Piano Lessons Book 2

Hal Leonard Student Piano Library

Teacher’s Guide
Piano Lessons Book 2
Includes:

• Teaching Suggestions for Every Piece

• Lesson Planning Chart for Books 2-5

• Introductory Improvisation Activities
from Piano Practice Games

Book 2

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

Hal Leonard Student Piano Library

Teacher’s Guide

Piano Lessons Book 2

Contents Authors
Barbara Kreader, Fred Kern,
Book 2 Teaching Suggestions . . . . . . . . . . . . . . 4 Phillip Keveren, Mona Rejino

Books 2-5 Lesson Planning Charts . . . . . . . . . 49 Consultants
Tony Caramia, Bruce Berr,
Imagine & Create Activities
from Piano Practice Games Book 2 . . . . . . . . . 66 Richard Rejino

Author Biographies . . . . . . . . . . . . . . . . . . . . . 73 Director,
Educational Keyboard Publications
Method Overview for Books 1-5 . . . . . . . . . . . 74
Margaret Otwell
Supplementary Books and Materials . . . . . . . . 79
Editor
Hal Leonard Student Piano Library – Janet Medley
Complete Product Listing . . . . . . . . . . . . . . . . 93
Illustrator
ISBN 0-634-05590-9 Fred Bell

Copyright © 2003 by HAL LEONARD CORPORATION
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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 for ities to introduce pieces in the
pieces in Piano Lessons Piano Lessons books.
• Listen
• Read
• 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 Trail 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 2 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.

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

Teacher 4 2
Audio CD General MIDI Disk

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 Charts on pages 49-65 give you an at-a-glance view of
how to coordinate all of the books and materials in Books 1-5 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!

Supplementary Books: U ÓWHOLE REST
N L.H. R.H.
Theory Workbook means to rest for
The Grand Staff – M an entire measure.
A Musical Map pg. 2 I
Remember,
Piano Technique ID
Take Another Look pg. 5 D Whenever you see
Rope Bridge pgs. 7 & 8 L this magnifying glass,
E fill in the name of the
Notespeller note.
At The Ticket Booths pg. 2 T CDE FGABCDE FG
Piano Park Tokens pg. 3 543 21 1 2 34 5
The Half-Note Express pg. 4
1
Music Flash Cards – Set A
White #8, #9, #10 New Notes C D E
Yellow #5
Moderately Reflection Barbara Kreader

1

Am I the re flec tion in the mir ror on the wall?

5

Or is the re flec tion in the mir ror who I am?

1

Accompaniment (Student plays one octave higher than written.)

Moderately ( =120) 5

4

New Concepts: Whole rest Review:
Touch & Sound: Bass clef C D E
Passing melody between fingers 1-5 Stepping up
in each hand Stepping down

Prepare Practice Perform
While listening to Reflection,
1/2 1 student: Student reads and plays
Student plays C D E F G in Reflection with a natural pulse
several positions all over piano 1) claps rhythm and sings lyrics. on beat one of each measure.
keyboard.
2) writes names of starting notes
Using keyboard guide at the top in the magnifying glasses.
of the page, student finds new
bass notes C D E in the piece Ask student:
Reflection. “How is the L.H. a reflection
of the R.H.?”
Ask student to find all whole
rests in piece.

4

My Own Song
On C D E F G

Place both hands on C D E F G. Listen and feel the pulse as your teacher
plays the accompaniment below.
With your right hand, play C D E F G and then play G F E D C. Experiment
by mixing the letters any way you want and make up your own song!
With your left hand, play C D E F G and then play G F E D C. Again, mix
the letters any way you want and make up another song!
Have fun!
Accompaniment
Moderately ( =120)

Repeat as necessary Last time

5

New Concepts: Improvising in C Major position Review: Bass Clef notes
CDE

Prepare Practice Perform

32 Student improvises in C Major Encourage student to improvise
While listening to My Own Song five-finger pattern in one or more freely, using one or both hands,
On C D E F G, student taps positions up and down keyboard. and with one or more note values.
quarter notes, half notes and then
whole notes.

5

Supplementary Books: Ode To Joy

Theory Workbook
Drawing Notes
On The Staff pg. 3

Piano Technique
See-Saw pgs. 7 & 9

Notespeller
The Train Ride pg. 5

With majesty Ludwig van Beethoven
(1770 1827)
3
Adapted by Fred Kern

5

3

Accompaniment (Student plays one octave higher than written.)

With majesty ( =105) 5

6

New Concepts: None, review piece Review:
Touch & Sound: Connected tones Bass C D E

Prepare Practice Perform

4/5 3 Student circles all repeated notes, Student plays and reads piece,
While listening to Ode To Joy, then points and says letter names. adding more arm weight after
student points to notes and repeat for a full, forte sound.
counts rhythm aloud.

Ask student:
“How is line two different from
line one?”

6

Carmen’s Tune Supplementary Books:

Lively Georges Bizet Practice Games
(1838 1875) Listen & Respond pg. 3
1 Read & Discover pg. 3
Adapted by Fred Kern
Theory Workbook
Rests pg. 4
Playing On C D E F G pg. 5

Piano Solos
Magnet March pg. 3

Music Flash Cards – Set A
Yellow #28

1

5
1

1 5
2.
Accompaniment (Student plays one octave higher than written.)

Lively ( =230) 5 1.

7

New Concepts: None, review piece Review:

Touch & Sound: Playing repeated notes with thumb

Prepare Practice Perform

6/7 4 Student plays R.H. in a slow, Student plays Carmen’s Tune in
While listening to deliberate manner, playing a brisk tempo with a natural pulse
Carmen’s Tune, student: repeated notes with a bouncing on first beat of each measure.
motion of wrist.
1) claps this rhythm:

2) plays the same rhythm
with R.H. thumb on Middle C.

7

Supplementary Books: Remember, LEGATO
3/4 TIME SIGNATURE When notes sound smooth and connected, they
Practice Games are Legato.
Listen & Respond pg. 4 43 = three beats fill every measure
Read & Discover pg. 4 = quarter note gets one beat A curved line over or
Imagine & Create pg. 5 under several notes
Andantino (slur) means Legato.
Theory Workbook
Rhythm Detective pg. 6 *Andantino To play Legato, pass the sound smoothly from
one finger to the next.
Piano Technique 1
Red Light, Green Light Louis Köhler
pgs. 11-12 (1820 1886)
Adapted by Fred Kern
Notespeller
The Canoe Ride pgs. 6-7 5

Piano Solos 5
Song Of The Orca pgs. 4-5
2
Music Flash Cards – Set A
Pink #14 93 4
13 3

1

1

* Andantino means a slightly faster tempo than Andante.
8

New Concepts: Slurs, phrasing 43Review: time signature
Touch & Sound: Legato touch

Prepare Practice Perform

8/9 5 As a warm up for m. 15-16, Student plays Andantino with a
While listening to Andantino, student plays G F E D C hands legato touch, gently lifting wrist
student slides index finger along together, passing the sound at the end of each phrase.
slurs in book, gently lifting finger smoothly from one finger to
off page by raising wrist at end the next.
of each phrase.
Student then removes the E from
Ask student: the above pattern and slowly
“How many phrases are two plays G F D C hands together.
measures long?
Four measures long?”

8

Remember, Supplementary Books:

TIES Theory Workbook
Note Name Review pg. 7
A Tie is a curved line that connects two notes
of the same pitch. Hold one sound for the Notespeller
combined value of both notes. Name The Canoes! pg. 8

Big Ben Music Flash Cards – Set A
Pink #27, #28, #29, #30
Steady ( =120) Traditional Yellow #29

3 2

Big Ben tells time up in the tower.

Hold down damper 1
pedal throughout.

5

Hear the bell chime. What is the hour?

9
1

3
9

New Concepts: None, review piece Review: Tied notes
Touch & Sound: Legato touch Dynamics

Prepare Practice L43egato

10/11 6 Remind student to keep right Perform
While listening to Big Ben, heel on the floor when holding
student claps and counts this down the damper pedal. Encourage student to experiment
rhythm: with piece by playing in higher
T43 htiismise.aMgaokoed review piece for and lower octaves on the keyboard.
Ask student: sure student holds
“Which lines are exactly Play song with 4 or more chimes
the same?” dotted half notes for their full at the end, and then ask student:
“What time is it?”

value.

9

Supplementary Books: INTERVAL
An Interval is the distance from one key to another key.
Practice Games
Listen & Respond pg. 6 Interval of a 2nd Interval of a 3rd
Read & Discover pg. 6
Melodic Intervals – Notes played one after the other make a melody.
Theory Workbook Harmonic Intervals – Notes played together make harmony.
Harmonic Or Melodic? pg. 8
Harmonic 2nds And 3rds pg. 9 With your left hand play:

Piano Technique Melodic 2nds Harmonic 2nds Melodic 3rds Harmonic 3rds
Bee Cha-Cha pgs. 11 & 13
Cranky ( =155) Please, No Bees! Barbara Kreader
Notespeller
The Ferris Wheel pg. 9 4 3

Please, no bees! Please, no bees on my nose or

1 1
2 3

4

neck or knees! Bring no sting! Bring no sting!

7

Find a rose, not my nose! Ouch!

3 Lowest C
10 on the piano.
3

New Concepts: Naming steps as 2nds Review: ,,
Touch & Sound: Naming skips as 3rds
Playing melodic and harmonic intervals

Prepare Practice Perform

12/13 7 Student plays L.H. warm-up Student reads and plays Please,
While listening to Please, at top of page, then writes note No Bees! with a lively tempo,
No Bees!, student taps rhythm names in magnifying glasses. while the left wrist bounces
and sings lyrics. lightly on the harmonic intervals.
In measure 3, instruct student to
Ask student: circle the melodic second between
“How many harmonic 2nds are E and F. This is the only R.H. step
in this piece?” in entire piece.

– harmonic 3rds?
– melodic 2nds?
– melodic 3rds?

10

STACCATO Supplementary Books:
When notes sound short and separated, they are Staccato.
A dot over or under a note means Staccato. Practice Games
To play Staccato, let go of the note as soon as you play it. Imagine & Create pg. 7

Bouncy ( =140) Clapping Song Theory Workbook
Legato Or Staccato? pg. 10
5 2 Drawing Legato
And Staccato Marks pg. 11

Piano Solos
The Macaroni Cha-Cha
pgs. 6-7

Music Flash Cards – Set A
Pink #15

Guatemalan

Feel the beat with me in this clap ping song.

1 1
2 3

5 4
5

Eas y as can be, keep it loud and strong.

11

New Concepts: Staccato symbol Review: 2nds, 3rds

Touch & Sound: Separated notes Repeat
Staccato touch
Perform
Prepare Practice Student plays Clapping Song
staccato with a bouncing wrist.
14/15 8 In m. 3- 4, and m. 7-8, student Fingers should naturally rebound
While listening to draws a line connecting note- and come to rest on the piano key.
Clapping Song, student: heads of R.H. melody.

1) finger-taps L.H. Student compares the shape
accompaniment on the of each line and then plays
piano cabinet. R.H. melody.

2) plays L.H. accompaniment
on the piano keyboard.

11

Supplementary Books: U L.H. R.H. INTERVAL of a 4th
N
Practice Games I M On the piano, a 4th On the staff, a 4th
Listen & Respond pg. 8 T I - skips two keys - skips two notes from
Imagine & Create pg. 9 D - skips two fingers either a line to a space
D - skips two letters or a space to a line.
Theory Workbook L
4ths pg. 12 E

Piano Technique GABCDE FG
Tiptoe pg. 12 4321 1234

Notespeller 2
Snow Cones pg. 10
Toe tappin’ Hoedown
Music Flash Cards – Set A
Pink #31, #32 Janet Feldman

1

At the hoe down, do si do, all our friends will meet.

4 1
5
4
1

Swing your part ner, don’t be slow. Clap your hands and stomp your feet!

1
4

Accompaniment (Student plays one octave higher than written.)

Toe tappin’ ( =150) 5

12

New Concepts: Interval of a 4th Review: Parallel thumbs on C and D
Staccato
Touch & Sound: Playing both staccato and Legato
legato in one piece. Melodic and harmonic intervals

Prepare Practice Perform

16/17 9 Student plays only m. 1-2 and Student plays Hoedown using
While listening to Hoedown, m. 5-6, while teacher answers full arm weight on the harmonic
student taps and counts rhythm. by playing m. 3- 4 and m. 7-8. 4ths in the last measure of piece.

Ask student: Switch parts.
“How many melodic 4ths are
in this piece?” Discuss the difference in touch
and sound between staccato and
– harmonic 4ths? legato sections.

Student circles all the 4ths.

12

Sunlight Through The Trees Supplementary Books:

Flowing ( =120) 3 Phillip Keveren Practice Games
Imagine & Create pgs. 10-11
1
Play one octave higher than written and hold down damper pedal throughout. Theory Workbook
Intervalasaurus pg. 13
4
51 Piano Technique
Windchimes pgs. 15 & 17
1
4 Notespeller
A Treasure Hunt pg. 11
10
Piano Solos
The Stream pgs. 8-9

Music Flash Cards – Set A
Yellow #30

14

13

New Concepts: Playing phrases Review: Melodic and harmonic 4ths
Touch & Sound: of different lengths Tied notes
Playing legato phrases
with a smooth and fluid motion

Prepare Practice Perform

18/19 10 Since these phrases are not equal Student plays Sunlight Through
While listening to Sunlight in length, make sure student holds The Trees with a soft, legato touch.
Through The Trees, student: the tied “G” notes at the end of
1) claps this rhythm lines 2 and 4 for their full value.

2) claps and counts rhythm
of piece with a natural pulse
on downbeat of each measure.

Ask student:
“How long is each phrase?”

13

Supplementary Books: UPBEAT (Pick-up)
Notes that come before the first
Practice Games full measure are called Upbeats.
Listen & Respond pg. 13
Read & Discover pg. 13 Count: “4 1 2 3 4”

Theory Workbook Bouncy Bingo Traditional
Upbeat Melodies pg. 14
1
Piano Technique
Out To Sea pgs. 19-21 Oh, once a farm er had a dog and Bin go was his name o.

4 N G O, 2 N G O,
5 BI

3

BI

4 2
9

BI N G O, and Bin go was his name o.

1

Accompaniment (Student plays one octave higher than written.)

Bouncy ( =140)

5 9

14

New Concepts: Upbeat (pick-up note) Review: Staccato
Touch & Sound: Middle C position

Two-note harmony between hands

Prepare Practice Perform
In line two, student plays the
20/21 11 first note of each measure hands Extra for Experts
While listening to Bingo, student together in whole notes: Student repeats measure five 12 times
claps rhythm and sings lyrics. while tapping foot (x) in these
3423 variations of the lyric “Bingo”:
Ask student:
“How many beats are missing in 4321 B- I -N-G-O
the last measure?” 1) X
Once this is mastered, student
One count was removed from the plays line two as written. 2) X X
last measure to give the beginning
of the piece an upbeat (or pick-up 3) X X X
note).
4) X X X X

5) X X X X X

14

L.H. R.H. Supplementary Books:

M Practice Games
I Listen & Respond pg. 14
D Imagine & Create pg. 15
D
L Theory Workbook
E Measuring Upbeats pg. 15

GABCDE FGA Notespeller
4321 1234 5 The Airplane Ride pgs. 12-13

New Note A Travelling Along Piano Solos
The Prairie Leaps And Bounds pg. 10
Moving along
Italo Taranta Music Flash Cards – Set A
White #20
2 Yellow #31

4
7

12

Accompaniment (Student plays one octave higher than written.) 7
Moving along ( =145)

12

15

New Concepts: Treble Clef “A” Review: Upbeat

Touch & Sound: 434-measure phrases in
time signature

Prepare Practice Perform

22/23 12 Ask student to compare the To bring out beautiful shape of
While listening to Travelling rhythm of each phrase. this piece, add forte dynamic to
Along The Prairie, student: third phrase and mezzo forte to
1) claps this rhythm Slowly play the third phrase. fourth phrase.
Measures 9 and 10 are tricky
2) slides index finger along because of the skip between G
slurs, gently lifting with wrist at and E, the new note A, and also
the end of each phrase. because rhythm is different.
Ask student:
“How long is each phrase?”

15

Supplementary Books: DYNAMIC SHADING is created by gradually
changing from soft to loud or loud to soft.
Practice Games
Listen & Respond pgs. 16-17 Crescendo Decrescendo

Piano Technique gradually louder gradually softer
Mirage pgs. 19 & 22

Music Flash Cards – Set A
Pink #16, #17
Yellow #32

No One To Walk With

Slowly 1 Italo Taranta

3 1
5
1

3

Accompaniment (Student plays one octave higher than written.)

Slowly ( =100) 5

16

New Concepts: Dynamic shading Review: 2nds, 3rds, 4ths
Legato

Touch & Sound: Crescendo
Decrescendo

Prepare Practice Perform

24/25 13 Student plays first two measures Student plays piece in a slow,
While listening to No One slowly with dynamic shading melancholy tempo, paying close
To Walk With, student slides indicated while passing sound attention to dynamics of each
finger along slurs gently lifting between hands. phrase.
wrist at end of each phrase.
Small hands may use third finger
on the last note marked forte.

Ask student:
“What is the mood of this piece?”

“Can you tell a story from the
picture?”

16

9 1
5 5

13 13
17
3
9

17

Supplementary Books:

Practice Games
Read & Discover pg. 18

Theory Workbook
Dynamic Detective pg. 16

Notespeller
The Magic Show pg. 14

Dreamlike Painted Rocking Horse Phillip Keveren

4

Rain bow col ored po ny, yel low, blue and red.

2 4
5 3

Al ways here be side me, stand ing by my bed.

4

Accompaniment (Student plays two octaves higher than written.)

Dreamlike ( =95) 5

With pedal

18

New Concepts: None, review piece Review: Legato
Parallel thumbs on C and D

Touch & Sound: Rotating wrist to play
melodic 2nds and 3rds

Prepare Practice Perform

26/27 14 Student plays two-measure With a pencil, student adds
While listening to Painted question phrase and teacher plays expression throughout piece
Rocking Horse, student: two-measure answer phrase. ( ) and plays
Painted Rocking Horse with
1) claps and counts rhythm with a Switch parts. crescendos and decrescendos
natural pulse on beats one and three. indicated by student.

2) student sings lyrics to first two
measures on each line, and teacher
answers by singing lyrics to last
two measures of each line.

18

9

When the sky is cloud y, you and I can play,

2
13

rock ing through a gloom y, rain y day.

3 13

9

19

19

Supplementary Books: Tick Tock The Jazz Clock Bill Boyd

Practice Games With a steady beat like the tick of a clock
Listen & Respond pg. 19
Read & Discover pg. 20 1
Imagine & Create pg. 21

Theory Workbook
Rong Rhythms pg. 17

Piano Technique
Prancing pgs. 19 & 23

Notespeller
Go Carts pg. 15

4

5 3 2
4

1 2
5
Accompaniment 20
With a steady beat ( =120)

New Concepts: None, review piece Review: Middle C position
Touch & Sound: Staccato between hands Staccato

Prepare Practice Perform

28/29 15 Student compares m. 7-8 with Student plays Tick Tock The Jazz
While listening to Tick Tock m. 15-16, then slowly plays each Clock in a lively tempo with strong
The Jazz Clock, student: two-measure section. pulse on first beat of each measure.

1) finger-taps lines one and three
on the piano cabinet with full
arm weight.

2) plays lines one and three on
keyboard with a clean staccato
sound. Make sure student supports
L.H. fourth finger with an arched
hand position.

20

9
1

4 35

13
4

1 5
9 13
21

21

Supplementary Books: U L.H. R.H. INTERVAL of a 5th
N
Practice Games I C DEFG M On the piano, a 5th On the staff, a 5th
Listen & Respond pg. 22 T 54 3 21 I - skips three keys - skips three notes from
Imagine & Create pg. 23 D - skips three fingers either a line to a line
D - skips three letters or a space to a space.
Theory Workbook L
Beeline To The Intervals pg. 18 E

Notespeller CDE F G
The Scrambler pg. 16 1234 5

Music Flash Cards – Set A 3
Pink #33, 34
Watercolors

Delicately ( =105) Phillip Keveren

2 5

51 5
Play one octave higher than written and hold down damper pedal throughout.

5
2

2 2 5 Let it ring!
9

5
22

New Concepts: Interval of a 5th Review: C position
Touch & Sound: Wrist motion: down, up, up 2nds, 3rds, 4ths

Prepare Practice Perform

30/31 16 Add crescendo at the end of line Student plays Watercolors one
While listening to Watercolors, two and decrescendo at the end of octave higher than written with
student places both hands in C line three. damper pedal down throughout.
position and repeats this wrist
motion in dotted half-notes: To create a soft sound with good
tone quality, student uses less
1 23 1 23 arm weight, but full arm motion.

Ask student:
“How many 5ths are in this
piece?”
“Does the R.H. play a 5th?”

22

Lively ( =182) TWO-NOTE SLURS Supplementary Books:
A Two-Note Slur is a curved
15 line over or under two notes of Practice Games
different pitch. It means to play Listen & Respond pg. 24
smoothly, connecting the notes Read & Discover pg. 25
by passing the sound from the
first finger to the second (legato). Theory Workbook
Ties Or Slurs? pg. 19
Circle Dance
Piano Technique
Phillip Keveren Can You...? pgs. 25-26
You Can! pgs. 25 & 27
4 Outside In pgs. 25 & 28
Inside Out pgs. 25 & 29
’Round in a cir cle we spin to the mel o dy,
Notespeller
3 FFiinnee The Queen’s Castle pg. 17
5
Piano Solos
3 Dance Of The
Court Jester pgs. 12-13
diz zy and diz zi er, ’til we fall down!

1 1 1
5 2 3

9
5

1 DD..CC..aallFFiinnee
13

23

New Concepts: Two-note slurs in R.H. Review: Two-note harmony between hands
Touch & Sound: with down-up motion D.C. al Fine
In m. 9-16, legato vs. staccato
between hands

Prepare Practice Perform

32/33 17 In the first two lines, student plays Student plays Circle Dance with
While listening to Circle Dance, the first note of each measure a smooth transition to main theme
student: hands together. after D.C. al Fine.
1) places R.H. finger-tips on
piano cabinet and repeats this Once this is mastered, student
wrist motion in quarter-notes: slowly plays music as written with a
down/up motion on two-note slurs.
2) finger-taps R.H. melody
in lines one and two on piano In lines three and four, student
cabinet using same down-up-up plays with a soft, clean staccato
motion as above. touch in the L.H. Ask student to
listen for crisp staccato on beats
two and three of each measure.

23

Supplementary Books: Basketball Bounce Phillip Keveren

Practice Games Tempo de dribble (With energy!) ( =190) 2
Listen & Respond pg. 26
Read & Discover pg. 27 1

Theory Workbook
Interval Bounce pg. 20

Music Flash Cards – Set A
Pink #18
Yellow #33

15 4

5
325

1
9

24

New Concepts: None, review piece Review: Melodic intervals
Touch & Sound: 2nd, 3rd, 4th, 5th

Staccato between all intervals learned

Prepare Practice Perform

34/35 18 Student plays slow, detached Student plays Basketball Bounce
While listening to Basketball staccatos with a strong pulse on using a bouncing wrist with full
Bounce, student taps R.H./L.H. the first beat of each measure. arm weight.
rhythm on knees.

Ask student:
“How many 5ths are in
this piece?”

– 4ths?
– 3rds?

“Where are the 4th and 5ths
between the hands?”

24

Allegro 8va --- Supplementary Books:

Allegro ( =165) When the sign 8va--- appears Theory Workbook
over a note or group of notes, It’s A Tie! pg. 21
3 play the note or notes one
octave (eight notes) higher Piano Technique
1 than written. Handbells pgs. 31-32
5
5 Anton Diabelli Notespeller
(1781 1858) Back To The Scrambler pg. 18

Adapted by Fred Kern

1
2

3
9 8va

13

25

New Concepts: 8va - - - - Review: Allegro tempo marking
Touch & Sound: Legato
43Harmonic L.H. accompaniment
time signature

Prepare Practice Perform

36/37 19 Student plays R.H. melody, Student plays Allegro in a lively
While listening to Allegro, placing a natural pulse on tempo, using less arm weight in the
student claps and counts m. 1-3-5 and 7 to help shape L.H. to balance the sound between
rhythm of the melody. the phrase. melody and accompaniment.

Ask student: Student practices switching
“How long are the phrases octaves in R.H. by bouncing
in this piece?” 3rd finger back and forth
from treble E to high E.
“How many ties are in
this piece?”

25

Supplementary Books: 8va --- Great FORTISSIMO
News!
Practice Games When the sign 8va--- ƒ
Listen & Respond pg. 28 appears under a note or
Read & Discover pg. 28 group of notes, play the means very loud.
note or notes one octave
Music Flash Cards – Set A lower than written. Bruce Berr
Pink #19
Yellow #34 With excitement! ( =170) 2

51

1 2
5

9 15
13 4

15 4

42 3
8va

26

New Concepts: ffFortissimo Review:
Touch & Sound:
-8va - - - Legato and staccato
within one phrase
Playing with full arm weight

Prepare Practice Perform

38/39 20 Student slowly plays line four, Play Great News! with full arm
While listening to Great News!, making a smooth transition from weight and especially full arm
student points and says note names. melodic to harmonic intervals. motion on the fortissimo section.

Ask student: Drop arm weight equally onto Students enjoy polytonal chord
“How many times do you see each key so all notes in harmonic in measures 14 and 15.
the pattern G G C C?” intervals sound at exactly the
same time.

“How many times do you see
the pattern G E G G?”
(Be sure to check both clefs.)

26

Brass Fanfare Supplementary Books:

Practice Games
Listen & Respond pg. 29
Imagine & Create pg. 29

Notespeller
Brass Fanfare pg. 19

Triumphantly ( =110) Phillip Keveren

1

1 111 1
234 5

5
3

9 234 1
1111
3
1

1
1
5

27

New Concepts: None, review piece Review: Crescendo
Consecutive intervals
Touch & Sound: Staccato on all harmonic 2nds, 3rds, 4ths, 5ths
intervals learned

Prepare Practice Perform

40/41 21 This piece features two distinct Student plays Brass Fanfare with
While listening to Brass Fanfare, wrist motions. a dramatic crescendo starting at
student plays L.H. of line one measure five to the end of the piece.
and then R.H. of line two. The staccato harmonic intervals
in lines one and three are played
The student’s wrist bounces with a down/up wrist motion.
lightly on each harmonic interval
and fingers rebound naturally as The legato melodic intervals in
they come to rest on the keys. line two are played with a side to
side rocking motion as weight is
transferred from finger to finger.

27

Supplementary Books: U L.H. R.H.
N
Theory Workbook I F M F #SHARP
Sharps pg. 22 T I
DE GA D GA A Sharp sign before a note
Piano Solos 54321 D means to play the next key
Tribal Celebration pgs. 14-15 L to the right, either black or
E white.
Music Flash Cards – Set A
Pink #20 DE

12 34 5

4

FF

Little River Flowing

Smoothly Folk Tune

1 5

Lit tle riv er flow ing, flow ing, flow ing.

1
5

Lit tle riv er flow ing, flow ing to the sea.

1 5

Accompaniment (Student plays one octave higher than written.)

Smoothly ( =145) 5

With pedal

28

New Concepts: D Major position Review: Two-note slurs
Touch & Sound: New note, F
Wrist motion:
Down, up on two-note slurs

Prepare Practice Perform

42/43 22 Slide student’s hand position Student plays Little River
While listening to Little River slightly toward piano fallboard Flowing with a clear down/up
Flowing, student sings lyrics so that the 3rd fingers rest wrist motion on two-note slurs.
with emphasis on FLOW-ing. naturally on the F in each hand.

28

Andante Quiet Thoughts H. Berens Supplementary Books:
(1826 1880)
2 Practice Games
Op. 62 Listen & Respond pg. 30
Adapted by Fred Kern Read & Discover pg. 31

Piano Technique
A-Rest pgs. 31 & 33
Meditation pgs. 35-36

Piano Solos
The Accompaniment pgs. 16-17

5 5 2
5

1 2 When a sharp appears before a note,
it remains sharp for one entire measure.

Accompaniment (Student plays one octave higher than written.)

Andante ( =120)

5

29

New Concepts: None, review piece Review: D Major position
Sharp
Touch & Sound: In m. 7-8, parallel 6ths Decrescendo
between hands

Prepare Practice Perform

44/45 23 Student slowly plays m. 7 and 8 When playing Quiet Thoughts,
While listening to Quiet carefully, studying direction of student adds a slight crescendo
Thoughts, student claps and steps and skips. then decrescendo in m. 1-2 and
counts this rhythm pattern: then again in m. 3-4.
Student plays m. 1-2 and m. 3-4,
noting the similar interval
patterns.

Student plays m. 5 and m. 6,
noting the similar patterns.

29

Supplementary Books: L.H. R.H.

Theory Workbook M A B A Form
Listening To Form – I
Is It A Or B? pg. 23 D In “Star Quest,” lines one and two are the A
D C F section, lines three and four are the B section.
Notespeller After B, you play A one more time.
The Star Quest Ride pgs. 20-21 L
E The form of this piece is A B A.
Piano Solos
Take It Slow pgs. 18-19 GAB D E G

5 4 32 1 23 4

C

Star Quest Phillip Keveren

A
Heroic March
4

Glid ing through the heav ens, won der where we are?

5 FFiinnee
5

Great ga lac tic trav ’lers, search ing for a star.

Accompaniment (Student plays one octave higher than written.)

Heroic March ( =120) 5 Fine

333 3 3 33
3 3

30

New Concepts: A B A form Review: D.C. al Fine
Touch & Sound: New note C Crescendo
Smoothly passing melody
between the hands.
Sudden dynamic change

Prepare Practice Perform

46/47 24 A Section Student plays Star Quest as
While listening to Star Quest, Student reads and plays first two written with subito dynamic
student taps and counts rhythm. measures of lines one and two change to piano in B section.
and teacher answers by playing
Ask student: last two measures of each line.
“What other measures are Switch parts.
exactly like the first?”
B Section
Student plays B section legato
with less arm weight. Measure 12
is student’s first experience with
overlapping rhythm: R.H. whole-
notes and L.H. half note.

30

B 1 3
21
9

2 3 54
13
DD..CC..aallFFiinnee

1

2 D.C. al Fine

9 13

31

31

Supplementary Books: L.H. R.H.

Practice Games M bFLAT
Read & Discover pg. 32 I
Imagine & Create pg. 33 D A Flat sign before a note
D means to play the next key
Theory Workbook B L to the left, either black or
Flats pg. 24 white.
E
Piano Technique
Too Cool! pgs. 35 & 37 GA CDE

Notespeller 4 3 21 2 3
Star Quest Spaceships pg. 22
B
Piano Solos
Viva La Rhumba! pgs. 20-21 A Little Latin

Music Flash Cards – Set A Moderately fast Bill Boyd
Pink #21
Yellow #35 1

5
3

1

Accompaniment (Student plays one octave higher than written.)

Moderately fast ( =170) 5

32

New Concepts: New note, B Review: ,,
Touch & Sound: Syncopated tied note
Harmony in 3rds between hands

Prepare Practice Perform

48/49 25 Ask student: Student plays A Little Latin with
While listening to A Little Latin, “How are measures 1 and 2 terraced dynamics – –
student claps and counts rhythm. similar to measures 5 and 6?” from beginning to end.

This piece introduces syncopated “How are measures 5 and 6
rhythm with tied quarter notes similar to measures 7 and 8?”
into last measure.
This piece becomes a quick
study once student recognizes
similar note patterns.

32

L.H. R.H. Supplementary Books:

M >ACCENT Practice Games
I Listen & Respond pg. 34
D An Accent over Read & Discover pg. 34
B D E or under a note Imagine & Create pg. 35
L means to play
E that note louder. Music Flash Cards – Set A
Pink #22
FGA C D F G Bill Boyd

543 21 2345 3

E Stompin’

Keep the beat! ( =190)

1

5
5

3

D is the same piano key as E . 1
9 2

2

1 2
13

33

New Concepts: New note, E Review: Harmony in 3rds
Touch & Sound:
Accent

Enharmonic notes D and E

Melody overlaps L.H. harmony notes

Prepare Practice Perform

50/51 26 This is student’s first experience For fun, ask student to play entire
While listening to Stompin’, with enharmonic notes E and D . piece and stomp foot on each
student plays only accented not accented note.
“F” in measures 2, 4, 8, and 16. When playing D to E, show
student how to slide R.H. slightly
Student supports L.H. 5th finger toward piano fallboard so that
with an arched hand when playing 2nd finger falls naturally on the
accents. black key.

Measures 9 and 11 feature
overlapping rhythm with L.H.
whole notes and R.H. half notes.

33

Supplementary Books: RITARD

Theory Workbook Ritard or rit. means
Ritard pg. 25 to slow the tempo
gradually.
Notespeller
Haunted House pg. 23 First Light Gaelic Melody
Words by Fred Kern
Piano Solos 4
Grandmother’s Lace pgs. 22-23 Sweetly

Music Flash Cards – Set A
Pink #23

First light of morn ing sig nals a

5 3
5
2
2

new day. Birds be gin talk ing

25

Accompaniment (Student plays one octave higher than written.)

Sweetly ( =120) 5

34

New Concepts: Ritard. Review: 43Decrescendo
time signature
Touch & Sound: In m. 11 and 23, Flat
R.H. counter melody

Prepare Practice Perform

52/53 27 Student carefully studies the Student plays First Light,
While listening to First Light, fingering and stepping motion adding ritard. in last measures
student claps this rhythm pattern: in m. 2-3, and m. 5-6, then slowly of the piece.
plays these challenging measures
until they are mastered.

Ask student:
“How many phrases are
in this piece?”

“How long are the phrases
in this piece?”

34

10 4
2
Dawn breaks the night
in their own way.

1 prom is ing sun light. No clouds to
15
en morn ing’s first light.
2
ritard
sky,
4
2 15
20

1

dark

10

20 ritard

35

35

Supplementary Books: nNATURAL

Practice Games A Natural sign cancels a sharp or
Listen & Respond pg. 36 flat. Play the Natural (white) key.
Read & Discover pg. 36
Inspector
Theory Workbook Hound
Naturals pg. 26
Sign Quest pg. 27 Sneaky ( =145) Phillip Keveren

Notespeller 32
The Sky Ride pg. 24
3 2
Piano Solos 5
Those Creepy Crawley Things 8va
On The Cellar Floor pgs. 24-25

Music Flash Cards – Set A
Pink #24

9

R.H. over L.H.

23 Lowest D
on the piano

3

36

New Concepts: Natural Review: 8va - - --
Touch & Sound: R.H. crosses over L.H. –
Alternating two-note slurs
between hands Sharp , Flat

Prepare Practice Perform

54/55 28 Student reads and plays Inspector Dynamic changes from mezzo
Hound, moving R.H. up one piano to forte help to make piece
While listening to Inspector octave at beginning of line two to very sneaky sounding!
Hound, student finger-taps piece prepare for 8va in measure 7, and
on piano cabinet. (Entire piece uses then moving R.H. down three
only fingers 2-3 in each hand.) octaves at beginning of line three
to prepare for low “D” on last
measure.

36

Bayou Blues UFERMATA Supplementary Books:

Slow and bluesy ( =110) 12 A Fermata means to Practice Games
hold a note longer than Listen & Respond pg. 37
its rhythmic value. Read & Discover pg. 37

Phillip Keveren Theory Workbook
Symbol Road pg. 28
32
Notespeller
4 3 23 The Submarine Ride pg. 25
5
Piano Solos
On Fourth Avenue pgs. 26-27

Music Flash Cards – Set A
Pink #25
Yellow #36

8va 4
9 1

1
4
Hold down damper pedal

37

New Concepts: Fermata Review:
Touch & Sound: L.H. ostinato with legato touch
8va - - --
Sharp , Natural

Prepare Practice Perform

56/57 29 Ask student to write in the beats Student slowly plays hands
While listening to Bayou Blues, for each R.H. phrase, then play together, lining up tricky rhythm
student: R.H. only while counting aloud. between the hands.

1) plays L.H. ostinato as written The R.H. always plays C D E , Hint: The F in L.H. and E in
with crescendo and decrescendo but never in the same order or R.H. always play together.
expression. in the same rhythm. Practice
m. 2, m. 4, m. 6, m. 8 and m. 10
2) counts and claps R.H. melody hands together.
line.
Ask the student:
– Which measures are the same?
– Which measures are different?

37

Supplementary Books:

Music Flash Cards – Set A
Yellow #37, #38

Andante Serenade Italo Taranta

4 2
5

Accompaniment (Student plays one octave higher than written.)

Andante ( =145)

5

38

New Concepts: In m. 9-12, two-note slurs Review: Upbeat
Touch & Sound: with an upbeat Andante
4-measure phrases with rise Rit.
and fall in each slur

Prepare Practice Perform

58/59 30 This piece is an excellent study Student plays Serenade with
While listening to Serenade, in shaping phrases. dynamic shading indicated on
student claps and counts rhythm. second page.
Student gives a natural pulse to
Ask student: odd numbered measures (1-3-5-7, Playing upbeats with a lilt will
“How many phrases are in this etc.). keep melody moving forward.
piece?”

“How many phrases have
upbeats (pick-up notes)?”

38

9 5
3

A sharp before a note 3
lasts for only one measure.

13
3

rit.

3 13 1
9 rit.

39

39

U L.H. R.H.

Supplementary Books: N M GABC D LEDGER LINES
I I 1 234 5
Theory Workbook T D Ledger Lines are added when notes are written
The Grand Staff – D higher or lower than the staff.
Playing B C D pg. 29 L
Ledger Lines pg. 30 E

Piano Technique GAB CD
Meet In The Middle pgs. 38-39
5 43 2 1
Notespeller
The Water Slide pgs. 26-27 5

Music Flash Cards – Set A New Notes D BC D
White #21, #22, #23, #33
Summer Evenings

Sweetly “Alouette”
Words by Barbara Kreader
1

Sum mer eve nings, moon light through my win dow.

1

5
1

Star light shin ing, breez es blow ing sighs.

3

Accompaniment (Student plays one octave higher than written.)

Sweetly ( =150)

5

40

New Concepts: G Major position Review: –
Touch & Sound: New treble notes B C D Rit.
Ledger line D Legato
Parallel 6ths between hands
4-measure phrases

Prepare Practice Perform

60/61 31 In m. 13-16, add interest to Student plays Summer Evenings
While listening to Summer repeated notes by placing with delicate ritard. in last two
Evenings, student: emphasis on the downbeat measures of piece.
of each measure.
1) claps and counts rhythm.
Student plays m. 15-16 as
2) points and says R.H. note an echo of m. 13-14.
names. This is student’s first
experience in G position.

Ask student:
“How many ledger-line Ds
are in this piece?”

40

9
1

As I lie up on my bed, sights and sounds soon fill my head.

1

13
5

Light ning bugs, pass ing cars, crick et calls, fall ing stars.

1
17

Sum mer eve nings warm and soft and still.

rit.

9 13 17

rit.
41

41

Supplementary Books: My Own Song
On G A B C D
Theory Workbook
Spike Is Puzzled! pg. 31

Place both hands on G A B C D. Listen and feel the pulse as your teacher
plays the accompaniment below.
With your right hand, play G A B C D. Experiment by playing D C B A G.
Mix the letters any way you want and make up your own song!
With your left hand, play G A B C D. Experiment by playing D C B A G.
Again, mix the letters any way you want and make up another song!
Have fun!

Accompaniment
Jazz Waltz ( =170)

Repeat as necessary Last time

42

New Concepts: Improvising in G Major Review: Treble clef notes B C D
position

Prepare Practice Perform

62 32 Student improvises in G Major Encourage student to improvise
While listening to My Own five-finger pattern in one or more freely, using one or both hands
Song On G A B C D, student octaves up and down keyboard. and with one or more note values.
taps quarter notes, then dotted
half-notes.

42

Pop! Supplementary Books:

Bouncy ( =200) “Pop Goes The Weasel” Practice Games -
Imagine & Create pg. 38
51 5
Theory Workbook
5 Octave Sign 8va-- pg. 32
1 G A B C D Mysteries pg. 33

3 Piano Technique
9 Scattered Showers pgs. 38 & 40

5 Notespeller
5 Bumper Cars pg. 28

13 4 Piano Solos
Goofy Gadget pgs. 28-29

Music Flash Cards – Set A
Yellow #39

2

43

New Concepts: None, review piece Review: Accent
Upbeat
Touch & Sound: Two-note slurs starting on G Major position
an up-beat (weak beat) Treble notes B C D

Prepare Practice Perform

63/64 33 Student plays slurred phrases Extra for Experts
While listening to Pop!, with a down-up wrist motion. Student plays Pop! with the
student points and says notes. Instrumental Accompaniment for
Line two is familiar to student My Own Song On G A B C D.
since it is the same pattern of
parallel 6ths between the hands
introduced in Summer Evenings.

43

Supplementary Books: ppPIANISSIMO

Theory Workbook means very soft.
Dynamic Play pg. 34
Go To Sleep
Notespeller
The Merry-Go-Round pg. 29 Andante Folk Tune

Music Flash Cards – Set A 15
Pink #26
Slum ber time is draw ing near, night time gath ’ring ’round us.
Music Flash Cards – Set B Stars will all be bright and clear when the sand man finds us.
Pink #53
5 1
5

Dream sweet dreams the long night through. Moth er will be near to you.

9 8va

Go to sleep, my dear one. Go to sleep, my dear one.
rit.

Accompaniment (Student plays one octave higher than written.) 5
Andante ( =110) rit.

9

44

New Concepts: Pianissimo Review: Flat
Touch & Sound: G minor position Ritard.
Playing 3rd fingers on B 8va - - - -
Repeat sign

Prepare Practice Perform

65/66 34 Teacher plays the first two Student plays Go To Sleep with
While listening to Go To Sleep, measures of each line while very little arm weight, using full
student claps rhythm of melody. student answers by playing the arm motion on each note to
last two measures of each line. produce a good tone quality.

Switch parts.

44

Jig Remember, Supplementary Books:
UPBEAT
Lively ( =210) Practice Games
Count: “2 3 1 2 3” Listen & Respond pg. 39
5
Irish Theory Workbook
Upbeat pg. 35
1 Rhythm Detective pg. 36
5
Notespeller
5 5 The Roller Coaster pgs. 30-31
4
Piano Solos
1 School Is Out! pgs. 30-31
4
Music Flash Cards – Set B
9 Pink #78

1 Play 1st time only. Play 2nd time.
5 1. 2.

13 5

45

New Concepts: Two-note upbeat Review: Harmonic 4ths and 5ths
Touch & Sound: 1st and 2nd endings in G Major position
L.H. harmonic intervals
played with a loose wrist Ledger note D

Prepare Practice Perform

67/68 35 Student plays melody line only Student plays Jig in a light,
While listening to Jig, by first omitting all L.H. harmonic brisk tempo, with a light staccato
student plays ledger-line D intervals. touch on harmonic intervals.
with L.H. thumb in this rhythm:
Once melody is mastered, add
harmonic intervals in L.H. and
play piece as written.

45

Supplementary Books: Go For The Gold

Practice Games Stately March Phillip Keveren
Imagine & Create pg. 40
1
Theory Workbook
Interval Food pg. 37 1 2
Interval Roundup pg. 38 5
Relay Review pg. 39

Notespeller
Celebration pg. 32

Music Flash Cards – Set A
Yellow #40

Accompaniment (Student plays one octave higher than written.)
Stately March ( =90)

5

46

New Concepts: New bass note A Review: A B A form
Touch & Sound: L.H. position change in m. 9-12 ––

Prepare Practice Perform

69/70 36 Student plays first two measures Student plays Go For The Gold
While listening to Go For of each line and teacher answers in a stately tempo, using full arm
The Gold, student counts and with the last two measures of weight in the forte section.
taps L.H./R.H. rhythm on knees. each line.
Ask student to name the mood,
Student slowly plays m. 3 and 4 or emotion, of this piece.
hands together, carefully reading
skips and steps.

Hint: Note the R.H./L.H.
matching intervals in m. 3:
skip up, step down on beats
3 and 4. Then, on the downbeat
of m. 4, both hands play finger #2.

46

9 2
2
3
13

1

1
17

9 13
17
47

47

48

Hal Leonard Student Piano Library

Piano Lessons
Book 2

Barbara Kreader • Fred Kern • PhillHip KaelveLrene•oMnonaarRdejinSotudent Piano Library

Piano Practice Games

Preparation activities for Book 2
pieces in Piano Lessons

• Listen
• Read
• Create

Hal Leonard Student Piano Library Barbara Kreader • Fred Kern • Phillip Keveren

Piano Theory Workbook

Book 2

The Hal Leonard Barbara Kreader • Fred Kern • Phillip KeverenH• Maonla RLejeinoo •nKaarerndHarSrintgutondent Piano Library Book 2
Student Piano Library
Piano Solos
Lesson
Planning Charts pgs. 50-65 Hal Leonard Student Piano Library Barbara Kreader • Fred Kern • Phillip Keveren

This Lesson Planning Chart divides Book 2 of the Piano Technique
Hal Leonard Student Piano Library into 32 Learning Modules. Book 2
Lesson Planning Charts dividing Books 3, 4, and 5 into 32 Learning Modules
each, are also included. Barbara Kreader • Fred Kern • PhillHip KaelverLene•oMnonaarRdejinSotudent Piano Library
• Younger students may average one module per week.
• Older students may average two modules per week. Notespeller for Piano

Imagine & Create A Visit to Piano Park Book 2
Activities pgs. 66-72 with Spike and Party Cat

As featured in Piano Practice Games Book 2. by Karen Harrington
SET A
49
120 cards for any
beginning music student

Notes Symbols

Rhythm Patterns