Forte Teacher Guide · 2019. 6. 9. · 1. Play both fa & so with thumb 2. Play only fa & so (no ti) Tag Learning What to say to parents: - • This piece is giving practice in changing

Forte Teacher Guide • JKC 2 & PKC2

© 2004 Music Ink Pty Ltd ACN 063 573 160 for Creative Learning Centre Australia Pty Ltd and Forte Music SchoolsPage 1

Forte Teacher Guide

Junior Keys Level 2&

Piano Keys Level 2

Forte Teacher Guide • JKC 2 & PKC 2




Contents

Junior Keys Course Level 2

Keyboard Ad Libs Teaching Information 5Keyboard Ad Libs Teaching Guide 8Memory Solfege Teaching Information & Teaching Guide 10Concert Pieces Teaching Information 13Concert Pieces Teaching Guide 16Ensembles Teaching Information 18Ensembles Teaching Guide 19Fun Book Teaching Information & Teaching Guide 21JKC2 - 20 Week Teaching Guide 31

Piano Keys Course Level 2

Keyboard Ad Libs Teaching Information 33Keyboard Ad Libs Teaching Guide 38Memory Solfege Teaching Information & Teaching Guide 41Concert Pieces Teaching Information 44Concert Pieces Teaching Guide 46Ensembles Teaching Information 48Ensembles Teaching Guide 50PKC2 – 25 Week Teaching Guide 51



JKC2 Keyboard Ad Lib Teaching Information

Big Dipper Let’s Rock Star ShipsTeaching Points• 3/4 time • Left & right handalternate • LH part notated

Teaching Points• Bass clef reading: do, fa & so

Teaching Points• L/R hand alternate & play inunison • Longer piece • Legato

Prop suggestionsTheme park brochures; Picturesof carnival rides (roller coaster);Ride ticket for each child

Prop suggestionsElectric guitar; Picture of a RockBand; Rock CD – play section

Prop suggestionsSpace ships; space shuttles; spacemovies & TV shows; planets;stars

VAK specific pointsSway to feel 3/4 time. Lean leftfor bass, right for treble. TaprhythmSlower tempo for 1st time (~165)

VAK specific pointsPoint neck of guitar todemonstrate note placement ofdo, fa & so.Check mirror image ie. Studentshold guitar correct way

VAK specific pointsMovement of steering stickdemonstrates melody line &phrasing.PKC1 VAK (Cosmic Trek) isalso appropriate.

Disk info Track no. 1 Disk info Track no. 2 Disk info Track no. 3Default q = 188Practice q = 140

Default q = 130Practice q = 130


Tag LearningWhat to say to parents: -• The swaying movement will

help the children feel thetiming for this piece. This isthe first piece that they willplay in triple time – 3 beatsin each bar (like a waltz).

• To play this piece, the left &right hands alternate. Thiscan be a challenge at first.

• You will notice in the bookthat the LH part is nownotated.

• The treble & the bass partsare now integrated on themusic to show whether RHand LH are playingseparately or together

Tag LearningWhat to say to parents: -• The children are now reading

do, fa & so in the bass clef• This piece is a revision piece

and the children should notfind this difficult to play.This is a good piece toconcentrate on music readingtherefore it is okay toencourage your child towatch the music while theyplay.

Tag LearningWhat to say to parents: -• The children are playing all

the notes smoothly (legato)• This piece demonstrates

separate hand playing as wellas hands together. This isnotated and set out in thescore showing both bass &treble clef.

Minimum ExpectationPlay hands together as written.Slower disk tempo

Minimum ExpectationHands together concert speed

Minimum ExpectationPlay as written




Cool Cat Blues Show Time Cool Cat ChordsTeaching Points• Playing 2 notes simultaneouslyin each hand • Correct playingtechnique • Rhythm reading •Bass & treble identification

Teaching Points• New note – ‘ti’ • New handshape (hand stretch) • Rhythm(last bar)

Teaching Points• 3-note chord, new chord one (I)playing 3 notes simultaneously ineach hand. • Correct playingtechniques • Rhythm reading

Prop suggestionsPicture of catSunglasses

Prop suggestionsGlitter hats

Prop suggestionsPicture of catSunglasses

VAK specific pointsActions relate to rhythmcombinations

VAK specific pointsThe action with the left hand andleft foot relates to the fingermovement from do – ti.

VAK specific pointsActions relate to rhythmcombinations




Tag LearningWhat to say to parents: -• The children are playing 2

notes together at the sametime in one hand. Thesenotes are do & so.

• Help encourage your child toplay with a relaxed wrist –students should play on thetip of their little finger, andthe side of their thumb.

• This piece is giving thechildren practice inrecognising differentrhythms.

• The children will be requiredto recognise and play in thebass & treble clef.

Tag LearningWhat to say to parents: -• Your child will be playing a

new note – ti. This is thenote to the left of do on thekeyboard.

• This ad-lib requires youchild to stretch their hand toa wider hand shape. This isquite new for them.

• Your child may find it achallenge changing from theknown hand shape to thenew hand shape. It willrequire some practise.

• This exercise is preparationfor playing three note chordslater.

Tag LearningWhat to say to parents: -• This is a 3-note chord –

Chord of I. The childrenhave been singing this chordfor some time.

• This chord may seemuncomfortable for your childat first. With practise it willbecome easier.

• If your child is havingdifficulty with playing the 3notes in one hand, place apencil on top of finger 3, andunderneath fingers 2 & 4.This helps to isolate the 3fingers.

Minimum ExpectationSeparate hands & hands together.

Minimum ExpectationPlay RH/LH as written.

Minimum ExpectationPlay separate hands.




Caribbean Cousins Showtime ChordsTeaching Points• New chord – chord five-seven (V7) • Newhand shape • Correct playing technique •Rhythm

Teaching Points• Give practice in changing from chord I – V7

Prop suggestionsHawaiian Lei, sunglassesPicture of Munchkins on the island

Prop suggestionsGlitter hats

VAK specific pointsThe actions give a feel for the rhythm - thewords help create interest

VAK specific pointsThe action with the left hand and left footrelates to the finger movement from do – ti.

Diskinfo

Track no. 6 Diskinfo

Track no. 5



Tag LearningWhat to say to parents: -• Students are playing chord V7 for the

first time. We have been singing thischord for a while.

• The hand shape will seem a littleuncomfortable at first. This new handshape will require extra practice.

• If your child has smaller hands then it isnot a good idea to stretch the handshape before they are ready. Someoptions are: -1. Play both fa & so with thumb2. Play only fa & so (no ti)

Tag LearningWhat to say to parents: -• This piece is giving practice in changing

from chord I to chord V7. Ask your childto be patient when practicing thistechnique, as it can be quite a challenge.

• It is important for your child to be able toplay these chords competently as they willbe used frequently from this point on.

• Continue to encourage your child to playon the tip of their little fingers (finger # 5).This finger will gain strength with practice

Minimum ExpectationPlay separate hands

Minimum ExpectationLH and also in RH



JKC2 Keyboard Ad Lib Teaching GuideN.B. The complete process for teaching Ad Libs should be followed ie. Always include Create Interest; Finger Prep.; KB Geography; KB Drill, when necessary.The details below show specific steps to include.

Ad Lib Week 1 Week 2 Week 3 Week 4 Week 5Big Dipper • VAK (sway, words–R/L)

• VAK Solfege• Finger prep 1st note of

each bar• Drill 1st note of each

bar

• VAK solfege• Finger prep, then play

1st note of each bar(with or without disk)

• Finger prep wholepiece (as written)

• Drill whole piece

• VAK solfege• Finger prep whole

piece• Play whole piece with

disk slower tempo

• VAK solfege• Finger prep (if

necessary)• Play with disk slower

tempo• Increase tempo

• VAK solfege• Play with disk• Increase TempoChallenge:• Full speed

Let’s Rock • VAK solfege• Play LH with disk• Whiteboard – bass

clef reading activity• Identify do, fa & so in

score• Point to written notes

& sing with disk

• VAK solfege• Score reading –

identify notes onteacher’s book

• Play LH with disk• Play RH with disk

• VAK solfege• Play LH & RH with

disk• Play Hands together

• VAK solfege• Hands together with

diskChallenges:• Line 1 RH, Line 2 LH• Vice versa• 3 teams – do, fa & so

teams

VAK solfege• HT with diskChallenges:• As per week 4• Change rhythm eg.

Crotchets• Bar 1 RH, bar 2 LH

etc.

Star Ships • VAK solfege• Finger prep Lines 1-3• Drill lines 1 –3• Play lines 1 – with

disk

• VAK solfege• Play lines 1 – 3• Finger prep line 4• Drill line 4• Drill whole piece

• VAK solfege• Play whole piece• Increase tempo

• VAK solfege• Play full speed• KB sound on strings/

choir to help listen tolegato playing

Challenge:• LH/RH teams

• VAK solfege (changerhythm to crotchets ie.do do re re etc.)

• Play in crotchets

Cool CatBlues

• VAK words• Drill rhythm patterns

hands tog.• Play rhythm sequence

hands tog. with disk

• VAK words• Play rhythm sequence

hands tog. with disk• On floor, identify

each rhythm & cleffor nos. 1 - 6

• VAK vocaliserhythms eg. tun etc

• Drill nos. 1 – 6 in turnChallenge:• Jumble order of 1 – 6

and play in new order

• VAK vocaliserhythms

• Drill nos. 1–6 in turn• Students take turns to

choose a no. (1–6), &demonstrate on KB.

• VAK, read & vocaliserhythms - teachercalls out random nos.

• At keyboards, playwith disk - teachercalls out random nos.



JKC2 Keyboard Ad Lib Teaching GuideN.B. The complete process for teaching Ad Libs should be followed ie. Always include Create Interest; Finger Prep.; KB Geography; KB Drill, when necessary.The details below show specific steps to include.

Ad Lib Week 1 Week 2 Week 3 Week 4 Week 5Showtime • VAK solfege

• KB Geography: Showplaying do – ti withlittle finger only - LH.

• Drill do – ti LH• KB Geography 2 note

chords, show correcthand shape change

• Check individualsstudents (Set for HW)

• VAK solfege• Finger Drill 2 note

chord• Drill LH• Play LH with disk

• VAK solfege• Play LH with disk• Finger drill RH• Drill RH

• VAK solfege• Play LH with disk• Play RH with diskChallenge• Hands together

• VAK solfege• Play LH with disk• Play RH with diskChallenge• Team playing –

do & so team/ti & so team

Cool CatChords

• VAK not necessary ithas been covered

• KB Geography 3 notechord

• Finger drill• Individual check• Set for HW practise

everyday

• Finger drill LHrhythm sequence asper video ie Pattern 1x 4, Pattern 3 x 2,Pattern 5 x 2

• Drill LH• Play LH with disk

• Finger drill RHrhythm sequence asper video ie Pattern 2x 4, Pattern 4 x 2,Pattern 6 x 2

• Drill RH• Play RH with disk

• VAK & vocaliserhythms

• Drill nos. 1 – 6 in turn• Students take turns at

choosing a no.: (1–6),and demonstrates onKB.

• VAK, read & vocaliserhythms - teachercalls out random nos.

• At keyboards, playwith disk - teachercalls out random nos.

CaribbeanCousins

• VAK words• KB Geography• Finger Prep LH• Drill LH

• VAK words• Play LH Disk• Finger Prep RH• Drill RH

• VAK vocalise rhythmie (Great big wholenote)

• Play LH/RH with disk

• VAK vocalise rhythm• Play LH/RH with diskChallenge:• Hands together

• VAK vocalise rhythm• Play LH/RH with diskChallenge• 2 bars RH, 2 bars LH

ShowtimeChords

• VAK say chord nos.(see Showtime VAK)

• LH Team playing –Chord I team & ChordV7 team (swap teams)

• H/W: - practicechanging betweenchords

• VAK say chord nos.• Check individual

students for chordchanges - LH

• Drill LH• Play LH with disk –

slow tempo• Set RH for H/W

• VAK say chord nos.• Play LH with disk• Check individual

students for chordchanges - RH

• Drill RH• Play RH with disk –

slow tempo

• Play LH with disk• Play RH with disk• Increase tempo

• Play LH with disk• Play RH with disk• Increase tempoChallenge:• Hands together



JKC2 Memory Solfege Teaching Information & Guide

A Little PieceTeaching PointsNew notes – low ti & la • legato • intervals of 4th & 5th

Create Interest IdeasTalk about little (small) things; students hold something small in hands (real or pretend)while listening to teacher’s model performance

Teaching GuideWeek Section

1 m-f-s-l-, r-m-f (phrase 1 & 3)2 d-r-m-m, r-t-r-d (add phrase 4)3 d-r-m-m, r-l-d-t (add phrase 2)

4 - 7 Work on breathing, dynamics, phrasing & musical singingTag Learning – What to say to parents: -• This song is extending the singing range down 2 notes, to la & ti• The children are learning to sing each legato phrase all in one breath• This is a famous piano piece written by the composer Schumann

Cradle SongTeaching PointsFeel the gentle sway of 3/4 rhythm • introducing high ti & do • singing interval of 8ve •famous piece by Brahms (N.B. this piece may take longer to complete)Create Interest IdeasRock a baby to sleep (pretend), or a soft toy while listening to Model Performance


1 Sway to feel the 3/4 timePhrase 5 & 7 (work on interval of 8ve & singing range)

2 Add ending (last phrase)3 Add phrase 64 Add phrases 1 & 35 Sing all (add phrase 2)

6 -> Reinforce pitch, musical singing, memorizing whole pieceTag Learning – What to say to parents: -• This is a long piece for the children to remember - I will be teaching small sections at a time.• The children are extending their singing range through extended intervals, up to an octave (middle do

to high do). High ti & high do are new notes in their range.• This is a famous piece by Brahms



JKC2 Memory Solfege Teaching Information & GuideAlouetteTeaching PointsG Major • dotted rhythm • new notes - high ti, do, re • interval of 8ve • dynamics, rit.Create Interest IdeasFrench words; story about a girl called Alouette who had a feather in her hat. Students makefeather sway while listening to Model PerformanceTeaching Guide

Week Section1 Words; s-l-t-t (bars 1,3,9 & 11)2 l-s-l-t-s (add bars 4 & 12)3 l-s-l-t-s-r (add bars 2 & 10)4 s-l-t-d-r-r-r, r-d-t-l-s-s-s, r-r-r-r r-r-r, r-r-r r (line 2)

5 - 7 Reinforce memory & musical singingTag the Learning – what to say to parents• Up to this point, all the solfege songs have been in C Major (do Major or do position), this song is in G Major

(so Major) and the notes are a lot higher.• The new notes are high ti do & re which is right up the top of their singing range• In the middle section, the children are singing the interval of an 8ve (8 notes)• The children are singing what we call a dotted rhythm which is also described as a bouncy or skipping rhythm• In Alouette they are singing dynamics (louds & softs) this encourages them to sing with more expression,

which makes the song sound more interesting (musical)

German DanceTeaching PointsTriple time • new note – high mi • Interval of 6th

Create Interest IdeasActions: - ‘knees tap tap…’ with partner through Model Performance;Sing wordsTeaching Guide

Week Section1 r-m-r-d, t-s-s (first 2 bars of lines 1,2 & 4)2 l-r-r, s (add the rest of lines 2 & 4)3 l-r-r, t-s-s (add the rest of line 1)4 s, l-r-r, t-s-s, l-r-r, t-s-t (add line 3)

5 – 7 Reinforce memory & musical singingTag the Learning – what to say to parents• This song is in triple time, which has a much different feel to songs that are in common time.

Common time sounds more like walking/marching, triple time sounds like swaying.• German dance is in G Major, the children are still becoming familiar with this key• This song is extending their range even more with the high ‘mi’• The children are singing a combination of legato & staccato notes



JKC2 Memory Solfege Teaching Information & GuideSonataTeaching Points6/8 sway feelCreate Interest IdeasGentle swaying song (lullabye-like or sitting on a boat) Students sway or swayarms through Model PerformanceTeaching Guide

Week Section1 t-d-t-r-r,l-t-l-d (first 9 notes of each line)

2 d, s-s-l-l, t-r-d-t-l (add the rest of line 1)

3 d, s-l-t-d, t-l-s * change to d, s-l-t-r-d, t-l-s(add the rest of line 2)

4 - 7 Reinforce memory & musical singingTag the Learning – what to say to parents• This piece ‘Sonata’ is a melody from a piano piece by the composer Mozart• This piece has a gentle swaying feel similar to a song in triple time• This song is in G Major and is reinforcing the 5 notes in the G Major position

ClementineTeaching PointsExperience of singing f sharp in G major • dotted rhythmCreate Interest IdeasWords “Oh my darling, oh my darling, oh my darling Clementine. How we love tosinging together, oh my darling Clementine”


1 Sing words, teach first 8 notes (sing words for the rest)2 All of phrase 1 (sing words for the rest)3 Next 8 notes (sing words for the rest)4 Sing all

5 - 7 Reinforce memory & musical singingTag Learning – What to say to parents: -• The children are singing a new note (fa sharp), which on the keyboard is a black note.• The children are singing what we call a dotted rhythm which is also described as a bouncy or skipping

rhythm• This is a traditional folk tune



JKC2 Concert Piece Teaching Information

Munchkin Workout Running on the Spot Creepy ColinTeaching Points• Longer Piece • Alternate R & L

and hands tog. • LH notated

Teaching Points• Legato/staccato • Hands tog

playing slightly different things

Teaching Points• Staccato/Legato • New note

combination - d-r-f-m • differentrhythms

Prop suggestionsDumb bells, water, wrist bands,head bands

Prop suggestionsSpots on floor

Prop suggestionsCockroach, insects

VAK specific pointsActions demonstrate pitchdirection, rhythm and left/righthand

VAK specific pointsActions demonstrate rhythm. Besure to stop for the crotchet rest.

VAK specific pointsMovements demonstratestaccato, legato phrasing & pitch.Suggestion: Alternate hands for1st 2 bars of each line.




Tag LearningWhat to say to parents: -• This piece is longer than any

other Concert Piece or AdLib that your child hasplayed before. Notice how ithas 16 bars and is two pageslong.

• For this piece, the childrennow have to alternatebetween the left & righthands.

• You will notice in the bookthat the LH part is notated.

• The treble & the bass partsare now integrated on themusic to show whetherRH/LH are playingseparately or together

Tag LearningWhat to say to parents: -• This piece is giving the

children practice in legato &staccato with alternatinghands.

• Help your child to rememberto keep both hands ready atthe keyboard, even thoughmostly one hand plays at atime.

• The last bar is more difficultthat it looks, as this is thefirst time that both handsplay together but playdifferent things. This barneeds careful, slow practice.

Tag LearningWhat to say to parents: -• The phrase do-re-fa-mi, is a

new pattern for the childrenas they are used to playingthe notes consecutively (do-re-mi-fa). Remind your childto sing the notes to help themlearn the pattern.

• When your child plays thestaccato notes, help them toremember to keep theirfingers close to the keys.

• At the end of this piece thereare some dynamic markings:When just RH plays, thedynamic is piano (soft),when both hands play, thedynamic is forte (loud).

Minimum ExpectationHands together as written






Strictly Strauss March Ode to JoyTeaching Points

• 3/4 time • repeated &consecutive notes • note values

Teaching Points• Playing skips • Hands tog

playing diff. notes & note values

Teaching Points• 4-bar phrases • 2-note LHaccomp. • Legato • Famous tune

Prop suggestionsPic of people dancing withpartners, picture of Strauss

Prop suggestionsDrum, marching hat

Prop suggestionsViolin, pictures of orchestralinstruments

VAK specific pointsStudents sway to Left first.2nd line movements demonstrateHT coordination

VAK specific pointsVAK teaches rhythm and formof piece.VAK part 3 helps with HTcoordination

VAK specific pointsUp bow firstOne smooth bow movement perbar. Sing phrase in one breath

Disk info Track no. 10 Diskinfo

Track no. 11 Disk info Track no. 12




Tag LearningWhat to say to parents: -• This piece is in 3/4/waltz

time. The movements willhelp the children feel thesway of the 3/4 time.

• At first your child may needreminding to play a repeateddo at the beginning of bar 1& 3.

• The children should aim toplay all the notes smoothly inthe style of a graceful waltz.

• The recording on the CD forthis piece is quite fast and isset at a quicker tempo thanwhat is expected of thechildren.

Tag LearningWhat to say to parents: -• This piece is giving practice

in playing skips (ex. Mi – do,skipping re).

• The RH & LH separately arequite easy to play for thechildren, but hands togethercould be a challenge becauseRH & LH are playingdifferent notes & note valuesat the same time. This is alot for the children tocoordinate initially. Veryslow, patient practice willhelp with this piece.

• This piece includesdynamics: piano & forte.

Tag LearningWhat to say to parents: -• Some challenges in this piece

include: - A combination ofrepeated notes & consecutivenotes; also the phrases arequite long; there is no breakin the rhythm for 4 bars.

• The LH part is playing adouble note accompanimentwhich is new for the children.

• You many need to help yourchild to remember to lift theirfingers in the LH for the rests.

• This is a very famous melodyby Beethoven, from his 9thSymphony.

Minimum ExpectationHands together as writtenDisk slower tempo (130)






Fanfare Mirrors C Major ChallengeTeaching Points

• Playing comb. of repeatednotes, steps & skips • LH hand

stretch - ti • dynamics

Teaching Points• LH accomp. - chord I • Fluent

playing from p.1 – p. 2

Teaching Points• LH chord changes from I – V7 •

Prop suggestionsPicture of brass instruments

Prop suggestionsMirror

Prop suggestionsBook 1 – compare to book 2

VAK specific pointsMovements teach rhythm andinclude form of cross crawls forcoordination

VAK specific pointsPartners; RH & LH movementsrelate to playing; Note values

VAK specific pointsVAK uses body solfege todemonstrate melody




Tag LearningWhat to say to parents: -• The melody of this piece

contains a combination ofpatterns already learnt: -repeated notes, skips andconsecutive notes.

• The LH part includes thesame notes and hand shapestretch that the childrenlearnt in the Ad LibShowtime.

• Help encourage your childto play the dynamic changesin this piece ie. forte – piano(loud & soft)

Tag LearningWhat to say to parents: -• This piece uses chord I in

both hands.• Your child may find it

difficult to play this piecefluently without stoppingbetween pages 1 & 2.Encourage your child to thinkand look ahead in the music.

Tag LearningWhat to say to parents: -• The RH of this piece is

revision from JKC Level 1• The LH uses Chord I and

Chord V7. If your child ishaving difficulties with this,then they could practise thead-lib “Showtime Chords”some more.

• Encourage your child to playthe LH chords along with theCD at full speed to buildconfidence prior to playinghands together.

• The last bar may need specialattention because of thechange of chord in the lefthand.






JKC2 Concert Piece Teaching GuideN.B. The complete process for teaching Concert Pieces should be followed ie. Always include Create Interest; Finger Prep.; KB Geography; KB Drill, when necessary.The details below show specific steps to include.

Concert Piece Week 1 Week 2 Week 3 Week 4 Week 5 Week 6MunchkinWorkout

• VAK Words • VAK Words• VAK Solfege• 1st page RH &

LH

Focus: legato

• VAK Words• VAK Solfege• 1st page RH &

LH• 2nd page RH

• VAK words• VAK Solfege• 1st page RH &

LH• 2nd page HTFocus: hold notesfor full value

• VAK Words• VAK Solfege• All HT

Focus: play wholepiece fluently withthe disk accomp.

• VAK Words• VAK Solfege• HT• Concert

(if ready)

Running onthe Spot

• VAK Words • VAK Words• VAK Solfege

(sing LH solfegefor last bar)

• Drill LHFocus: legato &crotchet rest

• VAK Words• VAK Solfege• LH• Drill RH

Focus: staccato

• VAK Words• VAK Solfege• LH/RH• LH/RH team

playing• Swap teams• Drill last bar HT

• VAK Words• VAK Solfege• Individual check

of last bar• Drill all HTFocus: staccato,legato & fluentplaying


(if ready)

Creepy Colin • VAK Words –“Creepy Colin, CreepyColin, Flying up in-tothe tree, Creepy Colin,Creepy Colin, Flyingthis way, flying thatway, flying round thento the ground.”

• VAK Words• VAK Solfege• Drill 1st 2 bars of

each line RH &LH

Focus: finger pattern& staccato

• VAK Words• VAK Solfege• 1st 2 bars of each

line RH & LH• Drill bars 3 & 4

RH

• VAK Words• VAK Solfege• Play bars 1-6• Drill bars 7 & 8

HTFocus: L& R playexactly together

• VAK Words• VAK Solfege• Drill all HT• Play HT with

diskFocus: Keeping thecrotchets & quaversin time


(if ready)

StrictlyStrauss

• VAK Words(include parents)Drill actions forsecond line

• VAK Words• VAK Solfege• Drill line 1 RH

& LH

Focus: Repeated‘do’ & dotted minim

• VAK Words• VAK Solfege• Play line 1• Drill RH line 2

Focus: 2-note slur

• VAK Words• VAK Solfege• Play line 1 &

RH line 2• Drill line 2 HTFocus: LH dottedminims

• VAK Words• VAK Solfege• Play all HT

Focus: Fluent legatoplaying


(if ready)



JKC2 Concert Piece Teaching GuideN.B. The complete process for teaching Concert Pieces should be followed ie. Always include Create Interest; Finger Prep.; KB Geography; KB Drill, when necessary.The details below show specific steps to include.

Concert Piece Week 1 Week 2 Week 3 Week 4 Week 5 Week 6March • VAK Words • VAK words

• VAK RHSolfege

• Drill 1st 2 bars ofeach line RH

• VAK Words• VAK RH

Solfege• Drill all RH

• VAK Words• VAK RH• Play RH• VAK LH• Drill LHFocus: note values

• VAK RH & LH• VAK sing RH,

clap LH• Play RH & LH• LH/RH Teams• Swap Teams• Drill HT

• VAK sing RH,clap LH

• Play RH & LH• Check

individual HT• Play HT• Concert wk 7 ->

Ode to Joy • VAK RHSolfege• VAK RH

Solfege• Drill 1st 2 bars of

each line RH

• VAK RH• Play 1st 2 bars of

each line RH• Drill bars 3-4 ,

7-8 RH

• VAK RH• Play RH• Finger prep LH

Focus: LH notevalues and rests

• VAK RH• Play RH & LH• RH/LH teams• Swap teams• Drill HT

• VAK Solfege• HT• Concert

(if ready)

Fanfare • VAK WordsFocus: correct crosscrawl movementinvolving both armsand leg

• VAK Words• VAK Solfege• Drill 1st 2 bars of

each line RHFocus: crotchet rest

• VAK Words• VAK Solfege• Drill all of RH

Focus: notes values& rests; dynamics

• VAK Words• VAK Solfege• Play RH• Drill LHFocus: notes values& rests; dynamics

• VAK W & S• Play RH & LH• LH/RH Team

play• Swap Teams• Drill HT


(if ready)

Mirrors • VAK Rhythmnames & Solfege• VAK Rhythm

names & Solfege• Drill chords RH

& LHFocus: note values

• VAK• Play chords RH

& LH• Drill melody RH

& LH

• VAK• Play chords• Play melody• Chord/Melody

Teams• Swap Teams

• VAK• Chord/Melody

Teams• Swap Teams• Drill Bars 7-8 &

15-16 HT

• VAK• HT• Concert

(if ready)

C MajorChallenge

• Body Solfege• Play RH

• Play RH• Drill LH

• Play RH & LH• Play LH while

singing RH• Drill HT

• Play RH & LH• Team Play

RH/LH• Swap teams• Play HT

• Play RH & LH• Play HT• Increase tempo

Extension Activities:• LH melody &

RH chords• Play melody

staccato



JKC 2 Ensemble Teaching InformationMaking Funny Sounds Surprise SymphonyTeaching Points• 2 parts integrated into the same system • 4quavers joined is new rhythm reading • Longerrhythmic phrases

Teaching Points• 5-part ensemble • 2/4 time • Famous symphony •Dynamics (accent for surprise sections)

Prop suggestionsInstruments (kazoo, whistle etc) that make funnysounds

Prop suggestionsMunchkin pic in course book: - “why is themunchkin surprised?”

VAK specific pointsFeet actions represent bass clef part (left foot for‘do’); words for rhythm part.

VAK specific pointsDifferent actions and words for each percussion part.

Disk infoTrack no. 16

Default q =Practice q =



Tag LearningWhat to say to parents: -• This is the first time that we see the 2 parts

written together, this can be difficult for thechildren to follow the music at first.

• Reading and clapping the rhythm pattern ‘ti-ti-ti-ti’ is new. Previously in ensemble pieces,we have only seen ‘ti-ti’.

• Encourage your child to say the words clearlywhile they clap the rhythms, this will helpwith accurate rhythms and keeping in timewith the CD backing.

• The keyboard part consists of only 2 differentnotes in the left hand. This is quite easy foryour child to read.

• 2-part ensembles give the students experienceof playing one part while hearing a differentpart simultaneously. This prepares them forplaying in groups like school orchestras.

Tag LearningWhat to say to parents: -• This ensemble has 5 parts. Each week we will

learn a new part. With the parent’s help, we willplay it as a 5-part ensemble when we are ready.

• Doing the actions at home, as well as in class,will help the children learn and remember eachpart.

• This ensemble is in 2/4 time, which means thateach bar will equal 2 beats (tuns).

• This is a famous symphony by Joseph Haydn.He wrote this piece to surprise his audience withthe loud sections

Minimum ExpectationPlay/clap each part independently with theaccompaniment




JKC 2 Ensemble Teaching InformationCarnival Snake CharmerTeaching Points• Form – ABA• D.C. al fine• New rhythm pattern lines 3 & 4

Teaching Points• Cut Common Time• Form - A & B sections written on score• D.C• New note value – dotted minim

Prop suggestionsPictures of carnival rides and themes

Prop suggestionsSnake, basket, flute

VAK specific pointsTwo very different actions and words todemonstrate the ternary form

VAK specific pointsThe words create interest and help teach the rhythmsin cut common time





Tag LearningWhat to say to parents: -• The new rhythm pattern at the end of lines 3

& 4 will need extra practice. Remember ithelps to say the words out loud.

• D.C. stands for D Capo, which is Italian for‘go back to the beginning’. Fine is Italian for‘finish’.

Tag LearningWhat to say to parents: -• Cut Common time is similar to Common time,

however, the tempo is faster and is played with 2beats (ta-uns) to the bar instead of 4 beats (tuns)

• The children are learning a new rhythm value –dotted ta-un. We can say ‘ta-a-un’ or ‘ta-un-hold’. The dot to the right of a note indicates tohold for longer (half the value of the note again).

Minimum ExpectationClap & say the rhythms in time with theaccompaniment




JKC2 Ensemble Teaching GuideN.B. The complete process for teaching Ensembles should be followed ie. Always include Create Interest; correct Percussion technique, Tagging the learning &Setting Homework when necessary. The details below show specific steps to include.

Ensemble Week 1 Week 2 Week 3 Week 4 Week 5MakingFunnySounds

• VAK & words • VAK & Words• Highlight part 1

(rhythm part) onstudent’s page

• Track and readrhythms for part 1

• Play percussion withdisk accompaniment.

• VAK• Part 1 percussion• Drill part 2 LH• Play part 2 with disk

• VAK• 2 teams• Swap teams

• 2 TeamsSuggestions:• Experiment with

different KB sounds• Used tuned perc. for

KB part• Students play the 2

parts at the same time

SurpriseSymphony

• Listen to a recordingof the original –discuss

• VAK part 1 (repeatline 4 times p –make the last beat ff

• Rhythm reading

• VAK parts 2• 2 teams - VAK 1 & 2• 2 teams – percussion• Rhythm reading -

part 2

• VAK parts 3• 3 teams - VAK• 3 teams – percussion• Rhythm reading -

part 3

• VAK part 4• 4 teams – VAK• 4 teams – percussion• Rhythm reading –

part 4

• 4 teams – VAK• 4 teams – percussionSuggestions:• Piano part can be

optional or played byteacher/parent/advanced student.

Carnival • VAK Words • VAK Words• Lines 1-2 percussion

• VAK Words• Play all with

percussion

• VAK Words• Percussion teams –

sections A & B

• Percussion teamsSuggestions:• Combine VAK

actions withpercussion playing

• Relay playing – 2bars/1 line each

SnakeCharmer

• VAK words • VAK Words• A section percussion

playing

• VAK Words• A section percussion• B section percussion

• 2 teams VAK – A/Bsections

• Read & play Bsection keyboard part

• 3 teams VAK: -A clap & words;B clap & words; &B sing ‘d-s’

• Ensemble (sameparts as VAK butwith instruments)



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links4 & 5 Do (bass clef)

“do”

Note reading and writing of ‘do’(C) in the bass clef, as asemibreve (great big whole note)& a crotchet (tun)

Ensure students write the notesneatly between the lines in thesecond (2nd) space

Ensure semibreve is empty andcrotchet is coloured in with a stemup to the right side

Remind students to draw stemfrom top to bottom

Whiteboard Activity: “Drawing Do” Give each student a turn at drawing ‘do’ in the bass clef as a

‘great big whole note’, and then making it into a ‘tun’ Ask students to count how many bass clef do’s they can find

in keyboard pieces Big Dipper and Munchkin WorkoutFloor Staff Game: “Note Jump”Materials: Bass Floor Staff Create a large bass clef staff on the floor using masking tape

or Velcro lines (large enough for all students to stand on staffin a line next to each other), or use a Floor Staff Mat (ifavailable)

Teacher calls out a note (do – so), and students jump onto thecorrect line or space

All pieces

6 & 7 So (bass clef) Note reading and writing of ‘so’(G) in the bass clef, as asemibreve (great big whole note)& a crotchet (tun)

Ensure students write the notesneatly between the lines in thefourth (4th) space

Ensure semibreve is empty andcrotchet is coloured in with a stemdown to the left side

Remind students to draw stemfrom top to bottom

Floor Staff Game: “Melody Jump”Materials: Large bass Floor Staff; Flashcards with single solfegenames ‘do – so’: 3 of each (total 15 flashcards); Container Create a large bass clef staff on the floor using masking tape

or Velcro lines, or use a Floor Staff Mat (if available). Placea ‘do’ flashcard on the second space next to the clef

Choose one student to go first. Ask student to take 1flashcard from container

Student reads note aloud, jumps to that note position on FloorStaff (to the right of do flashcard), and places flash card onthe line/space under their feet

Next student chooses a card and repeats process jumping tothe right of first student. Continue process for remainingstudents

When all students are positioned on the Floor Staff, askstudents to jump off the staff leaving their card in position.

All students sing melody created

All pieces



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links8 & 9 Fa (bass clef) Note reading and writing of ‘fa’ (F) in

the bass clef, as a semibreve (great bigwhole note) & a crotchet (tun)

Ensure students write the notes neatlyon the fourth (4th) line


Remind students to draw stem fromtop to bottom

Game: “Fishing for Fa”Materials: Single note Bass clef flashcards (eg. 5 X each: do, re,me & so; 10 X fa); Hoop or string Place flashcards face side up on the floor inside a circle (pond)

created with hoop/string. Students sit around the circle On teacher’s cue, students ‘fish out’ (collect) all of the ‘fa’

notes Game is over when all ‘fa’ notes are found. Student with the

most ‘fa’ notes is the winner or, class can be timed as a teamie. How long does it take for the class to find all the ‘fas’?

Variations: For a more advanced game, include treble flashcards You could make this game even more fun by attaching

magnets to the flashcards and to the end of fishing lines(string)

Other versions of this game are:Diving for DoRescuing ReMurky Water MiScuba Diving for So

Let’s Rock Star Ships Running on

the Spot Creepy Colin Strictly

Strauss Mirrors C Major

Challenge

10 & 11 Re (bass clef) Note reading and writing of ‘re’ (D) inthe bass clef, as a semibreve (great bigwhole note) & a crotchet (tun)

Ensure students write the notes neatlyon the third (3rd) line

Ensure semibreve is empty andcrotchet is coloured in

Explain that the stem can either go upto the right side or down to the leftside. Ask students to alternate thestem position when drawing the tuns.


Whiteboard Activity: “Tails Up or Down?” Draw random notes without stems using all lines and spaces

on the staff (clef optional) Students take turns to choose a note and draw a stem (tail)

going the correct way on the correct side. Remind studentsto draw from top to bottom

Suggestion: The staff is a fence: Notes below the middle line are dogs:

the note looks like a ‘d’ for ‘dog’ and the tail points up;Notes above the middle line are pussy cats: the note lookslike ‘p’ for ‘pussy cat’ and the tail hangs down; Notes on themiddle line can be dogs or pussy cats

Star Ships Running on



Challenge

fa

re

mi

so

do



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links12 Mi (bass clef) Note reading and writing of ‘mi’

(E) in the bass clef, as a semibreve(great big whole note) & a crotchet(tun)

Ensure students write the notesneatly between the lines in the third(3rd) space



Floor Staff Game: Hopscotch - “1 space 2 space 3 space Mi”Materials: Floor Staff; Marker Create a bass Floor Staff using tape or Velcro lines, or use a

Floor Staff Mat (if available), and place a marker onto the 3rdspace (mi)

Position students in a line at the bottom of the staff Students take turns to jump (hopscotch) forward on the first 3

spaces. As student jumps, they chant “1 space, 2 space, 3 space‘mi’”. (“3 space mi” is said after landing on 3rd space)

Variation Student starts below 1st line, throws marker (eg. small bean bag

toy) on staff, and ‘Hopscotches’ to its position: - eg. Markerlands on bass ‘do’; Student hops with one foot onto line one,then, jumps with 2 feet onto space one, hops onto line 2 andlands (with 2 feet) onto space 2; Student then identifies the note.(Hop on Lines/ Jump on Spaces)




Challenge

13 Bass Clef Notes Reading 5 notes in the bass clefstaff and identifying with thecorresponding notes on thekeyboard (do, re, mi, fa, so)

Game: “Read-Play Relay”Materials: Single note flashcards with bass clef do-so, 5 of each Scatter flashcards face down on floor in centre of room and

position students in one line in front of flashcards Class is given a time limit eg. 2 minutes, (ask a parent to be

timekeeper). The aim is to read and then play correctly as manyflashcards as possible within the time limit: -

The first student selects a flashcard; reads the note aloud; movesto teacher’s piano; places the card on piano; then plays correctnote (in bass). Student moves back to line; taps next student &goes to end of line. Next student repeats process…

When time is up, flashcards on piano are counted. The aim is tobeat the class score each time the game is played

Variations: Include treble clef flashcards 2 teams play one at a time. Teams try to score the most cards



Strauss C Major

Challenge



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links14 & 15 Matching Notes

(Do, Re, Mi, Fa,So)

Reading and identifying thematching notes in treble and bass

Game: “Buckets”Materials: Containers (eg. ice cream) – 1 per student; Single noteflashcards with treble & bass clef notes ‘do’ – ‘so’; 2 of each note(total 20 flashcards) Place the buckets (containers) in a row labelled do, re, mi, fa,

so (depending on number in class – if more than 5, double upon notes/buckets or have teams)

Each student is assigned one bucket and the note labelled onthat bucket. Student sits on floor, arms length away. Explainthat they must find all of their notes in bass & treble, and placeeach flashcard in the bucket

Scatter flashcards at random on the floor face up betweenstudents and buckets

Give students a starting cue and ask students to give a signwhen they have found all of their notes eg. Put lid on thebucket, or call out their note



Strauss C Major

Challenge

16 Music Muddle Identifying and matching treble andbass notes with the same name (‘do’– ‘so’), with the bass notes writtenin a jumbled order

Whiteboard Activity: “Music Muddle” Duplicate a version of page 16 on the whiteboard Ask students in turn to find matching notes in treble & bassSuggestions: Students can draw a line between matching notes; rub off

matching notes; or colour matching notes in the same colour



Strauss C Major

Challenge

re

mi sofa

doti

la



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links17 Match the

Balloons Identifying and matching ‘do’ – ‘so’ in

the bass clef, with the correspondingnotes on the keyboard

Game: “Match Me” Draw bass clef notes ‘do’ – ‘so’ at random on the white board

inside bubbles (or balloons) Teacher points to one note Students do not call out the answer, but when they have

worked out what the note is, they go to any keyboard and playthe note

Students gain 1 point for playing the correct note; 2 points forcorrect octave; Students can gain 2 bonus points if the are thefirst to play the correct note in the correct octave

Keep a tally and at the end of the game, count the points foreach student



Strauss C Major

Challenge

18 & 19 Ti (bass clef)

t i t i t i t i t i t i

Practice in reading and writing – ‘ti’(B) in the bass clef, as semibreves(great big whole note) & crotchets (tun)

Ensure students take care to draw notesneatly on the 2nd line

Ensure semibreve is empty and crotchetis coloured in with stem up to the rightside

Remind students to draw stem from topto bottom

Whiteboard Activity: “Take Away Ti” Draw random notes on the whiteboard (ti, do, re, mi, fa & so)

treble & bass. Include enough of the note ‘ti’ for number ofstudents

Students take turns to identify and rub off ‘ti’ Variations of this game are:

Disappearing DoRub Off ReMelt Away MiFade Away FaSend off So

Showtime Caribbean

Cousins Showtime

Chords Fanfare C Major

Challenge

20 Ti (treble clef) Practice in reading and writing ‘ti’ (B)in the treble clef

Use of leger lines Ensure students take care to draw notes

neatly in the correct position Ensure semibreve empty, crotchet

coloured in with stem up to right side

Whiteboard Activity: “Leger Line Ti” Draw a series of leger lines (books) below the treble clef for

‘ti’ to balance on his head Give students turns to draw ‘ti’ with his head holding up the

book (note head must be touching the leger line).Suggestion: Give ‘ti’ a happy face

Showtime Caribbean

Cousins



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links21 Ti (bass clef) Practice in reading and writing – ‘ti’

(B) in the bass clef, as semibreves(great big whole note) & crotchets(tun)

Ensure students take care to drawnotes neatly on the 2nd line

Ensure semibreve is empty andcrotchet is coloured in with stem upto the right side


Game: “Note-Tac-Toe” (music version of Naughts & Crosses)Materials: 10 markers (2 colours eg. 5 X red & 5 X blue); Flashcardpack with combinations of:• Single bass & treble clef notes: - ‘ti do re mi fa & so’ using

rhythms ‘tun’, ‘ta-un’ & ‘whole note’; andSingle rests: - ‘rest’, ‘re-est’ & ‘one whole bar rest’

Select 9 random flashcards from pack and place on the floorface up in rows (3X3)

Divide students into two teams and allocate each team onecolour. Explain that the object of the game is to be the firstteam to identify and cover 3 flashcards in a row (across/down/diagonal) using the team’s colour markers

Teams take turns to choose a flashcard & identify all elementson the flashcard eg. “bass clef, ‘do’, as a tun”. If correct, theycan place their team’s colour marker on top of card

Play continues until one team has 3 markers in a row

Showtime Caribbean

Cousins Showtime

Chords Fanfare C Major

Challenge

22 & 23 CowboyPartners

Practice in writing two 2-notechords with the notes alignedvertically: -‘do & so’, and ‘ti & so’ in the treble& bass

Ensure students take care to drawnotes, and leger lines in treble,neatly in the correct position

Floor Staff Game: “Cowboy Partners” (Showtime) Create a large treble or bass clef staff on the floor using

masking tape or Velcro lines, or use a Floor Staff Mat Divide students into pairs and choose one pair to go first Ask one partner to stand on ‘do’ (closest to clef), and the other

on ‘so’ directly above. Place a stretchy elastic loop (lasso)around students’ waist. Students face away from clef

On teacher’s cue, student standing on ‘do’ jumps forward anddown onto ‘ti’, while student standing on ‘so’ jumps forwardremaining on ‘so’ line/space (small jumps)

Continue recreating the pattern on page 22/23 as all studentssing along: “do-so, ti-so” etc

Choose the next pair to have a turn and so onExtension Activity: Repeat activity, jumping in time with ‘Showtime’ disk

accompaniment (JKC2) Track 5

Showtime Fanfare



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links24 & 25 Chord I Page 24

Practice in drawing note ‘mi’ between‘do’ and ‘so’ to create chord I in the‘do’ (C) position

Ensure students trace the middle noteneatly with the edges of the notetouching the notes above & below

Page 25 Practice in drawing chord I in treble &

bass Practice in drawing leger lines Ensure students take their time to draw

notes neatly of equal size with edges ofnotes touching

Whiteboard Activity: “Traffic Lights” Explain that Chord I can look like a traffic light. Demonstrate

by drawing chord I in treble and in bass on the whiteboardand draw a box around the 3 notes of each chord

Draw a series of chord ‘ones’ in treble & bass with each chordmissing one note (do, mi or so)

Students take turns to choose and complete a chord of I andmust identify the note they are drawing

Cool CatChords

Mirrors C Major

Challenge

26 & 27 Chord V7

V7

Page 26 Practice in drawing note ‘fa’ touching

‘so’ to create chord V7 in do (C)position

Page 27 Practice in drawing chord V7 in the

‘do’ (C) position Practice in drawing leger lines For the treble, ensure students align ‘ti’

& ‘fa’ vertically with ‘so’ drawn to theright

For the bass, ensure students align ‘ti’& ‘so’ vertically with ‘fa’ drawn to theleft

Floor Staff Activity: “Five-Seven Jump”Materials: Floor Staff; 3 flashcards with single solfege names ‘Ti’,‘Fa’ & ‘So’ Create a large bass or treble clef staff on the floor using

masking tape or Velcro lines, or use a Floor Staff Mat (ifavailable)- add a leger line below staff

Give 3 students one flashcard each and ask them to find andstand on their note (‘ti’, ‘fa’ or ‘so’), on the Floor Staff tocreate chord V7. Ensure students are aligned correctly (referp 26), with ‘fa’ & ‘so’ students touching shoulders

Ask students to face toward bottom of staff. As teacher plays‘Chord Singing’ process, students jump on the spot in turn asthey sing their note: - “ti - fa - so”, then all students sing“chord V7”

Select 3 new students and continue activity Variations of this game are:

Chord I - Jumping FunChord IV - On the Floor

CaribbeanCousins

ShowtimeChords

Mirrors C Major

Challenge



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links28 & 29 Rhythm

Section

34

Reading & writing rhythms in tripletime including note values: dottedminim, minim, crotchet, quaver; andalso bar lines & double bar lines

Ensure students colour in thecrotchets and quavers and leaveempty the minim and dotted minims.

Rhythm Activity: “Triple Time” Have all students and parents tap/clap the beat in triple time:

‘knees-clap-clap’ OR ‘stamp-clap-clap’ When everyone has a feel for the beat, ask parents to continue

the beat while students stop and listen to the teacher Teacher claps a 2-bar rhythm in triple time for all students to

imitate (with or without vocalisation), while keeping in timewith parents beat. Teacher continues to clap 2-bar rhythms forstudents to imitate keeping the flow ie. No breaks between each2 bar rhythm & imitation

Discuss Triple time and the time signature. Refer to BigDipper and Strictly Strauss

Variation: If parents are unavailable, divide students into 2 teams: Beat

Team & Rhythm Team. Beat team keeps a steady beat whileRhythm team imitates teacher’s rhythms. Then swap

Alternatively, use a ‘waltz’ drum beat on the keyboard

Big Dipper Strictly

Strauss

30 & 31 More Rhythms Reading & writing rhythms inCommon Time including note values:dotted minim, crotchet, quavers,crotchet rest; and also bar lines &double bar lines

Ensure students colour in crotchetsand quavers and leave the dottedminim empty

Ensure students space notes evenlywithin the bar on page 31

Game: “Rhythm Riddle”Materials: Flashcards containing 1-bar rhythms: The 4 different 1-bar rhythms from pages 30 & 31: 2 of each (total of 8 flashcards) Choose 4 flashcards at random and position in a line so that

students can read the 4-bar rhythm Students clap & vocalise the 4 bar rhythm either as a group or

individually (create a different 4-bar rhythm for each student)Variation: Place flashcards face down on the floor and choose one student

to select the 4 cards. Student positions flashcards in line infront of them, and then claps & vocalises the 4-bar rhythm

MunchkinWorkout

Creepy Colin Fanfare Making

FunnySounds



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links32 &33 Treble Clefs Practice in drawing treble clefs Floor Staff Activity: Rap – “Walk the Clef”

Create a large Floor Staff with a clear and correctly positionedTreble Clef using masking tape or Velcro, or use a Floor StaffMat (if available)

Demonstrate how to walk along the treble clef (using smallsteps), in the same direction, as you would draw the clef. Say thefollowing ‘rap’ as you step. (Start on So facing to the top of theclef)

Treble Clef Rap| Start on | ‘So’ and a- | way we | goCurl | ‘round to the | right ‘til the | top’s in | sightGo | up past the | staff, as you | follow the | path| Loop to the | left, then walk | back through your | clef| Curl with the | bend then you’ve | reached the | end

Give each student a turn to walk the clef while all students saythe ‘rap’

All pieces

34 & 35 Trace these BassClefs

Practice in drawing bass clefs Whiteboard Activity: “Bass Clef Whoops” Draw a series of bass clefs on the whiteboard with some drawn

correctly but most drawn incorrectly. Clefs can have thefollowing faults:

• Start on wrong line/space• Curl to the left instead of right• Dots missing• Dots placed too low (spaces 2 & 3)• Clef goes above/below the staff• Tail is straight (no curl)

Students take turns to choose and correct a clef using rubber &whiteboard marker

All pieces



JKC2 Fun Book Teaching Information & GuidePage Activity Teaching Points Suggested Lesson Activities Links36 & 37 Staccato &

Legato

.. .

Staccato: Reading and identifying ‘tun’

(crotchet) notes Understanding & drawing staccato

dots underneath crotchet notes Ensure students take care to draw dots

the correct size and in the correctposition

Practice in playing staccatoLegato: Understanding & drawing slurs Ensure students take care to draw the

legato slurs in the correct position Practice in playing legato

Whiteboard & Keyboard Playing Activity: “March” Write the treble line of ‘March’ on the whiteboard and ask

students to read & sing the melody Add staccato dots to the crotchets in the 1st bar. Choose a

student to add staccato dots to the crotchets in the 2nd bar and soon

When complete, ask students to sing the melody with staccato.Send students to keyboards to play the RH melody withstaccato

Back to the whiteboard, erase staccato dots and add legato slurs(one slur under every 2 bars). Ask students to read & singmelody legato

Send students to keyboards to play the RH melody legato

Writing & Keyboard Playing Activity: “Staccato” Photocopy a known Ad Lib or Concert Piece from Junior Keys

2 or Junior Keys 1 (eg. JKC2: Big Dipper; Munchkin Workout;Running on the Spot; Strickly Strauss) and whiteout all legatoslurs. Make a photocopy for each student

Ask students to draw staccato dots underneath all the crotchets(tuns), and then play the piece with all the staccatos

Reading & Keyboard Playing Activity: “Legato” Choose a Concert Piece, which includes legato slurs (eg.

Munchkin Workout; Running on the Spot; Creepy Colin;Strictly Strauss)

Ask students to identify the bars (say bar numbers), which havelegato slurs, treble & bass

At keyboards, teacher plays through whole piece and studentsplay only the bars with legato slurs, RH & LH

March Running on

the Spot Creepy Colin



JKC 2 – 20 Week Guide

Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Hello Song Extend Cross Crawl & Homolateral Crawl Movements ------------------------------------------------------------------------------------------->

1. A Little Piece -------------------------- 4. German Dance -------------------------------

2. Cradle Song ----------------------------------- 5. Sonata XVI -------------------------------------

MemorySolfege

-- Oh Sussana (JKC1) 3. Alouette ----------------------------------------- 6. Clementine ------------------>

By Ear Solfege C Major (Common & Triple Time)-----> Start G Major (Common & Triple Time) ----->

Chord Singing C Major I, IV & V7----> Start G Major I, IV & V7 ----->

Let’s Rock ------------------------ Cool Cat Blues------------------- Carribean Cousins -------------

Big Dipper ------------------------ Showtime ------------------------- Showtime Chords --------------

KeyboardAd Libs

Star Ships ------------------------ Cool Cat Chords ---------------- Mirrors ---------->

Munchkin Workout ---------------------- March --------------------------------------

Running on the Spot ------------------- Ode to Joy --------------------------------

Creepy Colin ----------------------------- Fanfare -------------------------->

ConcertPieces

--Munchkin Munch (JKC1) Strictly Strauss --------------------------- C Major. Challenge -->

Ensembles Making Funny Sounds -------- Surprise Symphony -------------------- Carnival ------------------ Snake Charmer -----------------

Music Images Syncopated Clock / Sugar Plum Fairy / March / Show People (choose)

Fun Book page 5 7 9 11 12 15 16 17 30,31 19 20.21 22 23 24,25 26,27 28,29 36,37 32,33 34,35

Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Forte Teacher Guide • JKC & PKC 2




PKC2 Keyboard Ad Lib Teaching Information

Rap City The Rainforest Dew Bus StopTeaching Points• G Major (so pos) • F sharp •Chords G & D7 (I & V7 in GMaj) • New hand pos – movehand forward for D7 • Rap music

Teaching Points• Familiarise with G Majorposition • 3/4 time • legatoplaying

Teaching Points• Shifting hand position • staccatochords • alternating L & R handplaying • repeat sign • prep forOrient Express

Prop suggestionsCap & sunnies

Prop suggestionsPics of rainforest

Prop suggestionsSpots on the floor for each team

VAK specific pointsPartners. Different actions forchords G & D7 (rap style)

VAK specific pointsLazy 8s

VAK specific points2 teams (LH/RH). Have LH teamon students LH side. Jump to Lspot for F pos, R spot for G pos




Tag LearningWhat to say to parents: -• This piece is in G major, or

‘so’ position and the studentswill be playing chord I & V7in this new position. Thesechords are also called G &D7.

• To play D7 (V7), you needto play the black key fasharp. This is the black keyon the RH side of Fa.

• Remember to slide yourhand forward to play this fasharp, rather than twist yourwrist. Moving the handforward will be even moreevident with the RH, as thethumb is shorter than theother fingers.

Tag LearningWhat to say to parents: -• The children are getting

more familiar with the newG Major position with thispiece

• The children need to reallylisten and count to keep intime for this piece as it is ina slow 3/4 time (3 beats toeach bar)

• Rainforest Dew is written inthe treble staff as it is forRH, but it is a good idea toplay in the LH also to givethe LH more practice in theG Major position

• All the notes are to be playedlegato (smoothly)

Tag LearningWhat to say to parents: -• The children are learning to

keep their hand in a fixed(chord) shape as they shifttheir hand slightly to playfrom G position to F positionand back.

• All the chords are playedstaccato (short & detached)

• The children are alternatingbetween RH & LH, as wellas playing hands tog. so theywill need to keep both handsin position for the wholepiece.

• There is a repeat sign at theend of this piece, whichmeans to play through again.

Minimum ExpectationSeparate hands

Minimum ExpectationRH, and also LH





In a Spring Field Fur Elise Carnival of VeniceTeaching Points• Playing chords G & D7 byreading chord symbols • Playingdifferent LH chordal accomps

Teaching Points• A Minor position • A minorchords I & V7 (Am & E7) • G# •Changing from A minor pos to Cpos in the same piece • 3/4 time •Famous piece by Beethoven

Teaching PointsAnacrusis • G Major • Hand in Aminor position • Combination oflegato/staccato • Hand stretch atend • 3/4 time • Repeat sign

Prop suggestionsScarves

Prop suggestionsPicture of BeethovenSuggestion: Play the original

Prop suggestionsPics of Venice, gondolas,carnivals

VAK specific pointsScarf in LH, move to R for chordG & to L for chord D7

VAK specific pointsMove: Left for Am; Right forE7; forward for C; back for G7

VAK specific pointsPartner dance & phrase teamsinging. NB. The VAK is quitetricky – can simplify




Tag LearningWhat to say to parents: -• For this piece we are

concentrating on LH. TheLH is indicated by the chordsymbols G & D7.

• The bass part has not beenwritten, as the children willlearn to play a few differentchord patterns in the LH toaccompany this melody.

• For a challenge, your childcan teach themselves the RHmelody. For even more of achallenge, they can have ago at hands together.

Tag LearningWhat to say to parents: -• The children are playing in a

new hand pos – Am position.• Minor keys have a very

different sound to Majorkeys. A piece written in aminor key will often soundsadder or more mysterious.

• The children will find thenew chords Am & E7 quiteeasy to play, as they are thesame hand shapes as G & D7

• E7 chord has the black keySo sharp in it – the black keyto the Right of So.

• This piece gives practice inchanging from Am to C pos.

Tag LearningWhat to say to parents: -• This piece is in G Major but

the children will have theirright hand in A minor pos.

• Here is another piece in 3/4time but this piece begins onan ‘up beat’, an incompletebar at the beginning which iscalled an ‘anacrusis.

• Notice if your child isplaying the staccatos andlifting for rests: Including thecorrect articulation willensure that the phrases soundmusical.

• For a challenge, the LH canplay chords G & D7 toaccompany this melody.

Minimum ExpectationPlay LH part with differentchordal accompaniments

Minimum ExpectationPlay with LH, and also RH

Minimum ExpectationPlay melody in RH and also LH




Rip Curl Pyjama Party Volga BoatmenTeaching Points• G Major chord IV (C in 2ndinversion) • Chord patterns

Teaching Points• Intervals: 4th – 8ve • Handstretch • prep for AutumnNB. Legato slur may not beachievable for larger intervals

Teaching Points• A minor • Am chord IV (Dm) •Russian Folk Song about menpulling a big boat out of the water

Prop suggestionsPiano stools becomes surf board;pics of surfers

Prop suggestionsPillow

Prop suggestionsPicture of a big boat • paper boar

VAK specific pointsStudents are on surf boards –different action for each chord

VAK specific pointsL foot = ‘so’; R side of body forbody solfege in ‘do’ position

VAK specific pointsStudents row L for chord I, R forchord IV




Tag LearningWhat to say to parents: -• The new chord is chord IV

© in G major position. Thestudents are already familiarwith this chord shape (sameas chord IV in C position)

• This chord C is the samechord C in C (do) positionbut the notes are in adifferent order.

Tag LearningWhat to say to parents: -• This Ad Lib is extending the

children’s hand stretchwhich will prepare them formore advanced pieces whichinclude bigger intervalsbetween notes – like Autumn

• Depending on the size ofyour child’s hand, they mayhave trouble playing thebigger intervals legato asindicated in the music. Inthis case, it is okay for themto play the notes detached.

Tag LearningWhat to say to parents: -• The new chord is Dm, which

is chord IV in the key of Aminor. The children shouldfind this chord shape easy asit is the same hand shape forchord IV in C & G major

• This is a famous Russian folksong about men pulling a bigboat out of the water. Theysing “Ey ukhnyem”pronounced “Aiy ook nyeim” which means ‘Alltogether’

Minimum ExpectationRH & LH with different chordpatterns: Broken, Split, Alberti…

Minimum ExpectationRH & LH





Die Moldau Secret Agent Arctic GlacierTeaching Points• Am • Anacrusis • Thumbstretch • Thumb passing • Fingerchange • Am chords • Famousmelody by Smetana

Teaching Points• Change hand pos • new handpos (2nd on ‘so’) • New notes Bb& Eb • syncopation • prep forRhythm Brothers • repeat sign

Teaching Points• Prep for C Major scale • Correctplaying technique for thumbpassing & 3rd finger over • Legatoplaying

Prop suggestionsGlobe of world / map ofCzechoslovakia

Prop suggestionsSunglasses & mobile phone

Prop suggestionsPicture of glacier

VAK specific pointsLazy 8s

VAK specific points1. Rhythm & words 2. Rhythm &solfege 3. Finger prep 4. Positionchanges

VAK specific pointsBrain Gym (The Grounder)




Tag LearningWhat to say to parents: -• Die Moldau is a symphonic

piece by composer Smetana.It is named after a river thatruns through Czechoslovakia

• The melody starts with newplaying techniques: There isa small stretch betweenthumb and 3rd finger, thenthumb tucks under finger 3.Encourage your child to tucktheir thumb rather thanmoving their wrist & elbow.

• At the end of line 2 it isimportant to change fromfinger 4 to 5

• The LH part is indicated bythe chord symbols: Am, Dm& E7

Tag LearningWhat to say to parents: -• This Ad Lib has a few new

playing techniques whichwill help prepare for theConcert Piece Rhythm Bros.

• The rhythm is syncopatedwhich means that some notesare played off the beat

• There are 2 new notes: ‘tiflat’ & ‘mi flat’. Flat meansto play very next key to theleft – usually a black key.

• There is a new hand positionon the 2nd line where fingerno. 2 starts on ‘so’.

Tag LearningWhat to say to parents: -• It is importance that the

children use the correctfingering because this pieceis preparing them to play a Cmajor scale

• Watch your child’s playingtechnique and ensure thatthey tuck their thumb underwithout twisting their wristor swinging their elbow out.

• Ensure that your child isputting their 3rd finger overwithout twisting their wristor swinging their elbow out.

• It is important to play thesephrases legato (smoothly)

Minimum ExpectationHands separately (team playing)

Minimum ExpectationLH





C Major ScaleTeaching Points• C Major Scale • Correct playingtechnique for scale playing • LegatoProp suggestions

VAK specific pointsAscending & descending; legatoWord suggestions:“Let’s climb the stairs up to the top, goback the way we came then stop”

Disk info Track no. 13Default q = 142Practice q = 120

Tag LearningWhat to say to parents: -• This is the first scale that the children

are learning. It is very important thatthey practice the correct fingering forevery practice.

• Watch your child’s playing techniqueand ensure that they tuck their thumbunder without twisting their wrist orswinging their elbow out.

• Ensure that your child is putting their3rd finger over without twisting theirwrist or swinging their elbow out.

• It is important to play these phraseslegato (smoothly)




PKC2 Keyboard Ad Lib Teaching GuideN.B. The complete process for teaching Ad Libs should be followed ie. Always include Create Interest; Finger Prep.; KB Geography; KB Drill, when necessary.The details below show specific steps to include.

Ad Lib Week 1 Week 2 Week 3 Week 4 Week 5Rap City • VAK

• Drill G chord LH &RH

• Play G chords LH &RH

• VAK• Play G Chords LH &

RH• Drill D7 chord LH &

RH• Play D7 chords LH &

RH

• VAK• Team play (G team &

D7 team)• Swap teams• Drill chord changes

LH & RH

• VAK• Team play• Swap teams• Check LH & RH

chord changes• Play with disk –

slower tempo

• Play LH & RH• Faster tempoChallenge:• Hands together• Play 1st bar LH, 2nd

bar RH etc.• Make up some Rap

lyrics

TheRainforestDew

• G Major positiondrills RH & LH

• VAK• Lines 1 & 3 RH

• VAK• Lines 1 & 3 RH• Lines 2 & 4 RH• Teams: L1&3/L2&4• All RH

• VAK• All RH• Drill melody in LH

• VAK• RH & LHChallenge:• Play melody Hands

Together• Play LH chords G &

D7

• Melody RH & LHChallenge:• Melody Hands Tog• LH Chords G & D7• Teams:

melody/chords• Hands tog – melody

& chords

Bus Stop • VAK• Drill RH• Drill LH

• VAK• Teams: RH & LH• Hands Together

• VAK• Hands TogetherChallenge:• Eyes closed

• Hands TogetherChallenge:• Change rhythm –

swing quavers (2 ofeach chord)

• Hands TogetherTeaching Ideas:• Class relay: 1-2 bars

each• Dynamics

In a SpringField

• VAK• LH Teams: G & D7

block chords, all playlast line

• Swap Teams

• VAK• Play LH block chords• Drill LH broken

chords

• VAK• LH block chords• LH broken chords• Drill split chords

(oom cha cha) LHChallenge:• Learn RH melody

• LH block chords• LH broken chords• Relay play: one line

each LH (allocatedifferent chord style)

Challenge:• LH Alberti bass

• LH chord styles(block, split, broken,alberti)

Challenge:• Play LH while

singing RH• Play hands together




Ad Lib Week 1 Week 2 Week 3 Week 4 Week 5Fur Elise • VAK

• Drill Am & E7 LH• Play Lines 1,2 & 4

LH

• VAK• Play Lines 1, 2 & 4• Drill chord changes:

Am-C-G7-Am LH• Play all LHHomework:• Practice chord

changes in RH also

• VAK• Chord drills LH/RH• Chord teams:

1 - Am & C team2 - E7 & G7 team

• Play LH & RHChallenge:• Hands together

• Play LH & RH

Challenge:Broken chords

• Play LH & RHChallenge:• Play hands together

chords: Left-Right-Right

Carnival ofVenice

• Reading activity –>sing solfege

• VAK – sing phrase 1& 3

• Drill phrase 1 RH• Play phrase 1 & 3 RH

• VAK• Play phrase 1&3 RH• Drill phrase 2&4 RH• Teams:

1 – phrase 1&32 – phrase 23 – phrase 4

• Rotate teams

• VAK• Play all RH• Drill melody in LHChallenge:• Melody hands

together

• VAK• Play melody RH &

LH• Increase tempoChallenge:• Work out LH chords

G & D7

• Play melody RH &LH

Challenge:• Alternate melody

phrases in RH & LH• Play hands together

with LH playingchords G & D7

Rip Curl • VAK• Drill C chord• Play RH & LH

• VAK• Play RH & LH• Change rhythm:

minims / crotchets /combination ofminims & crotchets

• VAK• Teams:

1 – G & C2 – C & D7(with new rhythms)

• Change teams

• Play RH & LH• Chord Patterns:

Broken chordsSplit ChordsAlberti bass

Challenge:• Play different chord

pattern for each chord

• Play RH & LH• Hands together teams

example:G team – split chordsC team – brokenchordsD7 team – alberti

PyjamaParty

• Reading Activity ->VAK

• Drill RH(take note of rests)

• VAK• Play RH• Drill LHChallenge:• Hands together

• VAK• Play RH & LHChallenge:• Double notes eg. d-d-

s-d or d-s-s-d(remember to swingthe rhythm)

• Play RH & LHChallenge:• Play every 2nd bar

(teams)• Relay – 1 bar each• Play in retrograde eg.

s-d-s | s-r-s etc.

• Play RH & LHChallenge:• As per week 4 –

hands together




Ad Lib Week 1 Week 2 Week 3 Week 4 Week 5VolgaBoatmen

• VAK• Drill Dm chord• Play LH

• VAK• Drill chords LH &

RH• Play LH• Play RH

• VAK• Play LH & RHChallenge:• Hands together

• Play LH & RHChallenge:• Change rhythm:

minims ->crotchets

• Play LH & RHChallenge:• Alternate L & R

hands every 2 bars

Die Moldau • Reading activity ->VAK

• Drill last 2 phrasesRH (Am position)

• VAK• Play last 2 phrases

RH• Drill phrase 1 (thumb

stretch & thumbpassing)

• VAK• Play phrases 1, 3 & 4• Drill phrase 2• Play all RH• Homework• LH Am chords

• VAK• Play RH• Play LH Block

chords (1 per 2 bars)• Teams RH/LHChallenge:• Hands tog

• Play RH• Play LH broken

chords• Teams• Swap teamsChallenge:• HT broken chords

SecretAgent

• VAK (rhythm, words& solfege)

• Drill hand positionchanges – play first 3notes of each phrase

• VAK (finger prep)• Play first 3 notes of

each phrase• Drill each phrase

(demo new notes andplaying technique) –slide hand forward

• VAK (pos. change)• Team play LH (3

position teams)• Rotate teams• Play all LHChallenge:• Play RH –start on 4th

• VAK• Play LHChallenge:• Add hand

claps/action in rest

• Play LHChallenge:• Play in RH• Hands tog.• Add hand claps in

rest

ArcticGlacier

• Reading activity ->VAK

• Drill line 1 RH• Drill line 4 LH

(both hands use thesame fingers)

• VAK• Play line 1 RH• Play line 4 LH• Play line 1 & 4 hands

tog. (contrary motion)

• VAK• Play Line 1 & 4• Play L 1 & 4 HT• Drill Line 2 RH• Drill Line 3 LH

• Teams:1 – L 1 & 4 RH/LH2 – L 2 & 3 RH/LH

• Swap Teams• Play L2 & 3 HT

(contrary motion)

• Play as writtenChallenge:• Play L 1 & 4 HT,

then L 2& 3 HT

C MajorScale

• Reading Activity ->VAK

• Drill Line 1 RH• Drill Line 4 LH

• VAK• Play L 1 & L 4• Drill Line 2 RH• Drill Line 3 LH

• VAK• Teams:

1 – Lines 1 & 42 – Lines 2 & 3

• Play all RH & LH

• Play RH & LHChallenge:• Play L1&4 HT• Play L2&3 HT

• Play RH & LHChallenge:• Play L 1 & 4 HT• Play L 2 & 3 HT



PKC2 Memory Solfege Teaching Information & Guide

Shortnin’ BreadTeaching PointsC Major • Syncopated rhythm • Dynamics;Create Interest IdeasWords (3rd verse): “Put on the skillet! Put on the lid! Mamma’s going to make someshortnin’ bread. That’s not all she’s going to do

Documents

Forte Teacher Guide · 2019. 6. 9. · 1. Play both fa & so with thumb 2. Play only fa & so (no ti) Tag Learning What to say to parents: - • This piece is giving practice in changing