Leisure only music student with no view to a Professional career
The focus for a 'leisure only' student differs greatly from that of the other streams because their main goal is FUN and pure ENJOYMENT. It is with this in mind that we gear the lessons and the learning pathway to involve less theory and a greater focus on practical skills and repertoire. Often simplified versions of pieces/songs can be studied initially in order to give the leisure student a sense of immediate development and instant-gratification, however these pieces also serve as a base from which to expand and build upon.
Of course the student must still study theory and technique to the extent that they wish to develop a repertoire. It is not possible to read and play music without some level of theoretical comprehension. As with other streams it is crucial that the tutor deliver this information and these practical skill development exercises using fun and diverse methods.
This would occur over the first two to three lessons, depending on the existing level of the student. A beginner would commence at the very start of the musical language process and often it is recommended that beginner-intermediate students agree with the tutor on a starting point, which will revise their recent prior learning and fill in any gaps in theory and technique and cement a solid understanding in their current performance ability.
1.) After creating the student’s profile - ascertain the student’s current level of competency on their chosen instrument through a line of questioning and assessment of demonstration through performance of technical, theoretical and practical exercises and study pieces.
2.) Recognise and implement the next appropriate level of exercises and study pieces required to further the student’s progress. Examples would include:
- Continuation of learning the scales from the circle of fifths: eg. C Major to G Major to D Major.
- Addition of 7ths to triad chords.
- Rhythm sight-reading involving crotchets and quavers would then lead to rhythms incorporating semi-quavers.
- Pieces learned from a grade one book would then be followed by second grade book
3.) Revision of the lesson. Following lessons would continue this learning pathway.
TERM (6 month) OUTLINE
- Mastery of scales, chords and chord progressions, which are all necessary for the learning of songs.
- Initiation of a repertoire with a view to learning between two to four songs/pieces per term, practice/commitment dependent.
- Sight-reading skills progressing incrementally: varying from basic to advanced, also dependent on the student’s existing training.
At the conclusion of each term (6 month) Alla's will issue a 'Student Progress Report', which includes an assessment of the following aspects:
- Technical ability,
- Musicality Expressions,
- Aural skills,
- General knowledge.
Also included in the term progress report is the level of enthusiasm
1.) During class and
2.) At home.
- Mastery of approximately ten different scales including minors and majors, a wide array of chords ranging from triads to sevenths and complex chord progressions including the triads and sevenths.
- Completion of up to or more than ten pieces/songs, involving the chords learnt, to a very high standard.
- Improved confidence and competence on their chosen instrument.