As I write this, SmartMusic includes more than 2,800 concert titles, and the number is continually growing. Having ready access to this music is a great resource. You can listen to any recording and select any part to check technical demands.

As you search for pieces that you would like to review further, however, you may find that you need some help keeping them all straight. I suggest creating a playlist.

A SmartMusic playlist is similar to an iTunes playlist where you can group songs from various albums together:  Any music that can be opened in SmartMusic can be added to any playlist.

You can create a playlist from any song once you’ve downloaded them through Find Music. Creating the playlist is easy – on the left navigation panel click “New Playlist” and name it. To add titles to the playlist, locate them in your “Recently Played” playlist or inside “My Library,” then drag them onto your new playlist.

That’s it! To learn more about playlists, go to SmartMusic’s Help menu, select “SmartMusic help,” and search for “playlist.”

Share your experiences with SmartMusic playlists, or ask any question, by clicking on “Comments” below.

The Technology Institute for Music Educators (TI:ME) is a non-profit whose mission is to assist music educators in applying technology to improve teaching and learning in music. I recently spoke with TI:ME president Amy Burns about her personal experience with technology in the classroom.

Bob Grifa: From receiving the first TI:ME Educator of the Year Award in 2005 to becoming the President of TI:ME, you have long been a champion of using technology in the music classroom. What inspired you to use technology as part of your teaching? 

Amy Burns: When I completed my undergraduate degree in the mid-1990s, technology was not a requirement for the music education degree. I began teaching elementary general music where a colleague received a grant to install a 16-keyboard SoundTree lab in her music room. A year later, she left when her husband relocated. I didn’t know much about the technology in her room, but thought it best to get on board and learn about the technological tools that could enhance my curriculum.

I heard about TI:ME and took TI:ME Level 1 and 2 courses over the next few summers, where I learned from some great teachers, including Tom Rudolph, Scott Watson, Don Muro, and Lee Bilotta. I was inspired to utilize technology in my elementary general music classroom, and as a result I was able to reach more students.

BG: What effect has using technology had on your teaching and your students’ learning?

AB: In my classroom we play instruments, move to music, sing, and much more; technology is simply one of many tools that I use. A few of the more pronounced results I’ve experienced from my use of technology include making it possible for much younger students to compose music (achieving MENC standard #4) and helping me to relate better with all my students.

BG: Do you have any advice for teachers who are considering the use of technology?

AB: Yes, start small. Using technology in your classroom can be as simple as using an iPod with playlists assigned for each class or grade level that you teach. When you get more comfortable, utilize networking tools like TI:ME and Musicpln to connect with other music educators so you can bounce ideas off each other on how to utilize technology in your classroom. Finally, when planning to use technology in your classroom, always remember that technology is simply another teaching tool. It is always wise to think of it this way instead of planning any lesson around technology. Let technology assist you in teaching a musical concept.

BG: Have you had the opportunity to use SmartMusic? What do you think of it?

AB: Yes, I use it with my fifth grade instrument class and my fifth graders adore it. They love the quick assessment when they are performing songs from their method books. I enjoy using SmartMusic accompaniments with students working on solos. In my summer graduate courses I’ll demonstrate how SmartMusic can be used in the elementary instrument classes and these students love what they see too. One of their favorite features is the performance and assessment of band scores.

BG: What can TI:ME offer to teachers that are interested in learning more about technology in their teaching?

AB: TI:ME offers many benefits. There are summer courses that teach music educators how to implement technology into their music classrooms. There are articles and newsletters with great information about software, curriculum ideas, and more, plus we provide grant and research information to members of TI:ME. One of the greatest benefits is the lesson plan database, where members can access over 600 lessons, written by music educators, ready to implement into their classrooms. I’d encourage everyone to check out TI:ME today!

BG: I couldn’t agree more, and would like to thank Amy for sharing her personal experiences with us today.

Are you familiar with TI:ME? Do you have questions about implementing technology? Let us know what you’re thinking by clicking on “Comments” below!

In addition to using SmartMusic in practice rooms and at home, many educators are using SmartMusic in the classroom too. Here are just a few of the many benefits:

• Instant access to SmartMusic features including the tuner, metronome, and digital recorder
• Students are easily engaged by SmartMusic’s simultaneous visual and aural cues
• SmartMusic can function as an “assistant,” allowing the teacher to move about the classroom and increase student contact time
• By using SmartMusic in the classroom, the teacher is modeling to the students how to use SmartMusic at home

Interested? To get started you’ll need an amplification system, a projector, and a screen. That said, I started out with only some powered speakers for amplification, a borrowed projector, and some white poster board for a screen. The effort was well worth it because it brought SmartMusic into the classroom: I was able to better engage my students, teaching time became more efficient, and the students were the learning to use SmartMusic in a sensible way.

However, at this point the students had limited interaction with SmartMusic. The next step was to add a SMART Board (generically, an interactive whiteboard). In my case I was able to occasionally borrow one from our media center. It proved so useful that we eventually bought one of our own through a fundraising effort.

Interactive whiteboards (IWBs) allow you to operate a software program using the board as the interface. For example, pressing Start Take right on the IWB’s screen activates that function in SmartMusic. Instead of being tied to your computer, you can roam the classroom while students operate SmartMusic for you (you could also use a device like a Bluetooth mouse). But the magic really occurs due to the software that comes with the IWB. Here a few highlights:

• You can “write” on the board using a supplied device or even your finger. I’d use this to write a performance direction I wanted students to write in their music, or to share a fingering, or to ask a student to write in counting.
• IWBs can also be used like a chalk board, allowing you to write, type, draw, or erase – PLUS you can save a snapshot of what’s on the board at any time – try that with a chalk board!
• Music symbols, including staves, clefs, bar lines, notes, and rests are provided and are easily manipulated by students.
• With simple hand gestures, anything that appears on the screen can be enlarged or spotlighted or moved to fully capture student attention and focus.
• And of course, since the IWB is also an extension of your computer, you can project movie files and other web and software resources.

When I started using a SMART Board in my class, my students helped me learn how to use it as they were already using them in their other classes! I welcomed their help.

Intrigued? Use your web browser to search “interactive whiteboard.” In addition, click here for a link to a brief overview of IWBs at the MENC website.

Are you using a SmartMusic in your classroom (with or without an IWB)? Let us know how it's going by clicking on "Comments" below.

Bob Grifa, Jane Minnis and Tom Johnson at the MENC Eastern Division Conference

Jane Minnis is the orchestral director at Darien High School in Darien, CT. An enthusaistic SmartMusic and Finale user, Jane approached the MakeMusic booth at the MENC Eastern Division Conference with a SmartMusic-related Finale question.

Jane’s string orchestra was working on a piece found in the SmartMusic library, Alexander Glazunov’s “The Enchanted Castle,” and enjoying all the benefits SmartMusic has to offer. However, the next piece she wanted to do wasn’t currently in the SmartMusic library. Jane wanted to know if it was possible to scan sheet music into Finale and then convert it into an assessable SmartMusic file.

When I suggested that we simply try it, she offered to return the next day with the music.

The next day Jane returned. But not the score itself, just the parts, so now she had another question: How easy is it to turn scanned parts into a full orchestra score?

Because the parts were clean, well-engraved originals, I knew right away they would scan beautifully with Finale's built-in SmartScore Lite scanning software. My particular scanner is an Epson Perfection V30, an inexpensive scanner that works well for me on both Macintosh and Windows computers. Jane was amazed at how quick and easy the scanning was: While there were a few edits to be made to the scanned parts, the process of getting the notes into Finale was still far faster than entering the notation any other way.

To compile these parts into a score I used Finale’s “ScoreMerger” feature. As I followed the steps in my previous blog, Jane watched as first the Violin 1 part, then the Violin 2, Viola, Cello and Double Bass parts magically formed into a score.

I then copied the entire contents of this score and pasted it into a new blank document I created using Finale’s Setup Wizard, having selected Finale’s pre-designed “Garritan String Orchestra” ensemble. In addition to instantly creating a great-looking (and -sounding) Finale score, this step also ensured that linked parts were correctly configured – as these parts will eventually be seen in SmartMusic as well.

From there, saving the result as a SmartMusic accompaniment was a matter of a few clicks – I’ll share the specifics in an upcoming Finale blog. We then opened the accompaniment under the watchful eye of my friend (and fellow blogger) Bob Grifa, our SmartMusic Product Specialist, and saw that it was ready to be assigned to students in SmartMusic’s gradebook feature. In all, the whole effort, from opening the scanner to creating the SmartMusic accompaniment took about ten minutes.

I have to admit at feeling a sense of pride at how well all these different technologies worked together, and how Bob and I were able to answer Jane’s questions. But the technology isn’t the real story. The real story is Jane’s determination in seeking out new ways to provide her students with the very best experience possible. Bravo, Jane, and music educators everywhere!

Share how you’re using Finale and/or SmartMusic with your music students by clicking on “Comments” below!

Ron Sikes receives the East Central 7 “Music Educator of the Year” Award

Ron Sikes is the director of music in the Jefferson R-7 School District in Festus, Missouri. In a previous blog post I spoke with Ron after he had learned that his ninth grade band had been selected to perform at the 2011 Missouri Music Educators Conference. This week we’re checking back with Ron to see how the performance went.

Bob Grifa: Can you tell me how Missouri’s severe winter weather impacted your preparations for the January performance?

Ron Sikes: We lost ten rehearsals and had to reschedule two preview concerts due to snow and ice. I used the snow days to analyze scores and listen to rehearsal recordings. After each snow day, the students came back more focused, knowing that rehearsal time was even more valuable. Each rehearsal was very organized with no wasted time. As a result, we were free to relax and have fun.

BG: I heard rave reviews about your performance. How did it go from your perspective?

RS: I couldn't be prouder of how our band overcame every challenge. The kids worked hard and really stepped it up. Not only did they perform amazingly well, but they also carried themselves with professionalism and maturity beyond their years and did an excellent job representing our community.

BG: What role did SmartMusic play in your preparations?

RS: I discovered one of the pieces we performed, Gary Gackstatter’s "Alchemy (Spirit Into Sound)" through SmartMusic’s search feature. The title caught my eye, so I gave it a listen and knew immediately that we were going to perform it.

This piece has so many textures I felt that every student in the band should have an opportunity to play each bass line, melody, counter melody, etc. After analysis, I entered each line into Finale and copied it to the other instruments. Then I exported the results as a SmartMusic accompaniment and used the SmartMusic file in class.

We learned the piece together in unison lines. We were able to manipulate the tempo, loop excerpts, and give each section of the band the opportunity to play each part of the music. This helped the kids to get a deeper understanding of the piece.

We didn’t pass out the music until everyone learned all the individual lines. Then we could really focus on making music!

BG: I understand the band also premiered one of your compositions.

RS: I wrote a piece titled “Lullaby” that was published a few years ago by JPM Music Publications. It's a slow, lyrical piece that allows the students to be very expressive. “Lullaby” is dedicated to my daughters, who were in attendance for the MMEA performance, making it a very special experience.

BG: Can you tell me about the recognition you were given at the show?

RS: I received the East Central 7 Music Educator of the Year Award. It was a huge honor and a humbling experience to be recognized by my peers. I'm very grateful to be in such a supportive music district.

I’d like to thank Ron for his inspirational work and for providing this insight into his process.

Please share insights from your process, or ask any question, by clicking on “Comments” below. 

Windy Fullagar and her sons, Jack (baritone) and Wilson (trumpet).
I love Wilson's shirt (although it looks pretty clean to me)!

I met Windy Fullagar at a SmartMusic workshop held in Lexington, South Carolina, last summer. Windy is a SmartMusic Advocate and strong supporter of SmartMusic. So strong, in fact, that she drove down from North Carolina to attend the workshop – and on her vacation, no less!

When I discovered that Windy was about to start at a new school where she would be introducing SmartMusic, I asked her to share that experience once she was up and running.

BG: Can you tell us a little about your education and background?
WF: I attended Winthrop University in Rock Hill, South Carolina, and earned a Bachelors of Music Education, Instrumental. After teaching for a while in the Charlotte-Mecklenburg Schools, I attended night school at the University of North Carolina at Charlotte where I earned a Masters of Education, Curriculum and Supervision. I've taught in the Charlotte area for 17 years – elementary through high school levels. I currently teach at Alexander Graham Middle School, grades 6-8. I prefer the quirky middle school level.

How long have you been using SmartMusic?
I have been using SmartMusic for about 8 years (maybe longer). I've used it as an integral part of my class for 5 years.

Why did you decide to use SmartMusic?
The capabilities of this program to engage the learner, assess the learner, and easily share the assessments were so inviting I could not resist it. It was the assignment features in the gradebook that really got my attention and made me want to have it accessible to all my students.

In my field there is never time to do all that I want to for the students. This program, with its pre-defined assignments, composer information, and assessment/practice tools saves me an extraordinary amount of time.

Tell us about your new school and why it was so important to continue the use of SmartMusic there.
In my prior school the students who used SmartMusic were better prepared for class and were able to play their parts with much more accuracy. This allowed peers to tutor peers, which led to the entire band progressing faster. Each year, more and more students would take advantage of the program and each year I was able to see bigger gains in my students’ abilities to play their instruments. For this reason, I knew I had to implement SmartMusic at my new school.

My new school has SMART Board technology for the core teachers but not as much for the elective classes. Last year the band director used his booster money to purchase a SMART Board so his students could benefit from that technology.  He used it a lot for YouTube videos and notation flash programs. The students did not use SmartMusic last year and were amazed by it when I demonstrated it at an open house.

Schools and the technology guidelines vary. Was there any difference getting SmartMusic up and running in your former position compared to your current position?
Absolutely! SmartMusic is not an approved program for my new school district. We are working on it but in a system as large as mine, these things take time. The music boosters provided a laptop computer last year to be used with the SMART Board and it has the program on it.

At my prior school, I worked hand in hand with the technology staff to load the program on whatever school computer I needed it to be loaded on. They even provided me with a second computer when I needed to set up a practice computer for those students who could not access SmartMusic at home.

At both schools the band boosters paid for the subscriptions and microphones.

Being at the new school, how did you inform students and parents about SmartMusic and what do they think about it?
I demonstrated SmartMusic at the open house nights (in August) and the curriculum nights (in late September). I also sent home flyers about the technology, and information about it is incorporated into my band manual.

To get  students to want to try the program this year, I have made a deal with them….anyone who has the program can take their playing test at home and do not have to play their test in class. I was amazed how many students begged Mom and Dad to get the program for this reason alone. 

Families who use it, love it (and sometimes hate it). They love it because they can see exactly how they are doing each time they play their instrument. They hate it for this same reason – the computer is not as forgiving as the band teacher sometimes is! I've sent more than a few emails helping parents adjust settings such as tempo and microphones so their child obtains more success.

I plan to have a student demo the program at our year-end concert so parents who have not tried it will perhaps give it a try over the summer.

Now that your new students have had some time with SmartMusic, what type of effect has it had on them?
Just as I did at my prior school, I am already starting to see improvement across the band because of the students who are using the program at home. The students come into class more prepared and this spreads all over the band like a super virus.

What’s next?
I hope to have a practice area for students next year so they can complete assignments at school (if they don't have access at home). This is a vital component for requiring the program as I have done in my previous schools.

I’d like to thank Windy for sharing a glimpse of how SmartMusic is taking off in a new school, and I look forward to sharing more of her progress and success in the future.

How’s SmartMusic working for you? I’d love to hear from you, either from the “Comments” link below or through the “Contact” button at the top of our blog.

Mark D’Angelo and Bob Grifa pictured at the 2010 Midwest Band and Orchestra Clinic in Chicago

I think many educators occasionally question whether the long hours and paperwork are worth it. Sometimes we just need a little reminder.

While manning the SmartMusic booth at the 2010 Midwest Band and Orchestra Clinic I recognized a familiar face in the crowd; Mark D’Angelo, a former student I hadn’t seen in 13 years! Mark and I go back to the fall of 1986 when he was in the sixth grade and I was the middle school band director who started him on percussion. What’s more, during Mark’s high school years I was his private percussion teacher as well as the high school marching band’s percussion coordinator.

As you might imagine, I was delighted to catch up with Mark.

Bob Grifa: What did you do after high school?

Mark D’Angleo: After graduation I attended West Virginia University as a Music Education Major in Percussion. I also auditioned and won a spot in the Front Ensemble for what was then called the Cadets of Bergen County.

I am currently the Instrumental Music Director at Roosevelt High School in Wyandotte, Michigan. I serve on the Board of Directors for the Glassmen Drum and Bugle Corps, and my wife Sarah and I are volunteer music ministers at our church in Detroit.

BG: I understand your band was selected to perform for a very special event a couple of years ago. Please tell us about that.

MD: In January 2009, the Wyandotte Marching Chiefs were selected to march in the 56th Presidential Inaugural Parade for President Obama. It was a VERY BIG endeavor for the Wyandotte program, but in the end it pulled the community together and provided the students with an irreplaceable experience.

The application process was quite extensive. Throughout the process we had planned to take the kids to the Inauguration as spectators regardless of our acceptance. Actually getting the call to perform – as the only marching band to represent the state of Michigan – was an amazing experience.

BG: Are there any other special honors you have received?

MD: While I’m honored everyday by the opportunity to make a difference in the lives of my students, it is nice when some recognition comes your way. In the fall of 2008 I was surprised by a phone call from SBO (the School Band and Orchestra magazine) notifying me that I had been included among their “50 Directors That Make a Difference,” and I was recently recognized by the Wyandotte Rotary Club for Outstanding Service to the Community.

BG: I have to ask, do you use SmartMusic?

MD: Yes I do. My students use our classroom computers to rehearse their solo literature, and I use it for assessment purposes with my high school string orchestra.

BG: What do you think in general about using technology in the classroom?

MD: I agree wholeheartedly that it has a place in music education. As research has proven, there are different types of learners in every classroom. The use of technology, hands-on computer experiences, and visual aids can help today's students be successful in the arts and prepare them for the world of today (and tomorrow)!

BG: What suggestions do you have for teachers that are just starting in the teaching profession?

MD: Every young teacher tries to take the world by storm... take your time, set your priorities, and remain humble.

I am so proud of Mark, his accomplishments, and his dedication as a teacher – and appreciative of the reminder that our work can make a difference. Had such a reminder recently? Please share it by clicking on “Comments” below.

Sometimes a fun educational activity may be the perfect fit for your lesson plans. Here's an idea for using SmartMusic in your class on just such an occasion. It is a great way to review and have fun at the same time – and it doesn't even require instruments.

Recommended Set-up:

• Computer connected to an LCD projector
• Speakers
• SmartMusic microphone  attached to a music stand (the height is easily adjusted)
• Score board

In SmartMusic:

Select Exercises, double-click on Rhythm, and click Open. (The Rhythm Exercises will download to your computer if this is the first time that you have used them.) Then click the Clap button in the lower right corner of the Control Bar (circled in red below):

Procedure:

• Divide the class in half, select team names, and appoint a score keeper.
• Two students at a time come to the front of the room; one from each team.
• Determine who goes first by chance (i.e., flip of a coin) or by a music knowledge question.
• Student 1 faces the screen while student 2 faces away from the screen.
• The teacher selects a rhythm and presses Start take: Student 1 claps the rhythm into the microphone. Student 2 then claps the rhythm.
• The student who has the highest assessment score earns 1 point for their team.
• The team that earns the point has the honor of going first on the next try.
• The team with the most points wins.
• In case of a tie, each team can choose a player for the tie-breaker.

Tips:

• The students have to clap at the appropriate level for an accurate assessment: A student may perform the rhythm perfectly, but still get black notes and a lower score. Part of the game is to clap with a good sound.
• Set parameters for the students. For example, a penalty for either team interfering during the game may be beneficial.

I think you’ll find that the entire class is engaged with this activity; all students will be focused on the rhythms (and tapping along) – even when it’s not their turn.

Have fun coming up with your own variations. Please share them with us by leaving a comment below.

In my last blog, I shared some ideas of how SmartMusic can help percussion students practice more musically AND develop mallet keyboard awareness. Today I offer a few more ways that SmartMusic can help develop student percussionists.

Practicing With Accompaniments
With SmartMusic your students get a better understanding of how their part fits in with the rest of the ensemble. Equally important, however, is that they can also hear the quality of the sound that is being demonstrated by the performers on the accompaniments. SmartMusic makes it easy for your students to hear how a tambourine, triangle, or any percussion instrument is played in relation to the ensemble. Because they have been taught with the music in mind, they will have a better understanding of how to approach their parts. This is no different than having any instrumentalist listen to the tone qualities performed by professionals.

Jazz Improvisation
SmartMusic’s jazz ensemble repertoire gives jazz students an opportunity to play with professional musicians. They can hear how professional musicians make stylistic interpretations of the written part. They can also import any audio recording; this allows them to slow down, speed up, and learn correct style with the professional recordings.

Here are a few additional ideas for how your jazz students might leverage SmartMusic’s jazz repertoire:

• Learn and practice drumset grooves with the correct style (rock, swing, Latin, etc.).
• See and hear transcriptions of the drumset part.
• Practice other percussion instruments with the music (maracas, congas, cowbell, etc.).
• Practice fills and solos with the musical accompaniment.

Instrument – Specific Resources
Finally, let’s look at what resources are available for specific percussion instruments:

Snare Drum
SmartMusic now includes three method books for snare drum. Alfred’s Drum Method, Book 1 offers your drummers sequential instruction including rudimental studies, roll studies, and solos, with each line in SmartMusic performed by a professional musician. Rudimental Etudes for Snare Drum: Easy and Intermediate are based on the 40 rudiments established by the Percussive Arts Society with professional recordings of each etude.

Here are some additional ways to challenge your snare drum students:

• Encourage students to explore concert repertoire for all skill levels.
• Assign rhythms in clap mode and have students practice particular sticking patterns. The exercises are part of the Exercise Wizard in Finale where they can be edited and printed.
• Create your own SmartMusic files with Finale.

Mallet Percussion
SmartMusic includes Standard of Excellence Festival Solos, Book 1, for Snare Drum & Mallet Percussion as well as many additional means to develop mallet technique, including four-mallet skills, scales, intervals, and arpeggios exercises. Need to challenge your mallet students?

• Encourage students to explore concert repertoire for all skill levels.
• Develop improvisation skills with the Jazz improvisation library.
• Discover fun solo titles for extra credit.

Timpani
Timpani students can develop their ear-training skills with scales, intervals, play-by-ear exercises, and the tuner, and, just as other students, they can be encouraged to explore concert repertoire for all levels.

I hope you found this collection of percussion-related SmartMusic features helpful. I know from experience that they can truly help in the development of well-rounded percussionists who perform musically.

We’d love to hear how you’re using SmartMusic to teach your percussionists. Please share your experiences by clicking on “Comments” below.

Three snare drum methods were recently added to the SmartMusic repertoire library. As a percussionist and former music educator, I was very pleased with this development, as I know these methods will be very beneficial to teachers and students.

Of course, the study of percussion includes more than just the snare drum, and having well-rounded percussionists is invaluable. I’d like to share some tips on how SmartMusic can help with mallet percussion, timpani, or even drumset.

First, let’s review some of SmartMusic’s built-in tools that are of special interest to percussionists. With SmartMusic students can:

1. Slow the tempo or repeat difficult sections
2. Record their performances for immediate feedback
3. Listen to melodic accompaniments
4. Incorporate a click track
5. Click on a note to see the note name and mallet placement

Let’s take a closer look at two of these tools:

3. Listen to melodic accompaniments

Playing with melodic accompaniments can be extremely important in developing percussionists who performs musically. Try this experiment next time you are using SmartMusic:

1. Open a band method book and select a line near the beginning of the book. Choose the snare drum as the instrument. You will most likely see some very simple rhythms. Grab a pair of drumsticks and play or even clap the line without using SmartMusic.
2. Next, turn on the click track and the accompaniment off. Press Start take and play with the click. Wasn’t that a little more interesting?
3. Finally, turn on the accompaniment (and melody) and play the line. All of a sudden, those simple rhythms take on a whole new meaning as you are now playing with what I like to call a “harmonic metronome.”

Of course practicing with the accompaniment does not minimize the importance of how you teach rhythm. It does allow you to have the opportunity to teach your percussionists with music in mind, helping them understand that there is more to playing percussion than just striking something. The concepts learned here can then be transferred to ensemble playing. And since the students are already practicing melodically and harmonically, switching back and forth between mallet percussion is natural.

5. Click on a note to see the note name and mallet placement

Sometimes student percussionists struggle to learn a mallet keyboard. I believe the trick is to gain an awareness of the keyboard so they can look at the music more than the instrument. Since there is no physical connection to the instrument this is accomplished by using muscle memory and peripheral vision. There will be mistakes at first but there needs to be an insistence that the student looks more at the music.

SmartMusic’s assessment can really help. If the correct note is a “D” and the student played an “E,” a red note will be displayed. Seeing the red note and then clicking on it will show how close the correct note was. Thus, rather than just being “wrong” the student can see how close to right they were, and get a clearer picture of the keyboard in their minds. The mallet placement charts help students see the placement of the notes they missed.

I’ll share some additional thoughts on developing musical percussionists in my next blog.

I’d love to hear your feedback or questions. Please share them with me by clicking on “Comments” below.