level 1 wheel
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LEVEL 1 FABER PIANO ADVENTURES
Level 1 Concepts
6 0
&?4 4
4 4
Œ
Iœ
i t h e x c i t e m e
n t
F 1 o n
_ _ ?
œ œ œ œ b l e w a g r e a
t b i g
∑
1 o n
_ _ ? œ ˙ œ b u b - b
l e w h i l e
∑
2 5 œ œ œ œ c h e w - i n
g g u m t o -˙ ˙
3
1
.˙ Œ
d a y. I t.˙ œ
1
3 1
&?
5
œ œ œ œ s t r e t c h e
d o u t w i d e b
e -
∑
œ œ œ œ
f o r e i t p o p p
e d, I ’ m
∑
œ œ œ œ r e a l
- l y p l e a s e d t o
˙ ˙
.˙ Œ
s a y.
.˙ Œ
&?
9 œ œ œ œ G u m
g o t o n m y
ww P
4
1 4
.˙ œ c h e e k s,
a n d..˙ ̇ Œ
1 5
œ œ œ œ i n m y n o
s e a n dww
.˙ Œ
h a i r...˙ ̇ Œ
&?
1 3 œ œ œ œ E v - e r
y - t h i n g w a s
œ œ œ œ F
4
2
œ œ œ œ l o o k - i
n g p i n k b u t
œ œ œ œ
œ œ # œ œ o h, I
d i d - n ’ t
œ œ # œ œ 5
f
4
1 2
.˙ Œ
c a r e. M y
.˙ œ P
F F1 0 7 8
W o r d s b y C r y s
t a l B o w m a n
T h e B u b b l e
_ _ _ _ _ 5 - F i n g
e r Sca le
E y e C h e c k : C a n y o u p l a y t h i s e n t i r e p i e c e,
e x c e p t t h e l a s t m e a s u r e, w i t h o u t l o o k i ng a t y o u r h a n d s ?
C D 9 2 - 9 3 4 7 - 4 8
? 3 8 - 3 9
3 8 - 4 0
T h e s p a c e n o t e
s o n t h e t r e b l e s
t a f f s p e l l t h e w
o r d F A C E.
S k i p p i n g i n S pac
e
F A C E t h e T r e b l e
S pac e s
& w Ï
ÅÇ´
M i d d l e
r
b
T r e b l e
F A E
C
C
N E W N E W
1 8
U
N
I T2
F
E
C
A
C R E A T I V E
C R E A T I V E
C a n y o u p l a y t
h i s p i e c e w i t h a
L. H. c r o s s - o v
e r t o F ? C r o s s -
o v e r t o A ? T o
C ?
F F1 0 7 8
&?4 3
4 3
S t e a d y
Pe d al do w n
.˙ F N a m e
e a c h
n o t e.
1
_ _ _ _ ( 2 - 3)
.˙ _ _ _ _
( 2 - 3)
.˙ _ _ _ _
( 2 - 3)
.˙ _ _ _ _
( 2 - 3)
&?
5
œ œ œ_ _ _ _
_ _ _ _ _ _ _ _
œ œ œ
_ _ _ _ _ _ _ _
_ _ _ _
œ œ œ_ _ _ _
_ _ _ _ _ _ _ _
Pe d al u p
.˙ _ _ _ _
L. H. 2 o ver to E
.
C D 1 8 -1 9 1 0 ?
1 2
D i d y o u s te p o
r s k i p?
T h e g r o u n d s h a k e s a s a h e r d o f b u f f a l o r u n .
3 o n _ _?
1 o n _ _? 5 o n _ _?
4 1
T h e s o u n d e c h o e s f r o m t h e h i l l s .
5
4
2 0
F F 10 9 7
D i f f e r e nt D Y N AM I C S ( , , , ) he l p t o ma k e a p i e c e i nt e r e st i ng .I n t hi s p i e c e , y o u c a n c ho o s e t he d y n a mi c s .
L e g e n d o f t h e B u f f a l o !
L e s s o n
p .
3 5
L i g h
t l y R
o w
1 5
14
2 5
13
2 5
9
1
2
1
13
2 - 1
2
15
17
14
13
2 1
2 5
T e a c he r D u e t : ( S t u d e n t p l a y s a s w r i t t e n )
N o t e : F o l l o w t he d y na mi c ma r k s c ho se n b y t he st ud e nt .
L e g e n d o f t h e B u f f al o N . F a b e r
reading across the grand staff
2nd, 3rd, 4th, and 5th, and octave
half steps, sharps and flatstonic and dominant notes
legato and staccato touches
quarter, half, and whole rests
C and G 5-finger scalesI and V7 chords in C and G
Teach with...AnalysisBegin pieces with an analysis of various musical elements. The student
might name the 5-finger scale used, find a rhythm pattern, or discover
why a forte dynamic makes musical sense. Begin to use the word
“analyze” at lessons and compliment students for good thinking!
“Michael, can you discover the 5-finger scale used for this piece?”
“Emily, let’s analyze. Does the L.H. begin on the tonic
or the dominant note?”
Teach with...Creativity Creative activities engage students and bring
smiles. Short creative forays at the lesson allow
the student’s personality to emerge, reinforce
theory skills, and are fun to do!
“David, will you read the words as I demonstrate the piece?
Then choose your own dynamic marks to write in the boxes.”
“Megan, will you write the last sentence of Legend of the
Buffalo to complete the story?”
Teach with...ExpressionUse technique secrets with imaginative similes
to draw students into the music.
“Patrick, imagine your left hand is
weightless—as if it was in outer space!
Let it float up and over your right hand
for the final E.”
“Melissa, pretend your fingers areastronauts skipping over the craters.
Keep firm fingertips as you travel.”