“I applied to four schools, including Berklee and was accepted to all of them… Thank you again, I honestly couldn’t have done it without you.” You instilled the confidence to keep working, take risks, and always ask myself ‘ What’s the worst that can happen? And, what’s the best that can happen?’ “I don’t think I would be nearly as good a guitarist and musician if I hadn’t been with you. In his words: “Dear Geoff, thank you so much for your patience and dedication to my musical training over the years! The colors of the rainbow really helped this next student to excel at reading music notes. Mobile users: for best results reading the music, tilt your screen 90 o to the right. Without the color coding, she would’ve been unable to study music at all. She couldn’t hold new skills in long term memory and had to be retrained from scratch every week. However, using the color coding she learned to play beginning-level, hands-together piano. She’d been in a car accident and had a brain injury. The colors of the rainbow really helped her with accurately reading the music notes. This was certainly true for a student with amnesia who I once taught. Color coding made the difference between special needs students being able to sight read at a level comparable to typical learners versus not being able to read music at all. Conversely, the other student needed the rainbow colors to be able to learn music at all. For one student the color coding helped him thrive. The stories I have will show the two extremes of the learning continuum. “Not only did the learning-disabled and students in the experimental group score much higher on the tasks that involved the color-coded notation than on the uncolored notation, but it also appeared that the color-coded notation enabled them to score as high as or higher than the other students…The same students scored rather high when sight-reading color-coded notation and yet were completely unable to sight-read the uncolored notation, with each student scoring 0 out of a possible 12.” – George L.
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