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Joined: May 2011
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Here's your problem: You are introducing half cadences way too soon! How old are these kids? Seven? Yes, maybe that is my problem. But as I said so many times, only a few students in this age group (6, 7, 8, 9 and 10) that confused this. I do have 6YO totally cool with cadance, no confuse, but it is just a few students confuse.
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Joined: Aug 2007
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Joined: Aug 2007
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But as I said so many times, only a few students in this age group (6, 7, 8, 9 and 10) that confused this. I do have 6YO totally cool with cadance, no confuse, but it is just a few students confuse.  You must have the most gifted bunch of little kids.
Private Piano Teacher and MTAC Member
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Joined: Jun 2009
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Why bother at all with the terminology at this point? Use only what terms are necessary.
B.A., Piano, Piano Pegagogy, Music Ed.
M.M., Piano
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Yikes! 10000 Post Club Member
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Yikes! 10000 Post Club Member
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I also wonder at why it's necessary to teach them cadences at this point. Really, they can play very well if you just say "Ok it's the end of the phrase/idea, so let's give a little lift after it..." or whatever suggestion that is suitable in that instance. Get them used to the function of the cadences, and you can even talk about how this sounds like it ends in a question (half cadence) and that the answer happens right after it. I don't think that would confuse them because the terms are being left out, and you're focusing on how it sounds. The terms can come much later, and it will be easy for them because they will know the sound of a cadence when they hear it.
private piano/voice teacher FT ![[Linked Image]](https://www.pianoworld.com/forum/gallery/42/thumbs/2529.jpg) ![[Linked Image]](https://forum.pianoworld.com//gallery/42/medium/9342.png)
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6000 Post Club Member
Joined: Apr 2009
Posts: 6,427 |
half step
half note
half cadences
eight note is half a beat
They are not the same thing, but somehow some of my students keep thinking they are related.
Any tips when deliver these concepts? Make sure the kids know the category that each one belongs to. Say something like: We are talking about intervals.
This is a half step. This is a whole step; this is a third, etc. Then there will be no need for any other use of 'half' anything else.
Learner
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