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BySallyHopkins
©2013SallyHopkins
Thisedi(onfirstpublishedin2015
ISBN9-781495916427
Allrightsreserved
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Visitwww.lightningpiano.comfor
Gamestoplay
TeachersNotes&Ideas
Andlotsmore!
Alsointheseries:
Forusewith:
Lightning'Piano'is#very#different#from#other#piano#methods.###The#whole,piano,is#explored#from#the#start#and#the#pace#Is#deliberately#slow.#Combining##“Kodaly”,and#Paul#Harris’#“Simultaneous,Learning”'principles,#each#new#concept/skill# is#broken#down#and#creaCvely#explored#through:################Lightning'Piano'helps'develop'happy,'confident'pianists'and'a'life6long'love'of'music.#
Lightning' Piano' is# a# collecCon# of# the#material# I#use#with#very#young#beginners,#aiming# to# grow# a" love, of, music;making#while# developing# all, the' skills" needed# to#be#a#pianist.##
By'Sally'Hopkins'
`
www.lightningpiano.com#
“I,am,en>rely,blown,away,by,your,first,book." "I"cannot"tell"you"how"much"I"admire"what"you" have" done," and"am"aghast" at" the" amount" of"work" and" thinking" that"went" into" it.”"Brian'Priestman'–'conductor.,
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Lightning'Piano'is#very#different#from#other#piano#methods.###The#whole,piano,is#explored#from#the#start#and#the#pace#Is#deliberately#slow.#Combining##“Kodaly”,and#Paul#Harris’#“Simultaneous,Learning”'principles,#each#new#concept/skill# is#broken#down#and#creaCvely#explored#through:################Lightning'Piano'helps'develop'happy,'confident'pianists'and'a'life6long'love'of'music.#
Lightning' Piano' is# a# collecCon# of# the#material# I#use#with#very#young#beginners,#aiming# to# grow# a" love, of, music;making#while# developing# all, the' skills" needed# to#be#a#pianist.##
By'Sally'Hopkins'
`
www.lightningpiano.com#
“I,am,en>rely,blown,away,by,your,first,book." "I"cannot"tell"you"how"much"I"admire"what"you" have" done," and"am"aghast" at" the" amount" of"work" and" thinking" that"went" into" it.”"Brian'Priestman'–'conductor.,
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Lightning'Piano'is#very#different#from#other#piano#methods.###The#whole,piano,is#explored#from#the#start#and#the#pace#Is#deliberately#slow.#Combining##“Kodaly”,and#Paul#Harris’#“Simultaneous,Learning”'principles,#each#new#concept/skill# is#broken#down#and#creaCvely#explored#through:################Lightning'Piano'helps'develop'happy,'confident'pianists'and'a'life6long'love'of'music.#
Lightning' Piano' is# a# collecCon# of# the#material# I#use#with#very#young#beginners,#aiming# to# grow# a" love, of, music;making#while# developing# all, the' skills" needed# to#be#a#pianist.##
By'Sally'Hopkins'
`
www.lightningpiano.com#
“I,am,en>rely,blown,away,by,your,first,book." "I"cannot"tell"you"how"much"I"admire"what"you" have" done," and"am"aghast" at" the" amount" of"work" and" thinking" that"went" into" it.”"Brian'Priestman'–'conductor.,
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By#Sally#Hopkins#
Lightning#Piano#is#very#different#from#other#piano#methods.###The#whole,piano,is#explored#from#the#start#and#the#pace#Is#deliberately#slow.#Combining##“Kodaly”,and#Paul#Harris’#“Simultaneous,Learning”#principles,#each#new#concept/skill# is#broken#down#and#creaCvely#explored#through:################Lightning#Piano#helps#develop#happy,#confident#pianists#and#a#life:long#love#of#music.#
Lightning# Piano# is# a# collecCon# of# the#material# I#use#with#very#young#beginners,#aiming# to# grow# a" love, of, music;making#while# developing# all, the# skills" needed# to#be#a#pianist.##
`
www.lightningpiano.com#
“I,am,en>rely,blown,away,by,your,first,book." "I"cannot"tell"you"how"much"I"admire"what"you" have" done," and"am"aghast" at" the" amount" of"work" and" thinking" that"went" into" it.”"Brian#Priestman#–#conductor.,
Inspired) by) Paul) Harris’) “Simultaneous, Learning”! principles,) each) new) concept/skill) is)broken)down)and)crea;vely)explored)through:)))))))))))))))))
Engaging) the)musical,ear,and)auditory,memory,and) rela;ng) these) to)wri6en,nota7on,,Lightning)Piano)helps)develop)happy,,confident,pianists,and)a)lifeClong)love,of,music.)
Lightning! Piano! is) a) collec;on) of) the)material) I)use)with)very)young)beginners,)aiming) to) grow) a" love, of, music=making)while) developing) all, the! skills" needed) to)be)a)pianist.))
By!Sally!Hopkins!
`
www.lightningpiano.com)
“I,am,en7rely,blown,away,by,your,first,book." "I"cannot"tell"you"how"much"I"admire"what"you" have" done," and"am"aghast" at" the" amount" of"work" and" thinking" that"went" into" it.”"Brian!Priestman!–!conductor.,
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ThepagesofthesenotescorrespondtotherelevantpageinLightningPianoBook2.
LightningPianoSightReadingBook2provides
furtherexercisestoreinforcetheconceptslearnt.
Likeallpianocourses,learningtoreadmusicisafundamentalpartofLightningPiano.
However,Ibelieveexperimenta2on,improvisa2onandplayingbyearareequallyimportantindevelopingtruemusicianshipandthisisreflectedinthebooks. `
www.lightningpiano.com
Playingwithothersdevelopsmanyskillsandmakesplayingmorefun.ThereareprintedTeacher’sPartswhicharealsoavailableassoundfilesforpupilstoplayalongtoat:www.lightningpiano.com/.
Theeartraininggamessuggestedinthebooksandtheon-linegamespromoteauraldevelopment.
Basedonwellknownsongs&nurseryrhymes,themethodencouragespupilstosingastheyplaytopromotefluencyandphrasing.AsZoltanKodalysaid,“Everyonewholearnsaninstrumentshouldsingfirst.”
Childrenareencouragedtoperformfrommemoryfurtherencouragingperformancetechniquesandar2stry.
IntroducNon
Finally,“PuzzleTime”and“Chipmunk’sChallenge”ensurethateachnewconceptisfullyunderstoodintheoryandcanbeappliedinprac(se.AseparatetheorybookisnotnecessaryalthoughthebooksintheLightningPianoSightReadingarerecommended.
Thebooksfeature“MonkeyGames”toembedtheskillsandtechniqueslearntinlessons.Thesegamesandexercisescanbeplayed/prac(sedawayfromthepiano(egwhileinthecarorwai(ngfortea)
4
ReadingmusicbypitchdirecNon&interval:• Allowspupilstousemanynotes• Discourageslookingatthehands• Facilitatesfluency&phrasing• Simplifiestransposi(on
Intervals
PaUerns&Sequences
WriUenNotaNon&ReadingMusic
BuildingonthetechniquesandauralskillsdevelopedinBook1,Book2exploresmorecomplexpulseandrhythms(including34andes)aurallyandguidesthepupiltounderstandthewriEennota2on.
The“BalloonStave”isusedtodemonstratethecorrela2onofpitchandposi(ononthestave.ThenoteslearntinBook1(BoaomSpaceAand3C’s)arerevisedandthreenewnotesareintroduced(2G’sandD).Readingmelodic2nds(NextDoorNotes/Walkingielines&spaces)isrevisedandpupilsareintroducedtomelodic3rds(Hoppingielinetolineorspacetospace).
Book2focuseson:• readingpitchdirec(on–samepitch,higherorlower;• Readingintervalsusingmelodic2ndsand3rds;• Spohngrepeatedbars/phrasesandalsosequences;and• RecognisingBoaomSpaceA,3C’s,2G’sandDasstar(ngnotes.
Books3–5graduallyintroduceothernotesandwiderintervals(4ths,5thsetc)
TheflashcardscreatedspecificallyforLightningPianoshownotesonthegrandstaveandthesamesizeasthemusicinthebookstheyarereading.
LightningPianoSightReadingBook2buildsontheideasinthisbook,withexercisesforeverychapter.
Aboveall,aimforthepupiltohavefunexperimen(ng,growinginconfidenceandcrea(vity 5
KeyLearningObjecNves
Chapter1Walking
• RevisingPitchDirecNon&NextDoorNotes:Lineandspaces• RevisingBoUomSpaceAand3C’s• Dynamics:Slurs&Accents:Revising“Octopusdrop”techniqueandfingerac(on.• ContraryMoNon:Abriefintroduc(ontoavoidmakingsimilarmo(onmoredifficult• Harmonic2nds
Chapter2–AllTheG’s• RevisingTheGrandStave&pitchdirecNonieboaomofstave=lownotes• Keyboardlayout:FindingalltheG’sonthepiano• FindingG’sonthestave:Coun(ngupfromC&downfromA• SimilarMoNonChapter3–Hopping• Recognisingmelodic3rds(Hopping)aslinetolineorspacetospace• RecognisingHarmonic3rds• SimilarmoNonwalking&hopping• Transposing:RevisingDoeandSew&usingpitchdirec(on
Chapter4–CounNngin3• CounNngin34Nme:Droppingthepulsetoestablishthisnewbeat.• HarmonisingwithDoeandSew(Tonic&Dominant):A(metoexperiment&developauralawareness• TimeSignatures:UnderstandingthemeaningofthetopandboUomnumber
Chapter5–SplibngBeatsinHalf• Splibngbeatsinhalf
Chapter6–AllTheD’s• Keyboardlayout:FindingalltheD’sonthepiano• FindingD’sonthestave:Coun(ngupfromC&downfromA• ConsolidaNng
WilliamWhalesays:Sing while you play
Somepiecesneedtobetransposedby1octave
SerenStarsays:Share your music
GeorgeGiraffesays:Sit Correctly
OliOctopussays:Float up with dangling fingers
Drop down MaahewMolesays:
Don’t look at your hands
Starscanbeaddedtothestarchartonthebackpageonceapiecehasbeen“shared”(performed).
Theseskillsareintroducedslowlythroughthebook. 6
ThesePianimalsappearthroughoutthebooktoremindpupilsofpar(culartechniques.
Sochildrendon’thavetoreadwriaenreminders,therelevantanimalcanbecircled.
OliverOwlsays:Use round fingers & firm fingertips
FreddieFoxsays:Fingers move at knuckles & rest when not needed.
LightningLeopardsays:Change the volume
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SetthepulsePupilcounts2barsbeforeplaying
Circlesamepitchnotes.
Markmountaintops.
Markvalleys
Drawalinebetweenmelodic3rdsMarkingmusicfacilitatefasterreadingtherebyincreasingfluency
NameDoe?
NameSew?Wri(ngthenameofthetonicanddominantnotesestablisheshabitofplayingwithinkeysignature.
☐
Δ
ThesesymbolssuggestthingstodobeforeplayingtohelpwithreadingnotaNon
/
Toencourageac(velisteningduring,Iencouragepupilstofillinthechartonpage7.Therearesuggestedac(vi(esforpiecesfromCarnivalOfTheAnimalsinthebook.Otherpieces,eitherchosenthemselvesorbyyou,canbeaddedanda✔or✖addedintheboxtoindicatelike/dislikeaccordingly.
MusicILike/Don’tLike
1KangaroosbySaint-SaensEncouragepupilstolistenforpairsofnextdoornotesandhigherandlowersoundsTalkabouthowthesoundsremindusofakangaroohoppingandhowsoundcanbeusedtocreatepictures.(loud,soo,slow,fast,short,long,high,lowetc
TheElephantbySaint-SaensEncouragepupiltodrop3(meontheirlapusingoctopusdrop.Talkabouthowthesoundcreatesthepictureofanelephantdancing–lowsounds34(meetc
7
TorevisereadingnextdoornotesfromCWhattodo:
• DiscusstheshapeofthemusicieitstartsfromCandthenmovesonenoteata(meupordown
• Discussmatchingbars1–2and5-6
• Helppupiltomarkhighandlowpoints
• Pupilplayswithoutlookingathands.
• Askpupiltosingwhileyouplay
• Encouragepupiltoplay&sing
CHAPTER1Walking
Colour• C’sblue• A’spurple
Markinghigh&lownotes(Δ&☐)aidsfluency.
Revisereadingnextdoornotes(lines&spaces)followingnoteheads(notstems). 8
Walking Step By Step
Matchingbars
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Torevisehowthetrebleandbassstavesfittogether
Whattodo:
• Discusshowthestaveshavebeen“pulledapart”sothegapisnolongerpropor(onal.
• Discusshowtheshapeofthemusicisthesame
• Specialaaen(onshouldbepaidtocrossingoverfroml.h.tor.h.acrossmiddleC.(ThenoteseithersideofMiddleCieB&Dcanbeconfusing)
• Pupilplayswithoutlookingathands.
• Encouragepupiltoplay&sing
9
Walking Step By Step
DabovemiddleCcanbewriUenineitherclef
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AkeUleBoiling
``
AFireEngineGoingAway
``
FireEngineComing
DrumRoll ADonkeyBraying
Dim. = Get Softer Cres = Get Louder
Toavoidmakingthemusiclookcluaered,fewdynamicsarewriaenonthemusicinthisbook.However,pupilsshouldbeencouragedthroughouttoadddynamics.Someliketo
writethemonthemusic
10
Tointroducehandstogetherwork&revisecorrectroundedfingeracNonfromtheknuckle.
Whattodo:
• ReviseOctopusDrop,roundfingershape&TommyThumbfromBook1
• ReviseFingerac(on(movingfromtheknucklesandplayingonthefinger(ps-keepingfingersrounded)
• Markhighs&lows
• Iden(fyrepeatmarks–discusswhichbarstoplaywhen(1,2,3,4,3,4,5,6)
• Prac(ceexerciseonpianousingdifferentdynamics(egall ff;allpp;cresc.toend;dim.toend.
• Encouragepupiltoprac(ceontablewhilewai(ngforteaetc.
Five Finger Frenzy Contrary Motion
11
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Writepupil’snamehere
‘ s Contrary Tune ToestablishcontrarymoNon&developimprovisaNonskills
Whattodo:
• Helppupiltospotcontrarymo(onpassageinmusicbyaddingΔsand☐s
• Establishpulse
• Pupilplaysfirstlinethenaddstheirownsecondline.Encouragecrea(vitybutensurehandremainsinfivefingerposi(onwiththumbsonC’s.
h h h h
h h h h
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12
h h
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I Hear With My Little Ear
Echo Tunes TodeveloppitchrecogniNon:ThisgamebuildsonHigher/Lower/Snap.
IalwaysstartonC&onlyusenextdoornotesatthisstageieneverCtoEorDtoEetc
Whattodo:
• Explainthatyouaregoingtoplay2notes(thefirstwillbeC)forthepupiltocopy.
• ThepupilthenshutshiseyesorlooksawaywhileyouplayeitherC,DorC,CorC,B.
• Thepupilthenopenstheireyesandplaysthenotesback.
• Onceestablishedwith2notes,adda3rdnote(samepitchora2ndhigherorlower(egCCD;CDE)
• Longerphrasescanbeusedatteacher’sdiscre(on–Igoupto8notesmaximum
Nice Or Nasty! TodevelopauralrecogniNonofharmonic2nds
Whattodo:• Havefunallowingpupiltoexperimentplaying2notesatthesame(me.Talkaboutthedifferentsounds
andinpar(culartheclashofaharmonic2nd.
• Explainthatyouaregoingtoplay2notesatthesame(me.Iftheyarea2nd,thepupilcansay“yuK’or“ouch”etc.Ifnot,say“lovely”or“ahh”etc
• Thepupilthenshutshiseyesorlooksawaywhileyouplay2notesandthenresponds.
SomepupilspottheseA’s.Ifso,theycancolourthempurpletoo!
TointroducesluracNon–drop–smooth–lik!
EnsurepupilunderstandsthedifferencebetweenaslurandaNe
Whattodo:
• ReviseOctopusDrop,roundfingershape&TommyThumbfromBook1
• Prac(ceSlurExerciseonpiano
• Playagainusingdifferentfingercombina(ons…1-2,2-3,3-4,4-5
• Encouragepupiltoprac(ceontablewhilewai(ngforteaetc.
• Thisisadifficultac(ontoachievecombiningoctopusdrop,smoothtransferofweighttoanotherfingerandoctopuslio.Slowprac(cesaying“Drop–lio–together”canhelp.
TorevisereadingnextdoornotesincontrarymoNon&harmonic2nds,&pracNseslursandaccents
Whattodo:
• Discussdifferentwaysofaddingcolourtomusicthroughloudsandsoos(dynamics)andthewaythelengthofthenoteandthewayitis”hit”(ar(cula(on)
• Marktheshapeofthemusictoencouragepupiltospotcontrarymo(on
• Discussthechordsandaccentswhichtogethergivetheimpressionofacarhoo(ngit’shorn.
• Pupilplayspiece
Two Noisy Cars!
13
Slur Exercise
TopracNceplayingbyearusingnextdoornotes,doeandsewToidenNfycommonbeginningofdominant(sew)totonic(doe/homenote)
Whattodo:
• Explainthateachlineisplayedtwice
• Playfirstlineonceandaskpupiltocopyitback
• Repeatwitheachline
• Askpupiltoplaywholepieceontheirown(ierepea(ngeachline)
• Playasaroundbeginning2barsaoerpupil
• LotsofothertunesbeginSewtodoeegWeWishYouAMerryChristmas,AwayInAManger,IfYou’reHappy&YouKnowIt…,AuldLangSyneetc
London’s Burning
Chipmunk’s Challenge
Torevisekeyboardgeography,repeaNngblacknotepaUern,A’sandCsandtolearntorecogniseG’s&pracNceOctopusDroptechnique
Whattodo:
• Askques(onsabouttheblacknotestoencouragethepupiltoseethepaaern.
• AsktopupiltoplayalltheA’sfromlowtohighandalltheC’sfromhightolow.
• PupilcountsuptoGfromCandfindsalltheG’sfromlowtohigh
• DiscussthenextdoornotesGandAandprac(ceplayingthemslurredfromlowtohigh.
CHAPTER2AllTheG’s
London’sBurning:Playeachlinetwice.Playasaround.Doesitsoundfinished?(HomenoteisGbutitendsonB..)
ReviseA’s&C’s;high&lownotes.Prac(cefindingG’s.PlayG-Aslurred;G-Cslurred.DiscussDoetoSewstart. 14
Balloon Games
ToestablishcorrelaNonofpitchandposiNononthegrandstave
• Reviselines&spaces,andreadingfromboaomupetc
• EnsurepupilcanrememberhowtofindboaomspaceAand3C’s
• TalkaboutthemagiclineforMiddleCwhichisusuallyinvisiblebutappearswhenitisneeded.
• Revisehigh&lowonladder/stave.Canpupilpointtothehighestline(rung),thelowestspace(gap)etc.
• Explainhowthenotescorrelatewiththoseonthepianofor“walking”(iemelodic2nds),higher&Lower
FollowMyLeaderFromA:ShowpupilwhichAcorrelatestotheboaomspaceonthestave.Asyoumovetheballoonupordownbyamelodic2nd(nextdoornotes)thepupilplaysthecorrespondingnote.Usethismethodtofindthe3C’sand2G’s.Thisrevisestheconceptofmovingnotebynoteupordown&allowsthepupiltofindtheG’sforhimself.
Hide&SeekG’s:Movetheballoonup&downthestaveslowly,stoppingasyoupassovereachG.ThepupilplaysthecorrectGtomaketheballoonmoveagain.Asthepupilbecomesmoreconfident,makeitlessobviouswhereyouaregoingnext,some(mesgoingbacktothesamenotemorethanonce.FinallyaddBoaomSpaceA&3C’sintothegame.
TellAFriend:ThisconfirmswhetherthepupilreallydoesknowwheretheG’sareonthestave.
15
TheBalloonStaveandNoteladdersmaybephotocopiedforeducaNonalpurposesonly.
Itmaynotbeusedinotherpublica(onsorsoldwithoutwriaenconsent.
PleaseacknowledgeLightningPianowhenphotocopyingorusingthistool.
CHAPTER5THEGRANDSTAVE
EnsurepupilunderstandsthenotesarenamedAtoGfromBoaomSpaceAupwithanoteoneveryline&everyspace. 16
NoteLaddersCan pupil spot A C E G in different places
Can pupil find all the G’s
Walkr.h.2&3uptheladdersaying“line,space,line,space…”.(R.H.2onBoaomSpaceA,3onB,2onC
etc.SwapforL.H.ie3onA,2onBetc).Onanormalladderyouonlystepontherungs!
Hop3rdfingeruplinesmissingoutspaces.Hop2ndfingerupspacesmissingoutlines.
17
TheBalloonStaveandNoteladdersmaybephotocopiedforeducaNonalpurposesonly.
Itmaynotbeusedinotherpublica(onsorsoldwithoutwriaenconsent.
PleaseacknowledgeLightningPianowhenphotocopyingorusingthistool.
EnsurepupilunderstandshownotesarenamedfromBoaomSpaceAupthestavewithanoteoneverylineandeveryspace.Paypar(cularaaen(ontothespaceseithersideofMiddleCwhichdon’tlookliketheotherspaces.
18
TheBalloonStaveandNoteladdersmaybephotocopiedforeducaNonalpurposesonly.
Itmaynotbeusedinotherpublica(onsorsoldwithoutwriaenconsent.
PleaseacknowledgeLightningPianowhenphotocopyingorusingthistool.
Ensurepupilunderstandswhythestavelooksdifferentietheleoandrighthandstaveshavebeenpulledapartsothatthespacebetweenislarge.Asaresult,MiddleCisnolongerinthemiddlebuthas2possibleposi(onsandthespaceseithersideofMiddleClookdifferent.
TheflashcardshavebeencreatedspecificallyforLightningPianoFun!
Theyshownotesonthegrandstave
Theyarethesamesizeasthemusicinthebookstheyarereading.
Encourageparentstocutouttheflashcardsandregularlyplaymemorygameswiththeirchild.
Agameof“pairs”canbedownloadedfreefromthewebsite.
19
Ac(vi(es1. Puhngthenotesinorderfromlowtohigh
2. Choosingacardandnaming3thingswhichbeginwiththeleaer.(Chooseadifferentthemeforeachroundeganimals,vehicles,names)
1. Gotowww.lightningpiano.comforfreeprintablegames
TolearntorecogniseGinthebassclef
Whattodo:
• HelppupiltospotalltheG’sinthepiece
• Circlerepeatednotes.
• Iden(fynextdoornotesandMiddleC
• Talkabouttherhythm
• Establishpulse&playaway!
• RemindpupilsthatGrumpyGlooksasthoughit’sinthetopspaceofthel.h.althoughreallythereisaBaboveit.
Colour• C’sblue• A’spurple• G’sred
Uncolourednote(E)canbefoundbynamingnotesasyouwalkupthestavefromC(CDE.BalloonStavemayhelp. 21
15G’s
Grumpy G
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TorecogniseA’s,C’sandG’sinbassclef
Whattodo:
• Askpupilhowmanydifferentnotesareusedinthispassage(4:A,C,G,MiddleC)• Explaintheycanuseanyfingersofanyhandtoplaythenotesandtheycanlookatthekeyboard.
• Usinga(mer,(mehowfasttheycanplayallthenotes.• Putastarbesidethe(metheyhaveachieved• Iallow3aaemptsatthisexercise&thenrepeatnextlessonhopingforanimprovement!
TorevisecontrarymoNon,GrumpyGand“walking”frombasscleftotrebleclefacrossMiddleC
Whattodo:
• HelppupiltospotthebassclefG’s,matchingbars(1-2&5-6)andcontrarymo(onpassages
• MarkhighsΔandlows☐
• Lookatbars3–4and7-8andiden(fywalking(nextdoor/melodic2nds)fromMiddleC
• Iden(fynextdoornotesandMiddleC
• Talkabouttherhythm
• Establishpulse&playaway!
(ForpupilswhosingthissonginFrench,drawa(ebetweenthe3rd&4thmeasureofbars1and5.)
Adddynamics–somepupilsliketowritethemin
Playasaduetmakingupalowerpartusingdoeandsew 22
On The Bridge Of Avignon
ContraryMo(on
TolearntorecogniseGinthebassclef
Whattodo:
• HelppupiltospotalltheG’sinthepiece
• Circlerepeatednotes;iden(fyhighs&lowsandnextdoornotes
• Iden(fymatchingbars(5,6&7)
• Establishpulse&playaway!
h h. 17G’s
TrebleGiss(llwriaeninCmajoriehomenote/doeisCeventhoughitendsonG…Doesitsoundfinished? 23
Treble G
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24
1 Turn The Taps On & Off!
2 See Saw
TointroducewristrotaNon&SimilarMoNonAswellasbeinganimportanttechniqueinitsownright,IfinditiseasiertointroducetheideaofsimilarmoNonusingthisgrossmotorskillratherthanbeginningwiththefingers(See2&3below)
Whattodo:
• Demonstratethewristrota(onac(on&askpupiltocopyhandsseparately,thenincontrarymo(on&finallyinsimilarmo(on
• Somepupilsfindimaginingturningataponandoffhelpful;othersthinkoftheac(onusedwhensaying“so,so”or“maybe”.
TopracNcewristrotaNoninsimilarmoNon&remindpupilsofthesoundofDoeandSew
Whattodo:
• Demonstrate&askpupiltocopythewristrota(onac(ononthepianousingfingers1&5onC&G
• RepeatwiththeotherhandandthenhandstogetherINSIMILARMOTION(Pupilstendtodefaulttocontrarymo(on)
• SingDoe,Sewasyouplay
TopracNcesimilarmoNon
Whattodo:
• Iden(fyrepeatmarks–discusswhichbarstoplaywhen(1,2,3,4,3,4,5,6)
• Askpupiltoiden(fyhighsandlowsandstar(ngnotes
• Playhandstogether
• Ifpupilisstruggling,remindthemtothinkof2above.
TorecogniseC’sandG’sinTrebleclef
Whattodo:
• Askpupilhowmanydifferentnotesareusedinthispassage(3:C,G,MiddleC)• Explaintheycanuseanyfingersofanyhandtoplaythenotesandtheycanlookatthekeyboard.
• Usinga(mer,(mehowfasttheycanplayallthenotes.• Putastarbesidethe(metheyhaveachieved• Iallow3aaemptsatthisexercise&thenrepeatnextlessonhopingforanimprovement!
ToreviseTrebleGandpracNce“walking”insimilarmoNon
Whattodo:
• HelppupiltospottrebleG’s
• MarkhighsΔandlows☐andrepeatednotes
• Establishpulse&playr.h.only
• Playagainwithl.h.(star(ngwith5onMiddleC)
• Playwithbothhandstogetherinsimilarmo(onanoctaveapart(somepupilsliketowritel.h.notesin.)
Extraac(vity–canthepupilplaythewholetune5noteshigheriebeginningonG.Discussnewhomeandsewnote.
Playasaduetmakingupalowerpartusingdoeandsew 25
Go And Tell Aunt Dinah
Play hands together in similar motion
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TopracNcewalkingandhoppinginsimilarmoNon
Whattodo:
• Iden(fysimilarmo(on,walking(line1)andhopping(line2)
Balloon Games Tounderstandhowmelodic2ndsand3rdsappearonmusicandtranslatedontokeyboard
• Reviselines&spaces,walkingfingersupthenoteladdersusingr.h.3&2orl.h.2&3
• Hopfromlinetolineusingr.h.3orl.h.2
• Hopfromspacetospaceusingr.h.2orl.h.3
• TalkabouthoppingoverMiddleC-themagiclineisinvisibleandthedistanceisnotpropor(onal
FollowMyLeaderFromG:
Asyoumoveballoonupordownaskpupiltoplaythenotesonthepianousinganyfinger.
• BeginwithballoononGrumpyG.Usenextdoornotes(melodic2nds)ieWalking.Thenrepeatwithmelodic3rdsieHopping.
• Repeat,beginningonTrebleG
InparNcularensurepupilunderstands“hopping”overMiddleC
CHAPTER3Hopping
Lines&Spaces
Drawingalinebetweenmelodic3rdsassistsfluency.Paypar(cularaaen(ontohoppingoverC(iefromBtoD)
Emphasisewalking(lines&spaces)andhopping(linetolineorspacetospace) 26
Hop With Me!
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TopracNcesimilarmoNonwalkind&hopping
Whattodo:
• Iden(fyrepeatmarks–discusswhichbarstoplaywhen(1,2,3,4,1,2,3,4,5)
• Askpupiltoiden(fyhighsandlows,star(ngnotesandwalkingandhopping
• Playhandstogether
• Repeatexercisestar(ngonG
• Thiscanbeanopportunitytoexperimentwithstar(ngonothernotesasanintroduc(ontowhyweuseblacknotesfordifferenthomenotesandmajor/minorsounds
Five Finger Frenzy Walking & Hopping
Toestablishthesoundofhoppingaurally
Whattodo:
• Playechotunesusingmelodic2ndsand3rds
• AskpupiltosingHappyBirthdaywhileyouplaythetunebeginningonG
• EncouragechildtohaveagowiththumbsonC.ThecolouredwordsindicateC’sandG’s.Pointoutthebigoctaveleap.
Happy Birthday
Lines&Spaces Δ☐? &
27
TopracNcereadingmorecomplexcombinaNonsofnotesandintervals
Whattodo:
• Helppupiltospotthematchingbars(1–4&9–12)andbassclefG’s,
• MarkhighsΔandlows☐andhopping
• Comparebars5–8and13–16:iden(fywalking,hopping,bigleaptoGrumpyGandbacktoC
• Talkabouttherhythminbars1&2
• Establishpulse&playawayaswriaen
• Playagainhandstogetherinsimilarmo(on
• Tosing,playr.h.anoctavelowerbeginningonMiddleC
• HavefunaddingalowerpartusingDoeandSewthenswapparts
• Experimentwithr.h.playingtuneandl.h.playinga6thbelow.Iebeginningwithl.h.5onE.
ToestablishhoppingfromA’s,C’sandG’s
Whattodo:
• Askpupiltoiden(fythefirstnoteofeachbarandthentospotthepaaern(iehoppingfromfirstnoteofthebar
• Explainthatthepupilcanlookatthekeyboardanduseanyfingerandanyhand.(ThisisanotereadingexercisesoanyfingerfromanyhandisfinealthoughIsuggestusingl.h.531r.h.1forbars1,4&5andr.h.531l.h.1forbars2and3)
• Usinga(mer,(mehowfasttheycanplayallthenotes.Putastarbesidethe(metheyhaveachieved• Iallow3aaemptsatthisexercise&thenrepeatnextlessonhopingforanimprovement!
Playasaduetmakingupalowerpartusingdoeandsew.Adddynamics&phrasing:Experimentwithaddingslurs.
Bars1–4and9–12arethesamebutdifferentoctaves.Tosing,playr.h.anoctavelower,star(ngonmiddleC 28
Donkey Riding
TopracNcereadingmorecomplexnotesandintervalsincludinghoppingoverMiddleC
Whattodo:
• Talkabouttheupbeat.(Thelastbarofline1hasbeensplittocreateamatchingupbeatonline2toaidmusicalphrasing.
• Helppupiltospotthematchingbars(1–4&9–12)
• Iden(fywalking,hopping(&hoppingoverMiddleC)andbassclefG’s,
• Establishpulse&playawayaswriaen
• Playhandstogetherinsimilarmo(onanoctaveapart
• HavefunaddingalowerpartusingDoeandSewthenswapparts
Colour• C’sblue• A’spurple• G’sred
Addanotea3rdhigher
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Encouragepupiltocreatesoundsfortheotherverses:ThehorngoesBeep,thewipersgoswishetc
RevisehoppingoverMiddle.Explainup-beatPlayasaduetmakingupalowerpartusingdoeandsew 29
The Wheels On The Bus
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TointroducetransposiNon–Encouragepupilnottolookatthehands(TransposiNonisfacilitatedbynotlookingatthehandonceitisinthenewposiNon)
Whattodo:• PlayDonkeyRidingagainaperfect5thhigher(iebeginningonG).
• Iden(fydoe&Sewnotesinnewposi(on
• PlayTheWheelsOnTheBusaperfect4thhigher(l.h.4onC;r.h.1onF)
• Experimentwithstar(ngonothernotesatTeacher’sDiscre(ons
(anintroduc(ontowhyweuseblacknotesfordifferenthomenotesandmajor/minorsounds)
TopracNceoctopusdroponto2fingersandmovingwholearmupmelodic2ndswithoutlooking
Whattodo:
RepeateachstageunNlitcanbedonewitheyesclosed
• Prac(ceOctopusdroponto2&4onCandEseveral(mesun(ltechniqueiscorrect
• Playexerciseaswriaen
• Repeatexercisewith3&5,andfinallywith1&3
Octopus 3rds
Ensurecorrectkeystroke+handshape.Firstprac(cerepeatedchord,thenplayOctopus3rds…eyesclosed?
TransposeeachpiecetoGmajorreadingshape&interval. 30
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Chipmunk’s Challenge
C
G
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D
C
TopracNcesimilarmoNon
Whattodo:
• HelppupiltospotthematchingbarsandG’s,
• Markhopping(online2)
• Prac(cebars1&2several(mes
• Prac(ce2ndslineseveral(mes
• Playaswriaen
• Adddynamics
• HavefunaddingalowerpartusingDoeandSewthenswapparts
• TransposetoGMajoratteacher’sdiscre(on.ThiswillrequireuseofFsharpsincetheleadingnoteisalwaysasemitonefromthetonic.SharpsandflatsareintroducedinBook3.
31
Hot Cross Buns
2barrhythm34(meusingq h h. w 32
CHAPTER4COUNTINGIN3
q q q q q q q q q q q q q q
2 4
3 4
4 4
5 4 2
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Echo Rhythms
TodeveloprhythmmemoryThisgameissimilartoEchoTunes.
Whattodo:
• Talkabout(meand(me
• Explainthatyouaregoingtodropapulsefollowedbyarhythm.Askthepupiltocopyitback.
• Establishpulsedroppingonlap.Askpupiltojoinin.
• Oncepupilisready,con(nuedroppingpulseforonemorebar,coun(ngaloud,andthendroponebarrhythm.
• Con(nuecoun(ngonemorebar
• Pupilthentriestorepeattherhythm.
• Encouragepupiltocountaloudwithoutyou.
• Droppingtherhythminonehand&pulseintheotherdevelopshandindependence
EncouragepupilstoplayEchoRhythmson-linewhentheygethome.
3 4
4 4 3
4
3 4
TopracNcecounNngin34Nmeandreading3rds
Whattodo:
• Helppupiltospotthe(ednotes
• Marksamenotesandhopping
• AskpupiltodropthepulseonGwhileyouplaythetune
• Discusstherhythmandhowtocountthedifferentnotelengths
• Prac(celine2
• Playaswriaen
• Adddynamics
• HavefunaddingalowerpartusingDoeandSewchordsthenswapparts
• TransposetoGMajorieperfect5thhigher
Adddynamics;Revise(ednotesAccompanyusingchops(ckschords.Thenswap.
TrebleGiss(llwriaeninCmajoriehomenote/doeisCeventhoughitendsonG…Doesitsoundfinished? 33
Row, Row, Row Your Boat
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TopracNcereadingharmonic3rds&tobegintoharmoniseusingdoeandsewchords
Whattodo:
• Helppupiltospotthematchingbars(1–2&3–4)andthepaaern
• Explainthatthepupilrepeatsthe4barsmany(mes!
• HavefunplayingtheduetaswriaenandthenmakingupadifferentTeacher’spart
• Somepupilswillmanageturningtheharmonic3rdsintoTriadsbyaddinganothernotea3rdhigher.Wri(ngtheaddi(onalnotesonthemusichelpsassimilatethenota(on
Talkaboutusingchordstoaccompany&themostusefulchordsofDoeandSew(Tonic&Dominant) 34
Chopsticks! – A Duet!
h
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Tointroduceimprovisingoverdoeandsewchords
Whattodo:
• Helppupiltospotthematchingbars(1–2&5-6)andthepaaern
• Iden(fyrepeatmarks
• Playasaduet:Teacherplayingthepupil’schops(ckpartonpg34;pupilplayingtheWaltzonthispage.
• Encouragepupiltomakeupthelastline(iftheyarereallystuck,theycanrepeatthefirstlinebutmaybechangeanotehereandthere…)
• Swapover
‘s Waltz
35
Play hands together in similar motion
TopracNcecounNngin34NmeandreadingacrossMiddleC
Whattodo:
• Marksamepitchnotesandaskpupilifthereareanyhopsorleaps!
• Iden(fymatchingbars(1–4&9–12)
• Prac(cethelast4bars–walkingacrossMiddleC
• Playaswriaen
• Adddynamics
• TransposetoCMajorieperfect4thhigher
• Ifthepupilknowsthetune,theymaybeabletoplaytheMiddle8byear
• NBAccompanyingthispiecerequiresathirdchord(Subdominant)andFsharp.Ifpupilswanttoaddanaccompaniment,itiseasiertodosowhentransposedtoCmajor.Thiscanbeanopportunitytotalkaboutblacknotesandthesub-dominantchordbutthatisfortheteachertodecideonanindividualpupilbasis.
Discussphrasing&dynamics–Somepupilsliketodrawinthephrasemarksanddynamics
TrebleGiss(llwriaeninCmajoriehomenote/doeisCeventhoughitendsonG…Doesitsoundfinished? 36
Oh The Bear Went Over The Mountain
h q q h qq q w h
2 4 4 43 4 6 4
Echo Rhythms
TodeveloprhythmmemoryThisgameissimilartoEchoTunes.
Whattodo:
• Talkabouthalfbeatnotese
• Explainthatyouaregoingtodropapulsefollowedbyarhythm.Askthepupiltocopyitback.
• Establishpulsedroppingonlap.Askpupiltojoinin.
• Oncepupilisready,con(nuedroppingpulseforonemorebar,coun(ngaloud,andthendroponebarrhythmusingq e h h. w .
• Con(nuecoun(ngonemorebar
• Pupilthentriestorepeattherhythm.
• Encouragepupiltocountaloudwithoutyou.
• Droppingtherhythminonehand&pulseintheotherdevelopshandindependence
EncouragepupilstoplayEchoRhythmson-linewhentheygethome.
37
CHAPTER5SplibngBeatsInHalf
h h. 12G’se iq
Onesy, Twosy!
4 4
TodevelophandindependenceandpracNcereadingrhythmsincludinge Whattodo:
• Askpupiltodropr.h.rhythmoffirst2barsseveral(meswhileyoudropthel.h.rhythm(pulse)
• Askpupiltodropbothhandsatthesame(meseveral(mes
• Askpupiltodropbothhandsatthesame(meseveral(meswitheyesclosed
• Repeatforthesecond2bars
• Encouragepupiltoprac(ceathomeinthecaroratthetable
TopracNcereadinge s, andiq
Whattodo:
• Iden(fystar(ngnoteofeachbarandthepaaern(hopping)
• Lookformatchingbarsandapaaern(4barsCchord,3barsGchord,1barCchord)
• Droprhythmofbars1and8
• Reviseslurac(onfromChapter1
• Prac(cemovingfrom1stlineposi(onto2ndlineposi(onwithOctopusfloat–Iallowmypupilstolook!
• Prac(celast2bars
• Playaswriaen
• Adddynamics
• TransposetoGMajorieperfect5thhigher
EncouragepupiltomaketheirownmusicwiththesechordsIntroducepedallingatteacher’sdiscre(on
Taprhythmof1stbar&lastbar.Reviseoctopusfloat&drop&slurs–handfloatstonewposi(on. 38
Floating Bubbles
WriteinthecounNng.Matchthenotebarstothehocolate.
h ee ee 12 3-sy 4-sy
q ee q ee 1 2-sy 3 4-sy
ee ee ee ee 1-sy2-sy 3-sy 4-sy
q q q ee 1 2 3 4-sy
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39
Walking, Hopping!
ee = iq
TopracNcesimilarmoNonhoppingwithdifferentfingers
Whattodo:
• Iden(fythepaaernwithineachbar(walking,hopping)
• Iden(fythe2barpaaern(1notelowereach(me)
• Askpupiltoprac(ceeachbarseveral(mesthenplayaswriaen
• Encouragepupiltoprac(ceathomeinthecaroratthetable
TodevelophandindependenceandpracNcereadingrhythmsincludinge ,iq andNednotes
Thisexercisedevelopstheq. e rhythmaurallywhichmakesiteasiertounderstandwhenthenotaNonisintroducedinBook3
Whattodo:
• Askpupiltodropl.h.rhythmoffirstbarwhileyoudropther.h.rhythm(pulse)
• Repeatforsecondbarandthenbothbarsconsecu(vely
• Askpupiltodropbothhandsatthesame(me
• Askpupiltodropbothhandsatthesame(mewitheyesclosed
• Repeatforthesecond2bars
TopracNcemovinginandoutofsimilarmoNonandreadingmorecomplexrhythms
Whattodo:
• Helppupiltospotthematchingbars(1&5,2&4)anddiscusshowsimilarbars1and3are.
• Iden(fyhopping&similarmo(on
• Droptherhythm
• Prac(cebar1several(mes
• Prac(cebar2several(mes
• Prac(cebar6several(mes
• Establishpulse&playawayaswriaen
• HavefunaddingalowerpartusingDoeandSewthenswapparts
.
Droprhythmonlapfirstifappropriate 40
Ding Dong Bell
Chipmunk’s Challenge
Torevisekeyboardgeography,andtolearntorecogniseD’s&pracNceOctopusDroptechnique
Whattodo:
• Askques(onstofindanyD,thentofindthelowestDandthehighestD.
• AsktopupiltoplayalltheD’sfromhightolow
• AskpupiltoplayCDwithoutlooking–cantheyrememberhowtoplayslurred
CHAPTER6AllTheD’s
41
Balloon Games
ToestablishcorrelaNonofpitchandposiNononthegrandstave
• Reviselines&spaces,readingfromboaomupetc• FindboaomspaceA,3C’s&2G’s• Askpupiltofind3D’s,oneaboveeachoftheC’s.• TalkaboutthemagiclineforMiddleCwhichisusuallyinvisiblebutappearsunderDinl.h.(Dindisguise!).
FollowMyLeaderFromC:
• Revise“walking”(Melodic2nds):BeginwithballoononGrumpyG.Askpupiltoplaythenotewhichtheballoonison.Each(methepupilplaysthecorrespondingnote,moveballoonupordowntothenextdoornote
Hide&SeekD:Movetheballoonup&downthestaveslowly,stoppingasyoupassovereachGrumpyG,MiddleC,DoggyDorTrebleG.Thepupilplaysthecorrectnotetomaketheballoonmoveagain.
TellAFriend:AskpupiltoexplainwhereDoggyD(&DoggyDindisguise)livesonthestave.Thisconfirmswhetherthepupilreallydoesknow.
TolearntorecogniseDinthetrebleandbassclef
Whattodo:
• HelppupiltospotalltheD’sinthepiece
• Iden(fynextdoornotesandMiddleC
• Droptherhythminbars2and4(refertopage39ifnecessary)
• Establishpulse&playaway!�
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Doggy D
TopracNcereadingDintrebleclefandmorecomplexrhythms
Whattodo:
• Circlerepeatednotes
• Iden(fyhopping(includinghoppingoverC),DoggyD&similarmo(on
• Helppupiltospotthematchingbars(1-3&7–9)anddiscussmatchingrhythm(4–6&10–12)
• Droptherhythmofbars1–3andthelastline.
• Explain1stand2nd(mebarsandtheorderofplay(line1,line2,line1,line3)
• Prac(cebars1-3several(mes
• Prac(cebar4-6several(mes
• Establishpulse&playawayaswriaen
• Playagainaperfect4thhigheriel.h.4onC
Ihaveleor.h.fingeringtoteacher.Iuse1onDinprepara(onforscaleexerciseswherel.h.2&r.h.1areusedtogetherfollowedbyl.h.1andr.h.2.ThumbsonCmaybeusedinstead
43
Kumbya
TopracNcemovinginsimilarmoNonandreadingmorecomplexnotes,intervals&rhythms
Whattodo:
• Helppupiltospotthematchingbars(first2barsofeachline)
• Helppupiltospotsimilari(es&differencesinthelast2barsoflines1,2and3
• Helppupiltospotthesequence(bars11–12areonenotehigherthan9–10)
• Iden(fyhopping&similarmo(on
• Droptherhythm
• Prac(cebars3-4,7-8and15-16several(meseach
• Prac(cebars1-2several(mescoun(ngaloud
• Establishpulse&playawayaswriaen
• Playagainhandstogetherinsimilarmo(on
• HavefunaddingalowerpartusingDoeandSewchordsthenswapparts
• BeginningonDproducesminorversionofpiece.ThisisanopportunitytointroduceandexperimentwithmajorandminorsoundsandblacknotesbeforetheyareformallyintroducedinBook3.
Talkaboutbeamingofquavers,slurs&(es 44
Allegretto by Czerny
q q iq iq iq iq q q iq iq h q q h
q q ee ee ee ee q q ee ee q q q q q q
AllegreUobars1&5 AllegreUobars7,9,11&15
AllegreUobar16AllegreUobars4&8
Anopportunitytotalkaboutblacknotes,andmajorandminor.TheseareintroducedformallyinBook3
Matchingbars:1-2&5-6&13-14.2barsequence:bars9–10&11–12 45
Allegretto Continued
Chipmunks ChallengeTopracNcetransposiNon–Encouragepupilnottolookatthehands
Whattodo:• Movehandsupaperfect5thtobeginonGthenplayagain
• Iden(fydoe&Sewnotesinnewposi(on
• RepeatbeginningonD
• Askthepupiltodescribehowitsounds(minor)
DemonstratehowtouseFsharptomakeitsoundmajoragain
Major&minorandblacknotesareintroducedformallyinBook3
C
G
D
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D
A
Chipmunks ChallengeTopracNceaccompanyingwithdoe&sewchords&transposiNon
Whattodo:• HavefunaddingalowerpartusingDoeandSewthenswapparts
• Movehandsupaperfect4thtobeginonCthenplayagain
• Iden(fydoe&Sewnotesinnewposi(on
• RepeatbeginningonD
• Askthepupiltodescribehowitsounds(minor)
DemonstratehowtouseFsharptomakeitsoundmajoragain
Major&minorandblacknotesareintroducedformallyinBook3
C
G
D
G
D
A
ToconsolidatehoppingoverCtoDinthebassclef&readingDinbothclefs
Whattodo:
• Helppupiltospotmatchingbars(first4barsofeachline)
• Helppupiltospotsimilari(es&differencesinbars1–4&5–8
• Iden(fyD’sinbothhands,hopping&repeatednotes
• Prac(celast4bars
• Talkaboutdynamics&accent
• Establishpulse&playawayaswriaen
• Playagainhandstogetherinsimilarmo(on
Referbacktochops(ckschordsp33&thentransposetoG
R.H.fingeringatteacher’sdiscre(on.(1&2or2&3) 46
Pop Goes The Weasle
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ToreviseG’s,hopping,accents,2nds&3rds
Whattodo:
• Playthispiecetothepupilandthendiscusscharacter,ar(cula(on&dynamics(clapping,oleetc)
• Helppupiltospotmatchingbars(bars1–3and8-10)
• Helppupiltospotsimilari(es&differences:2ndlineisthesameas1stlinebutonenotelower.
• Iden(fy2beatrestandprac(cerhythmoflast2barsofeachline.
• Prac(se1st2notesofeachlineseveral(mes
• Establishpulse&playawayasaduet.
• Somepupilswillbeabletoplayasasolopiecehandstogether.
Mexican Hat Dance
matchingbars
Toconsolidateeverything!
Whattodo:
• Helppupiltospotmatchingbars(r.h.bars1&2)
• Discussr.h.rhythmsofbars3&6
• Remindpupilabout1stand2nd(mebars&helppupiltoworkouttheorderofplay
• Helppupilworkoutnotesofl.h.finalbar(apairof3rds)
• Prac(celastlinewith1st(mebarseveral(mes
• Prac(celastlinewith2nd(mebarseveral(mes
• Establishpulse&playawayaswriaen
• Helppupiltoworkoutasimpleleohandpart(preferablysinglenotew’sonC&G).Thepupilcanwritethisonthemusicorplaybyear
q e DoggyD’s
Prac(celastline(2nd(mebar)several(mesHelppupiltoworkoutl.h.accompaniment(doe&sew)
Explain1st&2nd(mebarsRevise(ednotes.Taprhythmofbar3 48
Jingle Bells
TorecogniseC’s,G’s&D’s
Whattodo:
• Askpupilhowmanydifferentnotesareusedinthispassage(4:C,G,MiddleC,D)• Usinga(mer,(mehowfasttheycanplayallthenotes.(Usinganyfingersfromeitherhand)• Putastarbesidethe(metheyhaveachieved• Iallow3aaemptsatthisexercise&thenrepeatnextlessonhopingforanimprovement!
Addwheelstothecars.
BoUomSpaceA&2ndSpaceC’s
GrumpyG’s
TrebleG’s
Add3moreTrebleG’sinsidetheTrebleClefs Draw3moreGrumpyG’s
AddenginesinboUomspaceA.
DoggyD’sinDisguise
DoggyD’s
Add3moreDoggyDnoses Add3moreDoggyDindisguisenoses
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“NotePairs1”canbeprintedfromthewebsite
Emphasiseimportanceofaccuracy 49
Joel The Elephant’s Star Chart Tunes to play from memory
introduces
A’s and E’s,
triads and melodic & harmonic 5ths,
68 time
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Thestarchartisdesignedtoencouragepupilstoplaytootherpeople.Playingtoothersatayoungagewillreapdividendslaterinlife.Italkabout“sharingatune”ratherthan“performing”.SomeNmesthebiggestchallengeisnotpersuadingthechildrentoplaybutpersuadingtheparentstospendNmelistening!Somepupilsliketoarrangeconcertsfortheirteddiesorpets!Ialwaysencouragepupilstoperformfrommemory.Performingfrommemoryfacilitatesfluencyandar(stryandisaskillwhichIliketodevelopfromday1–itismuchhardertodeveloplater.
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