Simply Music Curriculum Overview

8/8/2019 Simply Music Curriculum Overview

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2 the structure of thesimply music program

The simply music approachReading music is a ‘receptive’ skill, whereby students ‘receive’

instructions rom the page. In contrast, writing music is a‘generative’ skill whereby instructions are ‘generated’ by thestudent and then ‘reverse-engineered’ on to the written page.

The Simply Music reading program is a ‘generative’ approach.This means that the student’s ability to read music is based ondeveloping a comprehensive ability to write music.

Within Simply Music, the words ‘reading’ and ‘writing’ areinseparable and one in the same.

When students have built an appropriate repertoire, weintroduce the reading process by rstly teaching rhythm, andonly rhythm! This is the natural starting place, because all humanbeings are so highly and naturally developed in this area.

Our approach starts by discovering and connecting with thenatural rhythms at the heart o our daily actions. We thenquanti y those rhythms and ocus them into the hands. Beyondthis we translate these rhythms onto the keyboard, andsubsequently ‘reverse-engineer’ them on to the page.

In other words, we introduce music reading to that which thestudent already has a highly developed ability to do.A ter establishing a strong, rhythm-reading oundation, wethen introduce note reading, a second language, as and whenappropriate. As par t o this process, we draw on the vastrepertoire o songs that the students already know and canplay thoughtlessly.

Although we use an intervallic system o reading, which isbecoming a more common and success ul approach, ourstrategy and methodology is unique and remains consistent withour playingbased principles. Students learn how to rstly re-interpret their repertoire as intervals (the distance betweennotes), they then learn how to map these intervals into theirhands and on to the keyboard.

Only when students have a strong and clear ability with this dowe then reverse-engineer intervals onto the page. Theadditional languages o music are slowly and graduallyintroduced at an appropriate time, and in a structured, easilydigestible manner.

The entire process is very natural and easily assimilated, andbeing ‘generative’ in nature, it too allows students to experiencebeing responsible or their own development.

Dr. Anne Margaret Wright (Psy.D.)Educational Consultant or: The Old Schoolhouse Magazine

“This is a wonderful music program and the results are astounding!Even if you don’t consider yourself musically talented, this programis designed for you! It is easy to understand and easy to play a full repertoire of beautiful songs from a variety of genres.I also think this program could be a major breakthrough for childrenwith a variety of cognitive delays and learning disabilities.I love the Simply Music approach.”



Moving orwardIt is important to understand that as students venture into the

reading process, they do not stop building their repertoire o great-sounding music. Reading becomes an additional streamthat runs alongside their regular, playing-based projects.With a strong oundation o playing, reading and writing music,students have a solid basis on which to move orward into moreadvanced musicianship.


The structure o your lessonsThe program can only be presented by a Licensed Simply Music

Teacher. The standard arrangement is or students to attend onelesson each week, either in a shared or private lesson ormat,according to what is most appropriate.

When the student is younger, and has not learned the toolsneeded to sustain long-term relationships, we explore theimpact that happens as a result o the parent or adult guardianbeing present at the lessons. The role o this person is crucial,and goes ar beyond the obvious.

Our rst lesson, the Foundation Session is dedicated toexploring this, and provides parents with a much deeper insightinto the extraordinary role they can play in contributing to theirchild’s success.

The Foundation Session, also explores the practical side o thelearning process, the basics o common sense andpro essionalism, and how they apply to the learningenvironment.

Punctuality, thorough completion o any paperwork and timelypayment o ees are required in order to preserve the businessand personal integrity o the student/teacher relationship. In

order to achieve the expected result, three speci c conditionsmust be achieved. These are as ollows:• The studio environment must be pro essionally and

adequately equipped;• The Licensed Teacher must be adequately trained, prepared

and ready to teach;• The student must be both able and willing to learn;• The parent must understand what they contribute.

Marsha Goodstein

“My daughter is 7, and had no prior music knowledge. This hasabsolutely surpassed our expectations. Recently she played for 100 people and brought the house down.”




Choosing an instrument You will need to have access to an instrument. When choosing a

piano or keyboard, budget is o ten an important actor. Almostall pianos have 88 keys, and have all o the pre erred bene tsand eatures. A local piano technician or piano tuner can providevaluable advice, and can o ten at times assist when consideringpurchasing a second-hand instrument. When choosing anelectronic keyboard, there are certain eatures to look or. Themore eatures, the more the cost. Use the ollowing guidelines:(in order o importance)• Minimum o 61 regular-sized keys•

I a ordable, an 88-key digital piano or keyboard would be ideal• A sustain pedal (not a sustain ‘button’)• Touch sensitive keys• Weighted keys.

Obviously there are numerous other eatures, many o whichcome as ‘standard’ on many o today’s modern instruments.These, whilst potentially interesting and/or bene cial, are not anecessary part o a success ul Simply Music experience.

I you do not have an instrument, and are unable to a ord one,you may nd that a riend, relative or neighbor who has aninstrument, is o ten willing to allow you to practice on theirs.

In addition, many churches and community service groups o tenhave a piano that is somewhat accessible.

The practice structureWe request that you nd 15 to 20 minutes, 5 or 6 days each

week to practice, most importantly, at a speci c time. We willdiscuss this in the Foundation Session.Practice time is separate rom any time where you may be sittingdown and playing or un and pleasure. Students o ten wish topractice more than this, and we encourage that. We have oundthat doing smaller, more regular practice sessions is moree ective than longer, less requent sessions.

Your Simply Music Licensed Teacher is required to regularlyprovide each and every student with various Student HomeMaterials. Students are required to use these, as they are anintegral and crucial part o the learning environment, and

acilitate the entire learning experience.During the Foundation Session (Lesson One), we will explore thisremarkable range o support materials that students areprovided with, and that essentially allow them to have the‘teacher-based’ lesson, at home, as many times during the weekas they wish. A truly extraordinary support system.

Mary PridePublisher, Practical Homeschool Magazine

“I have seen a lot of music programs over the years. Some werefun. Some were clever. Some were thorough. Here’s one that hasit all. In terms of presentation, effectiveness, philosophy – youname it – there’s nothing out there that compares at all.”



the structure of thesimply music program2Managing successThe Simply Music program has come about as a result o tens o

thousands o hours o development and implementation.Throughout this time we have come to see that certain thingsthat are done, or not done, will have a detrimental e ect, thwartthe process and erode students’ success. The ollowing is a listo the most important actors:• Not adhering precisely to all the teacher’s requirements• Adding to, changing, or removing rom the actual content o

the teaching method itsel • Irregular attendance and/or in requent practice sessions• Not ully reviewing and utilizing the Student Home Materials• Moving too quickly• Trying to orce a result• Failing to create an environment that is conducive to

producing a satis actory result:

– using an inadequate instrument

– having an instrument in a room that is not easily andreadily accessible

– inadequate parental support

– the unwillingness to acknowledge our own responsibility inany o the above.

As stated earlier, regardless o the above, a success ul result can

only occur when a student is able and willing to learn, and allowsthemselves to be supported in doing so.

Our commitment is that each student has a highly success ul,Simply Music experience. I , at any time, you have a suggestion,comment or communication that you believe would improveour service and/or results, please eel ree to discuss this withyour teacher, or contact Simply Music directly at:in [email protected]

Rebecca Bolin

“After a year of traditional lessons our son was only playing onehand and one note at a time. He was discouraged and ready toquit. We then switched him to Simply Music and he now playsblues, jazz and classical pieces. He LOVES piano now.”



3 the simply music method



the simply music method3Neil Moore, the creator o the Simply Music program, was bornin 1957 in Melbourne, Australia, and began studying piano at theage o 7. He moved to the United States in 1994 and currently

lives in Sacramento with his wi e and three children.He has spent most o his li e actively involved in developing‘playingbased’ music principles. He composes and arrangesmuch o the music used throughout the Simply Music program,and his experience includes teaching in schools, leading

seminars and workshops, as well as owning and operating anetwork o music teaching studios. He regularly conductstraining programs in Australia, the United States and Canada.

Neil’s most extensive eld o ocus is the training and coachingo music teachers.

Neil is the spokesperson or the Simply Music organization, andoversees its executive and administrative operations.

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6L ev el 1 L ev el 2 L ev el 3 L ev el 4 L ev el 5 L ev el 6 L ev el 7 L ev el 8 L ev el 9

Level 10 Level 11 Level 12 Level 13 Level 14 Level 15 Level 16 Level 17 Level 18

Foundation Programs

Development Programs

Special Programs Composition and Improvisation

Arrangements 1

Accompaniment 1

Arrangements 2

Accompaniment 1 Variations

Reading Rhythm 1

Blues and Improvisation

Arrangements 3

Reading Notes 1

Time for More Music 1

Accompaniment 2

Jazz 1

Reading 2

Time For More Music 2

Jazz 2



the simply music method3Introductory sessionI you would like to nd out more about how the Simply Music

method would work or you, call about the possibility o a reeIntroductory Session in your area. At these sessions we discusshow the program was developed, talk about how Simply Musicdi ers rom conventional methods, demonstrate the types o results that our beginning students are achieving, as well asprovide an opportunity to address any questions.

Simply Music may be something that you would like toparticipate in, either now or in the uture. I you would likeadditional in ormation, or would like to nd a teacher nearestyou, please visit our website at: www.simplymusic.com

Visit us online



Simply Music is a revolutionary, Australian-developed pianolearning method that o ers a breakthrough in Music education.This remarkable approach has students o all ages playinggreat-sounding contemporary, classical, gospel, blues andaccompaniment pieces – immediately – rom their veryfrst lessons!

Simply Music

US & Canada

PO Box 160663Sacramento Cali ornia 95816Telephone + 916 646 0581Facsimile + 916 646 0584in [email protected]

Australia & New Zealand

PO Box 142Darling South Victoria 3145Telephone + 613 9885 2166Facsimile + 613 9885 6144in [email protected]

Documents

Simply Music Curriculum Overview