1) I wrote a guest blog on my mom's family history blog, so you can just skip right over here to read it.
2) We got a piano yesterday! It was advertised on freecycle, and Jared went and checked it out. All the keys work, so we mobilized a little team including my brother and our group class co-teacher's teenage son who came with a van and trailer. It's only a small spinet, but it was quite a trick to get it down the steps of the front door and then figure out how to load it onto the trailer, because the yard and driveway whence it came are quite steep. But after several attempts we were successful. Getting it in the apartment was also a challenge, because we don't have a lot of space, and we had to partially take the doors off the hall closet to get enough clearance to turn the corner into the 2nd bedroom/office. I scrubbed on the piano case some last night, but there is a lot more to do to get it cleaned up. For example, most of the keys have stickers on them. And then we'll have to work on the tuning procedure. It's not horribly out of tune, but it needs some work.
3) Here's a beautiful passage I read this morning:
The child cannot, by anxiety or power of its own, add to its stature. No more can you, by anxiety or effort of yourself, secure spiritual growth. The plant, the child, grows by receiving from its surroundings that which ministers to its life - air, sunshine, and food. What these gifts of nature are to animal and plant, such is Christ to those who trust in him. He is their "everlasting light," "a sun and shield." He shall be "as the dew unto Israel." "He shall come down like rain upon the mown grass." He is the living water, "the Bread of God ... which cometh down from heaven, and giveth life unto the world."4) Anne's new trick she learned yesterday is blowing raspberries with her lips.
5) It is most definitely acting fall-ish around here, and I'm not sure I'm quite mentally prepared. The days have been getting significantly shorter, and the rains have started already. Today was the first day of school in our district, and all the surrounding districts will be following suit next Wednesday. And Jared and I have been doing all the usual beginning-of-school-year secretarial things that music teachers must do: fall lesson scheduling, revising policies, handing out payment stubs...
6) This morning I submitted a proposal for the Suzuki Conference next May to give a presentation on the holistic development of sight-reading skills in string students. I've had it in mind for a year and a half already. If I get selected, it means I'll be forced to spent money to fly to Minneapolis to attend the conference AND to visit my good friend Beth.
7) Some little teaching breakthroughs this week:
- Suzuki's Allegretto is in the following form A-A-B-A, better known in kid-speak as chair-chair-door-chair. That I already knew, but it turns out that the door section has some nice counterpoint. If you know the tune, sing the B section to yourself this way: "Who is there? *knock knock knock* Who is there? *knock knock knock*" Then you can have the student play just the knocks while you do the "Who is there?"s and visa versa until the student actually gets it.
- Bach Minuet 1 has three "endings" which kids get confused. The first and third are the same. If you account for all the repeats you get the endings in the following order: 1st - 1st - 2nd - 3rd - 2nd - 3rd. This we know. But when you have a kid who is having mega-trouble with C#'s and C-naturals, you may finally realize that at the beginning of each section you should have the kid stop and say what ending is coming next and whether they'll play C-sharps or C-naturals. And it so conveniently turns out that the 1st and 3rd endings are preceded only by C-naturals, and the 2nd ending is preceded only by C-sharps. Wish I'd thought of that when I was teaching a certain little boy in Rochester.
- Also, if kids don't get the difference between C-sharps and C-naturals, you may have to go one step further than labeling those two pitches. You also might need to label a neutral third, which we ended up calling "C out-of-tune". So then you practice a scale or arpeggio pattern or a bit of a piece, and you have the kid "guess" whether you played C-sharp, C-natural, or C-out-of-tune each time. And then you switch the game around and they get to play it and you have to "guess" which of the three they played. And they're allowed to play the wrong one on purpose. It's working like a charm for one little boy up north.
