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Alfred’s Basic Piano Library
to Lesson Book lA
PURPOSE The purpose of this Teacher's Guide is to the group of students in a class lesson. When the
suggest an order of lesson activities that will result in student grasps and understands the concepts being
a systematic and logical presentation of the material presented, turn the page!
in Lesson Book, Level 1A of ALFRED'S BASIC CORE MATERIALS All new concepts are introduced
PIANO LIBRARY. It gives the teacher considerable in the Lesson Book. The Lesson Book, Theory Book
flexibility and is intended in no way to restrict the and Recital Book form the core of the course and
lesson procedures. should be used with all students.
in outline form. The relative importance of each MATERIALS Numerous supplementary books and
activity is reflected in the words used to introduce materials are available to coordinate with the Lesson
each portion of the outline, such as EMPHASIZE, Book and strongly reinforce every musical principle.
SUGGESTION, IMPORTANT, OPTIONAL, etc. While Teachers should choose supplementary materials to
such words are used to indicate the authors' judgment meet the specialized needs of individual students and
as to the significance of each item, everything in the introduce the new materials as recommended in this
book should fall into the category of suggested Guide. To heighten interest, Select Music Solos are
procedures. available for use from page 43 on. Mastery of the
GAPS AVOIDED BY “OVERLAPS” To ensure musical and technical information contained in the
PROBLEM-FREE progress throughout the course, core books, together with the supplementary books,
and to avoid GAPS that might impede progress, the will lead logically, comfortably and pleasurably to
authors have used OVERLAPPING CONCEPTS further musical growth.
throughout the course. After a concept has been THE IMPORTANCE OF PRAISE Sincere praise
introduced, it continues to be reinforced from the teacher is one of the most motivating factors
simultaneously with the introduction of new concepts in teaching piano. Praise often accomplishes more
(overlapping concepts). than admonition. Since students learn something
A SOUND APPROACH TO READING Reading is new on practically every page of Lesson Book 1A, the
taught by intervals. Reading skills are greatly teacher has the opportunity to remind them that they
assisted by the titles chosen for the pieces introducing are constantly making progress.
each new interval, i.e., "Just a Second," "Who's on RECORDINGS A compact disc and a General MIDI
Third?," "July the Fourth," and “My Fifth." disk are available. Both include a full piano recording
INTERACTION On almost every page, there are and orchestrated background accompaniment. The
comments leading to "Interaction" between the use of these recordings will aid the student in
teacher and student at the lesson. Such interaction is choosing appropriate tempos and playing correct
valuable to the teacher in ascertaining whether rhythms from the very beginning. In addition, the
specific concepts actually have been learned. recordings reinforce the important concepts that
Interaction is valuable to the student because such constitute good musicianship. The recordings can be
focused discussion and demonstration leads to quicker used in the lesson as a “reward” for learning the piece
and more lasting musical development. If the student or at home to encourage practice.
is insecure with concepts, the teacher may wish to The authors hope that this Teacher’s Guide will be a
review them. source of ongoing musical pleasure both to teachers
DIVISION INTO UNITS AVOIDED Lesson Books in and students.
into units. This allows the teacher to proceed at the AMANDA VICK LETHCO
correct learning pace of the individual student or of
Copyright © MCMXCVIII by Alfred Publishing Co., Inc.
All rights reserved. Printed in USA.

Avoid the necessity for • “O’er the Deep Blue Sea” (for right hand) remedial teaching in later lessons after poor habits • The importance of keeping eyes on the music when are formed. • Importance of playing with a rounded hand • Fingers curve easily on black keys.2 THE FIRST PIANO LESSON The first lesson requires careful planning and pacing. • Concept of stepping up and stepping down the keyboard • Concept of low sounds and high sounds IMPORTANT! At the first lesson. For example. This Teacher’s Guide will give the same as in the Lesson Book. the following cannot be overemphasized: • Recognition of groups of 2 black keys and 3 black keys • Play with a rounded hand • q. . the student Students who achieve this goal will go home with an learns fluent response to finger numbers without introduction to the following: associating any number with any specific KEY. strings when a key is played • They “stick up” above the white keys and are easily • Use of a little weight when dropping into a key to found with eyes on the music. Some of the pages from page 3 to page 1l should be pages in this Teacher’s Guide are numbered exactly taught quickly. refer to page 23 of the Teacher’s Guide. special care and emphasis. which provides tuneful beginning pieces. NOTE: This is not a method of playing by FINGER An ideal goal would be for the student to cover all NUMBERS! material as far as page 11 in the first lesson. • Use of more weight when dropping into a key to • Position of the hand is frequently shifted so make louder tones different numbers fall on different keys. or even with the eyes make soft tones closed. playing NOTE: For ease in referring to Lesson Book 1A. • Awareness of Right hand and Left hand • Black keys comprise the pentatonic scale. black or white! • Posture at the keyboard • Fluent response to finger numbers BLACK KEYS are used as a beginning for the • Understanding of how piano hammers strike piano following reasons. w • Count aloud • Bar lines • Keep Eyes ON MUSIC • Measures • LISTEN • Double bar at end of a piece • “Merrily We Roll Along” (for left hand) These concepts become progressively more difficult if neglected in the beginning. h. By beginning on the BLACK KEYS. suggestions for presenting those pages that require when the student reaches page 23 of the Lesson Book.

Which kind of piano do you have? one like “Don’t slump. INTERACTION Student reviews the posture points with teacher’s help if necessary. GOAL Bench must face piano squarely. • Feet flat on the floor (for security and balance. and later for pedaling). DIGITAL PIANO SPINET PIANO UPRIGHT PIANO GRAND PIANO Lack of tension produces more beautiful tones. EMPHASIZE Good posture makes playing easier and more enjoyable. KEY WORDS • Sit Tall! (The use of a positive statement is preferable to a negative Pianos come in several different sizes and styles. Elbows slightly higher than keys. Understanding the Feet flat on floor. Let arms hang loosely from shoulders. 3 3 How to Sit at the Piano SIT TALL! Lean slightly forward. (Relaxing shoulders prevents tension in the arms. Knees slightly under keyboard.) • Knees slightly under keyboard (for more arm freedom). . importance of good You may place a book or stool under your feet if they do not reach the floor! posture at the keyboard. Right foot may be slightly forward.”) • Arms hang loosely from shoulders.

EMPHASIZE Moving fingers in the air in response to numbers asked for. Alternate game: Simon says. Makes first efforts at playing easier. “Wiggle 2’s. (Helps student learn to call each finger into play at will.” etc.4 GOAL Preparation to ensure success in first efforts at playing. . INTERACTION Student calls out the fingers to be wiggled.) A little time spent here may save much time later.

lengths the key with little weight and then with more become equal! weight. Little weight = soft tone. A rounded hand with curved fingers makes more beautiful tones. Hold the bubble gently—see illustration. • To teach the student to listen. • To begin to build a rounded hand. • Student drops a finger on a flat surface (book. (For first efforts. EMPHASIZE Curve your fingers when you play! It is easier to play with curved fingers. When fingers are curved. All fingers have Drop into key. Playing with fingers of different = louder tone. have the student play lengths would be like trying to walk with legs of slowly in order to “feel” the difference in dropping into different lengths. More weight different lengths. then with more weight. table top) with a little weight. MORE INTERACTION KEY WORDS Student holds fingers straight.) Student demonstrates a rounded hand: LISTEN • In the lap • On a book • On the keyboard Do the tones sound as intended? Before you play any key you should always decide how you want it to sound. INTERACTION • Student tells teacher before playing any key what kind of tone is intended. SUGGESTION Let the student observe a hammer striking strings as you play a key (if construction of piano permits). . 5 GOALS • To make the student conscious of loud and soft tones and how they are produced. This produces a rounded hand without tension.

students will always feel at ease playing black keys. 3. Remove paper.H. then separately. Ask. . • To understand concept of HIGH notes and LOW notes. • To learn fluent response to finger numbers 2 & 3. The keyboard now looks different and Student plays a STEP DOWN on any group of 2 black groups of 2 blacks and 3 blacks are easy to find. “Why is there a ‘worm picture’ on the left and a ‘bird picture’ on the right of the keyboard?” IMPORTANT Student plays any HIGH note. Because they begin on black keys. keys. • We STEP UP to neighboring keys with neighboring fingers: R. We go UP the keyboard to the RIGHT. SUGGESTION Hold a page of paper over the black keys. leaving only INTERACTION the white keys showing. 2.6 Proceed as rapidly as possible on this page! GOALS • To identify 2 black key groups. (2 black keys are first played together. EMPHASIZE We go DOWN the keyboard to the LEFT. 2. topography. Student plays any Black keys are used as a lead-in to teaching keyboard LOW note. Student plays a STEP UP on any group of 2 black keys.) CONTINUING • We STEP DOWN to neighboring keys with neighboring fingers: L. All the white keys look alike. 3.H.

3. Do the same with groups of 2 black keys. 3. 4. • Student plays a high note from a group of 3 black keys. 4 (in different areas of the keyboard. INTERACTION • Student plays a low note from a group of 3 black keys. . 7 Proceed as rapidly as possible on this page! GOALS • To identify 3 black key groups. to avoid associating any finger with any key). then a high note from a group of 2 black keys. PRACTICE SUGGESTION Move from one group of 3 black keys to the next without playing the notes (for ease in moving over the keyboard). SUGGESTED ASSIGNMENT • Page 3 of Ear Training Book 1A. then a low note from a group of 2 black keys. EMPHASIZE “Next-door” keys are played by “next-door” fingers: 2. • To learn fluent response to finger numbers 2.

moving 2 & 3 information already grasped is a most important as indicated. IMPORTANT EMPHASIZE Student is now ready to begin using Alfred’s Basic • Bar lines divide equal measures. groups of 2 black keys. q . Student points to bar lines and double teaching technique followed in Alfred’s Basic Piano bar. or R. eliminates thinking in fractions.H. in parentheses. Student holds up L. Student claps and counts 8 quarter notes. When the student is shy about doing this. GOALS AND OVERLAPPING CONCEPTS Show student that 5 new things are being learned (bar line.H. Piano Library FLASH CARDS. the Type 1 file the teacher can sing along. double bar) while other things are being reviewed (right hand. Library. . high notes. This concept of overlapping new information with Student plays “Right & Left” in the air. left hand. • The words to the song tell the student very important information: Remember: The ultimate goal of the flash cards is Right hand — High notes Left hand — Low notes SPEED. Assign Flash Card 1. NOTE It is always good to have the student actually sing the *Next to the CD icon is the corresponding CD track words to any song that has lyrics that help teach the number. Flash cards should be “flashed” with increasing speed to accelerate the student’s comprehension and response in identifying each card. Next to the GM icon is the corresponding concepts. as teacher asks for them. low notes.8 GENERAL CD 2 GM 1 (42)* Teaching q here (then later h & w) moves from small to larger note values. number. measure. counting. INTERACTION response to finger numbers 2 & 3). Type 0 file number and.

ing sweet and clear. Mer .” AND: Old Mac-Don . • Student tells teacher which notes in “Left & Right” are q ’s and which are h ’s. . last bar in the piece. (p. • Student tells teacher what is different about the • Page 2 of Sight Reading Book 1A. GOALS • To continue to develop fluent response to finger numbers.las. 14) “Left hand plays. • Student must feel the inner pulse on h ’s. and R. 10) • The words of the song continue to tell AND: Bells are ring . (p. • To introduce h OBSERVATION Asking questions is the WAY to discover exactly what IMPORTANT the student has grasped and will result in smoother progress.H. 12) the student important information: AND: Jol .ald had a farm. This may be taught by adding an extra gesture on the inner q q q q \ q q h pulse when clapping h ’s. (p. (p. • To use fingers in a new position to avoid the association of any finger number with any key. 16) Last words: “end of song!” for .ri .ly we roll a Old Saint Nich .H. • Page 3 of Theory Through the Year Book 1A. NOTICE EMPHASIZE The rhythm on this and the previous page combine to prepare for pieces to come.” “Right hand plays. 9 GENERAL CD 3 GM 2 (43) OVERLAPPING CONCEPTS • q Rhythm • Bar Lines • L. INTERACTION SUGGESTED ASSIGNMENTS • Flash Card 2. Use any counting system you prefer! Student claps once for each note.o . not for each count. • Page 4 of Ear Training Book 1A.

H. keeping a steady beat! INTERACTION Student plays “Merrily We Roll Along” in the air. Proceed to page 11 in the same lesson.10 GENERAL CD 4 GM 3 (44) OVERLAPPING CONCEPTS • The rhythm of the first 2 measures of this piece combines the rhythm of “Right & Left” (page 8) with “Left & Right” (page 9). using correct fingers and rhythm. IMPORTANT Student should clap the rhythm with loose. Repeating finger numbers play repeating keys. GOALS • To begin a familiar song on the black keys.H. • To continue to develop finger number response if at all practical. free gestures. Page 8 Page 9 q q q q + q q h Equals page 10 q q q q \ q q h • No new finger numbers IMPORTANT are introduced. Neighboring fingers play neighboring keys. . POINT OUT Page on left side of book is played with L. It may also be played silently on the fall board of the piano. with L.! EMPHASIZE Playing indicated finger numbers is easy. Check to be sure the student feels the inner pulse on the h ’s.

EMPHASIZE SUGGESTED ASSIGNMENTS Student now has a rhythm vocabulary of • Pages 2–4 of Theory Book 1A.H. GOALS • To complete the song begun on page 10 and send the student home (from the first lesson. The student will review all the pieces that have duet • Check again to be sure the student feels the inner parts at each practice session. \ q q q q \ q q h \ and \ q q q q \w \ • Flash Card 3. Sea” using loose fist tapping lightly across upper Each piece should also be practiced without the duet chest. This is something pulse of the w ’s. on the above patterns. • Page 5 of Ear Training Book 1A. adding the subsequent duets at each lesson. • Page on right side of book is played with R. students ENJOY! SUGGESTION IT IS ALSO IMPORTANT TO POINT OUT THAT ALL PIECES IN THIS BOOK ARE EFFECTIVE Student may tap the rhythm of “O’er the Deep Blue SOLOS. CONCLUDING Play duet part AFTER student is secure on notes and rhythm. . COMPLETE WITHOUT THE DUET PART. part. The authors record each duet part three POINT OUT times. Have student clap and count aloud repeatedly • Page 3 of Sight Reading Book 1A. • To introduce one new concept: w RECOMMENDED (count whole notes by any system you prefer) Student may bring a cassette recorder to the next lesson so the teacher can record duet part (page 13). 11 OVERLAPPING CONCEPTS Reviews rhythms of previous pages. if possible) playing a familiar melody • To continue to develop finger number response with R.H.

Remember. student claps once for each note. CONCLUDING Proceed to page 13 in the same lesson. POINT OUT Music for LEFT HAND is on the LEFT PAGE. feeling the pulse on the h ’s. • Understanding of the word dynamics. EMPHASIZE We drop into the key with more weight for a louder SUGGESTED ASSIGNMENTS tone. if practical.12 GENERAL CD 5 GM 4 (45) OVERLAPPING CONCEPTS Reviews rhythm of “Merrily We Roll Along” and also stresses the understanding of the half note. Theory Book 1A. We drop into the key with a little weight for a soft • Pages 5 and UPPER HALF of page 6 of tone (review of page 5). 5 & 6. . • Recognition and observation of the piano sign. GOALS • Steady rhythm. • Recognition and observation of the forte sign. • Pages 4–5 of Theory Through the Year Book 1A.” part 1. Student claps loud on forte measures and soft on piano measures. • Flash Cards 4. The boy in the illustration is ringing the bell with his LEFT HAND. SUGGESTION Ask student to clap “Hand-Bells. not once for each count! INTERACTION Student locates f and p signs on the music and defines them.

SUGGESTION Review previous solo (“Merrily We Roll Along”) and play duet with student. CONCLUDING Play duet with student observing the repeat sign. PROCEDURE Same as for “Hand-Bells” for LEFT HAND. 13 OVERLAPPING CONCEPTS Applies principles of page 12 to R. POINT OUT Music for RIGHT HAND is on the RIGHT PAGE.H. • Page 4 of Sight Reading Book 1A. Always check for good posture and rounded fingers! SUGGESTED ASSIGNMENTS • Page 2 of Recital Book 1A. The girl in the illustration is ringing the bell with her RIGHT HAND. INTERACTION Student points to and tells what it means. . • Page 6 of Ear Training Book 1A.

3 & 4. REVIEW • Recognition and observation of forte sign. RIGHT HAND plays three black key group tells why it is appropriate here. if practical. POINT OUT INTERACTION LEFT HAND plays two black key group with fingers Student locates forte sign on the music. Be sure clapping is done at forte dynamic level. defines it and 3 & 2. Little girl in illustration is using LEFT HAND when speaking loudly (forte) to Santa. CONCLUSION Keys used are on the LEFT SIDE of the middle of the Proceed to page 15 in same lesson. • Continuing even flow of rhythm when melody notes move from one hand to the other. PROCEDURE Student claps rhythm. We drop into a key with more weight for a louder tone. with fingers 2. • Understanding the word dynamics.14 GENERAL CD 6 GM 5 (46) OVERLAPPING CONCEPTS Rhythms are the same as for “Merrily We Roll Along.” GOALS • Development of skills in finger number response when hands are playing on different black-key groups. . keyboard.

.” GOALS • A feeling of freedom in playing in different keyboard areas. 3 & 4.” piano dynamic level. • Page 5 of Sight Reading Book 1A. Be sure clapping is done at after the next piece. CONCLUDING Play a duet with Part 1 and Part 2 after the student can play both parts smoothly. RIGHT HAND plays three black key group with fingers 2. We drop into a key with a little weight for a • Additional practice in maintaining rhythmic flow soft tone. me” give a reason for the dynamic level. • Page 7 of Ear Training Book 1A. defines it and POINT OUT explains why it is used. piano. • Page 2 of Hymn Book 1A. Boy on RIGHT is demonstrating the SUGGESTED ASSIGNMENTS meaning of piano by saying “shhh. while melody moves from one hand to the other.” The words to the song “Whisper what you’ll bring to • The BOTTOM HALF of page 6 in Theory Book 1A. • Recognition and observation of piano sign. LEFT HAND plays two black key group with fingers 3 & 2. “Old MacDonald. PROCEDURE • Pages 2–5 from Ensemble Book Level 1A here or Student claps rhythm. Boys in illustration are gesturing with RIGHT HANDS.” • Page 3 of Recital Book 1A here or after the next piece. Keys used are on the RIGHT SIDE of the keyboard. INTERACTION The student locates the piano sign. Rhythms are the same as on the previous page and in “Merrily We Roll Along. • Further development of the sense of “high and REVIEW low” pitches. “Old MacDonald. 15 OVERLAPPING CONCEPTS Hand positions are similar to previous page but are above the middle of the keyboard.

“Right.H. and L. Left. Rhythm is the same as for many of the previous pieces. EMPHASIZE Holding w for its full value. • Rhythmic security. GOALS • Finger number response. Student must feel the inner pulse of 4 full counts. Right.” etc. Left. . INTERACTION Student plays all of page 16 in the air.H. using correct hand and correct fingers. SUGGESTION • Student claps rhythm saying. Left.16 GENERAL CD 7 GM 6 (47) OVERLAPPING CONCEPTS Hand position is the same as on previous page. Right. • Observance of forte dynamic level. Left. • Alternate playing of melody using R.

17 OVERLAPPING CONCEPTS Uses previously learned rhythms in a new order. Next.H. have student touch bottom with notes and rhythms. • Ease in moving up to different registers on the keyboard. “Where does ‘Old MacDonald’ end?” . 2. the next higher 3 black key group and touch it also. in correct position ON the starting note used when the student repeats page 16. higher and higher. CONCLUDING PREPARATION Play the duet part only after the student is secure Before playing this page. SUGGESTION Ask. POINT OUT The last note played on page 17 has the R. then move the same finger up to • Page 6 of Sight Reading Book 1A. 3 black key group. MOVE key of the lowest 3 black key group with the 4th OUT OF THE WAY for student to play page 17 alone! finger as indicated. SUGGESTED ASSIGNMENTS • Page 8 of Ear Training Book 1A. touch the bottom key of the next higher • Page 3 of Hymn Book 1A. Using R. free gestures. move UP to the RIGHT.H. When playing duet. GOALS Review of these concepts: • After using bottom key of lowest group of 3 black keys. using loose. move the same finger up to the bottom key of the next higher 3 black key group and play it the same way.

EMPHASIZE Each A is quickly recognized from its position in the group of 3 black keys. beginning with page 7. INTERACTION Student plays all the A’s on the keyboard saying. (This concept has been carefully led into.18 This page begins a new section in which the student learns fluent recognition of white key names (in relation to black keys and through the use of letter notes). between the 2nd and 3rd black key in the group of 3 black keys.) SUGGESTION Have student close eyes and visualize how A looks. GOAL Fluent recognition of names of all the A’s on the keyboard. EMPHASIZE Lowest key on the piano is A. between the 2nd and 3rd black keys in any group of 3 black keys.” SUGGESTED ASSIGNMENT • Pages 7–10 of Theory Book 1A. “A. .

The concept that notes sound higher and higher as they go higher on the keyboard is also reinforced on this page when the student plays and SUGGESTION names every white key going up the keyboard. 19 OVERLAPPING CONCEPTS Keyboard topography has been well established through actual playing on the 2 and 3 black key groups. locations of the white keys: Apple. After following the above procedure. first in relation GOALS to 2 black key groups. Use of 3rd finger gives SUGGESTED ASSIGNMENTS an opportunity to check for well-rounded hand. Use L. Cat.H. 3 at Middle C. • Flash Cards 7–13. These pictures are fun for the • Naming and playing every white key on the piano. 3 to play notes below Middle C. E. then • Thorough understanding of the use of the musical reverse the order. student! PROCEDURE IMPORTANT Call attention to the position of each white key in Flash cards may be used to particular advantage relation to its own 2 or 3 black key group. Because of this. ABCDEFG. POINT OUT • Freedom in moving from any white key to a The illustrations help reinforce the letter names and different white key with the same name. Girl. • Page 9 of Ear Training Book 1A. then F. Move here. alphabet. Frog. D. A. Change to R.H. G. Elephant. students easily grasp the identification of white keys by their positions in relation to the black key groups. • Page 3 of Notespeller Book 1A. Boy. • Pages 6–7 of Theory Through the Year Book 1A. . C. Students should use them for daily drills at through the musical alphabet. Have student quickly name and play all the keys on the piano. then in relation to 3 black key groups. Emphasize immediate recognition of each white key after only a fleeting glance. have student identify white keys in random order. Dog. home. B. • Ease in recognition of any white key from its position in or near a black key group. for example.

• Page 4 of Recital Book 1A. Only three keys are • Page 2 of Fun Book 1A.H. beginning with first letter. INTERACTION Student plays “Batter Up” saying note names and observing .20 GENERAL CD 8 GM 7 (48) OVERLAPPING CONCEPTS Rhythm vocabulary is the same as used in previous lessons: various combinations of q q q q \ q q h \ w \ GOALS • Familiarity with names of keys in the Middle C Position (letter notes are used for this purpose). of solo part. Play duet with student as student says letter names • Review of . • Review of forte dynamic sign. Point out that in this piece the R. CONCLUDING • Review of rhythm. The title “Batter Up!” becomes “Come and Play!” in the PROCEDURE Universal Edition. plays notes with stems up and L. A. IMPORTANT Check for rounded hand when student plays white keys! . used in each hand.H. NOTE SUGGESTED ASSIGNMENTS Key names are now dealt with in alphabetical order. easiest to use. employing the fingers that are • Page 7 of Sight Reading Book 1A. plays notes with stems down.

EMPHASIZE • Page 5 of Recital Book 1A. CONCLUDING Play duet as student says note names. NOTE REMEMBER Student moves from “known keys” to the new ones. G and R. using fingers 1. Have student add up the note values in each measure of “My Clever Pup.” adding only one new key for each hand: L.H. CONTINUING Observe .H. 2. • Extending Middle C Position to include G in L. • Flash Card 14. • Continued experience KEY WORDS with letter notes that include every key in the 4 musical alphabet. we have a bar line. • Page 10 of Ear Training Book 1A. GOALS • Understanding and comprehension of 4 4 time signature. Use any counting system you wish. F. Review the location of all letter notes in relation to groups of black keys. 21 GENERAL CD 9 GM 8 (49) OVERLAPPING CONCEPTS Student proceeds from 3 keys in each hand used in “Batter Up. Check for rounded hand. INTERACTION SUGGESTION Student points to time signature and defines it.H. 3 before playing 4.H. and F in R.” SUGGESTED ASSIGNMENTS • Page 11 of Theory Book 1A. . After “measuring” 4 counts. 4 Time Signature. • Page 8 of Sight Reading Book 1A.

” SUGGESTED ASSIGNMENTS • Addition of another note at each end of Middle C • Page 12 of Theory Book 1A. • Flash Card 15. • Page 6–7 of Recital Book 1A. PROCEDURE Student claps the rhythm at mezzo forte dynamic level. • Page 3 of Fun Book 1A. GOALS • Understanding and playing new dynamic sign F (mezzo forte). Position. NOTE • Pages 4–5 of Notespeller Book 1A. CONCLUDING Play duet as student says note names. • Pages 6–9 from Ensemble Book 1A. • Page 9 from Sight Reading Book 1A. • Alternating hands in the same phrase. • Remember to have student pronounce mezzo “met-so. adding only 1 new key for each hand: L. No new rhythms are used. Student moves from “known keys” to new ones. 3. 2.H. All 5 fingers are now in use. . F and R. 4 before adding 5. playing fingers 1.22 GENERAL CD 10 GM 9 (50) OVERLAPPING CONCEPTS Student proceeds from 4 keys used in each hand in “My Clever Pup” to 9 keys. INTERACTION Student points to F sign. • Pages 4–5 of Hymn Book 1A.” saying letter notes IN RHYTHM. says the Italian words mezzo forte and defines the terms. Student plays “The Zoo. G.H. Observe .

Gee plays G. development of the hands. Easiest fingers are used first in both hands. . at top of page. Rhythms are exactly the same as preceding page.H. CDEFG plays those keys. position is unchanged. E-zy plays E. plays “mirror pattern” of R. INTERACTION • Student locates and names keys in C Position. As you can “C” ends on C. • Page 6 of Hymn Book 1A. CONTINUING Ask student to point out all places where word matches the key being played. This ensures equal • Page 11 of Ear Training Book 1A. • Review of F. • Begin Group 1 Exercises of Technic Book 1A.H. are playing same letter names one octave apart. IMPORTANT Words to the song help student remember names of keys: C plays C. GOALS • Extending knowledge of keyboard topography to C Position. 23 GENERAL CD 11 GM 10 (51) OVERLAPPING CONCEPTS R. • Page 8 of Recital Book 1A.H. L. • Page 6 of Notespeller Book 1A.H. PROCEDURE SUGGESTED ASSIGNMENTS Student matches hand position to keyboard diagram • Page 13 of Theory Book 1A. Only 3 new keys are used in new position of L.H.H. NOTE • Pages 4–5 of Fun Book 1A. • Student points out that L. and R.

” counting out loud while • Page 12 of Ear Training Book 1A. 3 • Explain that h. L.24 GENERAL CD 12 GM 11 (52) OVERLAPPING CONCEPTS Hand position is the same as previous page. • Page 9 of Recital Book 1A with page 24 or 25. • Introduce h . • Page 7 of Fun Book 1A with page 24 or 25. • Page 14 of Theory Book 1A • Page 10 of Sight Reading Book 1A. Play duet part as student says names of keys. 17. • Flash Cards 16. Student claps and counts 6 h . GOALS 3 • New Time Signature 4 • New note value h. • Student plays “Sailing. q q q fills up one whole measure in 4 time. INTERACTION • Page 6 of Fun Book 1A.H. measure. is “mirror” of R. Student writes in and totals counts in “Sailing. • Pages 10–13 from Ensemble Book 1A with page 24 Student points to notes which fill up one whole or 25. KEY WORDS 3 4 Time Signature SUGGESTION Dotted Half Note Encourage student to memorize several pieces and always have them ready to share with family and friends.H. playing. 4 fills up one whole measure in . 3 Student points to 4 and defines. • Page 8 of Theory Through the Year Book 1A. SUGGESTED ASSIGNMENTS 3 Also. The function of the dot may or may CONCLUDING not be explained at this time. NOTE Easiest fingers begin. ’s. PROCEDURE 3 • Introduce 4 time signature.” .

GOALS Review and reinforcement of concepts presented on page 24. too. CONCLUDING Use same duet part as for “Sailing. INTERACTION • Student points out that R. • Page 13 of Ear Training Book 1A. 5) but resulting note names are different because of keyboard position. L. • Reviewing “Sailing” will show that the same was true of that song. . 2. 2. 25 GENERAL CD 13 GM 12 (53) OVERLAPPING CONCEPTS Same hand position and rhythmic vocabulary as page 24. is “mirror” of R. NOTE Easiest fingers always begin. 3) (1. SUGGESTED ASSIGNMENTS • Page 15 of Theory Book 1A with page 25 or 26.” below. and L. • Pages 10–13 from Ensemble Book 1A with page 24 or 25. • Page 7 of Notespeller Book 1A. • Page 11 of Sight Reading Book 1A.H.H. 3) (2. 4. 3.H.H. This is now used in “Interaction. play same finger patterns: (1.” Have student say letter names of notes while playing.

in measure 4 gives a feeling for the end of • Page 10 of Recital Book 1A. 4 time and h . INTERACTION Student writes counts under notes and totals the counts in each measure of “Wishing Well.” NOTE R. The h . move down to the next line. Remind student to keep • Page 7 of Hymn Book 1A.26 GENERAL CD 14 GM 13 (54) OVERLAPPING CONCEPTS 3 Same hand position as previous 3 pages. CHECK Is student maintaining proper posture and playing with rounded fingers? CONCLUDING Play duet part after student is secure with new rhythm. . the musical phrase and allows time for the eye to • Page 14 of Ear Training Book lA. GOALS 3 • Further application of 4 : h + q fill up one whole measure • Review of piano dynamic level. eyes on music! • Page 12 of Sight Reading Book 1A. IMPORTANT The “feel” of the rhythm h q is most easily grasped SUGGESTED ASSIGNMENTS when it is repeated in several consecutive measures.H. reviewed.H. and L. are “mirror patterns.” See if student comments on this.

. KEY WORDS • Staff • Line Notes • Space Notes INTERACTION Student uses pencil point to locate imaginary line notes and imaginary space notes on the staff at top of page 27. saying kind of note (line or space) before they point to a line or a space. SUGGESTED ASSIGNMENTS • Page 16 of Theory Book 1A. • Page 8 of Notespeller Book 1A. GOALS Instant recognition of line notes and space notes. 27 This page begins a new section in which the student starts to learn fluent recognition of notes on all lines and spaces of the grand staff.

same. still or space repeat the same key. KEY WORDS • Page 9 of Notespeller Book 1A. • Flash Card 18. • Student points to F clef line F and plays the • Instant recognition and playing of the F indicated particular F it indicates below middle C. Notes repeated on same line • Student points out that the words to “F. by the Bass Clef sign. .28 This is a very important page. • Bass Clef sign • F Line • Bass Staff • Repeated notes • Step down to next white key • Step up to next white key IMPORTANT Point out that the Bass Clef sign came from the letter F and indicates the particular F below middle C. These concepts will be further developed in later lessons. The words to “F. GOALS • Understanding and instant recognition of the INTERACTION Bass Clef Sign. • Notes stepping down to next line or space step down to next white key. SUGGESTED ASSIGNMENTS • Notes stepping up to next line or space step up to next white key. It begins the approach to actual interval reading that will be used in Alfred’s Basic Piano Library. the same” tell what to play. same. still the same” reinforce “sameness” and stepping up and down. • Page 17 of Theory Book 1A with page 28 or 29.

Actually. still the same. same. 29 GENERAL CD 15 GM 14 (55) OVERLAPPING CONCEPTS This page exemplifies “arranging success” for the student. Rain” is very appealing to students. Rain” using words to “F. SUGGESTED ASSIGNMENTS • Flash Cards 20–24.” • Student plays “Rain. INTERACTION • Student plays “Rain. • Page 2 of Composition Book 1A. Rain” because it is a direct repeat of “F. • Page 11 of Recital Book 1A. NOTE The insertion of a friend’s name in measure 7 of “Rain. Rain” naming the notes as they are played. same. IMPORTANT Much time spent now on pages 28 and 29 will result in faster reading progress later. still the same” from page 2. • Page 15 of Ear Training Book 1A. • Page 10 of Notespeller Book 1A. • Page 8 of Fun Book 1A. . they already know “Rain. • Page 13 of Sight Reading Book 1A. etc.

above middle C. • Page 11 of Notespeller Book 1A. SUGGESTED ASSIGNMENTS • Page 18 of Theory Book 1A with page 30 or 31.30 GOALS • Understanding and instant recognition of the Treble Clef sign. • Instant recognition and playing of the G indicated by the Treble Clef sign. up. G” tell what to play. • Flash Card 19. • Reinforcement and review of up and down concepts. the letter G and indicates the particular G • Student points out that the words to “G. down. . down. KEY WORDS • Treble Clef • G Line • Treble Staff INTERACTION IMPORTANT • Student points to G clef line G and plays the Point out that the Treble Clef sign came from particular G it indicates above middle C.

” INTERACTION • Student points to each note of “A Happy Song. if desired SUGGESTED ASSIGNMENTS • Flash Cards 25–29. • Page 12 of Recital Book 1A. .” “stepping up” or “same note.” “step up” or “same note. • Page 12 of Notespeller Book 1A.” CONCLUDING • Play duet with student. • Page 16 of Ear Training Book 1A.” • Student says note names of “A Happy Song. 31 GENERAL CD 16 GM 15 (56) OVERLAPPING CONCEPTS Success of student is assured because the notes of “A Happy Song” were learned when the student played the bottom line of page 30. • Page 3 of Composition Book 1A. • Page 14 of Sight Reading Book 1A. • Further development of “stepping down.” saying “step down. GOALS • Further development of awareness of Treble Clef G. • Student may say note names of solo part while playing. • Page 9 of Fun Book 1A.

through the letters of the musical alphabet.) • Page 19 of Theory Book 1A.32 Names of notes on lines and spaces should not be taught at this time. (Review Bass Staff and Treble Staff. • Brace.) • Page 9 of Theory Through the Year Book 1A. . KEY WORDS SUGGESTED ASSIGNMENTS • Grand Staff. left corner of page. • Student points out that a short line for Middle C may be added when needed. they go higher are played higher and higher on the keyboard and on the keyboard. they As notes go higher on the Grand Staff. The concept of the continuity of the notes of the grand staff from low notes to high notes is the important thing at this time. They are introduced a few at a time on the pages that follow. GOAL Understanding that the notes of the Grand Staff continue from low notes to high notes: As notes are CONCEPT TO BE THOROUGHLY UNDERSTOOD written higher and higher on the Grand Staff. sound higher in pitch and proceed sound higher and higher in pitch. between the Bass Staff and Treble Staff. (Point out the boy with the brace in lower • Page 13 of Notespeller Book 1A. INTERACTION • Student defines Grand Staff as Treble and Bass Staffs joined together with a brace.

33 GENERAL CD 17 GM 16 (57) OVERLAPPING CONCEPTS All keys and rhythms used on this and the following three pages have been previously used. • Page 4 of Composition Book 1A. . • Page 14 of Notespeller Book lA. Point out that the words to POSITION C name the • Begin Group 2 Exercises of Technic Book 1A. • Page 10 of Theory Through the Year Book 1A. Notes below the middle line have stems pointing up. UP or DOWN. • Understanding new rules for note stems. • Page 17 of Ear Training Book 1A. (Note stemming rules apply for the rest of the book!) SUGGESTED ASSIGNMENTS • Page 20 of Theory Book 1A with page 33 or 34. above the middle line have stems pointing down. notes that are being played and also tell when they go • Page 10 of Fun Book 1A with page 33 or 34. GOALS • Note reading in C Positions on the Grand Staff. Explain that direction of stems depends on the note’s relation to the middle line of either staff. INTERACTION Student points to notes in POSITION C and tells why the stems point up or down. PROCEDURE • Flash Cards 20–29. Notes on or • Page 15 of Sight Reading Book lA.

H. .H. measures with L. has new things to play. measures with R.34 GENERAL CD 18 GM 17 (58) OVERLAPPING CONCEPTS Piece has already been learned with R.H. and rhythm of R. • Further development of dividing a piece between L.H. INTERACTION • Student plays music in the air using correct hands and correct fingers. • Page 18 of Ear Training Book 1A.H. alone. • Page 11 of Theory Through the Year Book 1A. • Page 15 of Notespeller Book 1A.H. SUGGESTED ASSIGNMENTS • Page 13 of Recital Book 1A. • Page 5 of Composition Book 1A.H. • Student taps rhythm of L. and R. CONCLUDING Play the duet part with the student.H. Review older duets if desired. GOAL • Added skill in reading notes of C Position on Grand Staff. Only L.

lifted after the other is down. Rhythm dates back to “Merrily We Roll Along.” GOAL Understanding and executing smoothly connected legato playing. are played. keys or rhythms are used. • Pages 11–12 of Fun Book 1A. • Page 6 of Composition Book 1A. and fingers pass one another at the proper place as keys “phrase 2” over second phrase. OVERLAPPING legato.” fingers 2 & 3 of each hand. POINT OUT then words of second phrase of verse 1. using large gestures. play legato. Words to “See-Saws” tell the student how to • Page 16 of Sight Reading Book 1A.” • Student says words of first phrase of verse 1. 35 GENERAL CD 19 GM 18 (59) OVERLAPPING CONCEPTS No new notes. See-saw motions will produce a true legato when • Student writes “phrase 1” over first phrase. have student make see-saw motions with • Student traces slurs in “See-Saws. then defines “slur. KEY WORDS • Legato SUGGESTED ASSIGNMENTS • Slur • Page 21 of Theory Book 1A. is too complex to introduce at this time and is not desired by the authors. CONCLUDING Play duet with student. PROCEDURE • Have student make see- saw motions with two arms. INTERACTION • Later. EMPHASIZE Carefully LISTEN to the blending of tones for a beautiful legato. IMPORTANT • Page 19 of Ear Training Book 1A. with one key • Student defines legato. • Phrase • Flash Card 30. .

IMPORTANT • Begin Group 3 Exercises of Technic Book 1A. for total comprehension of how intervals work in relation to lines and spaces of the staff. It is important that the student remain A 2nd covers a span of 2 notes of the musical in the C POSITION until the intervals of the 2nd alphabet. and by their appear- ance on either staff. the idea of “overlapping • Student points out that 2nds are another way of concepts” can be utilized fully to further arrange for saying stepping.” Memory experts have proven that • Interval • 2nd • Line-space • Space-line such associations make learning and remembering REMEMBER much easier. Mention the double meaning • Page 20 of Ear Training Book 1A. • Page 16 of Notespeller Book 1A. as indicated by the title KEY WORDS “Just a Second. Each interval is represented by a word in the lyric that can be given an amusing double meaning.” • Page 7 of Composition Book 1A. through the 5th are learned. the student’s success.” • Flash Card 31. . • Instant recognition of “same note. • The word “second” in the song occurs when the • Page 13 of Fun Book 1A. of the word “second.” • Page 22 of Theory Book lA. In this way. the student begins to learn to recognize INTERVALS by name and sound. • Student should sing words while playing all songs that teach intervals. • Review of slurs and legato. GOALS • Student describes both possible ways of writing 2nds (line-space or space-line). It helps if teacher will sing along. A memory device (mnemonic) is used to help the student remember the name and sound of each interval. • Instant recognition of “up a 2nd.36 GENERAL CD 20 GM 19 (60) This is the beginning of a very important section of Lesson Book 1A. • Student defines interval. At this point. student plays a 2nd. After this.” SUGGESTED ASSIGNMENTS • Instant recognition of “down a 2nd. they can proceed to a new INTERACTION position. • Further development of interval reading.

clapping only once for 3 counts plus 3 counts. and the hands are then held together for the duration of the two tied notes. notes! • Flash Card 32. OBSERVATION The legato consonants in “Soaring so softly” and “Gliding so gently. only the first of the tied notes is clapped.” etc. air?” Answer: “Legato. CONCLUDING KEY WORDS • Play the duet part with the student. GOALS • Introduction of tied notes. by a curved line. • Page 21 of Ear Training Book 1A. notes. 37 GENERAL CD 21 GM 20 (61) OVERLAPPING CONCEPTS Only one item on this page is new: the tie. “How do hot air balloons move through the • Page 17 of Sight Reading Book 1A. PRESENTATION SUGGESTED ASSIGNMENTS Tied notes are held for the combined values of both • Page 23 of Theory Book 1A. • Review of 2nds. rounded hand... observance of tie.e. 3 • Review of 4 time. Let tone “hum” for the combined value of both • Page 14 of Recital Book 1A. • Review of dotted half note. help to convey the legato concept in the words of the piece. i. . joined • Check for legato touch. INTERACTION • Pages 14–17 from Ensemble Book 1A. going up and down. • Ask. • Review of slurs and legato. Tied notes = notes on same line or same space. smooth!” • Student claps last two measures of “Balloons” several times.

This is the first time student has skipped a note since beginning reading notes from the staff. • Page 14 of Fun Book 1A. .38 GENERAL CD 22 GM 21 (62) GOALS • Further development of interval reading. • Instant recognition of “up a 3rd. INTERACTION Student plays a 3rd up or a 3rd down from any key selected at random.” • Review of slurs and legato. • Page 15 of Recital Book 1A with page 38 or 39. • Pages 8–9 of Hymn Book 1A. • Page 17 of Notespeller Book 1A. KEY WORDS • 3rd • Line-line • Space-space The title “Who’s on Third?” becomes IMPORTANT “Play a Third” in the Universal Edition. • Flash Card 33. REMEMBER A 3rd covers a span of 3 notes of the musical alphabet. SUGGESTED ASSIGNMENTS • Page 24 of Theory Book 1A with page 38 or 39. The word “third” in the song occurs when the student plays a 3rd.” • Instant recognition of “down a 3rd.

39 GENERAL CD 23 GM 22 (63) GOALS • Review of slurs and legato • Review of 3rds • Review of 2nds. CONCLUDING Play duet with student.” etc. . INTERACTION • Student points to notes in “Mexican Hat Dance. • Student names notes in “Mexican Hat Dance”: “G. • Page 18 of Sight Reading Book 1A. SUGGESTED ASSIGNMENTS • Page 22 of Ear Training Book 1A. up a third. • Page 8 of Composition Book 1A. down a third. G. if desired.” etc. E. E. • Page 12 of Theory Through the Year Book 1A.” naming intervals: “G. Review “Balloons” and other duets.

” • Student plays harmonic 2nds at random.” • Student plays melodic 3rds and harmonic 3rds. saying “melodic 2nd” on any 2 notes ascending or descending. • Melody • Flash Cards 34–41. saying “line-line” or “space-space. • Harmony • Page 18 of Notespeller Book 1A. SUGGESTED ASSIGNMENTS KEY WORDS • Page 25 of Theory Book 1A.” “melodic. saying “harmonic 2nd. as above.” OBSERVATION • Review of 2nds and 3rds. • Harmonic INTERACTION • Student plays melodic 2nds. GOALS • Understanding the meaning of the words “melody. Call attention to illustration of “melodic frogs” and • Introduction to playing two notes together with the “harmonic frogs.” . • Melodic • Page 23 of Ear Training Book 1A.” “harmony” & “harmonic.” same hand. also saying “line-space” or “space-line.40 OVERLAPPING CONCEPTS Student moves from familiarity with 2nds and 3rds played as individual notes (melodically) to 2nds and 3rds with both notes played together (harmonically) and becomes acquainted with these new terms.

INTERACTION • Page 13 of Theory Through the Year Book 1A. are clapped. • Quarter rests. IMPORTANT When the student claps rhythms that include rests. CONCLUDING Play the duet several times until a reasonably rapid tempo is reached. put this duet part on a cassette. Student claps and counts aloud measures 2. A quarter rest indicates an exact amount of silence (exactly the value of a quarter note!). observing rests. It has the special motivation of being “peer music. SUGGESTED ASSIGNMENTS an outward gesture of the arms should be made to • Page 26 of Theory Book 1A with page 41. Only the NOTES 42 or 43. • Begin Group 4 Exercises of Technic Book 1A. If possible. • Page 19 of Sight Reading Book 1A. both as a solo or duet. 6 & 8. of course • Flash Card 42. Only the quarter rest is new! GOALS • Understanding the concept of a rest. show the time value of the silence. EMPHASIZE • Page 15 of Fun Book 1A. 4. • Page 24 of Ear Training Book 1A. so the student can enjoy playing with it at home. This is a student favorite. note values or intervals are introduced on this page. 41 GENERAL CD 24 GM 23 (64) OVERLAPPING CONCEPTS No new notes. In this piece it may be advisable to play the solo part for the student to illustrate the performance of the rests. • Page 9 of Composition Book 1A.” .

H. . intervals and dynamic signs are all REVIEW items. After this piece is learned. it can be played through as suggested in the footnote on page 42. It may also be IMPORTANT CONCEPT played twice with each line an octave higher until Play harmonic intervals softer than the melody. 2nd and 3rd. then the 3rd. • Melodic 2nds and 3rds used for melody. in that order! This is the simplest “programming” possible for the intro- duction of the use of harmonic intervals as accompaniment.H. • Student plays melody forte on first line. rocket all the way to Jupiter!” This gives expanded CONTINUING territory. CONTINUING • Pages 18–19 from Ensemble Book lA. accompaniment consists of a harmonic 2nd • Page 19 of Notespeller Book 1A. The hand playing the accompaniment plays the 2nd first. “Take the melody must always be clearly heard.42 GENERAL CD 25 GM 24 (65) An important principle is used in the intro- duction of playing harmonic intervals with HANDS TOGETHER. EMPHASIZE • Page 16 of Fun Book lA. Student should carefully observe the rest in measure 4. SUGGESTION • Harmonic 2nds and 3rds used for harmony (accompaniment) in L. • Page 16 of Recital Book 1A with page 42 or 43. omitting L. rhythms. quietly. a feeling of freedom at the keyboard and added confidence.H. • Page 10 of Hymn Book 1A. followed by a harmonic 3rd.” Hand position.H. Say. This allows time for the L. to move to new SUGGESTED ASSIGNMENTS position beginning the 2nd line. L. The notes are played in 4 different octaves.H. saying “2nd” and “3rd. It is used for the intro- duction of all intervals in this book! INTERACTION OVERLAPPING CONCEPTS • Student first plays L. The words “Rockets go up” in the song coincide with melodic intervals that go up. GOALS • Student plays hands together.

keyboard and added confidence. This allows You may assign the following Sheet Music Solos from time for the R. • Seascape omitting R. rhythms are the same as on previous page.H. This gives expanded • Page 11 of Hymn Book 1A. CONCLUDING Congratulate the student for now being able to play melodies with accompaniment in either L. or R. Have student play “Sea Divers” with 2nd line one octave lower than written. keyboard territory. • Page 10 of Composition Book 1A. words of the song. the Android “2nd” and “3rd” as these intervals occur. SUGGESTION • Page 25 of Ear Training Book 1A.H. a feeling of freedom at the • Page 20 of Sight Reading Book 1A. • Student plays hands together. GOAL Harmonic intervals used for harmony (accompaniment) played by R. 43 GENERAL CD 26 GM 25 (66) OVERLAPPING CONCEPTS Hand position.H. . • The Drum and Bugle Band Parade • Student plays melody F on first line.H. CONTINUING Student should carefully observe the rest in measure 4.H. to prepare for the 2nd line. Alfred’s Basic Piano Library at any time between now and the end of the book: INTERACTION • A Walk in Space • Student first plays R. quietly. SUGGESTED ASSIGNMENTS • Page 17 of Fun Book 1A. 2nd & 3rd. The low notes fit the • Page 14 of Theory Through the Year Book 1A.H. saying • Andy.

• Student names intervals in “Play a Fourth. KEY WORDS 4ths = line-space (skipping CONCLUDING a line) or space-line (skipping a space). skipping 2 frogs! • Flash Cards 43–47. • Page 27 of Theory Book lA with page 44.” . an interval of a 4th. Play the duet with the student. it is always good to have the student sing them or to sing along with the student. The words “fourth” and “third” occur in the song when those intervals are being played. IMPORTANT SUGGESTED ASSIGNMENTS • When you skip 2 white keys. GOALS • Instant recognition of 4ths. REMEMBER A 4th covers a span of 4 notes of the musical alphabet. • Notice that the frogs in the illustration are singing 45 or 46. the interval is a 4th. CONTINUING • Page 20 of Notespeller Book 1A. When words help to teach. INTERACTION • Student plays random 4ths on keyboard.44 GENERAL CD 27 GM 26 (67) OVERLAPPING CONCEPTS Rhythms are purposely the simplest (going back to page 10) to allow total concentration on new concept introduced. • Begin Group 5 Exercises of Technic Book 1A. • Review of 2nds and 3rds.

dotted halfs. GOALS • Further development of interval reading. 3 • Review of 4 time signature. the song. etc. especially 4ths. notes and intervals are review items. words that give added experience in playing the 3 intervals studied so far. INTERACTION • Student names all intervals in “July the Fourth!” • Student names note and key names in “July the Fourth!” CONCLUDING Play the duet with the student. time. • Page 21 of Sight Reading Book 1A. half note followed by quarter. . as well as the rhythms of 4 • Page 26 of Ear Training Book 1A. IMPORTANT The title “July the Fourth!” becomes “Let’s Play a The word “fourth” occurs each time a 4th is played in Fourth!” in the Universal Edition. 45 GENERAL CD 28 GM 27 (68) OVERLAPPING CONCEPTS All rhythms. OBSERVATION SUGGESTED ASSIGNMENTS This is an old familiar tune (“My Bonnie”) with new • Page 17 of Recital Book 1A.

4th. 3rd and 4th. harmony (accompaniment). melody Student claps rhythm loudly f for first time through.46 GENERAL CD 29 GM 28 (69) This piece is deliberately constructed for ease in playing hands together. 3rd. L. f-p = first time forte.H. SUGGESTED ASSIGNMENTS IMPORTANT • Page 27 of Ear Training Book 1A. • Introduction of the 4th as a harmonic interval. second time piano.H. measures 2. 6 and 8. This • Page 11 of Composition Book 1A. .H. makes it easier for young students to play.H. SUGGESTION Play L. etc. because the accompanying harmonic EMPHASIZE intervals always occur after a long note of the Œ Careful observance of in L. 3rd. CONCLUDING Play the duet part with the student. harmonic intervals very quietly. GOALS INTERACTION • Combination of melodic intervals for R. It is also practical to have the student play the melody much louder than the accompani- ment. the harmonic intervals of the accompaniment occur in the following sequential order: 2nd. with harmonic intervals in L.). plays harmonic intervals in sequential order (up • Page 21 of Notespeller Book 1A.H. the easiest possible progression of these intervals. or down) throughout Lesson Book 1A (2nd. No harmonic interval is ever skipped. p then softly for the repeat. 4. of melody has been played. Watch for NEW CONCEPT observance of dynamics. In keeping with the principle outlined on page 42.

3rd. . • Page 12 of Composition Book 1A. 4 & 6 saying “2nd. 2nd” several times.H. 3rd and 4th are simple to play in reverse order (4th. 4th” or “4th. 3rd. The student deserves praise for this accomplishment. harmonic intervals. 4 & 6 matches L. this page represents a landmark for the student because it is constructed so that the harmonic intervals 2nd. 47 GENERAL CD 30 GM 29 (70) OVERLAPPING CONCEPTS Rhythm goes back to page 10. R. however easy it seems. • Review of slurs and legato. • Page 18 in Recital Book 1A.H fingering in measures 2. • Page 28 of Theory Book 1A. making outward gestures with the arms for each count in the whole rests. EMPHASIZE • Flash Card 48. 2nd). SUGGESTION • Page 22 of Sight Reading Book 1A. Nothing is new except the whole rest. INTERACTION Student plays measures 2. • Page 12 of Hymn Book 1A. Nevertheless. • Review of harmonic and melodic SUGGESTED ASSIGNMENTS intervals of 2nd. 3rd. Play the duet part with the student. Have student clap the rhythm of the Bass Clef part. • Page 18 of Fun Book 1A. GOALS CONCLUDING • Introducing whole rest. • Page 28 of Ear Training Book 1A. 3rd and 4th.

SUGGESTED ASSIGNMENTS EMPHASIZE • Page 29 of Theory Book 1A with page 48 or 49.48 GENERAL CD 31 GM 30 (71) COMMENT As the use of “memory devices” (mnemonics) continues with “This is My Fifth. The serious look on Beethoven’s face may result from his thinking that • Pages 20–23 from Ensemble Book 1A. .” (skipping a space). alphabet. Perhaps play a recording of the opening measures of the symphony for the student. When you skip 3 white keys. he hears “Fate knocking at the door.” 5th = line-line (skipping a line) or space-space • Student says note names in “My Fifth.” and “My Fifth” to remind themselves of the sound of these intervals! REMEMBER GOALS A 5th covers a span of 5 notes of the musical • Instant recognition of 5ths (by sight and sound).” which the opening notes (intervals of last 2 measures of “My Fifth”) were said to represent. Students can softly sing the opening measures of “Just a Second. • Flash Cards 49–53.” it is important to observe that students will be able to use these devices for the rest of their lives to identify the intervals. Explain that “Beethoven’s Fifth” refers to his Fifth • Page 19 of Fun Book lA. Symphony and show how it begins so the student can • Page 22 of Notespeller Book 1A. • Page 19 of Recital Book lA. the interval is a 5th. understand the humor in this piece. • Review of piano and forte dynamic levels. INTERACTION KEY WORDS • Student names all the intervals in “My Fifth.” “Play a Fourth. SUGGESTION • Begin Group 6 Exercises of Technic Book lA.” “Who’s On Third.

in precisely that order! GOALS Further development of melodic and harmonic intervals. 3rd and 4th will now be followed by harmonic 5th. • Page 15 of Theory Through the Year Book 1A. 4th. • Page 29 of Ear Training Book 1A. SUGGESTED ASSIGNMENTS • Pages 20–21 of Recital Book 1A. . 4th. 3rd. KEY CONCEPTS REVIEWED • 2nd. INTERACTION • Student names each harmonic interval. • Pages 13–17 of Hymn Book 1A. • Page 13–14 of Composition Book 1A. adding the harmonic 5th. 49 GENERAL CD 32 GM 31 (72) OVERLAPPING CONCEPTS Harmonic intervals of 2nd. • Student points to and names each rest. • Whole rest. EMPHASIZE • Page 23 of Sight Reading Book 1A. L. • Student names each melodic interval. 3rd.H. 5th. intervals are played in this order: 2nd. • Pages 20–22 of Fun Book 1A. 5th. • Quarter rest.

OVERLAPPING CONCEPTS Since a new position is involved. • Student names all the notes of the song EMPHASIZE “Position G.50 GENERAL CD 33 GM 32 (73) Only now that all intervals within a five finger position have been covered can we logically move from the C position to a new position.” Words of POSITION G name the keys in the new position. have the student sing the words while playing. then locates position again. places hands in lap. SUGGESTED ASSIGNMENTS • Page 30 of Theory Book 1A. only the simplest rhythms (going back to page 10) are used on this page. • Page 23 of Notespeller Book 1A. An easy beginning in new “Position G. or sing • Page 23 of Fun Book 1A. along with the student.” • Student points out notes in Position G where words actually coincide with note names. Repeat GOALS several times. • Student locates Position G on the keyboard. Letter names are used to introduce the new position (upper right corner INTERACTION of page). In pieces that have words that teach concepts. REMINDER • Flash Cards 54–60. .

is correct and is as simple as possible for this tune. intervals. SUGGESTED ASSIGNMENTS • Page 31 of Theory Book 1A. . COMMENT TO TEACHERS The voice leading of the L. • Page 30 of Ear Training Book 1A. • Begin Group 7 Exercises of Technic Book 1A. intervals. • Page 15 of Composition Book 1A. 51 GENERAL CD 34 GM 33 (74) GOALS Further development of harmonic and melodic intervals using the G position. Student names all L.H. • Page 24 of Sight Reading Book 1A. Students enjoy this familiar piece in any season of the year! IMPORTANT Be sure the student feels the “inner pulse” of whole notes and holds them for their full value! INTERACTION Student names all R.H.H. • Page 22 of Recital Book 1A. CONCLUDING Play the duet with the student. • Page 24 of Notespeller Book 1A.


GM 34 (75)

• Introduction of
incomplete measure.
• Further development of
L.H. (entire page is
L.H. melody).

• Incomplete measure.
• Basses & Double
Bassoons. Bass
Clef sounds. (Also,
Uncle Willie sings
in Bass Clef.)

“What is the answer to this riddle? Why does Uncle
Willie like these particular things?”
We will learn on the next page.

• Avoid accent on upbeat at the beginning of the
• Feel emphasis on the first beat of the full measure.

Student claps rhythm of entire page, with slight
stress on the first beat of each measure except
the last.

• Page 32 of Theory Book lA with page 52 or 53.
• Page 24 of Fun Book 1A.
• Page 25 of Notespeller Book 1A.


• Understanding that the
last measure plus the
upbeat at the beginning
of the piece equals one
full measure. (This is
made understandable
when the repeat is
• R.H. melodic line with
L.H. accompaniment in
harmonic intervals.

Melody of this page is in
treble clef to match the
voice of Aunt Tillie. Aunt
Tillie likes certain things. “Why?” Playing this game
makes the piece fun for children of all ages.

• Student totals counts in each measure.
• Student claps and counts the last measure plus the
upbeat of the beginning of the measure on page 52
as one complete measure many times, to ensure
understanding of the concept of the incomplete

Find answer to “riddle.” See lower left of page 53.
Student may enjoy playing this game at home or with
friends. Name other things Aunt Tillie or Uncle Willie
like (Mississippi or Tennessee). They like apples, not
pears, etc. A little of this kind of fun at the lesson is a
good thing, to be sure.

• Page 23 of Recital Book 1A.
• Page 25 of Sight Reading Book 1A.
• Page 16 of Theory Through the Year Book 1A.


GM 35 (76)

Although this page
introduces a new concept
and uses old concepts in a
new way, it is so simple
that most students play
the piece at sight and go
home with the ability to
play something that will
delight their parents and

• To present a piece
summarizing R.H.
melodic and L.H.
harmonic intervals, easy enough for the student to
sight read or learn quickly. • “5th, 4th, 3rd, 4th, 5th”
• Understanding that the incomplete measure at the • “4th, 3rd, 2nd, 3rd, 4th”
beginning may also have MORE counts than the • Quarter rest, half rest
final measure. The last measure plus the first
measure must still equal one full measure.
• To introduce the half rest.
• Student names melodic intervals in R.H.
• Student names L.H. harmonic intervals while
playing the piece.
• Slurs and legato
• Tied notes
• Quarter rests and half rests
• Page 33 of Theory Book 1A.
• Incomplete measure
• Pages 24–25 of Recital Book 1 A.
• ALL melodic and harmonic intervals
• Page 31 of Ear Training Book 1A.
• Page 26 of Notespeller Book 1A.
• Page 26 of Sight Reading Book 1A.
Slight stress on R.H. whole notes.
• Flash Card 61.
L.H. harmonic intervals always move from one
• Page 16 of Composition Book 1A.
interval to the next, up or down.

with simple rhythms originating on page 10 (and constantly reviewed) make it simple to deal with the new concept of a sharp. melody on page 52.H. while the piece is being played. melody in same position as used for L. • Page 34 of Theory Book 1A. It is nevertheless a great hit with every student. • Page 32 of Ear Training Book 1A. • New dynamic concept. teacher asks for.) . (White key sharps may also be discussed. making it as simple as possible. • Page 27 of Notespeller Book 1A. • Page 24–25 of Recital Book 1A. which will be introduced shortly. • Instant recognition and playing of C# in either hand. IMPORTANT • Flash Cards 62–63.H. Student quickly plays any black key sharp the • Page 17 of Composition Book 1A. This piece is more fun if all three verses are read.” SUGGESTED ASSIGNMENTS • Fluency in reading in the G Position. 55 GENERAL CD 37 GM 36 (77) OVERLAPPING CONCEPTS Use of L. INTERACTION • Page 27 of Sight Reading Book 1A. “gradually dying away. Hands play separately through this piece. diminuendo. or even sung. The directions “gradually dying away” prepare for • Page 25 of Fun Book 1A. if desired. GOALS SUGGESTION • Understanding the meaning of the sharp sign.

• Flash Cards 64–65. the teacher’s discretion.H. Point • Pages 24–27 from Ensemble Book 1A. notes are whole notes. • Begin Group 8 Exercises of Technic Book 1A. then A . b and the flat.56 GENERAL CD 38 GM 37 (78) OVERLAPPING CONCEPTS G Position still used. Have student play G#.. • Pages 17–18 of Theory Through the Year Book 1A. • Page 28 of Sight Reading Book 1A. You may assign the following sheet music solos from Alfred’s Basic Piano Library at any time between now and the end of the book: • Indian Celebration • A Happy Secret • Mumbo-Jumbo • Itsy Bitsy Bird .H. GOAL • Understanding the meaning of the flat sign. • Instant recognition and playing of B . b • Review of tied notes. INTERACTION • Page 26 of Fun Book 1A. all melodic • Page 35 of Theory Book 1A. SUGGESTED ASSIGNMENTS • Review of harmonic 5ths in L.) • Page 28 of Notespeller Book 1A. at • Page 26 of Recital Book 1A with page 56 or 57. • Ask the student the difference between the sharp • Pages 18–19 of Hymn Book 1A. intervals in R. No problems in fitting hands together occur. because all L. out that the same note may be written 2 different ways. (White key flats may also be discussed.H. • Review of legato touch. • Student quickly plays any black key flat the teacher asks for.

57 GENERAL CD 39 GM 38 (79) OVERLAPPING CONCEPTS No new concepts are required to play the notes and rhythms of the piece.H. GOALS • Understanding and observing D. forte measures and softly in piano measures.. or the R. etc. . • Legato • Flash Card 66. • Pages 27–28 of Fun Book 1A. f p 4 measures of . • Page 18 of Composition Book 1A. In the • Al fine latter case.H. al Fine (Da Capo al Fine). the L. • Student points to each note that is a flat. of “Indians” may be played by a student at the same piano. • Review of ’s b • Dynamic contrasts: 4 measures of . of “Indians” is omitted.H. • Continued experience with interval reading. NOTE “Indians” in Lesson Book 1B (page 24) makes a KEY WORDS perfect duet with this piece. • Student claps rhythm of R. • Page 29 of Sight Reading Book 1A. It may be played as • Da Capo written by a 2nd piano. INTERACTION • Page 33 of Ear Training Book 1A.C. • Forte • Piano SUGGESTED ASSIGNMENTS • Tom-toms • Page 36 of Theory Book 1A. clapping loudly in • Page 29 of Notespeller Book 1A.

KEY WORDS • Staccato • Separated SUGGESTED ASSIGNMENTS • Page 37 of Theory Book 1A. then R. 4. 3. • Flash Card 67. INTERACTION Student plays L. 2. crisp staccato. then staccato. . Dots over or under a note indicate staccato.H. CONTINUING Release the key the instant it is played for a clean. 5 in G Position—first legato. • Page 34 of Ear Training Book 1A. 2.H. IMPORTANT • Pages 28–31 from Ensemble Book 1A. R. 1.H. • Page 30 of Sight Reading Book 1A. and R. • Review of piano dynamic level. • Fluency at alternating L. 1. • Page 19–20 of Composition Book 1A. 3. EMPHASIZE • Pages 29–30 of Fun Book 1A. • Page 30 of Notespeller Book 1A. notes. GOALS • Understanding and observance of staccato articulation.58 GENERAL CD 40 GM 39 (80) OVERLAPPING CONCEPTS This piece is a review of the C Position.H.H.H. 5. notes are “copy cats” of L. Notes simply ascend and descend by 2nds to make them as simple as possible while a new concept is being learned. • Detached • Page 27 of Recital Book 1A. 4.

Have student play “It’s Halloween!” with both hands an octave lower for added keyboard experience and • Review of staccato.H. SUGGESTED ASSIGNMENTS EMPHASIZE • Pages 38–39 of Theory Book 1A. half and whole rests. • Begin Group 9 Exercises of Technic Book 1A. • Review of b sign. the tone should grow • Pages 20–21 of Hymn Book 1A. As the sign >grows smaller. < implies beginning with less tone. • Page 21 of Composition Book 1A. dynamics while clapping. Diminuendo was prepared with “gradually dying away” in “My Robot” (page 55). • Student claps 8 quarter notes. • Review of harmonic and melodic 2nds and 3rds in G SUGGESTIONS Position. to make growing larger possible. 59 GENERAL CD 41 GM 40 (81) OVERLAPPING CONCEPTS This is a review piece in G Position. The title “It’s Halloween!” becomes “Hide and Seek” in INTERACTION the Universal Edition. to make • Pages 28–29 of Recital Book 1A. • Student claps 8 quarter notes. • Page 31 of Sight Reading Book 1A. making a crescendo. making a diminuendo. REMEMBER • Flash Card 68. smaller. • Page 35 of Ear Training Book 1A. growing smaller possible. the tone should get • Pages 19–24 of Theory Through the Year Book 1A. As the sign <grows bigger. • Review of quarter. bigger.” observing all diminuendo signs. GOALS • Understanding and observing crescendo and • Student claps L. first use of b in L. Oldest rhythms learned predominate.H. for a special “spooky” sound. The only new concepts are the signs for crescendo and diminuendo. of “It’s Halloween!. . > implies beginning with more tone.

• Page 36 of Ear Training Book 1A with pages 60–61. • Page 32 of Sight Reading Book 1A with pages 60–61. . SUGGESTED ASSIGNMENTS • Page 40 of Theory Book 1A with pages 60–61. GOALS • Review of all harmonic intervals in L.H. It is an effective summary of many of the most important concepts of Lesson Book 1A.H. • Review of crescendo and diminuendo.60 GENERAL CD 42 GM 41 (82) OVERLAPPING CONCEPTS This piece is a review of the C Position and contains no new concepts. • Review of legato touch in R. • The remainder of Theory Through the Year (pages 20–24) at your discretion. • Pages 22–24 of Hymn Book 1A with Pages 60–61. • Review of incomplete measure. • Page 31 of Notespeller Book 1A with pages 60–61. • Pages 22–23 of Composition Book 1A with pages 60–61.

Ask student. • Have student play L. • Optional: Page 32 of Recital Book 1A or with the beginning of Lesson Book 1B. 3rd.H.H. 61 NOTE The use of L. “Which measures are incomplete?” Have student clap the last measure. 5th. • Pages 31–32 of Fun Book 1A. 2nd. of this piece. • Have student clap R. 4th. followed by a repeat back to the beginning upbeat. 5th. 3rd. 2nd. to show that the two combine to make one complete measure.H. harmonic intervals in the 2nd line of this page is in this order: 2nd. while making a diminuendo. 5th.H. INTERACTION • Have student play L. . 3rd. 4th. several times. while making a crescendo. SUGGESTED ASSIGNMENTS • Optional: Pages 30–31 of Recital Book 1A or with the beginning (review section) of Lesson Book 1B. 4th. observing all dynamics.

62 REVIEW PAGES SUGGESTION The test may be filled in at home if desired. • Page 37 of Ear Training Book 1A with pages 62–63. . or an entire lesson may be taken to administer the test. SUGGESTED ASSIGNMENTS • Begin Group 10 Exercises of Technic Book 1A. If the student needs further reinforcement before continuing with Level 1B. • Page 32 of Notespeller Book 1A with pages 62–63. All the music was composed by Dennis Alexander and Martha Mier. assign pieces from the Graduation Book 1A. The Graduation Book contains solos that include all the fundamentals introduced in Level 1A and serves as a refreshing interlude before continuing to Lesson Book 1B.

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Young Beginner Prep Level Level Level Level Level Level Course A B C D E F Beginner Alfred’s Level Level Level Level Level Level Level Basic 1A 1B 2 3 4 5 6 Beginner All-In-One Book Book Book Book Book Course 1 2 3 4 5 Beginner Book Book Book Book Book All-In-One Sacred Course 1 2 3 4 5 Beginner Group Piano Book Book Book Book Course 1 2 3 4 Later Beginner Alfred’s Complete Complete Basic Level 1 Level 2/3 Later Beginner Chord Level Level Approach 1 2 Later Beginner Adult Piano Level Level Level Course 1 2 3 Alfred Later Beginner All-In-One Adult Level Level Level Piano Course 1 2 3 Alfred Publishing Co. Teacher's Guide for Lesson Book 1A • Palmer/Manus/Lethco Alfred’s Basic Piano Library Willard A.. CA 91410-0003 alfred. then. Suite 100 P. With the exception of Alfred’s Basic Adult Piano Course.. which is complete in itself. the student is ready to begin playing the great piano masterworks. is the most flexible of any method in allowing the teacher to personally design a specific curriculum according to the age and needs of each individual student. Morton Manus .com . This course.O. Inc. all of the beginning series are interchangeable at several levels (see arrows below). Amanda Vick Lethco A P I A N O C O U R S E F O R B E G I N N E R S O F A L L A G E S Alfred’s Basic Piano Library offers nine perfectly graded beginning series which are designed to prepare students of all ages for a successful musical learning experience. 16320 Roscoe Blvd. and lead into the main Alfred’s Basic course. Box 10003 Van Nuys. On completion. Palmer . which is complete through Level 6 (seven levels all together).