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Hi Kale,
Sounds like a tough situation. I like the idea of using note names as the basis of a story – as in, where albert does x, then albert does y, and emily does z, and so on? And would it make sense to break the piece into chunks by phrase? Or perhaps by leaving it up to the student to decide where the story or scene begins/ends?
Also, is listening to music with headphones an option when she is staying at her father’s place? I feel like that might be the most direct way of trying to minimize forgetting between practice sessions and lessons when she’s unable to touch the instrument. But I have to admit that I also worry a little about the potential of her feeling like she has to hide things from her father and music becoming a point of contention between parents. I don’t know that there’s any easy solution to this part of it though…
Noa
