[Note: Sorry for the delay this week!]
You mentioned in your most recent Monday Mailbag post that you rarely use theory books with your students. Do you use other books instead? Or just do it all at the piano?
Almost all of our theory work is done directly at the piano and is based on their repertoire and/or technical exercises. And honestly, most of the theory is just applied theory rather than written theory. Written theory takes the form of analyzing chords and patterns in the repertoire, writing in counting if necessary, or notating compositions in their manuscript books. If I do feel like it would be beneficial for a student to do some written theory work to aid in their comprehension, we either do it on a dry erase board at their lesson or I write up a customized assignment on the manuscript paper that I include in the back of their assignment books.
My aversion to theory books is primarily due to the fact that I grew up doing written theory assignments every week, but by the time I was a senior in high school, I still didn’t know how to tell what key a piece of music was written in. There was a complete disconnect between what I was playing and the answers I was filling in in the theory books. I really want my students to understand concepts and to recognize theoretical concepts as the building blocks of music. For the most part, for me, that means forgoing theory books in favor of more concrete and musically relevant activities.
Once my students demonstrate understanding of the underlying principles of music theory, I often recommend completing a written theory course. Also, at the end of the year we have our state music progressions evaluation program and my students usually fare just fine on the theory portion of the testing.
I’m curious to know what others think. Has anyone else found the same thing in regards to theory books? If you do use theory books, why do you think it is beneficial for your students?
Remember, if you have a question you’d like to contribute to next week’s Monday Mailbag, leave it in the comments below or send me an e-mail sometime this week with Monday Mailbag in the subject line!
I think that thinking of music from a theory perspective can be a totally different bird than just being able to play something. I knew little to no theory until college and was a great piano player. My students know more theory now than I ever did at their age! However, the older I get, the more I understand why it is important. I don’t push the written theory on everyone because I have a computer lab and it gets most of the job done for me with a very precise curriculum. However, my students taking our state achievement test have to do a lot of written theory.
I found that students who do any kind of certification/evaluation have the biggest disconnect between theory and their playing. They do those exercises in order to pass a test. Very often, their teachers prepare them that way.
With a good method book which has a theory book that goes with it, students have a better chance of doing the theory for the pieces they are working on. Although, these theory books are usually too easy.
So, I use a combination of both theory book in the method, and manuscript paper. With students intermediate or above, I use a good theory workbook, and assign and refer to the pages that relate to the pieces they are learning.
With young beginners, somehow, without a book in front of them, the chance of the assignment get done is much smaller than with it. I can write very clear instruction to ask them to look at the staff paper portion of the notes, very often they come in the next week undone!
I just want to add that I do not push students to do state tests and in fact, so far I am lucky enough not to have to bother. If I ever get one who are interested in testing, I always tell them that through our weekly lessons, theory assignments and applying them, that’s the prep I’ll do for them in the theory portion.
These “disconnects” are my observation from interviewing transfer students.
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I have found the theory books that go along with the method books to be very helpful over all. I have often been amazed that certain concepts I felt sure my kids understood were not at all clear when they had to transfer their “knowledge” to staff paper. I personally think it is good reinforcement. I have often, however, skipped some exercises or only assigned partial ones if it looked like redundant “busy” work.
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I do use theory books that go along with methods and flashcards which help quickly review main concepts and note reading. I’ve had transfer students enter my studio who couldn’t even tell me what a time signature means — therefore – we do the redundant review work to keep in in their heads. I’ve come to truly enjoy Keith Snells Fundamentals of Music Theory books. Very thorough and there are 10 levels – enough to well equip students to pass advanced placement theory exams in high school.