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Hal Leonard Student Piano Library

Teachers GuidePiano Lessons Book 1

Piano Technique Book 1-5Etudes to develop physical mastery of the keyboard (Instrumental

Accompaniments optional)


Barbara Kreader Fred Kern Phillip Keveren Mona Rejino

Book 1Piano Practice GamesPreparation activities forpieces in Piano Lessons Listen Read Create

U.S. $6.95

ISBN 0-7935-8557-0

#73999-JGAEIiHL00296048

Book 1Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A

Book 2Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A

Book 3Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B

Book 4Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B

Book 5Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM Disk

SupplementalTeachers Guide & Planning ChartMy Music JournalFlash Cards Set AFlash Cards Set B

A piano method with music to please students, teachers and parents! The Hal Leonard Student Piano Library is clear, concise and carefully graded. Perfect for private and group instruction.



Notespeller for PianoA Visit to Piano Parkwith Spike and Party Cat

Book 2

by Karen Harrington


Piano Theory WorkbookBook 3

Barbara Kreader Fred Kern Phillip Keveren Mona Rejino Karen Harrington


Piano TechniqueBook 4




Book 1Piano Lessons


Book 5

Barbara Kreader Fred Kern Phillip Keveren

Piano Solos

Piano Lessons 1-5Appealing music introduces new concepts

Piano Practice Games 1-4Listening, reading, and improvisation activities correlated with lessons book

Notespeller for Piano 1-2Note recognition activities

Piano Theory Workbook 1-5Written theory activities correlated with lessons book

Piano Solos 1-5Additional correlated repertoire (Instrumental Accompaniments optional)

Piano Lessons Instrumental Accompaniments 1-5Correlated audio CD or General MIDI disk for lessons and games books

Written byBarbara Kreader Fred Kern Phillip Keveren Mona Rejino

Includes: Teaching Suggestions for Every Piece Lesson Planning Chart Beginner Composition Cards from Piano Practice Games Book 1

Copyright 1998, 2001 by HAL LEONARD CORPORATIONInternational Copyright Secured All Rights Reserved

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

Infringers are liable under the law.

Visit Hal Leonard Online atwww.halleonard.com

ISBN 0-7935-8557-0


Teachers GuidePiano Lessons Book 1

Book One Teaching Suggestions. . . . . . . . . . . . . 4

Book One Lesson Planning Chart . . . . . . . . . . . 65

Beginner Composition Cardsfrom Piano Practice Games Book 1 . . . . . . . . 70

Author Biographies . . . . . . . . . . . . . . . . . . . . . . 81

Method Overview for Books 1-5 . . . . . . . . . . . 82

Teaching Supplements . . . . . . . . . . . . . . . . . . . . 87

Hal Leonard Student Piano LibraryOrder Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Contents

AuthorsBarbara Kreader, Fred Kern,Phillip Keveren, Mona Rejino

ConsultantsTony Caramia, Bruce Berr,

Richard Rejino

Director,Educational Keyboard Publications

Margaret Otwell

EditorJanet Medley

IllustratorFred Bell

When music excites our interest and imagination,we eagerly put our hearts into learning it. The musicin the Hal Leonard Student Piano Library encouragespractice, progress, confidence, and best of all success!Students respond with enthusiasm to the:

variety of styles and moods natural rhythmic flow, singable melodies and lyrics exceptional teacher accompaniments improvisations threaded throughout the series Instrumental Accompaniments for every piece available

on CD or General MIDI disk.

When new concepts have an immediate application to themusic, the effort it takes to learn these skills seems worth it.Teachers appreciate the:

realistic pacing that challenges without overwhelming clear and concise presentation of concepts uncluttered page lay-out that keeps the focus on the music.

The Hal LeonardStudent PianoLibrary

The Library is available in five

levels. Each level includes a

Lesson Book and several

supplementary books:

PIANO PRACTICEGAMESImaginative preparation activ-

ities to introduce pieces in the

Piano Lessons books.

PIANO THEORYWORKBOOKFun and creative assignments

that introduce the language of

music and its symbols.

PIANO SOLOSOriginal performance reper-

toire featuring 14 different

composers. Available with

instrumental accompaniments

on CD or General MIDI disk.

PIANO TECHNIQUEEtudes to develop physical

mastery of the keyboard with

optional instrumental accom-

paniments on CD or General

MIDI disk.

NOTESPELLERFOR PIANOBy Karen Harrington

Musicworksheets andgames in

astory-book format thatenhance

reading and writing skills.



Book 1Piano Lessons



Book 1Piano Practice GamesPreparation activities forlpieces in Piano Lessons Listenl Readl Create



Book 1Piano Theory Workbook



Book 1Piano Solos



Book 1Piano Technique

F G A B C D E


Notespeller for PianoAlong the Music Traillwith Spike and Party Cat

Book 1

by Karen Harrington

FOREWORD

Method books give you the materials you need, yet only the relationship between you and thestudent can bring the music to life. This Teachers Guide is intended to suggest possible waysto introduce and work with each piece in Piano Lessons Book 1 of the Hal Leonard StudentPiano Library.

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

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

Review: highlights those concepts that may need continued work

The teaching suggestions are divided into the following categories:

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

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

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

PrepareIntroduces the coordinationand rhythm of each piecebefore combining thoseaspects of the music withpitch reading.

PracticeIncludes steps to learningeach piece, such as blocking,comparing phrases, andsaying note names orintervals out loud.

PerformIncludes suggestions forputting all the steps togetherto play each piece accuratelyand in the appropriate tempo,mood, and style.

4Become aware of the heartbeat inside your body.Feel how it beats in an even pulse. Sometimes yourheart beats fast, like when you run; sometimes itbeats slowly, like when you are asleep, but it alwaysbeats evenly.

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

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

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

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

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

Repeat as necessary Last timeAccompaniment

Feel The Beat!

4

Prepare

Read text comparing heartbeatto musical pulse.

Ask student:Where do we feel our ownheartbeat?

Theory WorkbookFeel The Beat! pg. 2

Perform

To play pulse on the black keys,student:

1) supports first joint of eachthird finger with thumb.

2) plays with full arm weight.

Practice

This activity teaches studenthow to listen & respond.

1) Student claps pulse whilelistening to accompaniment, firstat slow, then medium, then fasttempos.

2) Student points to each pulsein the lesson book whilelistening to accompaniment atdifferent speeds.

New Concept: Musical pulseTouch & Sound: Clapping with large arm movement

Playing with 3rd finger, supporting first joint with thumbPlaying with full arm weight

11/2/3*

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

Teacher Audio CD General MIDI Disk24

55

second verse8va

Student plays up high.Repeat 4 times.

AccompanimentSteady ( = 145)

first verse 8va Student plays down low.Repeat 4 times.

Kern, Keveren, Kreader

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

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

1) When I look down low by my toe,Bugs and slugs and snails all grow.Way down low!

2) When I look up high in the sky,Birds and kites and planes fly by.Way up high!

(Play the black keys way up high.)(Play the black keys way down low.)

Take A Look!

Low High

Prepare

While listening to Take A Look,student sings lyrics of song (melodyis written in accompaniment).

Ask student:What things can you think ofthat sound high?

What things can you think ofthat sound low?

Theory WorkbookHigh Or Low? pg. 3

Perform

Student sings along with Take ALook. At end of first verse,student plays any black keysway down low. At end of secondverse, student plays any blackkeys way up high.

Practice

While standing, student playsblack keys at low end of thekeyboard, then walks aroundpiano bench and plays blackkeys at high end of thekeyboard.

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

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

24

66

FINGER NUMBERS

1

23

5

4

1

23

5

4

Place your hands together with fingertips touching.

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

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

Prepare

Student counts forward, 1-2-3-4-5and backward, 5-4-3-2-1.

Theory WorkbookFinger Numbers pg. 4Number That Finger! pg. 5

Perform

1) Student places fingertips onpiano cabinet and repeats activity,keeping natural curve of hand.

2) Teacher and student maytake turns calling out andtapping specific finger numbers.

Practice

1) Student places handstogether with fingertips touchingand taps each finger severaltimes.

2) Student says finger numberswhile tapping.

NotespellerFinger Numbers pg. 2

New Concept: Finger numbersTouch & Sound: Moving fingers independently

With fingertips touching, student feelsand sees natural curve of hand

77

When you play the piecesClimbing Up and ClimbingDown on pages 8 and 9, youwill play the groups of twoblack keys as shown here.

TWO BLACK KEYS

Low High

UNIT

1

Put your thumbs behind the firstjoint of your third fingers anduse your third fingers to play thegroups of two black keys. Startat the low end of the keyboardand play higher.

THE PIANO KEYBOARDThe piano keyboard is divided into sets

of two and three black keys.

Prepare

Ask student:How many sets of two blackkeys do you see on thekeyboard?

Theory WorkbookTwo Black Keys pg. 6

Perform

Student plays different sets oftwo black keys up and down thekeyboard, as teacher directs bysaying, higher or lower.

Practice

1) As shown in diagram,student plays all sets of twoblack keys by supporting thirdfinger of each hand with thumb.

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

Piano TechniqueGrandfathers Clock pg. 4

New Concept: Two black keys Review: High and low

Touch & Sound: Playing hands together supportingthird fingers with thumb

88

With accompaniment, student starts here:With determination ( = 120)

8va

R.H.

Climb -L.H.

ing,

climb - ing

up thistree,

R.H.

High -L.H.

er,

high - er

look atme!

Play this song on twoblack keys with the thirdfinger in each hand.

It is helpful to clap andsing the words of apiece before playing it.Remember to keep asteady pulse!

qQ

q Q q QNotes are pictures of sounds.

NOTES

Stems up

Stems down

= Right Hand (R.H.)= Left Hand (L.H.)

Climbing UpTwo Black Keys

Moving Up The Keyboard

Prepare

Student taps steady pulse onknees, alternating hands andsinging:

1) right, left, right, left, right,left, right.

2) lyrics.

Perform

Student may play Climbing Upin four different octaves byrepeating the piece andcontinuing up the keyboard.

Practice

1) Student plays Climbing Upon the keyboard using thirdfingers supported by thumb.

2) Student plays second line ofpiece one octave higher.

New Concepts: Notes are pictures of sound. Review: Two black keys, going higherStems up = RH Right hand, left handStems down = LH Steady pulse

Touch & Sound: Alternating hands with a steady pulse

35/6

99

With accompaniment, student starts here:With determination ( = 120)

8va

R.H.

Care -

L.H.ful as

Im climb -ing down,

R.H.

Low -

L.H.er, low -

er, touchthe ground.

Climbing Up and Climbing Downcan also be played as one song.

Climbing DownTwo Black Keys

Moving Down The Keyboard

Prepare

Student taps steady pulse onknees, alternating hands andsinging:

1) left, right, left, right, left,right, left.

2) lyrics.

Perform

1) Student may play ClimbingDown in four different octavesby repeating the piece andcontinuing down the keyboard.

2) Play Climbing Up andClimbing Down as one song.

Practice

1) Student plays ClimbingDown on keyboard using thirdfingers supported by thumb.

2) Student plays second line ofpiece one octave lower.

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

Touch & Sound: Alternating hands with a steady pulse

35/6

10

10

AccompanimentFlowing

( = 100)Repeat as necessary Last time

My Own Song

With your right and left hands, chooseany groups of two black keys in theupper part of the piano.

Listen and feel the pulse as your teacherplays the accompaniment below. Whenyou are ready, play along and make upyour own song.

Have fun!

Prepare

Student taps pulse whilelistening to accompaniment.

Ask student:Is this pulse slow, medium,or fast?

Perform

Encourage student to play freely,using any sets of two black keysall over the keyboard.

(These improvisations giveteachers the opportunity toobserve students naturaltechnical ability.)

Practice

Student plays My Own Songusing any sets of two blackkeys.

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

Touch & Sound: Playing with a steady pulse

47

11

11

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

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

THREE BLACK KEYS

Play My Own Songagain, using the groupsof three black keys.

HighLow

Prepare

Ask student:How many sets of three blackkeys do you see on thekeyboard?

Theory WorkbookThree Black Keys pg. 7

Perform

Student plays My Own Songusing groups of three blackkeys.

Practice

Student plays:

1) LH with fingers 2-3-4 onthree black keys going down thekeyboard while saying fingernumbers.

2) RH with fingers 2-3-4 onthree black keys going up thekeyboard while saying fingernumbers.

NotespellerThe Piano Keyboard pg. 3

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

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

12

12

With accompaniment, student starts here:Steady ( = 120)

My Dog, Spike

Rests are pictures of silence.A Quarter Rest lasts for one pulse (beat).

QUARTER REST

q1Count: 1 1 1clap clap clap rest

q q q

qNotes tell us how long the sounds last.A Quarter Note lasts for one pulse (beat).

QUARTER NOTE

q q q q1Count: 1 1 1clap clap clap clap

When you play these pieces byyourself, use the middle ofthe keyboard.

It is helpful to clap the rhythmof a piece before playing it.

Steady

L.H. 2

My3

dog,4

Spike, 2

off3

to4

school, 4

out4

to3

prove3

that2

hes3

so Hot Cross Buns4

cool.

L.H.

4 3 2

Prepare

While listening to My Dog Spike,student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

Theory WorkbookParty Cats Bubbles pg. 8Notes pg. 9

Perform

Student plays My Dog, Spike onthree black keys with a steadypulse.

Music Flash Cards Set AYellow #2, #3

Practice

On the piano cabinet, studentfinger-taps with LH whilesaying finger numbers.

Ask student:Which notes repeat?

Practice GamesListen & Respond pg. 3Imagine & Create pgs. 4-5

New Concepts: Quarter note picture of sound Review: LH fingers 2-3-4Quarter rest picture of silence Three black keys

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

58/9

13

13

With accompaniment, student starts here:Steady ( = 120)

Sorry, SpikeSteady

R.H. 4

Sor -

3ry,

2Spike! 4

You

3wont

2pass! 2

Bark - 2

ing 3

is -

3nt

4taught

3in

2class!

R.H.

2 3 4

You can play My Dog, Spikeand Sorry, Spike as one song.

Prepare

While listening to Sorry Spike,student:



Perform

Student plays Sorry, Spike onthree black keys.

Extra for Experts:Play My Dog, Spike andSorry, Spike as one song.Keep pulse steady as studentcontinues with RH on secondpage.

Practice

On the piano cabinet, studentfinger-taps with RH whilesaying finger numbers.

Ask student:Which notes repeat?

New Concepts: Quarter note Review: RH fingers 2-3-4Quarter rest Three black keys

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

58/9

14

14

With accompaniment, student starts here:Bouncy ( = 130)

Merrily Were Off To School

4 3 2 2 3 4

L.H. R.H.

R.H.

Bouncy

4

Mer -

3ri -

2ly

3were

4off

4to

4school,

3off

3to

3school,

Mary Had A Little Lamb

4

off

4to

4school.

wA Whole Note fills the time of four quarter notes.

WHOLE NOTE

= 4 beats= 4 beats

wq q q q

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

Prepare

While listening to Merrily WereOff To School, student:



Practice Games,Listen & Respond pg. 7

Perform

Student plays Merrily Were OffTo School on three black keys,playing honks with a bigsound.

Piano TechniqueLong Shadows pg. 5Music Flash Cards Set A

Yellow #4, #11, #12

Practice

On the piano cabinet, studentfinger-taps RH while sayingfinger numbers.

Keep pulse steady as studentcontinues with LH on secondpage.

Theory WorkbookLeft Or Right? pg. 10Which Hand Plays? pg. 11

New Concepts: Whole note Review: Quarter note quarter restCluster Stepping and repeating

Technique: Playing clusters with full arm weight,keeping fingers close to the keys

610/11

15

15

L.H.

Heres

2

our

3

school

4

bus.

3

Honk!234

Honk!234

Honk!234

Hur -3

ry,

3

it

2

wont

3

wait.4

w

8va

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

16

R.H.

Happily2

My

2best 2

friend 3

is

L.H.

4

Hey,4

we4

just3

got-

-

*

4

MagAd

3

gie.am.

2

start -3

ed,2

We

2play

3ev -

3ry

4

I4

wish3

s/he3

could

Pierrot

2

day.w

4

stay.wWith accompaniment, student starts here:

Happily( = 120)

So long!

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

16

L.H. R.H.

4 3 2 2 3 4

A Half Note fillsthe time of twoquarter notes.

HALF NOTE

h h = 2 beatsq = 2 beatsqCount: 1 2

clap-hold

My Best Friend

Prepare

While listening to My BestFriend, student:


2) taps and counts rhythm.Ask student:How many quarter notes are inthis piece? Half notes? Wholenotes?

Piano TechniqueLocomotion pg. 6

Perform

Student plays My Best Friendwith energy on three black keys.

Practice

On the piano cabinet, studentfinger-taps RH and LH whilesaying finger numbers.

Music Flash Cards Set AYellow #6

New Concept: Half note Review: Quarter noteWhole noteRH, LH, and finger numbers

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

712/13

17

R.H.

With confidence4

I

3play

2key -

board

all 3

day

4long.

234wrong

notes.

L.H.

234

Uh - oh, I go on.2

3

Barbara Kreader

4

R.H. 4

I

3can

2do

it,

heres 3

my

4song.

Now its

right with

L.H.

4

3

2

no notes wrong!3

4

Double Bar Line meansthe end of the piece.

With accompaniment, student starts here:With confidence ( = 120)

L.H. R.H.

4 3 2 2 3 4 Bar Linesgroup beatsinto Measures.

MEASURES

measure

bar lines

measure

q q q q q q q I Can Do It!

17

Prepare

While listening to I Can Do It!,student points to notes and singslyrics.

Ask student:How many measures are in thispiece?

What measures are exactly thesame?

Practice GamesRead & Discover pg. 8

Perform

Student plays I Can Do It! usinga strong, confident tone,observing quarter rests inmeasures two and six.

Music Flash Cards Set APink #1

Practice

On the piano cabinet, studentfinger-taps RH and LH.

(From this point on, fingernumbers for repeated notes areremoved.)

Ask student to find three notes:1) Stepping up2) Stepping down3) Repeating

NotespellerStep Up, Step Down, Or Repeatpg. 4

New Concepts: Measures, barlines, double barline Review: ClustersStepping up

Technique: Playing clusters with full arm weight, Stepping downpassing melody between hands

814/15

18

R.H.

With excitement

4

Come

play

in

the

3yard

with

me;

2laugh

and

twirl

a -

round.

L.H. 3

Barbara Kreader

Tick -

le all our

L.H.

2

fun - ny bones;3

R.H.

4

fall

down

on

the

3ground.w

With accompaniment, student starts here:With excitement( = 130) 3

8va

L.H. R.H.

3 2 2 3 4A Half Rest fillsthe time of twoquarter rests.

HALF REST = 2 beats

= 2 beats

Count: 1 2rest - restLets Get Silly!

18

Prepare

While listening to Lets GetSilly, student:


2) taps and counts rhythm.Ask student:How many measures are in thispiece?

Theory WorkbookDrawing Rests pg. 12Rhythm Detective pg. 13

Perform

1) Student plays lines one andthree 8va, and teacher playslines two and four (or viceverse).

2) Student plays entire piecewith a light and bouncy touch,observing all quarter rests andhalf rests.

Piano SolosWater Lily pg. 2Mister Machine pg. 3

Practice

Block out piece by playing onlythe first note of each measure inwhole notes.

(After blocking piece, studentwill read repeated notes easily.)

Music Flash Cards Set AYellow #7, #13, #14

New Concepts: Half Rest Review: All note and rest valuesPlaying on two black keys (LH) Measures and barlinesand three black keys (RH) Repeating notes

Technique: Playing repeated notes with full arm weight

916/17

19

R.H.4

Make

up

jokes

and

3cra -

zy

names;

2sing

a

fun -

ny

song.

L.H.3

Laugh so hard that

L.H.

2

we cant breathe.3

R.H.

3

Bring

a

friend

a -

2long.

w

19

20

L.H. R.H.

3 2 2 3 4

20

R.H.Quietly

4

Shad -

ows,

3shad -

4ows

3on

the

2wall.

My

L.H.

3

4

bear

is

scared and

2

3

so

4am

Barbara Kreader3I.

R.H.3

But

my

4night

3lights

2shin -

ing.

L.H.

3

2

We

can

go

to

sleep.w

With pedal

With accompaniment, student starts here:Quietly ( = 82)

Night Shadows

Prepare

While listening to NightShadows, student:

1) sways (or taps knees) with ahalf-note pulse.

2) points to notes and singslyrics, giving slight emphasis tothe half-note pulse.


Practice GamesListen & Respond pg. 9Read & Discover pg. 10

Perform

1) Student plays Night Shadowson two and three black keyswith a gentle tone.

2) Student plays last twomeasures gradually slower, as ifgoing to sleep.

Piano SolosWalking The Dog pg. 4

Practice

1) Draw a line connecting noteheads so that student clearlyfollows melody line betweenhands.

2) On the piano cabinet, studentfinger-taps RH and LH whilesaying finger numbers.

Theory WorkbookRhythm Composer pg. 14

NotespellerFinger Painting pg. 5

New Concept: None, Unit 1 review piece Review: All note valuesRepeat, step up, step down

Touch & Sound: Passing melody smoothly between hands Measures, barlines

1018/19

21

21

Music uses the first seven lettersof the alphabet. These letters areused over and over to name thewhite keys.

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

THE MUSICAL ALPHABETPlaying on the White Keys

Teacher

Student

Steady ( = 120)(Fred Kern

8va 15ma )Student part to be played by rote.

A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G

Alphabet Soup

UNIT

2

Prepare

Student recites musical alphabet:1) forward, A-B-C-D-E-F-G, and2) backward, G-F-E-D-C-B-A.

Theory WorkbookThe Musical Alphabet pg. 15

Perform

With RH third finger, studentplays Alphabet Soup three timeswhile stepping up the keyboard.

Extra for Experts:Student starts on the highest Gand plays and sings AlphabetSoup three times while steppingdown the keyboard:G-F-E-D-C-B-A

Piano TechniqueThe Attic Stairs pg. 8

Practice

1) While listening to AlphabetSoup, student points to notes andsings letter names three times:A-B-C-D-E-F-G

2) Locate the A Key found inthe group of three black keys,and ask student to find otherA Keys all over the keyboard.

NotespellerLets Have Lunch! pg. 6

New Concepts: The musical alphabet Review: Stepping upPlaying on white keys Stepping down

Touch & Sound: Playing on the white keys with RHthird finger supporting first joint with thumb

1120

22

22

Now explore the keyboard,playing the C D E groupswith your left hand usingfingers 3-2 -1.

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

C D E GROUPS

C D E C D E C D E C D E C D E

C D E

321

R.H.

Prepare

1) Student locates the C Keyfound in the group of two blackkeys, then finds other C Keys allover the keyboard.

2) Student locates D Keys.

3) Student locates E Keys.

Theory WorkbookC D E Groups pg. 16

Perform

1) Starting at low end of thekeyboard, student plays C D Egroups going up the keyboardwith RH fingers 1-2-3 (playingC D E).

2) Starting at high end of thekeyboard, student plays C D Egroups going down the keyboardwith LH fingers 1-2-3 (playingE D C).

Practice

1) Student finger-taps 1-2-3 onpiano cabinet in three-noteimpulses with RH then LH.

2) Keeping natural curve ofhand, student gently lifts wristbetween repetitions.

NotespellerUnlock C D E! pg. 7

New Concept: C D E groups Review: Two black key groupsHigh and low

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

C D E

23

23

With your right or left hand, chooseany C D E group in the upper part ofthe piano.

Listen and feel the pulse as your teacherplays the accompaniment below. Whenyou are ready, play C D E. Experimentby playing E D C.

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

Have fun!

AccompanimentFlowing ( = 85)

With pedal

Repeat as necessary

My Own SongOn C D E

Prepare

Student taps quarter notes whilelistening to accompaniment.

Perform

Encourage student to improvisefreely, using any C D E groupsall over the keyboard.

Practice

With RH or LH, studentimprovises My Own Song onC D E using one or two C D Egroups.

New Concept: Improvising on C D E groups Review: C D E groups, playing thumbSteady pulse

Touch & Sound: Playing C D E groups using fingers 1-2-3 High and low

1221

24

24

L.H.

C

MDDLE

1

I

R.H.

D2

E3

4 3 2

With accompaniment, student starts here:Soaring ( = 120)

L.H.

R.H. 1. 2.

Soaring

p WhatReach -

aing

dayfor

R.H.

1

forthe

L.H.

4

3

2

2

fly -heav -

3ing,ens,

sun

float -is

ingin

through

1

mythe

4

3

2

:Phillip Keveren

2

eyes.skies.

w

Hold down the right pedal (damper pedal) throughout.

Balloon Ride

pDynamic Signs tellhow loud or soft toplay and help createthe mood of the music.

PIANO

means soft

RepeatSignmeans toplay thepiece again.

Prepare

While listening to Balloon Ride,student:

1) sways (or taps) whole notes.



Theory WorkbookFinding C D E On TheKeyboard pg. 17

Perform

1) Student (or teacher) holdsdamper pedal down throughoutpiece.

2) Student plays each 2-measurephrase in one continuous move-ment, creating a feeling of motion(as if a balloon were soaring away).

Extra for experts:On repeat, student plays BalloonRide one octave higher.

Music Flash Cards Set APink #2, #3

Practice

Student practices Balloon Ride,listening for smooth transition inmelody from LH to RH.

Piano TechniqueLook At Me! pg. 9

New Concepts: C D E group, piano Review: Stepping upDamper pedal, repeat sign

Touch & Sound: Playing softly

1322/23

25

25

L.H.

1

MDDLE

I

C

R.H.

D2 3

E2

R.H.

Rockin

f

3

Rock

n

2roll

is

1where

its

at

L.H.

2

1

for

my

fam - lys

2

1

par -

ty

Phillip Keveren

cat.

2

R.H. 3

Lies

a -

2round

and

1sleeps

all

day,

L.H.

2

1

rocks

the

night a -

2

1

way!

wWith accompaniment, student starts here:

( = 110)

Bad cat!

Rockin

fFORTEmeans loudParty Cat

Prepare

While listening to Party Cat,student:

1) points to notes and singslyrics, giving emphasis to beatsone and three.


(Note: students enjoy sayingBad cat! at end of piece)

Practice GamesListen & Respond pgs. 11-12

Perform

Student plays Party Cat in astrong rock rhythm, playing therepeated notes (beats 2 and 4)slightly softer.

Extra for Experts:Also, students may improvise inthe Party Cat position withaccompaniment (Games pg. 13).

Practice GamesImagine & Create pgs. 13-14C D E Flash Cards pg. 15

Practice

1) Block out by finger-tappingpiece in half notes, removing therepeated quarter notes.

2) After blocking piece, studentwill feel and hear direction ofmelody and will read repeatednotes easily.

Music Flash Cards Set APink #4

New Concept: Forte Review: C D E group

Touch & Sound: Playing loudly

1424/25

26

26

F G A BF G A B F G A B F G A B F G A B F G A B

Now explore the keyboard,playing the F G A B groupswith your right hand usingfingers 1-2-3- 4.

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

F G A B GROUPS

1234

F G A B

L.H.

Prepare

1) Student locates the F Keyfound in the group of three blackkeys, then finds other F Keys allover the keyboard.

2) Student locates G Keys.

3) Student locates A Keys.

4) Student locates B Keys.

Theory WorkbookF G A B Groups pg. 18

Perform

1) Starting at low end of thekeyboard, student plays F G A Bgroups going up the keyboardwith RH fingers 1-2-3-4(playing F G A B).

2) Starting at high end of thekeyboard, student plays F G A Bgroups going down the keyboardwith LH fingers 1-2-3-4 (playingB A G F).

Practice

1) Finger-tap 1-2-3-4 on pianocabinet in four-note impulseswith RH then LH.

2) Keeping natural curve ofhand, student gently lifts wristbetween repetitions.

NotespellerUnlock F G A B! pg. 8

New Concept: F G A B groups Review: Three black-key groupsHigh and low

Touch & Sound: Playing F G A B groups usingfingers 1-2-3-4

F G A B

27

27

Rock beat ( = 130) Last timeAccompaniment

Repeat as necessary

My Own SongOn F G A B

With your left or right hand, chooseany F G A B group in the upper part ofthe piano.

Listen and feel the pulse as your teacherplays the accompaniment below. Whenyou are ready, play F G A B. Experimentby playing B A G F.

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

Have fun!

Prepare

Student taps half notes whilelistening to accompaniment.

Perform

Encourage student to improvisefreely, using any F G A B groupsall over the keyboard.

Extra for Experts:Student improvises by passingmelody between hands.

Practice

With RH or LH, studentimprovises My Own Song onF G A B using one F G A Bgroup.

New Concept: Improvising on F G A B groups Review: F G A B groupsRock rhythm

Touch & Sound: Playing F G A B groups usingfingers 1-2-3-4

1526

28

28

pR.H.

Mysteriously

3

ThatsDeep

2thein -

big -to

gestthe

L.H.

1

2

tur -o - tlecean3

4

3

Iin

2havemy

ev -sub -

erma -

1

2

:Phillip Keveren

seen!rine.

3

wHold down the damper pedal throughout.

With accompaniment, student starts here:Mysteriously ( = 120)

R.H.

L.H.

1. 2.

4F G

3

L.H.

A2

B1

R.H.

2 3

MIDDLE

Undersea Voyage

Prepare

While listening to UnderseaVoyage, student:

1) sways (or taps) whole notes.



Theory WorkbookFinding F G A B On TheKeyboard pg. 19

Perform

1) Student (or teacher) holdsdamper pedal down throughoutpiece.

2) Student plays each 2-measurephrase in one continuousmovement, creating a feeling ofmotion (as if a turtle were divingto the bottom of the ocean).

Piano TechniqueMonster Under My Bed pg. 10

Practice

Student practices UnderseaVoyage, listening for smoothtransition in melody fromRH to LH.

NotespellerYou Lost What? pg. 9

New Concept: F G A B group Review: Repeat signStepping down

Touch & Sound: Playing with a whole-note pulse Piano Playing softly

1627/28

29

With accompaniment, student starts here:Impatiently ( = 140)

29

4F G

3

L.H.

A2

B1

R.H.

2 3

MIDDLE

fImpatiently

Tax -

i tan - gle

L.H.

4

3

2

1

on the high - way!4

3

2

1

R.H.

23

Honk!

Honk!

Honk!

Phillip KeverenHonk!

Skid, bump! Xcuse me!

L.H.

4

3

2

1

Turned the wrong way!4

3

2

1

R.H.

23

Honk!

Honk!

Honk!

Taxi Tangle

Prepare

While listening to Taxi Tangle,student:

1) claps honks.



Practice Games,Listen & Respond pg. 17Read & Discover pg. 18

Perform

Student plays Taxi Tangle with afull sound, using full arm weightwhen playing clusters.


Practice

1) Students enjoy playing thehonks (beats 1 & 3) along withthe accompaniment (honks onbeats 2 & 4) and can easily hearand read the rests.

2) Practice Taxi Tangle at slowas well as fast tempos.

Practice GamesImagine & Create pgs. 19-20F G A B Flash Cards pg. 21

New Concept: None, review piece Review: F G A B groupsForte

Touch & Sound: Playing clusters with full arm weight Stepping upQuarter rest , clusters

1729/30

30

With accompaniment, student starts here:Lively

( = 120)

44R.H.

Lively

f1

L.H.4

Fred Kern

R.H.

1 L.H.

4

R.H.

1w

30

TIME SIGNATURE

= quarter note gets one beat= four beats fill every measure4 4Q4( ) q q q q wq q hCount:

or

11

1 1 1 1 1 - 2 1 - 2 - 3 - 41 - 2 - 3 - 41 2 3 - 42 3 4

1F

L.H.

G3 2

A C

DDLE

IM

1B

R.H.

1D2

E34

C

FG

AB

FG

AB

FG

AB

D

C

E

CD

E

CD

E

CD

E

Sea (C) Song

UNIT

3

Prepare

While listening to Sea (C) Song,student points to notes and singsletter names.

Ask student:How many times do you playthe C D E pattern?How many times do you playthe F G A B pattern?Do these patterns step up orstep down?

Theory WorkbookNaming Notes On TheKeyboard pg. 20

Perform

This accompaniment has arhythmic island dance feel,and students enjoy playing Sea(C) Song in a lively tempo.

Piano SolosQuiet Night pg. 5


Practice

Student counts while tappingRH/LH rhythm on knees.

(There are several good systemsfor teaching rhythm. Two suchpresentations are included in theblue concept box. Teachers areencouraged to use the countingsystem that works best for them.)

NotespellerGoing Up, Going Down pg. 10

Piano TechniqueBreathe Easy pg. 12

New Concept: Time signature Review: C D E GroupPlaying by letter name, not finger number F G A B GroupFirst experience playing on all white keys Forte

Touch & Sound: Playing in 3-note and 4-note impulses Stepping up

44

1831/32

31

31

With accompaniment, student starts here:Steady ( = 120) 1. 2.

44 pR.H.

Steady

2

Rain,Sun,

rain,sun,

L.H.

2

2

gocome

a -on

way.out.

2

2

ComeWe

a -all

gainwant

3

someto

2

oth -play :erandFolk Tune

day.shout!

2

Rain, Rain, Go Away

New PositionL.H.

A2

M

C

DDLE

2

I

R.H.

D3

CCC

A

DC

A A A

Prepare

While listening to Rain Rain, GoAway, student:

1) taps half notes, alternatingRH and LH.

2) points to notes and singsletter names. (From this pointon, letter names for repeatednotes are removed.)3) taps and counts rhythm.

Piano TechniquePlaying Catch pg. 13

Perform

Play Rain, Rain, Go Away with adelicate touch, imitating thesound of raindrops.

Practice

1) Draw a line connecting noteheads so student clearly followsmelody line between hands.

2) Student finger-taps pieceslowly and deliberately.

New Concept: New RH position C D Review: Piano with fingers 2-3 Repeat sign

Touch & Sound: Passing melody between hands with a Reading by letter nameslight emphasis on beats one and three

1933/34

32

32

With accompaniment, student starts here:With a steady beat ( = 120)

F4

L.H.

3G A

2 2C

MDD

R.H.

LE

I

D3

44With a steady beat

fR.H. 2

L.H.

2

2

2

2

2

Native American

p

R.H. 2L.H.

2

2

2

:

Dakota Melody

C

C C

A AG G

C C C

FG

AAA

D

A A

Prepare

While listening to DakotaMelody, student:


2) taps RH/ LH rhythm on drumor hard surface, observingdynamics -.Theory Workbook

Loud Or Soft? pg. 22

Perform

1) Student plays line one fortelike an Indian drum and teacherplays line two 8va and pianolike an Indian flute. (or viceversa).

2) Student plays entire pieceas written with a steady pulse,observing half rest.

Practice

Student finger-taps piece slowlyand deliberately. (This is studentsfirst experience reading lettersA-G-F stepping down).

Piano SolosBear Dance pgs. 6-7

New Concept: Reading step up, step down, Review: Piano and repeat using letter names Forte

Touch & Sound: Dynamic change - Repeat signCombining 3-note and 4-note impulses

2035/36

33

33

With accompaniment, student starts here:

( = 135)With humor

F4

L.H.

3G A

2 2C

MDD

R.H.

LE

I

44 fR.H.

With humor2

L.H.

2

4

Knock - knock.

2 3

WhosGuatemalan

there?

2

R.H.2

L.H.

2

4

Knock - knock.

2 3

Whos :there? 4

Knock on piano cabinet

C C

A A

C C

AG G

F F

FG G

Knock-Knock Joke

Prepare

1) While listening to Knock-Knock Joke, student followsscore and taps the knock-knock part on piano cabinet orany percussive instrument.

2) Ask student:How is line two different fromline one? (The last note isdifferent.)

Practice GamesListen & Respond pg. 23Read & Discover pgs. 23-24

Perform

Student plays Knock-Knock Jokeand then tells favorite knock-knock joke.

Piano SolosStomp Dance pgs. 8-9

Practice

Student plays the melody, andteacher (or another student) tapsthe knock-knock part.

Piano TechniquePopcorn pg. 14

New Concept: None, review piece

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

2137/38

34

34

L.H.

3G A

2 2C

MDD

R.H.

LE

I

D3

E4

With accompaniment, student starts here:With energy ( = 120) 1. 2.

44 fWith energyR.H. 2

OldIn

Mac -his

Don -band

aldhe

L.H.

3

hadhad aa band,horn, 4

E -E -

I -I -

E -E -

I -I -

:O.O.

TraditionalOld MacDonald Had A Band

C

AG

ED

G

C

Prepare

While listening to OldMacDonald Had A Band,student:


2) finger-taps and countsrhythm.

Theory WorkbookRhythm Jam pg. 23Step Or Repeat pg. 24

Perform

Student plays entire piece withenergy.

Practice

Teacher plays the A section andstudent plays the B section 8va.Have fun adding newinstruments!

Drum Rum-pum here.Rum-pum there...

Tuba Oom-pah here.Oom-pah there...

Flute Tweet-tweet here.Tweet-tweet there...

NotespellerFishing For Letter Names pg. 11

New Concept: None, Unit 3 review piece

2239/40

35

35

R.H. 2

Toot

toot

here.

Toot

toot there.

L.H.

3

2

Toot

toot

ev - ry - where.

3

R.H. 2

Old

Mac -

Don -

ald

L.H.

3

had a band, 4

E -

I -

E -

I -

O.

C

A

ED

C

G

G

G

C

G

C

36

36

12

3

5 lines

4 5 w wLine Notes

w w w1

2

4 spaces

34 w w

Space Notes

w w

LINES AND SPACES

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

5 lines 4 spaces

Space NotesLine Notes

SPACE NOTE

Some notes arewritten on lines:

LINE NOTE

Some notes arewritten in spaces:

UNIT

4

Prepare

1) With a finger or pencil,student traces picture of largeline note and large space note.

2) Study picture of boy and girlon the ladder and ask student:

Why does the boys face looklike a line note?

Why does the girls face looklike a space note?

Theory WorkbookLine Note Or Space Note? pg. 25

Perform

NotespellerLine Notes And Space Notespg. 12Drawing Notes On LinesAnd Spaces pg. 13

Practice

1) With a pencil, student pointsto and counts five rungs onladder starting from the bottomand then points to five lines onstaff counting 1-2-3-4-5.

2) Student points to and countsfour spaces between rungs onladder starting from the bottomand then points to spaces onstaff counting 1-2-3-4.

Theory WorkbookNotes On Lines pg. 26Notes In Spaces pg. 27

New Concepts: Line notesSpace notesLines and spaces on musical staff

37

37

Steppin

g Up

HOW NOTES MOVE ON THE STAFFSTEP(2nd)

REPEAT

Same SpaceSame Line

Line to Space or Space to Line

Stepping Down

Steady44L.H. 2

2

4

Title:______________________________You already know how to play this song.

Do you know its name?G3

L.H.

A2

M

C

DDLE

I

F4

samesame

u pu p

d o w nd o w n

d o w nd o w n

d o w nd o w n

Prepare

With a pencil, student points toexample of repeating notessaying:

1) same-line-line.2) same-space-space.

Student points to example ofstepping notes saying:

1) step-ping down.2) step-ping up.

Theory WorkbookHow Notes Move pg. 28Up, Down, Or Repeat pg. 29

Perform

1) Student places LH fingers4-3-2 on F-G-A and playsmystery song by direction,not by letter name.

2) Student recognizes song asMy Dog Spike (Hot Cross Buns)and writes title above score.

Music Flash Cards Set AWhite #35, #36, #37, #38

Practice

Student points to notes inmystery song saying:

2, down, down, rest2, down, down, rest4, same, up, same,up, down, down, rest

NotespellerLine Up The Flags! pg. 14

New Concept: How notes move on the staff Review: Musical staffLine notes, space notesRepeating, steppingMy Dog Spike (pg.12)

38

? 44Playfully

fL.H. 4Hide and seek!

4

I wont peek! Run and hide out -Mona Rejino

side.w?

2

Ill find you. 2

Need no clue. I know where youll hide! Boo! (Play any Fon the piano!)

38

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

The F line passes betweenthe two dots of the Bass Clef sign.

This is the F line ? wwF G A B CMIDDLE

w

Hide And Seek

THE BASS CLEF SIGN(The F Clef)

This sign comes from the old-fashioned letter F.

?

You will usually play the low tones writtenon the Bass Staff with your left hand.

AccompanimentPlayfully ( = 120)

8va

2.1.

Prepare

1) With a pencil, student tracesthe blue F line through the twodots of the Bass Clef andthrough the entire piece of Hideand Seek. Explain that all noteson the F line are F.

The F note is the readingguide for the Bass Clef.

2) Ask student:How many F notes are in thissong? G notes? A Notes?


Theory WorkbookThe Bass Clef pg. 30

Perform

Student plays piece saying:F, up, up, restF, up, up, restA, down, down, up, up__,

A, down, down, restA, down, down, restF, up, up, down, down__, Boo!

Practice GamesImagine & Create pgs. 26-27

Music Flash Cards Set APink #5, White #11, #12, #13

Practice

Student points to and identifiesfirst note of every measure. Fillin magnifying glasses.

While listening to Hide andSeek, student:



Piano TechniqueHot Sand Hop pg. 16Molding Clay pg. 17

New Concepts: Bass Clef Sign (The F Clef) Review: Stepping on the staffReading Guide FNotes F-G-A on Bass Staff

2341/42

39

? 44Bouncy

L.H.f 2

?2

w39

Title:______________________________You already know how to play this song.

Do you know its name?

Whenever you see thismagnifying glass, fillin the name of the note.

Prepare

Help the detective solve thismystery.

Tell student:You already know how to playthis song. Lets figure out thetitle by following these clues!

Theory WorkbookNotes On The Bass Staff pg. 31

Perform

1) Student reads and plays entirepiece.

2) Student recognizes piece asMerrily Were Off To School(Mary Had A Little Lamb) andwrites title above score.

NotespellerA Tall Tale pg. 17Bass Clef Notes F G A pg. 18

Practice

Clue #1:What are the note names belowthe magnifying glasses?(Write them in.)

Clue #2:Where are the stepping notes?

Clue #3:Where are the repeated notes?

Clue #4:Where do you place your LH?

NotespellerDrawing The Bass Clef Signpg. 15Fishes Full Of F Notes pg. 16

New Concept: None, review piece for bass clef Review: Reading guide FBass clef notes F G AMerrily Were Off To School

40

& 44R.H.Steady

f4

Gee,

oh,

gee. 4

Gee,

oh,

gee.

Four

more

min -

utes,

please.

w& 2

No,

not

yet.

2Let

us

play

one more

game.w

Words by Claire BertholdMusic by Fred Kern

40

Oh, Gee (G)

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

& wThe G line passes throughthe curl of the Treble Clef sign.

This is the G line.

C D E F G

MIDDLE

ww

AccompanimentSteady ( = 120)

THE TREBLE CLEF SIGN(The G Clef)

This sign comes from the old-fashioned letter G.

&You will usually play the high tones writtenon the Treble Staff with your right hand.

Music by Fred KernWords by Claire Berthold

Prepare

1) With a pencil, student tracesthe blue G line through the curlof the Treble Clef and throughthe entire piece of Oh, Gee (G).Explain that all notes on the Gline are G.

The G note is the readingguide for the Treble Clef.

2) Ask student:How many G notes are in thissong? F notes? E notes?


Theory WorkbookTreble Clef Sign pg. 32

Perform

Student plays piece saying:G, down, down, restG, down, down, restE, same, same, up, up__,

E, up, up, restE, up, up, restF__, same__, down__

Practice GamesImagine & Create pgs. 30-31

Music Flash Cards Set APink #6, White #17, #18, #19

Practice

Student points to and identifiesfirst note of every measure. Fillin magnifying glasses.

While listening to Oh, Gee (G),student:



Piano TechniqueSneaky Footsteps pg. 18Fingerpainting pg. 19

New Concepts: Treble Clef Sign (The G Clef) Review: Stepping on the staffReading Guide GNotes E-F-G on Treble Staff

2545/46

41

& 44Bouncy

fR.H. 4

Hop-

scotch

on

the

walk.

I

won -

der

who

will

win.w

&5

2

Lines

and

spac -

es

drawn

in

chalk;

now

we

can

be -

gin.w

Mona Rejino

41

Hopscotch

AccompanimentBouncy ( = 120) 5

Prepare

While listening to Hopscotch,student:

1) points to notes and singslyrics. (Singing lyrics simplifiestricky rhythm in secondmeasure.)


Theory WorkbookNotes On The Treble Staff pg. 33

Piano SolosHoward H. Hippo pgs. 10-11

Perform

Student reads and plays entirepiece.

NotespellerMeet Peggy And Gus pg. 21Treble Clef Notes E F Gpg. 22

Practice

1) Student blocks out piece byplaying only notes on first andthird beats.G F E -G F E -E F G FG F E -

2) After blocking piece, studentwill easily read repeated notes.

NotespellerDrawing The Treble Clef Signpg. 19Gloves Full Of G Notes pg. 20

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

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

2647/48

42

C GF

The Bass Staff and the Treble Staff togethermake the GRAND STAFF, a Musical Mapthat tells you which key to play.

Middle C uses the short line (ledger line)between the Bass Staff and Treble Staff.

42

THE GRAND STAFFA Musical Map

Prepare

1) With finger or pencil, studentpoints to Bass F on thekeyboard and traces the dottedline to the F on the Grand Staff.

2) Repeat activity on Treble Gthen onMiddle C, noting theledger line added between theBass Staff and Treble Staff.

Theory WorkbookThe Grand Staff A MusicalMap pg. 34

Perform

Student plays stepping warm-upwhile following teachers cue,1) LH in bass clef:F, up, upC, down, downA, up, upA, down, down

2) RH in treble clef:G, down, downC, up, upE, down, downE, up, up

Practice

Student points to and nameseach note, ascending on the staffstarting from:

1) Bass F

2) toMiddle C

3) to Treble G

Music Flash Cards Set AWhite #14, #15, #16

New Concepts: The Grand Staff Review: Reading guide FReading guide Middle C Reading guide GLedger line Middle CBrace

43

&?

44445

fHappily

1

My

best

friend

is

*Lind -

say.

We

play

ev -

ry

day.

w

&?

3

Hey, we just got start - ed. I wish she could stay.w* Fill in the name of your own friend.

Pierrot

43

Thumbs share Middle C in this position.

A3

L.H.

B2

M

C

DDLE

I

1

R.H.

D2

E3

My Best Friend

Prepare

While listening to My BestFriend, student:

1) points to notes and singslyrics, adding name of studentsown best friend.


NotespellerHiking Up And Down pg. 23

Perform

Student reads and plays My BestFriend saying:

RH in treble clef:C, same, same, up, up__, down__,C, same, up, same, down__

LH in bass clef:A, same, same, up, up__, down__,A, same, up, same, down__

Piano SolosWishful Thinking pgs. 12-13

Practice

The Middle C note is thereading guide for My BestFriend.

1) Student plays 5-note alphabetforward A-B-C-D-E andbackward E-D-C-B-A.

2) Student writes starting notesin magnifying glasses.

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

Piano TechniqueOn The Balance Beam pg. 20

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

Stepping

2749/50

44

&?

4444

1

fWith spirit

53

w

&?

1

3

2

w....

Folk Tune

44

Accompaniment (Student plays one octave higher than written.)With spirit ( = 150)

1. 2.5

A3

L.H.

B2

M

C

DDLE

I

1

R.H.

D2

E3 Tambourine Tune

Prepare

While listening to TambourineTune, student:

1) taps half notes withtambourine or percussiveinstrument.

2) taps and counts rhythm ofmelody.


Perform

1) Student plays only first twomeasures of each line 8va andteacher answers by playing lasttwo measures of each line.(or vice versa).

2) Student reads and playsentire piece in a lively tempo,observing repeat.

Piano SolosToes In The Sand (withimprovisation on A B C D E)pgs. 14-15

Practice

1) Draw a line connecting noteheads so student clearly followsmelody line between staves.

2) Student writes names ofstarting notes in magnifyingglasses.

3) Ask student:How many A-B-C-D-E patternsdo you play?

Theory WorkbookNotes Above And BelowMiddle C pg. 35

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

Touch & Sound: Passing melody between hands

2851/52

45

A3

L.H.

B2

M

C

DDLE

I

1

R.H.

D2

E3

G1

&?

44

441.2.

Steady

f1

OncePa -

a

per

manbag,

wasit

3

sowas soso mad,thin, hehe 1

jumpedjumped

in -up -

toon

aa

Folk Tune

pa -point -

pered

bag.pin.

....

3. Pointed pin, it was so sharp,He jumped upon an Irish harp.

4. Irish harp, it was so pretty,He jumped upon a little kitty.

7. Big fat pig began to tickle,He jumped upon a big dill pickle.

8. Big dill pickle was so sour,He jumped upon a big sunflower.

9. Bee came by and stung his chin, andThats the last Ive heard of him!

5. Little kitty began to scratch,He jumped into a cabbage patch.

6. Cabbage patch, it was so big,He jumped upon a big fat pig.

Once A Man WasSo So Mad

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

3

Last time( = 130)

45

Prepare

Read through all lyrics of OnceA Man Was So So Mad togetherwith student.

Theory WorkbookThe Grand Staff Garden pg. 36

Perform

Student reads and plays piecewith a steady bounce.

(The nonsense text is fun andwill motivate student to keep asteady pulse when melodypasses between RH and LH.)

Piano TechniqueStar To Star pg. 21

Practice

While listening to Once A ManWas So So Mad, student finger-taps RH/LH on piano cabinet.

NotespellerStepping Stones pg. 24Where Is That Cat? pg. 25

New Concept: Parallel thumb position on Review: Range G - E on Grand StaffGrand Staff

Touch & Sound: Passing melody between hands

2953/54

46

&?

4444Peacefully

F4

Tell me the tales that to2

me were

Thomas Haynes Bailey

so

2

dearw&?

52

long,

1

long a - go,w P1

long, long a - go.w

G4

A

L.H.

3B2

M

C

DDLE

I

1

R.H.

D2

E3

Accompaniment (Student plays two octaves higher than written.)Peacefully ( = 120)

With pedal

5

FMEZZO FORTEmeans medium loud

Long, Long Ago

46

Prepare

While listening to Long, LongAgo, student:

1) claps this rhythmwith a strong pulse on beat one.

2) points to notes and singslyrics, observing new and dynamic markings.3) taps and counts rhythm.

Theory WorkbookFrom Soft To Loud pg. 37

Music Flash Cards Set APink #7, #8, Yellow #18, #19

Perform

Student reads and plays entirepiece, adding dynamic inlast two measures of each page(like an echo).

Piano SolosWhistling Tune pgs. 16-17Struttin pg. 18

Practice

1) Student points to stepping uppatterns, then points to steppingdown patterns throughout entirepiece.

2) Student writes names ofstarting notes in magnifyingglasses then points and namesnotes in line one.

3) Student plays line one andfinds another line with exactlythe same notes.

Practice GamesRead & Discover pg. 35Imagine & Create pg. 35

New Concept: Mezzo Forte Review: Range G - E on the Grand StaffMezzo Piano

Touch & Sound: Playing,

3055/56

47

47

PMEZZO PIANOmeans medium soft

9 13

&?F

9

4

Sing me the songs I -de2

light -

ed

to

2

hearw&?

13 2

long,

1

long a - go, long a - P3

go. w

48

48

Accompaniment (Student plays one octave higher than written.)Playfully ( = 180) 5

G3

A

L.H.

2B1

M

C

DDLE

I

1

R.H.

D2

E3

&?

4444PPlayfully

1

No -

bod -

y

knows

the

3

trou -

ble Im

in.

&?

5 1

No -

bod -

y

knows

but

3

my friend An - drew.

Barbara Kreader

Nobody Knows The Trouble Im In

Prepare

While listening to NobodyKnows The Trouble Im In,student:

1) taps this rhythmgiving the half notes extraemphasis.

2) points to notes and singslyrics, including name ofstudents own best friend.

Practice GamesListen & Respond pg. 36


Perform

1) Student reads and plays entirepiece, bouncing the wrist lightlyon the first repeated note, andleaning firmly into the next note.

2) Student plays last line,observing quarter rests.

Piano TechniqueWho Could It Be? pg. 23

Piano SolosOld Saw pg. 19

Practice

1) Draw a line connecting allnote heads so student clearlyfollows melody line betweenstaves.

2) Ask student:How many times does the RHplay C-C-D-E?

3) While listening toaccompaniment, student readsfrom the score and plays eachC-C-D-E pattern.


NotespellerSafety Rules pg. 26

New Concept: None, Unit 4 review piece Review: Range G - E on the Grand StaffParallel thumbs B - C

Touch & Sound: Playing syncopated rhythm with ,

full weight of the whole arm

3157/58

49

49

9 13

&?

9 1

He

saw me

spill

a car - ton of juice!w

&?

13

F3

Quick!

Lets

clean

it

up! P

50

50

SKIPS(3rds)

Skip up(3rd)

Skip down(3rd)

F A

E G

On the Piano, a 3rd skips a key skips a finger skips a letter

On the Staff, a 3rd skips a letter from either line to line or space to space

UNIT

5

Line to Line

Space to Space

Prepare

With a finger or pencil, studentpoints to the notes and traces thepath of the skipping notes:

1) line to line to line.

2) space to space to space.

Theory WorkbookSkips (3rds) pg. 38

Perform

With thumbs on middle C,student plays skipping warm-up:1) LH in bass clef:

F, skip upC, skip downB, skip downA, skip up

2) RH in treble clef:G, skip downC, skip upD, skip upE, skip down

Practice

With third finger supported bythumb, student plays skips freelyup and down the keyboard,saying letter names:

1) F - A - C - E - G - B - D

2) F - D - B - G - E - C - A

Music Flash Cards Set AWhite #39, #40

New Concept: Skipping on the piano Review: Line notesSkipping on the staff Space notes3rds

51

51

G4

A

L.H.

3B2

M

C

DDLE

I

1D2

R.H.

E3

F4

G5

&?

4444

Lively

F1

3 5 4 2

2

(1732 - 1809)

Joseph Haydn

4

&?

5 1

4

2

Surprise Symphony

Prepare

Student points to each notesaying:

C, same, skip up, same, skip up,same, skip down, restF, same, skip down, same, skipdown, same, skip down, restC, same, skip up, same, skip up,same, skip down, restF, skip down, skip down, skipdown,C, skip up, skip down, rest

Theory WorkbookSteps, Skips, And RepeatedNotes pg. 39

Perform

Student reads and plays SurpriseSymphony with a steady bounce.

NotespellerSkipping On The Staff pg. 27

Piano SolosBy The Rivers Edge pgs. 20-21

Practice

Block out piece by playing onlynotes on first and third beats.C E G EF D B GC E G EF B C -

(After blocking piece, studentwill easily read repeated notes.)


New Concept: Skipping up Review: Range G - G on the Grand StaffSkipping down

New Concept: Playing repeated notes with a down-upmotion of the wrist

3259/60

52

&?

4444fWith energy

1

Once

my

broth -

er

sped

down-

town,

rid -

ing

on

his

Yankee Doodle

skate -

board.

1

&?

5 1

Took

a

curve

and

lost

his

nerve

and

1

turned3

in - to a1

trash can.

G3

L.H.

A2

B1

M

C

DDLE

I

1

R.H.

D2

E3

F4

Accompaniment (Student plays one octave higher than written.)With energy

5 R.H. over L.H.

8va

( = 130)

SkateboardDoodle

52

Prepare

While listening to SkateboardDoodle, student:



NotespellerAn Adventure On The Riverpgs. 28-29

Perform

Student reads and plays entirepiece with energy.

Practice

Student finger-taps piece slowlyand deliberately, saying:

1) C, same, up, up, skip down,skip up, down, etc.

2) Note names.

Piano TechniquePing Pong, Anyone? pgs. 24-25On My Way pg. 26

New Concept: Combining steps, skips, and Review: Step, skip, repeatrepeats on staff Range G - F on the Grand Staff

Parallel thumbs B - C

3361/62

53

53

Accompaniment (Student plays one octave higher than written.)Smoothly ( = 120)

With pedal

1. 2.5

G3

L.H.

A2

B1

M

C

DDLE

I

1

R.H.

D2

E3

&?

4444fSmoothly

1

2

1

Spiritual

3w

&?

5 1

2

1

w ....

Let Me Fly!

Prepare

While listening to Let Me Fly!,student:

1) sways (or taps) half notes.


Piano TechniqueDreaming And Drifting pg. 28

Perform

1) Student reads and plays onlyfirst two measures of each line8va and teacher answers byplaying last two measures ofeach line. (or vice verse).

2) Student plays entire piecesmoothly.

Practice

1) Draw a line connecting noteheads so student clearly followsmelody line between staves.

2) Student writes names ofstarting notes in magnifyingglasses.

3) Ask student:How are the first two measuresof each line similar?

New Concept: None, review piece Review: Step, skip, repeatRange G - E on the Grand Staff

Touch & Sound: Passing melody smoothly between Parallel thumbs B - Chands

3463/64

54

&?

4444

Heroic March

f4

ing

through

1the

-

4

Glid heav -

ens; won -

4

der where we

4

Phillip Keveren

are?

w

&?

5 4

ga -

lac -

tic

4

Great trav - lers,1

ing

for

a

-

4

search star.w ..

..

4F G

3

L.H.

A2

B1

M

C

DDLE

I

1

R.H.

D2

E3

F4

Accompaniment (Student plays one octave higher than written.)Heroic March ( = 120)

3 3 3

3

3 3 3 1.3

2.

3

35

Star Quest

54

Prepare

While listening to Star Quest,student:


2) taps and counts rhythm

Ask student:What other measures areexactly like the first?

Theory WorkbookMore Steps pg. 40More Skips pg. 41

Perform

Student plays entire piece with afull sound.

Practice

Student reads and plays onlyfirst two measures of each line8va and teacher answers byplaying last two measures ofeach line. (or vice verse).

(This piece features the F notein both bass and treble clef.)

New Concept: None, review piece Review: Reading guide Bass FRange F - F on the Grand Staff

Touch & Sound: Playing 4th fingers with full arm weight

3565/66

55

&?

4444Adagio

p3

1

F3

1

Italo Taranta

&?f

5

1

2 2

2

1

A

L.H.

3B2

M

C

DDLE

I

1

R.H.

D2

E3

AdagioAndanteAllegro

MoodSeriouslyCalmlyHappily

SpeedSlowlyWalking SpeedQuickly

TEMPO MARKS appear at the beginning of a piece.They tell the mood of the piece and the speed of itsmusical pulse.These Italian tempo marks are most common:

Accompaniment (Student plays one octave higher than written.)Adagio ( = 80) 5

Solemn Event

55

Prepare

While listening to Solemn Event,student:

1) points and says notes.

2) taps and counts rhythm

Ask student:What other measures are similarto the first two?


Perform

Student reads and plays entirepiece slowly and smoothly,making sure melody passesseamlessly from one hand to theother.

Music Flash Cards Set APink #9, #10, #11

Practice

Read text describing tempomarks. Discuss the mood andspeed of this piece, observinghow the dynamics build fromsoft to loud.

(This is the students firstexperience playing threedifferent dynamic levels.)

Theory WorkbookUp To Tempo! pg. 42

New Concept: Italian Tempo Marks: Review: Dynamics --Adagio, Andante, Allegro A-B-C-D-E on the Grand Staff

Touch & Sound: Passing melody smoothly betweenhands at a slow tempo

3667/68

56

&?

4444FAllegro

1

I like you!

w3

Youre my own bestFine

Folk Tune

friend.w

&?

5 2

Laugh -

ing

1

with me5

when

Im

hap -

py,

stand -

ing

1

by me5

when

Im

crab -

by,

D.C. al Fine

G3

L.H.

A2

B1

M

C

DDLE

I

1D2

R.H.

E3

F4

G5

D.C. (Da Capo) al FineWhen you see this sign, return to thebeginning (capo) of the piece and playuntil you see the sign for the end (fine).

I Like You!

D.C. al Fine

Fine

56

Prepare

While listening to I Like You!,student points to notes and singslyrics (following the D.C. alFine).

Music Flash Cards Set APink, #12

Perform

1) Teacher plays line one wherewritten, and student plays linetwo 8va.

2) Student reads and plays piecewith a light and bouncy touch,keeping a steady tempo throughout.

Piano SolosThe Wild Rest pgs. 22-23

Practice

Student points to each note inline two saying,D, same, skip, skip,G, same, skip, skip,D, same, skip, skip,G, same, skip, step.

(This piece features the G notein both bass and treble clef.)

Piano TechniqueHappy Heart pg. 29

New Concept: D.C (Da Capo) al Fine Review: Reading guide Treble GRange G - G on the Grand Staff

Touch & Sound: Playing each note with full arm weight

3769/70

57

57

G4

A

L.H.

3B2

M

C

DDLE

I

1D1

E

R.H.

2F3

G4

Accompaniment (Student plays one octave higher than written.)Lively 6

( = 150)

&?

4444Lively

F2

Run -

ning,

skip -

ping,

jump -

ing, and

hop -

ping,

and

-

1

hum

ming,

sing -

ing,

flip -

ping,

and

&?

6 3

flop -

ping.

Im

hap - py

2

to

be

1

*El - lie, Im El - lie. Im hap - py to be4

me!w

Czechoslovakian

Just Being Me!

*Fill in your own name.

Prepare

While listening to Happy To BeMe!, student:

1) taps this rhythmgiving the first note extraemphasis.

2) point to notes and sing lyrics,including students own name.(Singing lyrics simplifies trickyrhythm.)


Perform

Student reads and plays entirepiece with a lively tempo, lettingthe wrist bounce lightly on the notes, and leaning firmly intothe notes.

NotespellerRafting Down The Riverpg. 30

Practice

Student blocks out piece byplaying these patterns withparallel thumbs on C-D:

G F - F G F__F E - E F E__E D - D E D__

Practice GamesRead & Discover pgs. 41-43

New Concept: Parallel thumbs on C-D Review: Syncopated rhythm

Touch & Sound: Playing each note with full arm weight

3871/72

58

58

&?

4444fLively

2

Trum -

pet

man, he

2

plays his song. Doo wah. . Doo wah.Camptown Races

.&?

5

Asks

us

all to

sing a - long. Oh, doo wah day.w....

4F

3G

L.H.

2A

1B

M

2C

DDLE

I

R.H.

3D

Accompaniment (Student plays one octave higher than written.)Lively ( = 160) ( = )

3

5 1. 2.

Trumpet Man

hkA Dotted Half Notefills the time of threequarter notes.

DOTTEDHALF NOTE

= 3 beatshk q = 3 beatsq qCount: 1 2 3

clap - hold - hold

Prepare

While listening to Trumpet Man,student:


2) taps and counts rhythm.Ask student:How many dotted half notes arein this piece? Quarter notes?Half notes? Whole notes?

Theory WorkbookThe Dotted Half Note pg. 43

Perform

Student reads and plays piece ina lively tempo, observing repeat.

(This is students first experienceplaying along with a swingaccompaniment.)

Piano SolosMoving Away pgs. 24-25

Practice

On piano cabinet, student finger-taps RH and LH while saying:

1) C, same, skip down, skip up,up, down, skip down, etc.

2) Note names.


New Concept: Dotted half note Review: Range F-DShared thumbs on B

3973/74

59

&?

4343FAndante

1

Slide

and

step and

turn

5

to

the

mu -

sic.

Folk Tune

The

&?

5

bag -

pipes

are

-dron

2

ing. A thesongs in air. ...

.

.

59

TIME SIGNATURE

= quarter note gets one beat= three beats fill every measure3 3Q4( )G

3

L.H.

A2

B1

M

C

DDLE

1

I

D2

R.H.

E3 4

F G5

Accompaniment (Student plays one octave higher than written.)Andante ( = 145) 5

Scottish Air

Prepare

While listening to Scottish Air,student:

1) sways (or taps) dotted halfnotes.




NotespellerThings We Found Along TheMusic Trail pg. 31

Perform

Student reads and plays entirepiece with a lilt, making suremelody passes seamlessly fromone hand to the other.

Piano SolosThe Step Waltz pgs. 26-27

Practice

1) Student plays accompanimentby rote (LH-C, RH-G), andteacher plays student part.

2) Count 1-2-3, 1-2-3,imagining sound of Scottishbagpipes.

Theory Workbook3/4 or 4/4? pg. 44

Piano TechniqueWaterslide pgs. 30-31

New Concept: Time signature Review: Dotted half noteRange: Bass G - Treble G

Touch & Sound: Playing in time with emphasis Parallel thumbs on B-Con first beat of each measure

3434

4075/76

60

60

&?

4343PBoldly

Sail - ing

3

ships1

to far - a - way plac - es,

Janet Feldman

where

1

&? treas - ure

5

waits3

for

me!. .Accompaniment (Student plays one octave higher than written.)

Boldly ( = 150) 5

A3

L.H.

B2

M

C

DDLE

I

1D1

R.H.

E2

F3

TIESA Tie is a curved line that connects two notes of thesame pitch. Hold one sound for the combined valueof both notes.

two notes = one sound

1 - 2 - 3 tie - 2 - 3hk hkPirates Of The Sea

Prepare

While listening to Pirates OfThe Sea, student:

1) sways (or taps) dotted halfnotes.

2) points to notes and singslyrics. (Singing lyrics simplifiestricky rhythm in line 3.)



Music Flash Cards Set APink #13 Yellow #26, #27

Perform

Student reads and plays entirepiece with a strong pulse on thefirst beat of each measure, whilepassing the sound smoothlyfrom hand to hand.

Piano SolosSleepy Time pgs. 28-29

Practice

Block out piece by playing thefirst pattern of each line:

A - B C - D E ____A - B C - F E ____F - E D - F E ____D - C B - C A ____

Theory WorkbookRhythm Jam pg. 45All Tied Up pg. 46

New Concept: Tied notes Review: Parallel thumbs on C-DDynamic change, -

Touch & Sound: Playing in time with emphasison first beat of each measure

4177/78

Janet Medley

34

61

61

9 13

&?

9

F3

Friend

or

foe,

we

sing,

Yo

1

Ho! Were the &?

13 1

Pi -

rates

1

of the Sea!.

4279/80

62

62

4F G

3

L.H.

A2

B1

M

C

DDLE

I

1D2

R.H.

E3 4

F G5

Accompaniment (Student plays one octave higher than written.)Stately March ( = 90) 1. 2.

&?

4444Stately March

f1

3

2

3

Phillip Keveren

&?

5 1

3

Go For The Gold

Prepare

While listening to Go For TheGold, student:

1) points and says notes.

2) counts while tapping RH/LHrhythm on knees.

Practice GamesListen & Respond pgs. 46-47

Theory WorkbookRelay Review pg. 47

Perform

1) Student reads and plays lines2 and 4 8va and teacher playslines 1 and 3 (or vice verse).

2) Student plays entire piece ina stately tempo, using full weightof the arm in the forte sections.

Practice GamesImagine & Create pg. 48

Piano SolosHard As A Rock pgs. 30-31

Practice

1) Student blocks out piece byplaying these patterns in the RH:

C -skip upD -skip upE -skip up

2) Ask Student:

What note does the LH play inlines 1, 2, and 4?

NotespellerCampfire Memories pg. 32

Piano TechniqueReady To Go pg. 32

New Concept: None, Book 1 review piece Review: Range Bass F - Treble GDynamic change - -

Touch & Sound: Playing with full arm weight

63

63

9 13

&? P

9

4

1

&?f

131

3

64

Cut-out may be fitted over students shirt button.

The Hal LeonardStudent Piano LibraryLessonPlanning Chart pgs. 66-69This Lesson Planning Chart divides Book 1 of theHal Leonard Student Piano Library into 32 Learning Modules.

Younger students may average one module per week. Older students may average two modules per week.

BeginnerComposition Cards pgs. 70-80As featured in Piano Practice Games Book 1.



Book 1Piano Lessons



Book 1Piano Practice GamesPreparation activities forlpieces in Piano Lessons Listenl Readl Create



Book 1Piano Theory Workbook



Book 1Piano Solos



Book 1Piano Technique

F G A B C D E


Notespeller for PianoAlong the Music Traillwith Spike and Party Cat

Book 1

by Karen Harrington

65

120 cards for any beginning music student

SET A

Notes

Rhythm Patterns

Symbols

66

UNIT 1Module 1 Module 2 Module 3 Module 4 Module 5

UNIT 2Module 6 Module 7 Module 8

BOOKONE

Feel the Beat!pg. 4Take a Look!pg. 5Finger Numbers/Two Black Keyspgs. 6-7Climbing Up/Climbing Downpgs. 8-9

My Own Song/Three Black Keyspgs. 10-11My Dog, Spike/Sorry, Spikepgs. 12-13Piano Gamespg. 3

Merrily WereOff To Schoolpgs. 14-15Piano Gamespg. 7My Best Friendpg. 16

Piano Gamespgs. 4-5

I Can Do It!pg. 17Piano Gamespg. 8Lets Get Sillypgs. 18-19

Night Shadowspg. 20Piano Gamespgs. 9-10

Alphabet Souppg. 21CDE Groupspg. 22My Own Songon CDEpg. 23

Balloon Ridepg. 24Party Catpg. 25Piano Gamespgs. 11-12

FGAB Groupspg. 26My Own Songon FGABpg. 27

Set A Yellow#2, quarter note#3, quarter rest

Set A Yellow#4, whole note#6, half note

#11, rhythm#12, half note

Set A Pink#1, double barSet A Yellow#7, half rest

#13, rhythm#14, rhythm

Set A Pink#2, repeat sign#3, piano#4, forte

Water Lilypg. 2

Mister Machinepg. 3

Walking the Dogpg. 4

Finger Numberspg. 2

The PianoKeyboardpg. 3

Step Up,Step Down,or Repeatpg. 4

Finger Paintingpg. 5

Lets Have Lunch!pg. 6Unlock CDE!pg. 7

Unlock FGAB!pg. 8

Grandfathers Clockpg. 4

Long Shadowspg. 5

Locomotionpg. 6

The Attic Stairspg. 8

Look At Me!pg. 9

Feel the Beat!pg. 2High or Low?pg. 3Finger Numberspgs. 4-5

Two and ThreeBlack Keyspgs. 6-7Party Cats Bubblespg. 8Notespg. 9

Left or Right?pg. 10Which Hand Plays?pg. 11

Drawing Restspg. 12Rhythm Detectivepg. 13

Rhythm Composerpg. 14

The MusicalAlphabetpg. 15CDE Groupspg. 16

Finding CDE onthe Keyboardpg. 17

FGAB Groupspg. 18

PIANOLESSONS&GAMES

THEORY

TECHNIQUE

NOTESPELLER

SOLOS

FLASHCARDS

67

Module 9UNIT 3

Module 10 Module 11 Module 12UNIT 4

Module 13 Module 14 Module 15 Module 16

Piano Gamespgs. 13-15

Undersea Voyagepg. 28Taxi Tanglepg. 29Piano Gamespgs. 17-18

Sea (C) Songpg. 30Rain, Rain, Go Awaypg. 31

Dakota Melodypg. 32

Piano Gamespgs. 19-21

Knock-Knock Jokepg. 33Piano Gamespgs. 23-24Old MacDonaldHad a Bandpgs. 34-35

Lines and Spacespg. 36

How Notes Movepg. 37

Hide and Seekpg. 38Piano Gamespg. 25

Piano Gamespgs. 26-27DoYou KnowThis Song?pg. 39

Set A Yellow#15, rhythm#16, rhythm

Set A Yellow#9, quarter note#3, quarter rest

Set A White#35, repeat#36, step step#37, step repeat#38, step up,

step down

Set A Pink#5, bass clefSet A Yellow#11, bass F#12, bass G#13, bass A

Quiet Nightpg. 5

Bear Dancepgs. 6-7

Stomp Dancepgs. 8-9

You Lost What?pg. 9

Going Up,Going Downpg. 10

Fishing forLetter Namespg. 11

Line Notes andSpace Notespg. 12Drawing Notes onLines and Spacespg. 13

Line Up the Flags!pg. 14

Drawing theBass Clef Signpg. 15Fishes Full ofF Notespg. 16

A Tall Talepg. 17Bass Clef NotesFGApg. 18

Monster UnderMy Bedpg. 10

Breathe Easypg. 12

Playing Catchpg. 13

Popcornpg. 14

Hot Sand Hoppg. 16

Molding Claypg. 17

Finding FGAB onthe Keyboardpg. 19

Naming Notes onthe Keyboardpgs. 20-21

Loud or Soft?pg. 22

Rhythm Jampg. 23Step or Repeatpg. 24

Line Note orSpace Note?pg. 25Notes on Linespg. 26Notes in Spacespg. 27

How Notes Movepg. 28Up, Down, orRepeatpg. 29

The Bass Clef(F

binder 1 is goood

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