our thoughts and not in the moment….

…..a passing cloud,

a swish of a breeze ringing a chime,

a fog horn,

waves crashing onto a pebble beach and rolling back into the ocean sounding like horse hooves on cobblestone.

I’m glad I lassoed my mind and tackled it into submission one beautiful Spring morning.

I was sitting on the cushioned swing in our yard.

Sweet music was playing on my computer

where I was frantically pecking away trying to capture a fleeting thought.

As I sat, one of my favorite birds, the Chickadee,  flew to a branch near my head.

Should I move?

I didn’t want to make him fly away…he was so close – a panda bear in bird form.

He was chattering loudly.

It wasn’t like anything I’d seen before.

It was more like……well, I didn’t know…

Yet I could tell he was frantic.

Something seemed wrong.

It was out of character for a bird….

any animal for that matter…to come so close to a person,……

except maybe those pesky blue jays that dive for your head.

****

In the solitude of my own back yard

with no judgmental eyes questioning me,

I started talking to the cute little thing:,

“OK, OK,

give me a minute”

as if the bird not only could communicate with me but also had patience.

Soon, another adorable chickadee flew onto the branch.

 

Now there were two chickadees inches from one another,

and only feet from me,

rattling away.

I said,

“What?  is something wrong?”

The first chickadee was simply insistent

but the second had more animation and urgency in its chirping.

I got up…

now even closer to them

and they didn’t seem at all to be bothered.

“OK, so what do you want?”

It was an eiry feeling

because I really felt like I

was having a discussion

with a bird.

The two birds flew over to my bird feeder

and perched on the branch above it,

all the time chirping loudly.

I followed.

I got a nearby chair and climbed up to the feeder.

It had four cylinders for seed

I thought one might have been empty

You’ve got to visualize this now.

I’m on a chair, outside, discussing what I’m supposed to do…

with birds….

I got hold of the bird feeder and looked into the empty cylinder.

To my surprise,

there, at the bottom,

I discovered their reason for the panic.

A tiny itty bitty chickadee

about half the size of my two new friends,

sat quietly with it’s shiny black eyes staring out at me.

The two birds on the limb were watching what I was doing with intensity, now quiet.

I took the bird feeder carefully off the hook

and gently dumped the little guy onto the ground.

Seconds later,

they were all flying off together.

******

What if you had two students, or your own children for that matter,  ‘chirping’ around you…..

Insistent and animated.

***

Try to follow me here.

I’m going somewhere with this.

***

Would you be willing to consider that maybe,

just maybe this kid doesn’t know language well enough to describe his problem.

Maybe one or both are trying to get your attention.

They need your help.

But don’t have words yet….

If a child slumps down, or offers some other type of body language,

can you read it?

It usually isn’t boredom.

Can you afford to ignore it?

Should every kid act the same

be taught the same?

…be stamped out like those dreadful cheap violins that seem to be floating around lately.

Of course not.

Join the newsletter on our selfie profile to understand the layers that make us so unique.

If you have already gone through the 14 week selfie profile, consider a few of the other free opportunities to discover a little more about your unique way of processing information.

Just some extra curriculum to add to your already amazing programs.

Piano – Absolute Beginner

****************************

Let Your Fingers

Do the Walking

Piano

 

 

 

Violin Workshop Sheet Music –

Total Newbies

 

****************************

Let Your Fingers Do the Walking

Violin

****************************

Music Theory Card Games

 

 

****************************

Awesome Challenges

for your fingers –

Violin

 

 

****************************

Join the team –

For teachers interested in

incorporating the

Scales Aren’t Just a Fish Thing

into their programs

 

****************************

Advanced Violin –

The Flight of the Bumblebee

 

 

****************************

 

Cello Absolute Beginner

 

 

****************************

Let’s Talk 

I have written music books that are color coded with music theory card games to help make complex concepts understandable.  Please check them out.

Over the summer I will be offering music theory card game templates and instructional videos in a newsletter.  Be sure to get your email on it so you can follow the ‘Scales Aren’t Just a Fish thing’ concept from start to finish.

Teaching Tools including

color-coded notes

for all the Suzuki literature

through Book 4 plus lots

gypsy, fiddle and canons.

Play-along music

and music theory card games

to maintain interest.

 

Gum Drop Note Sheet Music

Remember:  a note that is sharp or flat is notated with a circle the color of the note it is moving toward.  Just a little help while we are learning.

 

 

The Brain and how we process information

Tools to teach

Violin Sheet Music – Paperbacks

Book One

Big Book of Gum Drop Notes

Tools to teach

Violin Sheet Music – Paperbacks

Pretwinkle books

   tutorial videos on computer and iPhone/iPad

and music theory games

digital books

 

 

 

 

 

 

 

 

Book One

Big Book of Gum Drop Notes

 

 

Violin  Book

two

Big Book of Gum Drop Notes

 

Violin  Book three

Big Book of Gum Drop Notes

 

Violin Great Extra

Books

Big Book of Gum Drop Notes

 

 

 

 

carolanderson@scalesarentjustafishthing.com

 

 

The ’10 Minute Music Theory Card Games’ ™ is a year long series of card games intended to be played at the end of each lesson.  This slowly builds understanding from the simplest concept until it is intrinsically understood. Students want to come to lessons because they are motivated and excited about learning.  Their progress is solid and steady.  They understand intervals and otherwise difficult music theory concepts by playing games until they are at lightning speed.  All games include ‘clue cards‘ with all the answers ‘nurture don’t test’.

‘The Magnificent Fingerboard ™’  is the basis for reference.  Students become familiar with the notes and the patterns. Combined with listening to the music, the understanding of the notes and their relationship to the notes around them, is a great musical foundation.

Ten Minute Music Theory

Card Games Series

 

Join my YouTube channel

Install this web app on your Android: Tap menu, more options, and then Add Shortcut To Homescreen.×

What if you knew the end of the game at the beginning?

Scales Aren’t Just a Fish Thing

A concept connecting how we learn

and our how our brains process information

with the study of music,

developed for over thirty years

To touch lives with a calm and gentle spirit…

Scales Aren’t Just a Fish Thing is a  back door method of teaching just about anything

(I am using music and music theory as an example)

We can avoid short circuits and mental roadblocks by working with the unique wiring and learning styles of each individual.

Igniting sleeping brains.

waterfall 2

by Carol Anderson

SCALES AREN’T JUST A FISH THING

violin

violin

What if you knew the end game

turned out well even during the

difficult innings of life

 

If you knew that all the hours of practice and dollars for strings and instruments would result in a life of opened doors that otherwise would be closed or non-existent to you
….how would you handle the difficult times?

*******

My husband and I threw our bags into the car hopped in…
…stopped for coffee….
and headed for a weekend at our kid’s house down the shore.**
Forgetting that the Phillies were playing that night,
We mistakenly took the ‘Blue Route’ which, of course,
Was at a near standstill with traffic heading to the game.

Crawling yard by yard,
We slowly made our way down one super highway after the next heading toward the Ben Franklin Bridge and into New Jersey
**
We listened to the game as we inched along.
Loosing inning after loosing inning was distressing.
I found myself talking to the radio.
It was like a bad reenactment of the scene in the ‘Knight’s Tale’ when they willingly threw the game.
There was no way they were actually missing those plays.
**
When suddenly,
At nearly the same time as the traffic broke free,
The Phillies’ pitcher did something amazing,
I don’t even remember what it was at this point,
But the entire game turned around and the scoreboard lit up
You could feel the energy of the game through the radio.
***********************
Before long, we were at the shore and went into the quiet house.
All the activity was confined to the living room
where our daughter was sitting doing something creative,
the adorable ‘Icing on my life’s cake’ were playing on the floor
and our son-in-law was comfortable, feet propped up on the end of the couch,
arms folded under his head, and intent on the game that was playing on the big screen TV
in the corner of the room.
We walked in,
through the french doors,
and were greeted warmly…..
I said,
**

“Wow, I thought I’d see fireworks coming out of the house”.
They all looked at me stunned.
Life went into slow motion as I turned my head and looked over at the paused TV.
Their mouths dropped. I shrunk.
The game had been taped so they could watch it at their leisure and were obviously still early in the game.
***********
Although all was quickly forgotten,
I probably begged for forgiveness
and washed dishes all weekend
to make amends for giving away the results of the game.
***********
As I thought over the experience I asked myself….
Did I really ruin the rest of the game?
I had to wonder if the horrific innings
were a little less painful
knowing that the outcome was going to be positive…
almost offering a little excitement to what would have otherwise caused anguish.
*********

I don’t need to spell it out where I’m going with this,
but I will.

What if you knew that the choices you made this moment
…today…
in the lives of your children
and in your own personal development
would have a very positive affect down the road?
If your kids struggled with bathing or eating or even going to school,
…..being the adult, you would not get upset,
you’d just inform them that because you know the consequences of their choices,
you are interceding and making the choice for them.
*************
How does this apply to the study of music?
How can we inspire the kids to keep trying when they hit the ‘wall’ of resistance and challenge?
Why bother?
*************

What if you knew that those who are now famous,
also had rough ‘innings’ in their quest to grow into becoming the artist or the musician.

Would just knowing that help you stick it out during your rough or loosing innings?
***********

Please, get a cup of coffee
and browse through the online books
that I’ve written to teach sight-reading music and complex music theory concepts

…..Create fluid thinking with music theory card games

that use ‘one bit’ of information until it becomes second nature.

Once it becomes a part of the student’s thinking we can start to layer information to

create a mental scaffolding for foundational knowledge of music theory and complex concepts.

 

 

Join the music theory card games

newsletters to receive weekly ideas

about how to teach

‘one bit of information’ at a time.

Igniting Sleeping Brains!

 

 

Teaching Tools

to help our brains

to embed music theory

behind the scenes.

10 Minute Music Theory Card Games

Piano

Gum Drop Note Sheet Music

Remember: a note that is sharp or flat is notated with a circle the color of the note it is moving toward. Just a little help while we are learning.

 

 

Digital April Fool's Joke Cards - 3 weeks
Digital April Fool's Joke Cards - 3 weeks
Price: $14.01

The Brain and how we process information

Tools to teach

Violin Sheet Music – Paperbacks

Book One

Big Book of Gum Drop Notes

Tools to teach

Violin Sheet Music – Paperbacks

Pre-twinkle books

tutorial videos on computer and iPhone/iPad

and music theory games

digital books

 

 

 

 

 

 

Entire Pre-twinkle Series - Digital Download
Entire Pre-twinkle Series - Digital Download
This series includes the play-along music, pdf of each of the Teacher Manuals and student coloring book, and video tutorials. The teacher manuals: Parts of the Violin and Parts of the Violin Bow, Know Your Strings, student coloring book of Know Your Strings, and a book of 'Gum Drop Note' Music all on the open strings of the violin. Included is the play-along music for each of the songs and video tutorials. Games teaching the parts of the violin are in template format for you to print and send home with your student or develop into the 'Ten Minute Card Games' for your studio.

Complete digital School for pretwinkle students

to establish a great foundation for learning the violin.

Book One

Big Book of Gum Drop Notes

 

Violin Book two

Big Book of Gum Drop Notes

 

Violin Book three

Big Book of Gum Drop Notes

Violin Great Extra

Books

Big Book of Gum Drop Notes

Join the digital school.

Check out the sample page. 

All links are disabled

but you will see what is included in the

ridiculously low tuition.

 

Join my YouTube channel

 

 

Install this web app on your Android: Tap menu, more options, and then Add Shortcut To Homescreen.×