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Piano Lessons Book 1. Teacher’s Guide. Hal Leonard Student Piano Library.

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Piano Lessons Book 1

Piano Lessons Book 1. Teacher’s Guide. Hal Leonard Student Piano Library.

Keywords: piano,lesson

Hal Leonard Student Piano Library

Teacher’s Guide
Piano Lessons Book 1
Includes:

• Teaching Suggestions
for Every Piece

• Lesson Planning Chart

• Beginner Composition Cards
from Piano Practice
Games Book 1

Written by
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Hal Leonard Student Piano Library

Teacher’s Guide

Piano Lessons Book 1

Contents Authors
Barbara Kreader, Fred Kern,
Book One Teaching Suggestions. . . . . . . . . . . . . 4 Phillip Keveren, Mona Rejino

Book One Lesson Planning Chart . . . . . . . . . . . 65 Consultants
Tony Caramia, Bruce Berr,
Beginner Composition Cards
from Piano Practice Games Book 1 . . . . . . . . 70 Richard Rejino

Author Biographies . . . . . . . . . . . . . . . . . . . . . . 81 Director,
Educational Keyboard Publications
Method Overview for Books 1-5 . . . . . . . . . . . 82
Margaret Otwell
Teaching Supplements . . . . . . . . . . . . . . . . . . . . 87
Editor
Hal Leonard Student Piano Library Janet Medley
Order Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Illustrator
Fred Bell

ISBN 0-7935-8557-0

Copyright © 1998, 2001 by HAL LEONARD CORPORATION
International Copyright Secured All Rights Reserved

For all works contained herein:
Unauthorized copying, arranging, adapting, recording or public performance is an infringement of copyright.

Infringers are liable under the law.

Visit Hal Leonard Online at
www.halleonard.com

Hal Leonard Student Piano Library The Library is available in five

Piano Lessons Book 1

levels. Each level includes a

Lesson Book and several

supplementary books:

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Hal Leonard Student Piano Library Book 1 PIANO PRACTICE
GAMES
Piano Practice Games
Imaginative preparation activ-
Preparation activities forl ities to introduce pieces in the
pieces in Piano Lessons Piano Lessons books.
• Listenl
• Readl
• Create

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

The Hal Leonard Hal Leonard Student Piano Library Book 1 PIANO THEORY
Student Piano WORKBOOK
Library Piano Theory Workbook
Fun and creative assignments
When music excites our interest and imagination, that introduce the language of
we eagerly put our hearts into learning it. The music music and its symbols.
in the Hal Leonard Student Piano Library encourages
practice, progress, confidence, and best of all – success! Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
Students respond with enthusiasm to the:
Hal Leonard Student Piano Library Book 1 PIANO SOLOS
• variety of styles and moods
• natural rhythmic flow, singable melodies and lyrics Piano Solos Original performance reper-
• exceptional teacher accompaniments toire featuring 14 different
• improvisations threaded throughout the series Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino composers. Available with
• Instrumental Accompaniments for every piece available instrumental accompaniments
on CD or General MIDI disk.
on CD or General MIDI disk.
Hal Leonard Student Piano Library Book 1 PIANO TECHNIQUE
When new concepts have an immediate application to the
music, the effort it takes to learn these skills seems worth it. Piano Technique Etudes to develop physical
Teachers appreciate the: mastery of the keyboard with
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino optional instrumental accom-
• realistic pacing that challenges without overwhelming paniments on CD or General
• clear and concise presentation of concepts MIDI disk.
• uncluttered page lay-out that keeps the focus on the music.
Hal Leonard Student Piano Library NOTESPELLER
FOR PIANO
Notespeller for Piano
By Karen Harrington
Along the Music Traill Book 1 Music worksheets and games in
with Spike and Party Cat a story-book format that enhance
reading and writing skills.
F GA BCD E

by Karen Harrington

FOREWORD

Method books give you the materials you need, yet only the relationship between you and the
student can bring the music to life. This Teacher’s Guide is intended to suggest possible ways
to introduce and work with each piece in Piano Lessons Book 1 of the Hal Leonard Student
Piano Library.

New Concepts: highlight the new musical ideas presented in each piece

Touch & Sound: highlight the physical skills needed to create the appropriate sound
and mood of each piece

Review: highlights those concepts that may need continued work

The teaching suggestions are divided into the following categories:

Prepare Practice Perform

Introduces the coordination Includes steps to learning Includes suggestions for
and rhythm of each piece each piece, such as blocking, putting all the steps together
before combining those comparing phrases, and to play each piece accurately
aspects of the music with saying note names or and in the appropriate tempo,
pitch reading. intervals out loud. mood, and style.

Each page also includes references to the coordinated activities in Piano Practice Games,
Piano Theory Workbook, Piano Technique, Notespeller, Piano Solos, and Music Flash Cards.

In addition, the Lesson Planning Chart on pages 65-69 gives you an at-a-glance view of how to
coordinate all of the books and materials in Book 1 of the Hal Leonard Student Piano Library.

We hope these teaching ideas will stimulate your own unique teaching style and will help you
organize your lessons in ways that keep the pleasure of making music the first priority!

Feel The Beat!

Become aware of the heartbeat inside your body.
Feel how it beats in an even pulse. Sometimes your
heart beats fast, like when you run; sometimes it
beats slowly, like when you are asleep, but it always
beats evenly.

Rhythm In Music

Music has a pulse, too. Just like your heartbeat,
musical pulse can go fast or slow.

Clap this pulse as your teacher plays the accompaniment below three different times
at different speeds:

1) at a slow speed, 2) at a medium speed, 3) at a fast speed.

You can also play this pulse on the piano using any black key. Remember to keep
the pulse even.

Accompaniments may also be played on audio CD or General MIDI Disk.
Numbers indicate the track.

Accompaniment Repeat as necessary Last time

4

New Concept: Musical pulse
Touch & Sound: Clapping with large arm movement
Playing with 3rd finger, supporting first joint with thumb
Playing with full arm weight

Prepare Practice Perform
Read text comparing heartbeat
to musical pulse. This activity teaches student To play pulse on the black keys,
Ask student: how to listen & respond. student:
“Where do we feel our own
heartbeat?” 1/2/3 * 1) supports first joint of each
1 third finger with thumb.
Theory Workbook
Feel The Beat! pg. 2 1) Student claps pulse while
listening to accompaniment, first
at slow, then medium, then fast
tempos.

2) Student points to each pulse 2) plays with full arm weight.
in the lesson book while
listening to accompaniment at
different speeds.

* Many activities throughout this book include accompaniments that
can be added in the following ways:

Teacher 4 2
4 Audio CD General MIDI Disk

Take A Look!

As you listen to the accompaniment below, stand and sing along
with your teacher.

After the words “way down low,” play on the low black keys.
After the words “way up high,” walk around your teacher and
play on the high black keys.

1) When I look down low by my toe, 2) When I look up high in the sky,
Bugs and slugs and snails all grow. Birds and kites and planes fly by.
Way down low! Way up high!

Low High

(Play the black keys way down low.) (Play the black keys way up high.)
Accompaniment Kern, Keveren, Kreader

Steady ( = 145) 8va Student plays down low.
8va Repeat 4 times.
first verse
second verse

Student plays up high.
Repeat 4 times.

5

New Concept: High and low on the keyboard Review: Musical pulse

Touch & Sound: Playing with third fingers, supporting first joint with thumb
Playing with full arm weight, alternating hands

Prepare Practice Perform

42 While standing, student plays Student sings along with Take A
While listening to Take A Look, black keys at low end of the Look. At end of first verse,
student sings lyrics of song (melody keyboard, then walks around student plays any black keys
is written in accompaniment). piano bench and plays black way down low. At end of second
keys at high end of the verse, student plays any black
Ask student: keyboard. keys way up high.
“What things can you think of
that sound high?”

“What things can you think of
that sound low?”

Theory Workbook
High Or Low? pg. 3

5

3 FINGER NUMBERS 3
4 22 4

5 11 5

Place your hands together with fingertips touching.

Tap your 1st fingers (thumbs).
Tap your 2nd fingers.
Tap your 3rd fingers.
Tap your 4th fingers.
Tap your 5th fingers.

Tap 4s, tap 2s, tap 5s, tap 1s, tap 3s.

6

New Concept: Finger numbers
Touch & Sound: Moving fingers independently
With fingertips touching, student feels
and sees natural curve of hand

Prepare Practice Perform

Student counts forward, 1-2-3-4-5 1) Student places hands 1) Student places fingertips on
and backward, 5- 4-3-2-1. together with fingertips touching piano cabinet and repeats activity,
and taps each finger several keeping natural curve of hand.
times.
2) Teacher and student may
2) Student says finger numbers take turns calling out and
while tapping. tapping specific finger numbers.

Theory Workbook Notespeller
Finger Numbers pg. 4 Finger Numbers pg. 2
Number That Finger! pg. 5

6

THE PIANO KEYBOARD U
N
The piano keyboard is divided into sets I
of two and three black keys. T

1

Low TWO BLACK KEYS High

Put your thumbs behind the first When you play the pieces
joint of your third fingers and “Climbing Up” and “Climbing
use your third fingers to play the Down” on pages 8 and 9, you
groups of two black keys. Start will play the groups of two
at the low end of the keyboard black keys as shown here.
and play higher.

7

New Concept: Two black keys Review: High and low

Touch & Sound: Playing hands together supporting
third fingers with thumb

Prepare Practice Perform

Ask student: 1) As shown in diagram, Student plays different sets of
“How many sets of two black student plays all sets of two two black keys up and down the
keys do you see on the black keys by supporting third keyboard, as teacher directs by
keyboard?” finger of each hand with thumb. saying, higher or lower.

2) Student begins at low end of
keyboard and continues to high
end of keyboard.

Theory Workbook Piano Technique
Two Black Keys pg. 6 Grandfather’s Clock pg. 4

7

NOTES Climbing Up

qQqQ Two Black Keys
Moving Up The Keyboard
Notes are pictures of sounds.
High - er, high - er look at me!
qStems up = Right Hand (R.H.)
œœœœ
QStems down = Left Hand (L.H.) œ œ œR.H.

L.H.

Play this song on two Climb - ing, climb - ing up this tree,
black keys with the third
finger in each hand. œœœœ
œ œ œR.H.
It is helpful to clap and
sing the words of a L.H.
piece before playing it.
Remember to keep a
steady pulse!

With accompaniment, student starts here:

With determination ( = 120)

8va
8

New Concepts: Notes are pictures of sound. Review: Two black keys, going higher
Touch & Sound: Right hand, left hand
Stems up = RH Steady pulse

Stems down = LH

Alternating hands with a steady pulse

Prepare Practice Perform

5/6 3 1) Student plays Climbing Up Student may play Climbing Up
Student taps steady pulse on on the keyboard using third in four different octaves by
knees, alternating hands and fingers supported by thumb. repeating the piece and
singing: continuing up the keyboard.
2) Student plays second line of
1) right, left, right, left, right, piece one octave higher.
left, right.

2) lyrics.

8

Climbing Down

Two Black Keys
Moving Down The Keyboard
Care - ful as I’m climb - ing down,

œœœ
œ œ œ œR.H.

L.H.

Low - er, low - er, touch the ground.

œœœ
œ œ œ œR.H.

L.H.

“Climbing Up” and “Climbing Down”
can also be played as one song.

With accompaniment, student starts here:

With determination ( = 120)

8va
9

New Concept: Notes are pictures of sound. Review: Two black keys, going lower

Touch & Sound: Alternating hands with a steady pulse

Prepare Practice Perform

5/6 3 1) Student plays Climbing 1) Student may play Climbing
Student taps steady pulse on Down on keyboard using third Down in four different octaves
knees, alternating hands and fingers supported by thumb. by repeating the piece and
singing: continuing down the keyboard.
2) Student plays second line of
1) left, right, left, right, left, piece one octave lower. 2) Play Climbing Up and
right, left. Climbing Down as one song.

2) lyrics.

9

My Own Song

With your right and left hands, choose
any groups of two black keys in the
upper part of the piano.
Listen and feel the pulse as your teacher
plays the accompaniment below. When
you are ready, play along and make up
your own song.
Have fun!

Accompaniment Repeat as necessary Last time
10
Flowing
( = 100)

New Concept: Improvising on two black keys Review: Steady pulse
High and low

Touch & Sound: Playing with a steady pulse

Prepare Practice Perform

74 Student plays My Own Song Encourage student to play freely,
Student taps pulse while using any sets of two black using any sets of two black keys
listening to accompaniment. keys. all over the keyboard.

Ask student: (These improvisations give
“Is this pulse slow, medium, teachers the opportunity to
or fast?” observe student’s natural
technical ability.)

10

THREE BLACK KEYS

Low High

Using your left hand, start in the middle of the keyboard Using your right hand, start in the middle of the keyboard
and play the groups of three black keys with fingers 2-3-4 and play the groups of three black keys with fingers 2-3-4
going down the keyboard. going up the keyboard.

Play “My Own Song”
again, using the groups
of three black keys.

11

New Concept: Three black keys Review: Finger numbers 2-3-4
High and low

Touch & Sound: Moving LH and RH fingers 2-3-4
independently

Prepare Practice Perform

Ask student: Student plays: Student plays My Own Song
“How many sets of three black using groups of three black
keys do you see on the 1) LH with fingers 2-3-4 on keys.
keyboard?” three black keys going down the
keyboard while saying finger
numbers.

2) RH with fingers 2-3-4 on
three black keys going up the
keyboard while saying finger
numbers.

Theory Workbook Notespeller
Three Black Keys pg. 7 The Piano Keyboard pg. 3

11

L.H. QUARTER NOTE ŒQUARTER REST

432 q Rests are pictures of silence.
A Quarter Rest lasts for one pulse (beat).
When you play these pieces by Notes tell us how long the sounds last.
yourself, use the middle of A Quarter Note lasts for one pulse (beat). qqqŒ
the keyboard.
It is helpful to clap the rhythm q qqqq Count: “1 1 1 1”
of a piece before playing it. clap clap clap rest
Count: “1 1 1 1”
clap clap clap clap

My Dog, Spike

œ œ œ ŒSteady œ œ œ Œoff to school, œ œ œ œ œ œ œ Œ“Hot Cross Buns”

My dog, Spike, out to prove that he’s so cool.
L.H. 2
2 33 23
3 3 44 4
4 4

With accompaniment, student starts here:

Steady ( = 120)

12

New Concepts: Quarter note picture of sound Review: LH fingers 2-3-4
Touch & Sound: Three black keys
Quarter rest picture of silence
Perform
Moving LH fingers 2-3- 4 Student plays My Dog, Spike on
three black keys with a steady
independently pulse.

Prepare Practice

8/9 5 On the piano cabinet, student
While listening to My Dog Spike, finger-taps with LH while
student: saying finger numbers.

1) points to notes and sings Ask student:
lyrics. “Which notes repeat?”

2) taps and counts rhythm.

Theory Workbook Practice Games Music Flash Cards – Set A
Party Cat’s Bubbles pg. 8 Listen & Respond pg. 3 Yellow #2, #3
Notes pg. 9 Imagine & Create pgs. 4-5

12

R.H.
234

You can play “My Dog, Spike”
and “Sorry, Spike” as one song.

Sorry, Spike

Steady

R.H. 4 œ œ œ4 Œ4 3
œ œ œ Œ2 2
3 Œ3 œ œ œ œ œ œ œ3 3
2
You won’t pass! 22

“Sor - ry, Spike! Bark - ing is - n’t taught in class!”

With accompaniment, student starts here:

Steady ( = 120)

13

New Concepts: Quarter note Review: RH fingers 2-3-4
Touch & Sound: Quarter rest Three black keys
Moving RH fingers 2-3-4
independently Perform

Prepare Practice Student plays Sorry, Spike on
three black keys.
8/9 5 On the piano cabinet, student
While listening to Sorry Spike, finger-taps with RH while Extra for Experts:
student: saying finger numbers. Play My Dog, Spike and
Sorry, Spike as one song.
1) points to notes and sings Ask student: Keep pulse steady as student
lyrics. “Which notes repeat?” continues with RH on second
page.
2) taps and counts rhythm.

13

L.H. R.H. wWHOLE NOTE
432 234
A Whole Note fills the time of four quarter notes.

qqqq = 4 beats
w = 4 beats

Count: “1 2 3 4”
clap - hold - hold - hold

Merrily We’re Off To School

Bouncy “Mary Had A Little Lamb”

œ œ œ œ4 3 œ œ œ4 4 4 œ œ œ Œ3 3 3 œ œ œ4 4 4
3
R.H. 2 Œ Œ

Mer - ri - ly we’re off to school, off to school, off to school.

With accompaniment, student starts here:

Bouncy ( = 130)

14

New Concepts: Whole note Review: Quarter note quarter rest
Technique: Stepping and repeating
Cluster
Perform
Playing clusters with full arm weight, Student plays Merrily We’re Off
To School on three black keys,
keeping fingers close to the keys playing “honks” with a big
sound.
Prepare Practice

10/11 6 On the piano cabinet, student
While listening to Merrily We’re finger-taps RH while saying
Off To School, student: finger numbers.

1) points to notes and sings Keep pulse steady as student
lyrics. continues with LH on second
page.
2) taps and counts rhythm.

Practice Games, Theory Workbook Piano Technique
Listen & Respond pg. 7 Left Or Right? pg. 10 Long Shadows pg. 5
Which Hand Plays? pg. 11
Music Flash Cards – Set A
14 Yellow #4, #11, #12

These small black boxes are called “clusters.”
Play notes together using fingers indicated.

œ œ œ œHere’s our school bus. Ê Ê Ê ŒHonk! Honk! Honk! œ œ œ œ wHur - ry, it won’t wait.

L.H. 222 33 2 3
333
2 444 4
33
4

8va
15

15

L.H. R.H. HALF NOTE q q = 2 beats
432 234 h = 2 beats
h
Count: “1 2”
A Half Note fills clap -hold
the time of two
quarter notes.

My Best Friend

Happily 4 “Pierrot”
3
˙ 3 22 33 2
œ œ œ œR.H. 2 2 2 œœ
˙ œœ w

My best friend is * Ad - am. We play ev - ’ry day.
Mag - gie.

œ œ œ œ ˙ ˙Hey, we just got start œ œ œI wish s/he œcould wstay.
- ed,
3 4
L.H.
“So long!”
3 2 3 3
444 44

Play the first line of the song with your right hand; then play the second line of the song with your left hand.
*Fill in the name of your own friend.

With accompaniment, student starts here:

Happily
( = 120)

16

New Concept: Half note Review: Quarter note
Whole note
RH, LH, and finger numbers

Touch & Sound: Playing fingers 2-3-4 independently

Prepare Practice Perform
On the piano cabinet, student
12/13 7 finger-taps RH and LH while Student plays My Best Friend
While listening to My Best saying finger numbers. with energy on three black keys.
Friend, student:
Music Flash Cards – Set A
1) points to notes and sings Yellow #6
lyrics.

2) taps and counts rhythm.

Ask student:
“How many quarter notes are in
this piece? Half notes? Whole
notes?”

Piano Technique
Locomotion pg. 6

16

L.H. R.H.

MEASURES

432 234 I Can Do It! Bar Lines bar lines qq qŒ
group beats
qqqq measure

into Measures. measure

With confidence

œ œ œ œ4 œ œ3 œ4 Œ 4 Barbara Kreader
3
R.H. 3
2 Ê2 Ê

I play key - board all day long. Ê Ê œ œ ˙Uh - oh, wrong notes. I go on.

2 2
L.H. 3 3
4
4

œ œ œ œR.H. 4 œ œ3 œ4 Œ Double Bar Line means
3 the end of the piece.
2 here’s my song.
I can do it, œ œ œ œ œ œ ˙Now it’s right with no notes wrong!

2 3
L.H. 3 4

4

With accompaniment, student starts here:

With confidence ( = 120)

17

New Concepts: Measures, barlines, double barline Review: Clusters
Technique: Stepping up
Playing clusters with full arm weight, Stepping down
passing melody between hands

Prepare Practice Perform

14/15 8 On the piano cabinet, student Student plays I Can Do It! using
While listening to I Can Do It!, finger-taps RH and LH. a strong, confident tone,
student points to notes and sings observing quarter rests in
lyrics. (From this point on, finger measures two and six.
numbers for repeated notes are
Ask student: removed.)
“How many measures are in this
piece?” Ask student to find three notes:
1) Stepping up
“What measures are exactly the 2) Stepping down
same?” 3) Repeating

Practice Games Notespeller Music Flash Cards – Set A
Read & Discover pg. 8 Step Up, Step Down, Or Repeat Pink #1
pg. 4

17

L.H. R.H. ÓHALF REST ŒŒ
32 234 = 2 beats
A Half Rest fills
the time of two Ó
quarter rests. = 2 beats

Let’s Get Silly! Count: “1 2”
rest - rest

With excitement Barbara Kreader
4
œ œ œ3 œ œ Œ 2
œ œR.H.
œœœœ
˙round. Ó
Come play in the yard with me; laugh and twirl a -

œ œ œ œTick - le 4 L.H. 3
œ œ œ ŒL.H.
all our fun - ny bones; œ œ œR.H. œ w3

fall down on the ground.

2 3
3

With accompaniment, student starts here:

With excitement
( = 130)

18 8va

New Concepts: Half Rest Review: All note and rest values
Technique: Measures and barlines
Playing on two black keys (LH) Repeating notes

and three black keys (RH)

Playing repeated notes with full arm weight

Prepare Practice Perform

16/17 9 Block out piece by playing only 1) Student plays lines one and
While listening to Let’s Get the first note of each measure in three 8va, and teacher plays
Silly, student: whole notes. lines two and four (or vice
1) points to notes and sings verse).
lyrics. (After blocking piece, student
will read repeated notes easily.) 2) Student plays entire piece
2) taps and counts rhythm. with a light and bouncy touch,
Ask student: observing all quarter rests and
“How many measures are in this half rests.
piece?”

Theory Workbook Music Flash Cards – Set A Piano Solos
Drawing Rests pg. 12 Yellow #7, #13, #14 Water Lily pg. 2
Rhythm Detective pg. 13 Mister Machine pg. 3

18

4
œ œ œ œR.H. 3
2
œœœŒ
œœœœ
Make up jokes and cra - zy names; ˙song. Ó
sing a fun - ny

L.H.
3

œ œ œ œ w3 2

œ œ œ œLaugh so hard that R.H.

L.H. œ œ œ Œwe can’t breathe. Bring a friend a - long.

2 3

19

19

L.H. R.H.

32 234 Night Shadows

Quietly Barbara Kreader

œ œ œ œR.H. 4 4 3 œ 2 œ4 œ œ œ ˙4
3 œ œ œis scared and
œ bear 33

Shad - ows, shad - ows œon the wall. My so am I.
L.H.

3 2

4 ˙- ing.
3 L.H.
œ œ œ œ ˙R.H. 2 œ2 œ œ œ w
3

But my night light’s shin We can go to sleep.

3

With accompaniment, student starts here:

Quietly ( = 82)

With pedal

20

New Concept: None, Unit 1 review piece Review: All note values
Repeat, step up, step down
Touch & Sound: Passing melody smoothly between hands Measures, barlines

Prepare Practice Perform

18/19 10 1) Draw a line connecting note 1) Student plays Night Shadows
While listening to Night heads so that student clearly on two and three black keys
Shadows, student: follows melody line between with a gentle tone.
hands.
1) sways (or taps knees) with a 2) Student plays last two
half-note pulse. 2) On the piano cabinet, student measures gradually slower, as if
finger-taps RH and LH while going to sleep.
2) points to notes and sings saying finger numbers.
lyrics, giving slight emphasis to
the half-note pulse.

3) taps and counts rhythm.

Practice Games Theory Workbook Piano Solos
Listen & Respond pg. 9 Rhythm Composer pg. 14 Walking The Dog pg. 4
Read & Discover pg. 10
Notespeller
Finger Painting pg. 5

20

THE MUSICAL ALPHABET U
N
Playing on the White Keys I
T
Music uses the first seven letters Alphabet Soup
of the alphabet. These letters are 2
used over and over to name the
white keys.

With your right-hand third finger,
play and sing the music alphabet
three times, using this rhythm:

A B CD E F G A BCDEFGABCDE FGABCDEFG A B C D E F G

Student part to be played by rote. Fred Kern

Steady ( = 120) 8va 15ma

Student ( )

Teacher

21

New Concepts: The musical alphabet Review: Stepping up
Touch & Sound: Stepping down
Playing on white keys

Playing on the white keys with RH

third finger supporting first joint with thumb

Prepare Practice Perform

Student recites musical alphabet: 20 11 With RH third finger, student
1) forward, A-B-C-D-E-F-G, and plays Alphabet Soup three times
2) backward, G-F-E-D-C-B-A. 1) While listening to Alphabet while stepping up the keyboard.
Soup, student points to notes and
sings letter names three times: Extra for Experts:
A-B-C-D-E-F-G Student starts on the highest G
and plays and sings Alphabet
2) Locate the A Key found in Soup three times while stepping
the group of three black keys, down the keyboard:
and ask student to find other G-F-E-D-C-B-A
A Keys all over the keyboard.

Theory Workbook Notespeller Piano Technique
The Musical Alphabet pg. 15 Let’s Have Lunch! pg. 6 The Attic Stairs pg. 8

21

C D E GROUPS

R.H.

CD E CDE CDE CDE CDE

123

With your right hand, start at the low end of the keyboard and play
the C D E groups with individual fingers 1-2-3 going up the keyboard.

CDE Now explore the keyboard,
playing the C D E groups
with your left hand using
fingers 3-2 -1.

22

New Concept: C D E groups Review: Two black key groups
Touch & Sound: High and low
CDE

Playing C D E groups using fingers 1-2-3
First experience playing with thumb

Prepare Practice Perform

1) Student locates the C Key 1) Student finger-taps 1-2-3 on 1) Starting at low end of the
found in the group of two black piano cabinet in three-note keyboard, student plays C D E
keys, then finds other C Keys all impulses with RH then LH. groups going up the keyboard
over the keyboard. with RH fingers 1-2-3 (playing
2) Keeping natural curve of C D E).
2) Student locates D Keys. hand, student gently lifts wrist
between repetitions. 2) Starting at high end of the
3) Student locates E Keys. keyboard, student plays C D E
groups going down the keyboard
with LH fingers 1-2-3 (playing
E D C).

Theory Workbook Notespeller
C D E Groups pg. 16 Unlock C D E! pg. 7

22

My Own Song
On C D E

With your right or left hand, choose
any C D E group in the upper part of
the piano.

Listen and feel the pulse as your teacher
plays the accompaniment below. When
you are ready, play C D E. Experiment
by playing E D C.

Mix the letters any way you want and
make up your own song.

Have fun!

Accompaniment Repeat as necessary

Flowing ( = 85)

With pedal

23

New Concept: Improvising on C D E groups Review: C D E groups, playing thumb
Steady pulse
Touch & Sound: Playing C D E groups using fingers 1-2-3 High and low

Prepare Practice Perform

21 12 With RH or LH, student Encourage student to improvise
Student taps quarter notes while improvises My Own Song on freely, using any C D E groups
listening to accompaniment. C D E using one or two C D E all over the keyboard.
groups.

23

L.H. R.H. pPIANO
432
M means soft
I
D Dynamic Signs tell
D how loud or soft to
L play and help create
E the mood of the music.

CDE

123

Balloon Ride

Soaring œ1 ˙ ˙3 Phillip Keveren

p What a R.H. 2 œ w1 2

œ œReach - ing œday for fly - ing, œ œ œsun is in my eyes. Repeat
heav - ens, skies.
L.H. for the float - ing through the : Sign
3 means to
2 play the
4 piece again.

2
3
4

Hold down the right pedal (damper pedal) throughout.

With accompaniment, student starts here: 1. 2.

Soaring ( = 120) R.H.

L.H.

24

New Concepts: C D E group, piano Review: Stepping up
Touch & Sound: Damper pedal, repeat sign
Playing softly

Prepare Practice Perform

22/23 13 Student practices Balloon Ride, 1) Student (or teacher) holds
While listening to Balloon Ride, listening for smooth transition in damper pedal down throughout
student: melody from LH to RH. piece.

1) sways (or taps) whole notes. 2) Student plays each 2-measure
phrase in one continuous move-
2) points to notes and sings ment, creating a feeling of motion
lyrics. (as if a balloon were soaring away).

3) taps and counts rhythm. Extra for experts:
On repeat, student plays Balloon
Ride one octave higher.

Theory Workbook Piano Technique Music Flash Cards – Set A
Finding C D E On The Look At Me! pg. 9 Pink #2, #3
Keyboard pg. 17

24

L.H. R.H. FORTE
2
M f
I Party Cat
D means loud
D
L
E

CDE

123

Rockin’ Phillip Keveren

œ œ œR.H. 3 2 œ œ1 œ œ1 œ œ1 œ
˙where it’s at œ œ ˙for my fam - ’ly’s par - ty cat.
fRock ’n’ roll is
L.H.

2 2 2

œ œ œ œR.H. 3 2 œ1 œ œ1 œ w1
˙sleeps all day, œ œrocks the night a - way!
Lies a - round and
L.H.

2 2

With accompaniment, student starts here:

Rockin’
( = 110)

Bad cat!
25

New Concept: Forte Review: C D E group

Touch & Sound: Playing loudly

Prepare Practice Perform

24/25 14 1) Block out by finger-tapping Student plays Party Cat in a
While listening to Party Cat, piece in half notes, removing the strong rock rhythm, playing the
student: repeated quarter notes. repeated notes (beats 2 and 4)
slightly softer.
1) points to notes and sings 2) After blocking piece, student
lyrics, giving emphasis to beats will feel and hear direction of Extra for Experts:
one and three. melody and will read repeated Also, students may improvise in
notes easily. the Party Cat position with
2) taps and counts rhythm. accompaniment (Games pg. 13).

(Note: students enjoy saying Music Flash Cards – Set A Practice Games
“Bad cat!” at end of piece) Pink #4 Imagine & Create pgs. 13-14
C D E Flash Cards pg. 15
Practice Games
Listen & Respond pgs. 11-12

25

F G A B GROUPS

L.H. FGAB FGAB FGAB FGAB FGA B

FGAB

4321

With your left hand, start at the low end of the keyboard and play the
F G A B groups with individual fingers 4-3-2 -1 going up the keyboard.

FGAB Now explore the keyboard,
playing the F G A B groups
with your right hand using
fingers 1-2-3- 4.

26

New Concept: F G A B groups Review: Three black-key groups
Touch & Sound: High and low
F GA B

Playing F G A B groups using
fingers 1-2-3-4

Prepare Practice Perform

1) Student locates the F Key 1) Finger-tap 1-2-3-4 on piano 1) Starting at low end of the
found in the group of three black cabinet in four-note impulses keyboard, student plays F G A B
keys, then finds other F Keys all with RH then LH. groups going up the keyboard
over the keyboard. with RH fingers 1-2-3-4
2) Keeping natural curve of (playing F G A B).
2) Student locates G Keys. hand, student gently lifts wrist
between repetitions. 2) Starting at high end of the
3) Student locates A Keys. keyboard, student plays F G A B
groups going down the keyboard
4) Student locates B Keys. with LH fingers 1-2-3-4 (playing
B A G F).

Theory Workbook Notespeller
F G A B Groups pg. 18 Unlock F G A B! pg. 8

26

My Own Song
On F G A B

With your left or right hand, choose
any F G A B group in the upper part of
the piano.
Listen and feel the pulse as your teacher
plays the accompaniment below. When
you are ready, play F G A B. Experiment
by playing B A G F.
Mix the letters any way you want and
make up your own song.
Have fun!

Accompaniment Repeat as necessary Last time
27
Rock beat ( = 130)

New Concept: Improvising on F G A B groups Review: F G A B groups
Rock rhythm
Touch & Sound: Playing F G A B groups using
fingers 1-2-3-4 Perform

Prepare Practice Encourage student to improvise
freely, using any F G A B groups
26 15 With RH or LH, student all over the keyboard.
Student taps half notes while improvises My Own Song on
listening to accompaniment. F G A B using one F G A B Extra for Experts:
group. Student improvises by passing
melody between hands.

27

L.H. R.H.

M
I
D
D
L 2 3
E

FGA B

4321

Undersea Voyage

Mysteriously Phillip Keveren

œR.H. 3 œ2 o- cean œ œ3 :
œ œin - to the tle 2
p Deep ˙tur - 2.
That’s the big - gest ˙ œ œ win my sub - ma - rine.

L.H. I have ev - er seen!

1 1 3
2 2
3
4
Hold down the damper pedal throughout.
1.
With accompaniment, student starts here:

Mysteriously ( = 120)
R.H.

L.H.

28

New Concept: F G A B group Review: Repeat sign
Stepping down
Touch & Sound: Playing with a whole-note pulse
Playing softly Piano

Prepare Practice Perform

27/28 16 Student practices Undersea 1) Student (or teacher) holds
While listening to Undersea Voyage, listening for smooth damper pedal down throughout
Voyage, student: transition in melody from piece.
RH to LH.
1) sways (or taps) whole notes. 2) Student plays each 2-measure
phrase in one continuous
2) points to notes and sings movement, creating a feeling of
lyrics. motion (as if a turtle were diving
to the bottom of the ocean).
3) taps and counts rhythm.

Theory Workbook Notespeller Piano Technique
Finding F G A B On The “You Lost What?” pg. 9 Monster Under My Bed pg. 10
Keyboard pg. 19

28

L.H. R.H.

M
I
D
D
L 2 3
E

FGA B

4321 Taxi Tangle

Impatiently Œ3 Œ Œ ŒPhillip Keveren

2 Honk! Honk!
R.H.
ŒÓ
œ œf Tax - i œ œtan - gle œ œ œ œon the high - way! Honk! Honk!
Honk!
L.H. 21 4321
43
Œ3
Œ
2
R.H.

œ œ œ œ œ œ œ œSkid, bump! ’Xcuse me! Turned the wrong way! Honk! Honk!

L.H.

4 321 4321

With accompaniment, student starts here:

Impatiently ( = 140)

29

New Concept: None, review piece Review: F G A B groups
Forte
Touch & Sound: Playing clusters with full arm weight Stepping up
Quarter rest , clusters

Prepare Practice Perform

29/30 17 1) Students enjoy playing the Student plays Taxi Tangle with a
While listening to Taxi Tangle, honks (beats 1 & 3) along with full sound, using full arm weight
student: the accompaniment (honks on when playing clusters.
beats 2 & 4) and can easily hear
1) claps honks. and read the rests.

2) points to notes and sings 2) Practice Taxi Tangle at slow
lyrics. as well as fast tempos.

3) taps and counts rhythm.

Practice Games, Practice Games Music Flash Cards – Set A
Listen & Respond pg. 17 Imagine & Create pgs. 19-20 Yellow #15, #16
Read & Discover pg. 18 F G A B Flash Cards pg. 21

29

U TIME SIGNATURE qqqq qqh w
N L.H. R.H.
44(4Q) = four beats fill every measure Count: “1 1 1 1 1 1 1 - 2 1 - 2 - 3 - 4”
M = quarter note gets one beat or “1 2 3 4 1 2 3 - 4 1 - 2 - 3 - 4”
I
Sea (C) Song
ID
D œ œ Fred Kern
L E
E œ
D œ œ
T FGA BCDE B B
4 3211 2 3 C œ œ
A A
3 Lively 1 œ œ œ œ

4 œ œ œR.H.
E
D

4C

f

GG

FF

1 œ œ œ œ œ L.H.
E E 4
œ
D D 1

R.H. C C wR.H.
C

œ œ œ œB
A
G
F

L.H.
4

With accompaniment, student starts here:

Lively
( = 120)

30

New Concept: 44 Review: C D E Group
Touch & Sound: F G A B Group
Time signature Forte
Playing by letter name, not finger number Stepping up
First experience playing on all white keys
Playing in 3-note and 4-note impulses

Prepare Practice Perform

31/32 18 Student counts while tapping This accompaniment has a
While listening to Sea (C) Song, RH/LH rhythm on knees. rhythmic “island dance” feel,
student points to notes and sings and students enjoy playing Sea
letter names. (There are several good systems (C) Song in a lively tempo.
for teaching rhythm. Two such
Ask student: presentations are included in the
“How many times do you play blue concept box. Teachers are
the C D E pattern?” encouraged to use the counting
“How many times do you play system that works best for them.)
the F G A B pattern?”
“Do these patterns step up or
step down?”

Theory Workbook Notespeller Piano Solos
Naming Notes On The Going Up, Going Down pg. 10 Quiet Night pg. 5
Keyboard pg. 20
Piano Technique Music Flash Cards – Set A
Breathe Easy pg. 12 Yellow #9, #17

30

New Position

L.H. R.H.

M
I
D
D
L
E

A CD

2 23

Rain, Rain, Go Away

Steady œ2 œ œ2 œ œ3 D œœ Folk Tune
2 C
œrain, œC C œa - gain some œ :day.
œR.H. oth - er
sun, go Come all want to play and shout!
4C L.H. A come We
4 Rain, a - way. A
2 on out.
pSun,
A A

222

With accompaniment, student starts here: 1. 2.

Steady ( = 120)

31

New Concept: New RH position “ C D” Review: Piano
Touch & Sound: Repeat sign
with fingers 2-3 Reading by letter name

Passing melody between hands with a

slight emphasis on beats one and three

Prepare Practice Perform

33/34 19 1) Draw a line connecting note Play Rain, Rain, Go Away with a
While listening to Rain Rain, Go heads so student clearly follows delicate touch, imitating the
Away, student: melody line between hands. sound of raindrops.

1) taps half notes, alternating 2) Student finger-taps piece
RH and LH. slowly and deliberately.

2) points to notes and sings
letter names. (From this point
on, letter names for repeated
notes are removed.)

3) taps and counts rhythm.

Piano Technique
Playing Catch pg. 13

31

L.H. R.H.

F GA M
432 I
D
D
L
E

CD

23

Dakota Melody

With a steady beat œ œ2 œ2 œ œ Native American
R.H. 2 C œœ D
œC C œœœ
œ œ44 fC A A G
L.H. A F

2 2 2 œ Ó:
A
œR.H. 2 œœ œ2
pC œ œ œ A C œœœ

L.H. A A
G
G

22

With accompaniment, student starts here:

With a steady beat ( = 120)

32

New Concept: Reading step up, step down, Review: Piano
Touch & Sound: Forte
and repeat using letter names Repeat sign

Dynamic change -

Combining 3-note and 4-note impulses

Prepare Practice Perform

35/36 20 Student finger-taps piece slowly 1) Student plays line one forte
While listening to Dakota and deliberately. (This is student’s like an Indian drum and teacher
Melody, student: first experience reading letters plays line two 8va and piano
A-G-F stepping down). like an Indian flute. (or vice
1) points to notes and sings versa).
lyrics.
2) Student plays entire piece
2) taps RH/ LH rhythm on drum as written with a steady pulse,
or hard surface, observing observing half rest.
dynamics - .

Theory Workbook Piano Solos
Loud Or Soft? pg. 22 Bear Dance pgs. 6-7

32

L.H. R.H. Knock-Knock Joke

F GA M
432 I
D
D
L
E

C

2

With humor œ ¿ ¿ ŒKnock on piano cabinet œ2 œ Guatemalan
F œ“Knock - knock.” C
œ œR.H. 2 ¿¿Œ
44 fC œ G œœ œ “Who’s there?”
G
L.H. A A

2 3 2

œ œR.H.2 4 œ2 œ
C
C ¿¿Œ ¿¿Œ :
œ“Knock - knock.” œœ
œ œL.H. A G œ “Who’s there?”
G

F F

2 3 4
4

With accompaniment, student starts here:

With humor

( = 135)

33

New Concept: None, review piece

Touch & Sound: Skipping one finger in LH, playing 2-4-3

Prepare Practice Perform

37/38 21 Student plays the melody, and Student plays Knock-Knock Joke
1) While listening to Knock- teacher (or another student) taps and then tells favorite knock-
Knock Joke, student follows the “knock-knock” part. knock joke.
score and taps the “knock-
knock” part on piano cabinet or
any percussive instrument.

2) Ask student:
“How is line two different from
line one?” (The last note is
different.)

Practice Games Piano Technique Piano Solos
Listen & Respond pg. 23 Popcorn pg. 14 Stomp Dance pgs. 8-9
Read & Discover pgs. 23-24

33

L.H. R.H.

GA M
32 I
D
D
L
E

CDE

2 34

Old MacDonald Had A Band

With energy œ4 œ Traditional
E
R.H. 2 œœ œ œ œ Ó
œMac - Don - ald D
4 œC :
his band he œ œ œhad a band, C
4 Old L.H. G
fIn had a horn, E - I - E - I - O.
E - I - E - I - O.
A
G

3

With accompaniment, student starts here: 1. 2.

With energy ( = 120)

34

New Concept: None, Unit 3 review piece

Prepare Practice Perform

39/40 22 Teacher plays the A section and Student plays entire piece with
While listening to Old student plays the B section 8va. energy.
MacDonald Had A Band, Have fun adding new
student: instruments!

1) points to notes and sings Drum Rum-pum here.
lyrics. Rum-pum there...

2) finger-taps and counts Tuba Oom-pah here.
rhythm. Oom-pah there...

Theory Workbook Flute Tweet-tweet here.
Rhythm Jam pg. 23 Tweet-tweet there...
Step Or Repeat pg. 24
Notespeller
Fishing For Letter Names pg. 11

34

œ œ œR.H. 2 œ œ œToot toot there. œ2 œ œ œ œev - ’ry - where.
C C G
Toot toot here. L.H. G
Toot toot

3 3

œR.H. 2 œœ œ4 œ œ œ œ Ó
C œMac - Don - ald E
Old
L.H. G œ œ œhad a band, D
A
G C

E - I - E - I - O.

3

35

35

U
N LINES AND SPACES
I Some notes are

written in spaces:

T Some notes are
written on lines:

4

SPACE NOTE

LINE NOTE

Music is written on a STAFF of 5 lines and 4 spaces.

55 llineess wwwww 44ssppaaceess 4 wwww
1
5 LLinee NNootetses 3 SSppacceeNNootetses
4 2
3
2
1

36

New Concepts: Line notes
Space notes
Lines and spaces on musical staff

Prepare Practice Perform

1) With a finger or pencil, 1) With a pencil, student points
student traces picture of large to and counts five rungs on
line note and large space note. ladder starting from the bottom
and then points to five lines on
2) Study picture of boy and girl staff counting 1-2-3-4-5.
on the ladder and ask student:
2) Student points to and counts
“Why does the boy’s face look four spaces between rungs on
like a line note?” ladder starting from the bottom
and then points to spaces on
“Why does the girl’s face look staff counting 1-2-3-4.
like a space note?”

Theory Workbook Theory Workbook Notespeller
Line Note Or Space Note? pg. 25 Notes On Lines pg. 26 Line Notes And Space Notes
Notes In Spaces pg. 27 pg. 12
Drawing Notes On Lines
And Spaces pg. 13

36

HOW NOTES MOVE ON THE STAFF

REPEAT STEP
(2nd)
œœœ œœœ
œ œ œ œ œ œLine to Space or Space to Line

Same Line Same Space Stepping Down Stepping Up

L.H. M Title:______________________________
I
F GA D You already know how to play this song.
4 32 D Do you know its name?
L
E

C

œ œ œ œ œ œSteady Œ

44 Œ

L.H. 2 down 2 down

down œ œ œdown

œœœœ Œ

4 up same up down
down
same
37

New Concept: How notes move on the staff Review: Musical staff
Line notes, space notes
Prepare Practice Repeating, stepping
My Dog Spike (pg.12)
With a pencil, student points to Student points to notes in
example of repeating notes mystery song saying: Perform
saying:
2, down, down, rest 1) Student places LH fingers
1) same-line-line. 2, down, down, rest 4-3-2 on F-G-A and plays
2) same-space-space. 4, same, up, same, mystery song by direction,
up, down, down, rest not by letter name.
Student points to example of
stepping notes saying: 2) Student recognizes song as
My Dog Spike (Hot Cross Buns)
1) step-ping down. and writes title above score.
2) step-ping up.

Theory Workbook Notespeller Music Flash Cards – Set A
How Notes Move pg. 28 Line Up The Flags! pg. 14 White #35, #36, #37, #38
Up, Down, Or Repeat pg. 29

37

THE BASS CLEF SIGN ? M
I
(The “F” Clef) D
D
This sign comes from the old-fashioned letter F. L
E
This is the F line The F line passes between
the two dots of the Bass Clef sign. FGABC
You will usually play the low tones written
on the Bass Staff with your left hand. Hide And Seek ? www

The note F is your reading guide for the
Bass Clef. You can name any note on the
Bass Staff by moving up or down from the F line.

Playfully œ œ œ Œ œ œ œ œ wI won’t peek! Mona Rejino

? 44 œ œ œ ŒHide and seek! Run and hide out - side.

fL.H. 4 4 œ œ œ œ ˙I know where you’ll hide! ¿ ŒBoo!

? œ œ œ ŒI’ll find you. œ œ œ ŒNeed no clue.

2 2 (Play any F
on the piano!)
Accompaniment
1. 2.
Playfully ( = 120)

8va
38

New Concepts: Bass Clef Sign (The “F” Clef) Review: Stepping on the staff
Reading Guide F
Notes F-G-A on Bass Staff

Prepare Practice Perform

1) With a pencil, student traces Student points to and identifies Student plays piece saying:
the blue F line through the two first note of every measure. Fill F, up, up, rest
dots of the Bass Clef and in magnifying glasses. F, up, up, rest
through the entire piece of Hide A, down, down, up, up__,
and Seek. Explain that all notes 41/42 23
on the F line are F. While listening to Hide and A, down, down, rest
Seek, student: A, down, down, rest
The F note is the reading F, up, up, down, down__, Boo!
guide for the Bass Clef. 1) points to notes and sings
lyrics. Practice Games
2) Ask student: Imagine & Create pgs. 26-27
“How many F notes are in this 2) taps and counts rhythm.
song? G notes? A Notes?” Music Flash Cards – Set A
Piano Technique Pink #5, White #11, #12, #13
Practice Games Hot Sand Hop pg. 16
Read & Discover pg. 25 Molding Clay pg. 17

Theory Workbook
The Bass Clef pg. 30

38

Whenever you see this
magnifying glass, fill
in the name of the note.

Bouncy Title:______________________________

? 44 œ You already know how to play this song.
Do you know its name?

œ œ œ œ œ œ Œ œ œ œ Œ œœœŒ

? œ œfL.H. 2 œ œ œ œ œ Œ œ œ œ œ w

2
39

New Concept: None, review piece for bass clef Review: Reading guide F
Bass clef notes F G A
Merrily We’re Off To School

Prepare Practice Perform

Help the detective solve this Clue #1: 1) Student reads and plays entire
mystery. “What are the note names below piece.
the magnifying glasses?”
Tell student: (Write them in.) 2) Student recognizes piece as
“You already know how to play Merrily We’re Off To School
this song. Let’s figure out the Clue #2: (Mary Had A Little Lamb) and
title by following these clues!” Where are the stepping notes? writes title above score.

Clue #3:
Where are the repeated notes?

Clue #4:
“Where do you place your LH?”

Theory Workbook Notespeller Notespeller
Notes On The Bass Staff pg. 31 Drawing The Bass Clef Sign A Tall Tale pg. 17
pg. 15 Bass Clef Notes F G A pg. 18
Fishes Full Of F Notes pg. 16

39

&THE TREBLE CLEF SIGN M
(The “G” Clef) I
D
This sign comes from the old-fashioned letter G. D
L
E

CDE FG

This is the G line. The G line passes through & www
the curl of the Treble Clef sign.
You will usually play the high tones written The note G is your reading guide for the
on the Treble Staff with your right hand. Treble Clef. You can name any note on the
Treble Staff by moving up or down from the
G line.

Oh, Gee (G)

Steady 4 œœŒ œœ œœ MMuussiiccbbyyFFrreeddKKeerrnn
Words by Clairee BBeerrtthhoolldd
& 44 œ œ œ ŒR.H. 4 œ oh, gee. Four more min - utes,
w
f Gee, oh, gee. Gee,
please.

2 œ œ Œ 2 œ œ Œ ˙ ˙ w

&œ œ

No, not yet. Let us play one more game.

Accompaniment

Steady ( = 120)

40

New Concepts: Treble Clef Sign (The “G” Clef) Review: Stepping on the staff
Reading Guide G
Notes E-F-G on Treble Staff

Prepare Practice Perform

1) With a pencil, student traces Student points to and identifies Student plays piece saying:
the blue G line through the curl first note of every measure. Fill G, down, down, rest
of the Treble Clef and through in magnifying glasses. G, down, down, rest
the entire piece of Oh, Gee (G). E, same, same, up, up__,
Explain that all notes on the G 45/46 25
line are G. E, up, up, rest
While listening to Oh, Gee (G), E, up, up, rest
The G note is the reading student: F__, same__, down__
guide for the Treble Clef.
1) points to notes and sings Practice Games
2) Ask student: lyrics. Imagine & Create pgs. 30-31
“How many G notes are in this
song? F notes? E notes?” 2) taps and counts rhythm. Music Flash Cards – Set A
Pink #6, White #17, #18, #19
Practice Games Piano Technique
Read & Discover pg. 29 Sneaky Footsteps pg. 18
Fingerpainting pg. 19
Theory Workbook
Treble Clef Sign pg. 32

40

Hopscotch

Bouncy

& 44 œR.H. 4 œ œ œ ˙ Œœ œœœœ w Mona Rejino

f I won - der who will win.
Hop - scotch on the walk.

5

2

&œ œ œ œ œ œ ˙ œ œ œ œ w

Lines and spac - es drawn in chalk; now we can be - gin.

Accompaniment 5

Bouncy ( = 120)

41

New Concept: None, review piece for treble clef Review: Reading guide G
Treble clef notes E F G

Touch & Sound: Playing repeated notes with down-up
motion of wrist

Prepare Practice Perform

47/48 26 1) Student blocks out piece by Student reads and plays entire
While listening to Hopscotch, playing only notes on first and piece.
student: third beats.

1) points to notes and sings G F E-
lyrics. (Singing lyrics simplifies G F E-
tricky rhythm in second EFGF
measure.) G F E-

2) taps and counts rhythm. 2) After blocking piece, student
will easily read repeated notes.

Theory Workbook Notespeller Notespeller
Notes On The Treble Staff pg. 33 Drawing The Treble Clef Sign Meet Peggy And Gus pg. 21
pg. 19 Treble Clef Notes E F G
Piano Solos Gloves Full Of G Notes pg. 20 pg. 22
Howard H. Hippo pgs. 10-11

41

THE GRAND STAFF

A Musical Map

F CG

The Bass Staff and the Treble Staff together
make the GRAND STAFF, a Musical Map
that tells you which key to play.
Middle C uses the short line (ledger line)
between the Bass Staff and Treble Staff.

42

New Concepts: The Grand Staff Review: Reading guide F
Reading guide Middle C Reading guide G
Ledger line Middle C
Brace

Prepare Practice Perform
Student points to and names
1) With finger or pencil, student each note, ascending on the staff Student plays stepping warm-up
points to Bass F on the starting from: while following teacher’s cue,
keyboard and traces the dotted 1) Bass F 1) LH in bass clef:
line to the F on the Grand Staff. 2) to Middle C F, up, up
3) to Treble G C, down, down
2) Repeat activity on Treble G A, up, up
then on Middle C, noting the Music Flash Cards – Set A A, down, down
ledger line added between the White #14, #15, #16
Bass Staff and Treble Staff. 2) RH in treble clef:
G, down, down
Theory Workbook C, up, up
The Grand Staff – A Musical E, down, down
Map pg. 34 E, up, up

42

Thumbs share Middle C in this position.

L.H. R.H.

M
I
D
D
L
E

A BCDE
32123

Happily My Best Friend “Pierrot”

& 44 œ œ œ œ1 ˙˙ œœœœ w

f *Lind - say. We play ev - ’ry day.

? 44 My best friend is

5 ˙ ˙start - ed. œ œ œ œ wI wish she could stay.

&

? œ œ œ œHey, we just got

3
* Fill in the name of your own friend.

43

New Concept: Notes B-C-D on the Grand Staff Review: My Best Friend (pg. 16)
Shared thumbs in Middle C Repeating
Stepping

Prepare Practice Perform

49/50 27 The Middle C note is the Student reads and plays My Best
While listening to My Best reading guide for My Best Friend saying:
Friend, student: Friend.
1) points to notes and sings RH in treble clef:
lyrics, adding name of student’s 1) Student plays 5-note alphabet C, same, same, up, up__, down__,
own best friend. forward A-B-C-D-E and C, same, up, same, down__
2) taps and counts rhythm. backward E-D-C-B-A.
LH in bass clef:
Notespeller 2) Student writes starting notes A, same, same, up, up__, down__,
Hiking Up And Down pg. 23 in magnifying glasses. A, same, up, same, down__

Ask student: “How are lines 1
and 2 the same?”

Piano Technique Piano Solos
On The Balance Beam pg. 20 Wishful Thinking pgs. 12-13

43

L.H. R.H. Tambourine Tune

M
I
D
D
L
E

A BCDE

32123

With spirit 1 Folk Tune

&? 4444 œ œ œ œf ˙ ˙ œœœœ w
˙
3

51 ..
..
& œ œ œ ˙ œœœœ w

?œ 2

3

Accompaniment (Student plays one octave higher than written.)

With spirit ( = 150)

5 1. 2.

44

New Concept: Reading melody between staves Review: Range A - E on Grand Staff

Touch & Sound: Passing melody between hands

Prepare Practice Perform

51/52 28 1) Draw a line connecting note 1) Student plays only first two
While listening to Tambourine heads so student clearly follows measures of each line 8va and
Tune, student: melody line between staves. teacher answers by playing last
two measures of each line.
1) taps half notes with 2) Student writes names of (or vice versa).
tambourine or percussive starting notes in magnifying
instrument. glasses. 2) Student reads and plays
entire piece in a lively tempo,
2) taps and counts rhythm of 3) Ask student: observing repeat.
melody. “How many A-B-C-D-E patterns
do you play?”

Practice Games Theory Workbook Piano Solos
Listen & Respond pg. 33 Notes Above And Below Toes In The Sand (with
Read & Discover pg. 34 Middle C pg. 35 improvisation on A B C D E)
pgs. 14 -15

44

L.H. R.H.

M
I
D
D
L
E

GA BC DE
321 123

Once A Man Was
So So Mad

Steady Folk Tune

& 44 œ œ œ1 œ œ œ œ œ œ œ Œ ..1

f 1. Once a man was so so mad, he jumped in - to a pa - per bag.
? 44 œ œ œ œ œ2. Pa - per bag, it was so thin, he jumped up - on a point - ed pin.
..

3

3. Pointed pin, it was so sharp, 5. Little kitty began to scratch, 7. Big fat pig began to tickle, 9. Bee came by and stung his chin, and
He jumped upon an Irish harp. He jumped into a cabbage patch. He jumped upon a big dill pickle. That’s the last I’ve heard of him!

4. Irish harp, it was so pretty, 6. Cabbage patch, it was so big, 8. Big dill pickle was so sour,
He jumped upon a little kitty. He jumped upon a big fat pig. He jumped upon a big sunflower.

Accompaniment (Student plays one octave higher than written.) 1-8. Last time

Steady
( = 130)

3

45

New Concept: Parallel thumb position on Review: Range G - E on Grand Staff
Touch & Sound: Grand Staff
Passing melody between hands

Prepare Practice Perform

Read through all lyrics of Once 53/54 29 Student reads and plays piece
A Man Was So So Mad together While listening to Once A Man with a steady bounce.
with student. Was So So Mad, student finger-
taps RH/LH on piano cabinet. (The nonsense text is fun and
will motivate student to keep a
steady pulse when melody
passes between RH and LH.)

Theory Workbook Notespeller Piano Technique
The Grand Staff Garden pg. 36 Stepping Stones pg. 24 Star To Star pg. 21
Where Is That Cat? pg. 25

45

L.H. R.H. Long, Long Ago FMEZZO FORTE

M means medium loud
I
D
D
L
E

GA BCDE

4 32 123

& 44Peacefully œ œ ˙me the tales œ œthat to 2 œœ Thomas Haynes Bailey

˙? 44F Tell ˙ were so wdear

me

4 2
5
œ œ wlong a - go, P ˙long, œ œ wlong a - go.
2



? long,

1 1

Accompaniment (Student plays two octaves higher than written.) 5

Peacefully ( = 120)

With pedal

46

New Concept: Mezzo Forte Review: Range G - E on the Grand Staff
Touch & Sound: Mezzo Piano
Playing ,

Prepare Practice Perform

55/56 30 1) Student points to stepping up Student reads and plays entire
While listening to Long, Long patterns, then points to stepping piece, adding dynamic in
Ago, student: down patterns throughout entire last two measures of each page
piece. (like an echo).
1) claps this rhythm
with a strong pulse on beat one. 2) Student writes names of
starting notes in magnifying
2) points to notes and sings glasses then points and names
lyrics, observing new and notes in line one.

dynamic markings. 3) Student plays line one and
finds another line with exactly
3) taps and counts rhythm. the same notes.

Theory Workbook Practice Games Piano Solos
From Soft To Loud pg. 37 Read & Discover pg. 35 Whistling Tune pgs. 16 -17
Imagine & Create pg. 35 Struttin’ pg. 18
Music Flash Cards – Set A
Pink #7, #8, Yellow #18, #19

46

PMEZZO PIANO

means medium soft

9 œ œ ˙me the songs 2 whear

& ˙ œœ
œ œI de - light - ed to
? ˙FSing

42

13 2 3

&˙ ˙w
œ œ ˙long a - go, P
long, œ œ ˙long a - go.

?

1 13

9

47

47

L.H. R.H. Nobody Knows The Trouble I’m In

M
I
D
D
L
E

GA BCDE

32 1 12 3

Playfully œ˙ œ˙ œ˙ Barbara Kreader

& 44 œ ˙1 trou - ble I’m in. Ó

? 44P No - bod -y knows ˙the ˙ ˙my friend

51 3 ˙ ˙An - drew.

&œ˙ œ ˙ ˙but

? No - bod - y knows

3 5

Accompaniment (Student plays one octave higher than written.)

Playfully ( = 180)

48

New Concept: None, Unit 4 review piece Review: Range G - E on the Grand Staff
Parallel thumbs B - C
Touch & Sound: Playing syncopated rhythm with
full weight of the whole arm ,

Prepare Practice Perform
1) Student reads and plays entire
57/58 31 1) Draw a line connecting all piece, bouncing the wrist lightly
While listening to Nobody note heads so student clearly on the first repeated note, and
Knows The Trouble I’m In, follows melody line between leaning firmly into the next note.
student: staves. 2) Student plays last line,
observing quarter rests.
1) taps this rhythm 2) Ask student:
giving the half notes extra “How many times does the RH Piano Technique
emphasis. play C-C-D-E?” Who Could It Be? pg. 23

2) points to notes and sings 3) While listening to Piano Solos
lyrics, including name of accompaniment, student reads Old Saw pg. 19
student’s own best friend. from the score and plays each
C-C-D-E pattern.
Practice Games
Listen & Respond pg. 36 Practice Games
Read & Discover pg. 37
Music Flash Cards – Set A
Yellow #20, #21 Notespeller
Safety Rules pg. 26

48

91 œ˙ ˙a œ˙ œw

&œ˙ me spill car - ton of juice!

? He saw

13 œŒœŒ Œ ŒÓ
3 œ œ
œ ŒPup!
œ Œ& œ ŒLet’s clean it

?F Quick!

9 13

49

49


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