2ND EDITION LESSON: BOO THE BASIC PIANO METHOD cy) ————Get Ready for Take-off! (Primer Review) 4 beats in every measure 3 beats in every measure gets I count gets 1 count (draw note) (draw note) a Dynamics are the “louds and softs” in the music. Circle the correct answer. mezzo forte (mf) means forte (f) means piano (p) means moderately loud / moderately soft loud / soft loud / soft Name the notes below.| sters | Steps move from a line to a space or a space to a line on the staff. Draw steps up or down: step UP step DOWN step UP step DOWN Ty Skips move from a line to a line or a space to a space on the staff. Draw skips up or down: skip DOWN skip UP skip DOWN skip UP C 5-Finger Scale Warm-Up Play hands alone and hands together. 1 2 3 4 5, 4 3 2 Step-ping up and | step-pingdownand | skip-ping to the | home note. S-P on repeat Preview: G 5-Finger Scale Find the G 5-finger scale on the piano. G is now the “home note.” Play the scale warm-up above with the G 5-finger scale. EeHead Start for Treble Clef Lines The Adventures of E-G-B Mouse ‘My first name is E-G-B. My last name is ee te Mouse Mission #1 Memorize and say my name quickly 3 times. Mouse Mission #3 Your teacher will call for, “Line 1,” or “Line 5,” ete. How fast can you play and say the note? Mouse Mission #2 Play my name on the piano 3 times. Mouse Mission #4 Darken the notes so the letters disappear! Your teacher will point to a note Play and say it on the piano. Teacher Note: Do these reading activities throughout this level. Regular review will develop confident note readers.Head Start for Bass Clef Lines 3 Bass Clef “Smart Notes” Mouse Mission #5 Mouse Mission #6 Your teacher will point to a “smart note.” Are you ready to fly in the dark? How fast can you play and say it? Darken the notes and try again. Last letter of the Hey diddle diddle, _First Jeter of the music alphabet what's in the middle? music alphabet| in the middle+ —@- bottom line Pe Final Mission Name and play these notes. When needed, think, “What is the closest smart note?” Then move up or down.Review Piece Circle the following symbols in Firefly. * treble clef or G clef Trace the G line for measure 1. * bass clef or F clef Trace the F line for measure 1. * mezzo forte (mf) piano (p) + time signature Moderately Son_? Mf Fire - fly, fire - = (prepare L.H.) — As you fly your Teacher Duet: (Student plays 1 octave higher) an val | RH. 2 LBL np with pedal hee ti - ny Firefly C 5-Finger Scale fly, light-ing up the | eve-ning sky, light will | shine through the _| night.fire - fly, you make light-ning [33] ™m P First you're here, then you're there, twink-ling ev - Transposing Did you know that you can play Firefly using the G 5-finger scale? * Place hands in the G 5-finger scale. Read steps, skips, and repeats! * This is called transposing. Say this word aloud with your teacher. [Guess my, G 5-Finger Scale ee eomece ait Guess my home note!Legato — connect the notes, with no break in the sound. When you walk, one foot goes down as the other foot comes up. To play LEGATO, one finger goes down as the other finger comes up! © * On the closed keyboard lid, walk back and forth with fingers 2 and 3. Try this with each hand. + Repeat this exercise with fingers 1-2 and 3-4, Slur —accurved line over or under a group of notes that means to play legato. oer se? Little River C 5-Finger Scale Flowing smoothly lon_? wrist loat-off 4 mf, Lit- tle riv-er | flow-ing un-der -|neath the Lit - tle riv- er _| flow-ing _un- der -|neath the ridge. wrist loat-off Pp aa vise A Can you transpose this piece to the G 5-finger scale? ‘Teacher Duet: (Student plays 1 octave higher) 4 ~ an > LH! Hop LA ___A_A_ped. simile m Pailing in the Sun Rhythm Check: Feel the quarter rests! Briskly lon_? my Come, go. sail -ing with me, SCY What a feel - ing, so free, P Feel the wind blow | in your hair \ ( mf When you're sail - ing | on the ‘grow © = cean, Words by Crystal Bowman it's ex - cit - ing, you'll see. \ when you're sail - ing while the sun-shine [warms the air. louder | life's the best it Find a one-measure slur, a very short slur, and a 1-o-n-g slur.About the Damper Pedal ‘The damper pedal is the pedal on the right. Pedal mark: L__*#Sesetetsimeniaiareee | Pedal hold it down Pedal DOWN UP Use your right foot for the damper pedal. Your teacher will show you. ed AN SN s MN Ferris Wheel Gracefully ee Words by Crystal Bowman ? mf Rid - ing Ss Turn - ing, turn ~ ing,view when we're rid - the ‘Teacher Note: Teach by demonstration, Hold and 7) 3 + enjoy the 1 view? and we'll eS as) Pedal down Pedal up piscdwery Point out the slur that includes 4 measures. 6d Jd, B if elStaccato — separate the notes to create a crisp, detached sound. To play staccato, quickly lift the finger off the key. Staccato is the opposite of legato. The staccato mark is a small dot placed above or below the note. - os ex Warm-Ups ~~ = 1, Brace finger 3’s with the thumb to make an oval “bean shape.” Play the at song, hopping with finger 3's. Mexican J ping Beans = ~ ~ n~ 2. Now play with all five fingers. C 5-Finger Scale Listen for a crisp, staccato sound! oq Jumpy Words by Crystal Bowman lon_? P Beans are jump-ing | here and there, jump-ing beans are | ev - ‘ry-where. lon_? 5 3 Play the highest C ‘on the piano! Jump-ing left and | jump-ing right, one bean just jumped] out of si ‘Teacher Duet: (Student plays as written) MWe) wd, yA, | LH 5 3 oa Mee nee a.The Haunted Mouse Finger Check: Are your fingers curved re & an and playing on their tips? Scampering along 3on_? lon__? in a haunt-ed —_|house. ptm a_ iit - tle mouse that's will al - ways | squeak when I hear peo - ple — |shrick! 9 g-r-o-w l-o-u-d-e-r | a a watch the peo - ple so en - ter -| tain-ing in this [house for a Play the lowest key on the piano. Identify each curved line as a slur or a tie.Classic Dance ___ 5-Finger Scale we e 3 Warm-Up fer Measure 3 SS + Play this measure legato three times. Notice the same fingers play together. + Now play it staccato several times. Are your wrists relaxed as you play? Repeat this line. Rather quickly mf’ p on repeat Son 3 2 3 “? s-l-o-w | down and get softer ia viscayeny A Does each measure step or skip? Now transpose to the G 5-finger scale. ‘Teacher Duet: (Student plays as written) me! : a a ay fi fm) 7 Fine D.C. al FineTreble A This A is on space 2, It is a step above the G line. * Find this A on the keyboard. * Play with R.H. fingers 2, 3, then 4. Moderately 4on_? mf’ || Hunt -er that is runs a- mong the Jy Lies (2 - 3 - 4) oe mf Lives be - side the low, (2 - 3 - 4) nev - er seen, ev - er-green, Pp waits rush - ing stream. for P a Young Hunter Words by Jennifer MacLean pise K Which lines of music are the same? Can you memorize this piece? Teacher Duet: (Student plays 1 octave higher) 718) Fine 3 al DC. al FineUNITINS | FACE the Treble Spaces The space notes on the treble staff spell the word FACE. + Find the F key just above Middle C. * Play and say the treble space notes F-A-C-E. Did you step or skip? Skipping in Space Steady LH. 2 crosses over to E _ = Pedal up ey Can you play this piece with a L.H. cross-over to F? Cross-over to A? To C?Half-Time Show With energy 10n i Up the field they Down the field they mf come, (2 - 3 - 4) go, (2-3-4) half - half - eo march-ing band at march-ing band at oo time. time. Hav-ing so much | fun, (2-3-4) | play-ing at the | game. What a mu-sic | show,(2- 3 - 4) | for the foot-ball | game! oe oO Faw - RAH! Teacher Duet: (Student plays as written) [3] mp 3 ST Re NEE pt "Teacher Note: Stemming may be explained here, but is formally introduced in the Theory Book, p. 15.This piece uses a hand shift at measure 6. * Trace the circled finger number as a a reminder to shift your R.H. down, The Lonely Pine 5 shift LD) to F Come build a | nest in me. | gp I'm so | lone -ly. my a A cre, ve é-) Draw a bird in the tree so that it’s not so lonely. Teacher Duet: (Student plays as written. Teacher pedals for duet.) RE <= as = =~ LH.New Dynamic Mark mp — mezzo piano moderately soft * Circle the mp marks below. / Li’l Liza Jane Brightly ‘Traditional 3on_? amp ‘There's a girl that lon? 31 Son _? mp She’s the one who | lives next door, oe vise A ‘Transpose Li'l Liza Jane a step higher to the G 5-finger scale. ‘Teacher Duet: (Student plays 1 octave higher) RH. $ LH. p,UNIT = Three C’s on the Grand Staff Treble C 6 = e oe o: Middle C —a_ Bass C * Play and say the name of each C several times. . & - + Before playing, circle all the Treble C’s. / Fast rock beat (brace with thumb) 3on_? Sf Rock on Tre-ble | C, SPACE 3! Rock on Tre-ble | C, SPACE 3! Rock on Tre - ble C, SPACE 3! ® @ biscdvent Can you play this piece with your L.H. thumb starting on Bass C (1 octave lower)? Now play with your L.H. starting 2 octaves lower!Treble C-D-E NEW Treble C D E © space Tine space Mozart’s Five Names* Wolfgang Amadeus Mozart Brightly (1756-1791, Austria) arranged + Play and say these three notes. lon_? mf This Think: “A strong! (prepare LH.) 15 wrist foarof @) P. s-Lo-w-i-n-g down Mo-zart was his name, Mo-zart was his name.” “Jo -| han - os -| to- mus | Wolf-gang | Sf -*Brom Quartet in C. KV157Treble C-D-E-F-G NEW NEW Treble C D E F G space line space. tine ~—space * Play these five notes with R.H. fingers 1-2-3-4-5. Are you stepping or skipping? Steady / Lon steps or skips? ? Paper Airplane steps or skips? steps or skips? FE rica at tol fae pele [peste ee 5 5 Steps or skips? steps or skips? steps or skips? Will the wind then | take it high and | out sight? (prepare LH.) steps or skips? steps or skips? steps or skips? P Now my air-plane’s Teacher Duet: (Student plays J octave higher) RH. “pt = 9]ee The Juggler lon_? =a Ap-ples, peach-es, | pears, or grapes, he can jug-gle | chi - na plates, or Spins ‘round. —_| Noth-ing will touch — ground. RH.) over RHQ) over B Oe \ i a & Three C’s fly - ing in the air. Try it if you | dare! - 2 |RHQ)over » rf : | bowl-ing pins and | rub- ber balls. | He can toss them | all! 1 LHA 2 viscaveny ; Can you memorize this piece? weranan Saw nrc Orn Panwe a Naming Intervals Interval of a 2nd The distance between two notes on the keyboard or staff is an interval. You have already learned the intervals of a step and a skip. Now we will give them new names. W seme 12 = 2nd 2nds move to the next letter of the alphabet. Traffic Jam 2nds Lively son _? repeat! ‘morn-ing, i mf In the evening ta | eoronel erucks] anal long the road. Son 1 ? z Notice how 2nds look and sound! JS Honk-ing cars! Honk-ing trucks! i Rush Hour! 1 2 piscdyery 2nds move from a LINE to the next a - ora SPACE to the next___. /Interval of a 3rd = — 123 = 3rd steoon This Is Not Jingle Bells 3rds skip over a letter of the alphabet. 3on_? Notice how 3rds look and sound! lon_? ™P This is not Jin - gle Bells. me tell you | why. JS This is real-ly | Yan-kee Doo-dle | rid-ing on a | mo- tor-bike. (prepare) —— ORS MP Could this be Jin - gle Bells? I don’t know just yet. JF Yan-kee Doo-dle | flew to Lon-don, | rid-ing on a _ | high-speed jet! eee een ieee eee eS pisegyeny K 3rds move from a LINE to the next or a SPACE to the next ; 7 >...Listening Warm-Up This piece has two sections. Find each as your teacher demonstrates the piece. + Which section uses 2nds? ° F + Which section uses 3rds? Kites in the Sky Gliding gracefully 5 (Prepare LH.) LH.@) over kites fly, (prepare LH.) (prepare LH.)13 J Pedal up Freely, climbing smoothly higher (Your teacher will demonstrate.) ral Am 7e. Ce © a | R 1 2 yo — The kites soar higher! 1 I, I 3 2 1 LH. 5 RE A 3 4 Jad ° = 2 f e ls 4 3 2 1 s-l-o-w-i-n-g down LH. over Continue this hand-crossing TL, pattem to the highest CtInterval of a 4th ‘A 4th spans 4 letter names. + Play a C-F fourth with R.H. fingers 1-4. Does it sound like Here Comes the Bride? + Repeat with L.H. using fingers 5-2. 123 4 = 4th On the Staff * Count each line and space, including the first and last note. Point to each number and count aloud. or sae ——— =O line to a space space to a line Fast and snappy 4on_? lon? 2on_? = SF Once there was a |small__man, —_| thought he was afermata (\ (fer-MAH-tah) Hold this note longer than usual » 3 2 *cause he saw his stretch-ing far and | long. Bi) ’cause he saw his short and ver - y wide. ‘ JF Once there was a thought he was a small vise Be a 4th DOWN from G is a 4th UP from G is 7Octave Sign 8- > Play one octave higher than written. Hold the damper pedal down. throughout the piece. Moderately Sun - rise, From__the mp2 sun - set, moun_- tains don 1 ? Bl = | fe: ! ! lon Flute of the Andes repeat! some-one’s play - ing some-one’s play - ing mf some - one’s mf play - ing Can you play this piece using fingers 2-5 to play the 4th?Runaway Rabbit Quickly lon_? mf Run - a - way Rab - (prepare LH.) hop - ping for he eat - ing the flowers, (the flowers). 7 4 % * Run - a - way Rab - bit is eat - ing the |flowers! 3% P / * een eee eee eee eee ees eesInterval of a 5th A Sth spans 5 letter names. + Play a C-G fifth with RH. fingers 1-5. Does it sound like Twinkle, Twinkle, Little Star? + Repeat with L.H. using fingers 5-1. 1234 5 =5th On the Staff * Count each line and space, including the first and last note. Point to each number and count aloud. so =O 9 o7 or 3 or line to a __ line space to a space @ y a © Rain Forest Moving gently 1 on ? (Begin the round.) Son_? s-l-o-w-i-n-g down mp oe 3 S 4 CP EALIYE Play as a round. Student plays | octave higher. Teacher plays 1 octave lower and begins at measure 3. ou aep Row inger Scale Finger Check: Are your fingers gently curved and playing on their tips? Splashing happily Son ? — aan ‘Traditional ‘mp Light-ly row, i the |waves we go. Sing and float, let's | sing and float,we're | in our lit - tle Rock-ing, laugh-ing i sing - ing songswith | ev - ’ry- one. Light-ly row, let’s | light-ly row,we're | in our lit- tle | boat. mp visegyrny K Name each L.H. interval. Can you transpose to the G 5-finger scale? ~_UNIT Half Rest and Whole Rest ‘The half rest sits ‘The whole rest hangs above line 3 on the staff. below line 4 on the staff. ee eal 4 beets of silence, Sy © ofsitence. — = omrest for any . a whole measure. JOY Forest Drums Moving quickly (J = 144-160) pil -2 half rest) | (1-2 half rest) |growing louder| ‘Lon_? 5on_? mf The for- est | calls to me, I hear its song. (2 - 3 - 4) The sound of | rus-tling leaves, the i strong. (2shift ‘shift 7 Drum-ming The sound of for - est drums will | mf Yve trav-cled | far T'm_not__a_- | lone, gm pisc@yery Play one octave lower than written. K Name each rest in measures 13-16. Now turn to Lightly Row on p. 35. Add a whole rest for the L.H. in each blank measure.No Moon Tonight Smoothly moving lon_? No moon to - mp i ‘ sy Teacher Duet: (Student plays J octave higher) OB] Fine [2] Dal Fine PPP on repeat 5 with pedal mp ace iGrumpy Old Troll 5-Finger Seale Poking along 4on “ == t = = se as : 2 f° ¢ ef $ Grump-y troll, grump-y troll, grump-y old troll a= = : "Ton? i) 1s ae 1 Eagan | pit Where is it? 9 ae = e Grump-y troll, lost his hat and did not take his oe. eo. oO. Qa nap! Not sleep-y! Not sleep-y!_ | YAWN! Snore, snore, 1-2-3-4) Cre rates mel ee 5 Ps onevet ower) Y® Should the “snores” at the end be forp? Write your choice in the troll’s missing hat. G00 LNA ene _UNITS Half Steps — From one key to the very next key is a half step. 1, Find and play these | half steps on the piano. LL =yT™! Sharp $- A sharp means to play the key a half step HIGHER. 2. Find and play these | sharps on the piano. i Ic} {|p|} BIB} B sharp is a white key! E sharp is also a white key. Rule for Sharps A sharp carries through a measure, but not past a bar line, In a new measure, the sharp must be written again. still FE Merlin’s Wand Mysteriously lon 13 repeat! 3 SF Deep in the for - est, flash goes his wand! ‘p Mer - lin ap -| pears, now | Mer - lin is gone! ar 2 sil FE Play the LOWEST C! L Walk your fingers “into the forest” (toward the fallboard) to play the F¥'s. Your wrist will rise slightly. oeRussian Sailor Dance Traditional 1 Russian Folk Song Quickly, with energy oa ae A YE For a special ending, let the Russian sailor dance up and down the keyboard. Use only A’s and G#’s in different octaves. End with the lowest A on the piano! ‘Teacher Duet: (Student plays 1 octave higher) Fao] as s|[3 RH. nas is Se a enema Ra is mp ~ mf on repeat eeFlat bh A flat means to play the key that is a half step LOWER. . Find and play these a | flats on the piano. 2 2. Your teacher will call for any flat. F flat is a white key! Play that key on the piano. C flat is also a white key. Rule for Flats A flat carries through a measure, but not past a bar line. In a new measure, the flat must be written again. still Eb Super Secret Agent Slowly 1 ® ee Sag Dori repeat still Bb 1 piscayeny A Your teacher will play a black key. Can you say both its flat and sharp name? Teacher Duet: (Student plays as written) TE RH 2 . 1. 2. “pe it Penh rae titParty Song Learn measures 5-6 first. Have fun with the L.H. cross-over to Ab! d w Brightly b” Words by Crystal Bowman mg 1 like go - ing - ty. I like hav-ing | fun. ‘Son 3 3 it bE@ | Win-ning_ priz - es, play - ing games, fun for ev-'ry - ae ® 4 I like hav-ing | fun.Boogie on Broadway Watch for the sharps and flats! Fast ot rhythmic want to go. Broad - way. (prepare LH.) and shows 2B F New York! Broad-way here I | come! = ie a E 2 vise, 2 * Where are the first 2 measures found later in the piece? Circle them. Teacher Duet: (Student plays J octave higher) iJ[3i[s] 5 F ghee] G "7 - 9, [Els RE 4) ener mpFind the Keys Searf Dance Mauro Giuliani (1781-1829, Italy) adapted from Op. 50, No. 1 * Notice the L-H. plays in the treble clef. Rather fast lon_? Bel - laf the SP on repeat B Repeat from measure 9 | playing softly (79). 7 the | LB earog What note is flatted throughout the entire piece? a vise A Bella is the Italian word for beautiful. Gn...wid Tonic and Dominant * In the C 5-finger scale, play FIRST note C and FIFTH note G. These are the two most important notes in the scale. vastecs + Look at the descriptions for each note below. Learn tonic and dominant. active note restful home note scale step | tonic Two-Note March Steady Sing: 5th note, 1on_? Dom - i - nant, + Circle tonic or dominant for each measure. 7 tonic tonic tonic tonic tonic tonic dominant dominant dominant dominant dominant dominant ern beenGirl on a Bicycle Wheeling along ‘Musie by Ferdinand Beyer lon (1803-1863, Germany) ? 3 adapted mf Rid-ing up and | down the hills, I | know I will not | take a spill. I zoom a-round my | neigh-bor-hood each | day when school is 5 1 5 Identify each L.H. note as tonic or dominant notes in measures 1-4. Boy on a Bicycle Music by Ferdinand Beyer Pedaling along 5 adapted lon_? mf Cy-cling is my | fa-v'rite sport, I e-ven did a |school re- port a - Son 1 ? 3 ad bout my ten-speed how I love to u 4 Ses ee) 5 piscdyery K Pieces usually end on the tonic. Do both of these songs end on the tonic? a a ee a ae ee oeThe C chord is made up of 3 tones that build up in 3rds from C. \— name of the chord Warm-Ups Repeat 8° higher. 1. Repeat 8° lower. som? Blocked Chord Study Steady Bon? (notes played at the same time) of Chere marching, | Hup-2 - 3 - 4! Chanda march-ing | home, 2 - 3 - 4! Son Broken Chord Study (notes played separately) LH.) over Playfully Roll-ing and | roll-ing, my | fin-gers are |roll-ing a -[roundlike a | dol-phin at | sea. mpThe I Chord Tis the Roman numeral for the number 1, The C chord is called the I chord in the C 5-finger scale. DF. or home note I Warm-Up Before playing this piece, write a / Tunder each measure with a C chord. Song for a Scarecrow Wishfully Words by Crystal Bowman 3on_? oe hang-ing a - | round, wateh-ing the | com (ai some-one to |play with this P ‘broken chord_SIDDY.UPNOWTROTETROTTcIODYUP_ * Write aT under each measure with aC chord. Ga My Pony | GIDDY-UP, NOW TROT TROT Trotting along Traditional 0 mf Trot, trot, go and nev-er | stop! gx. I Where it’s smooth and | where it’s ston- y, | go a-long my | lit - tle po -ny. P @ Hear your hooves clip | clop. Gid - dy - up, now | trot! mf — (LH. gets ready) cre Hold the pedal down and play C chords beginning high and ending low. Teacher Duet: (Student plays J octave higher) 3 RH. LH. mp i - I aS eae aia zi Guan eva reve SMES,ae mf Row, (2 - 3) =e LP (Begin the round.) 9| LH.over Mer = ri = ly, = mer- ri - ly, | mer- ri - ly, (prepare L.H.) bs | lee : C I i. a aie mee Ee two octaves higher than written and begins at measure 5. Play two times.wT = The V' Chord ® V is the Roman numeral for the number 5. ® The V7 chord (pronounced “five-seven”) is a 4-note chord. CG) In this book, a simplified <= CCNY 2note version ofthe V' “~~ Fg 7 notes ahove G. - ‘ Ttis played just below G vi Reece * Play the chords below and say their names aloud. Play: LH. Theme from the “London” Symphony Franz Joseph Haydn (1732-1809, Austria) With spirit arranged Son _? aan 2 P05 and skip, step and skip, play this theme by | Hay - dn. ‘lon_? 3 2on_? F Step and skip, step and skip, viscgyeny AK Write [or V' under each chord.Warm-Up Identify each chord asalor¥’ chord. Jazzy Joe Lively 1 Mf vhece goes that Jazz in his new fan cy clothes. He can play an rock ‘n’ roll, pop, or swing. Ev - ’ry - one seems. that Jazz-y Joe. Ey - ry - one loves. with Jazz - y Joe. (move RH. quickly) Reading Chord Symbols Place your hands in the C 5-finger scale. Play I and V’ chords using these chord symbols. ueLH: I W IT W I uerH: IT IT Wo Wv tTrit. = ritardando This means a gradual slowing down of the speed of the music. Ritardando is often shortened to ritard. or rit. * Say this word with your teacher. + Play the last line and practice the ritardando. Shepherd’s Song (from the Sixth Symphony) Ludwig van Beethoven (1770-1827, Germany) Peacefully arranged ‘Teacher Duet: (Student plays 1 octave higher)move up ® 1 3 21 as soft as ritardando possible ® (Smad 5 [ee '8Y This piece has an introduction and ending section. Find these for your teacher. What broken chord is used to create a peaceful sound?10S Three G’s on the Grand Staff , Treble G ) Middle G NEW we = * Play each of these G’s and say its name aloud. <2 Bass G Bongo Drummers Fast and rhythmic RH.30n ? oo LH.30n_? (prepare RH.) ® Teacher Duet: (Student plays as written) Lagi” Le ee ee 8 lower throughoutG 5-Finger Seales Treble G 6 a o © 2 -*): = 22 Zz 2 o Bass G Middle G + Play each G 5-finger scale above. Read by steps. The tonic (first note) is G. The dominant (fifth note) is D. Stead) * feat yon Warm-Up in G Ton-ic up to | dom -i- nant. Ton-ic up to | dom-i-nant. mf Son 5 7) Play-ing sec-onds | in the G_ scale, | now play thirds with | ease. Son s ? Chords in ¢ Smoothly chords blocked|chords| |means accent the note by playing it Jouder than the others around it. Accent Mark oo o f a ~ BE Dinosaur Stomp —_ cas ____5-Finger Seale im a a Slow and heavy —S (prepare R.H.) J Crash! Boom! Thunk! Make way. | Crash! Boom! Thunk! Love to 1 = = Fon 3 2 @1 F @® pre-his-tor - ic | danc-ing. All the > > OY 3on_? 2 lon? 4 ! | : Di - no - saur > x > > = , > > S < 3 Ge ° AK * Is the first note in measure 15 the tonic or the dominant? Does the piece end on the tonic or the dominant?Upbeat This piece begins with an upbeat (or pick-up note). The upbeat leads into the first full measure. Ifa piece has an upbeat, the last measure will often be incomplete. The combined beats of the incomplete first and last measures will equal one full measure. The Dreydl Song This piece begins on beat 4. 5-Finger Scale ‘Traditional With spirit Ps lon have a lit - tle made it out of | clay. And when it’s dry and | rea-dy, then | drey-dl 1 shall | play. © Oh drey - dl, drey-dl, | drey - dl, = > when it's dry and rea-dy, then | drey - dl shall_| play! oo| C E : The Bubble 5-Finger Scale Eye Check: Can you play this entire piece, except the last measure, without looking at your hands? With excitement lon Words by Crystal Bowman = 45 3 1 mf 1 | blew a great big | bub-ble while | chew-ing gum to -| day. It stretched out wide be -| fore it popped, I’m | real - ly pleased to os got on my — |cheeks, Ey-ery-thing was | look-ing pink but | oh, I did -n't oeears were plugged a lit - tle, some | gum was on my 25 Ves Shes) as > 1 > bub - ble was e -| nor-mous, | noise was ver - y 2 =~ a at le > > > | > | my | new white shirt 29] Very slowly, Quickly moth-er was-n’t | hap - py, was real- ly | proud! : @* pisegyeny Which line of music uses only notes of the G chord? /‘Teacher Note: D and A 5-Finger Scales are introduced with notation at Level 2A. Students will benefit from learning these keyboard patterns away from the staff at Level 1. ican have a cookie when | get to the top! For Adventurers Explore some or all of these scales with your teacher. + Use the Adventure Warm-Up on p. 63 for each scale. + Transpose pieces from the book to these adventurous keys. Think: Vanilla Cookie with Chocolate in the Middle Why are =a scales the “twins”? Yum! Double Chocolate Who Moved the Chocolate?Adventure Warm-Up in C you ¢ Moderately 1 5, St mpl v’ 1 2 i 3 5 Adventure Warm-Up in G WAY To co! Moderately 1 5 305 3 1 f mp 1 1 1 2 3 5 j 5 Adventure Warm-Up with More Scales Play the Adventure Warm-Up using the scales you have learned: WwcoDEFGQA