Counting is useful, but rhythm is also something we hear and feel. A student may understand the numbers on a page and still find it difficult to keep a phrase flowing.
Experience the rhythm first
Flora often begins with listening and playing, then connects that experience to counting and notation. A familiar pattern, a short echo game or clapping along to a piece can make an abstract idea more concrete.
This does not remove the need for theory. It gives the theory something to connect to.
Make room for discovery
When students hear and try a pattern before naming it, they can notice what repeats, where an accent falls and how the music moves. The lesson becomes a conversation between listening, doing and understanding.
Some learners enjoy a verbal explanation first; others benefit from an example they can hear. The balance can change from student to student and from one piece to another.
More than the right notes
A strong musical foundation includes pulse, phrasing and expression as well as accuracy. Personalised lessons make room for these skills at a pace that suits the learner. Learn about Flora’s teaching approach.