One of my pupils, a teenager, who is very stubborn about learning scales. I have suggested all sorts of strategies but she still says she hates them. She practised them so little she failed the scales section in her recent Grade4 exam. I have now vowed not to enter anyone until they really have these scales going. I mistakenly thought a forthcoming exam date would give her the necessary motivation - I was wrong !
I suggested she played them to dotted rhythms, staccato, starting from the top of the keyboard and descending before ascending, supplied a three day practice rota and suggested a scale 'lucky dip'. I guess she's just a cantankerous teenager. Any further suggestions from anyone who has found something that works for pupils like this ?

Hi Helly

if you do a google for "incredible scales boardgame" you will bring up a link that someone previously recommended on this forum. You make the game yourself, and it's really simple, but it seems like a really good idea - I can't do it justice by summarising it - if you're interested, go and read it.
good luck!

hi helly burnet,
Don't you just love teenagers! Have you tried explaining why scales are important? Do you really believe in their value yourself? If a pupil isn't ever going to do an exam would you still encourage them to practise scales? Somewhere or other Paul Harris has written a brilliant thing on why scales are important - he came up with about 20 reasons...
I feel that when a pupil is about 14+, if not well before, they need to understand and take responsibility for their own development. If you have explained why you think studying scales etc are important and answered all the necessary questions then you have done what you can. Its up to the pupil - there is only so much you can do and it sounds like you have come up with great ideas.
One other thought - perhaps you could take one of their pieces and, lets say its in the key of Eb, and then ask them to placy scales in thirds, sixths, octaves, chromatic, contrary chromatic, hands crossed, arpeggios, dominant 7ths etc etc all in that key. See if they can spot any of these in the music as well.
So long as the pupil is developing their technique in some way I would say don't let the exam syllabus dictate to you. Try interesting studies with scale runs in them. Boogies with arpeggio like basses etc. Obviously if the pupil wants to do an exam they have to follow the syllabus but maybe you can set other goals instead. Local festivals, pupils concerts, ISM performance days, School concert etc etc.
Just a few random thoughts really but hope it is of some help.

Thanks to Zoda and Margaret for their replies and suggestions. The board game looks great - and I agree, I'm sure teenagers need to be given the responsibility for their practising. I think my pupil was slightly contrite after the horrid experience of entering an exam room knowing she had not done the necessary work before hand. That may have taught her a valuable lesson. Also the examiner put exactly the right comment at the bottom of her mark sheet, saying how important scales are for her development - something my pupil's parents and I had been going on about for weeks ! Perhaps NOW she'll understand!

I have just read how to play the scales boardgame, it looks great. Scales are always a problem with students, this should really help. Thanks for the tip.

I saw the scales boardgame post, thought "great idea" and made one for my scales-phobic grade 2 pupils. Got out the game, their eyes widened. A short while later, the boy was actually demanding to play his double G major scale 3 times in succession. They both fell apart on the G double arpeggio (the last square) so I said "lets leave it till next week, and there'll be a yummy chocolate bar as a prize for the winner. They both left the lesson enthusiastic and fired up about the game.

I turned up the following week with the board and the chocolate bar, and when I said "OK, lets get on with the game - who wants to go first?" they both looked at me blankly. "have either of you practised the G arpeggio?" the both shook their heads.

What's a teacher to do??????

Violinia