Lesson &Theo Primer ¢ ALL-IN-TWO Edit 4 | =e pa Cy dventures ‘by Nancy and Randall F OS THE BASIC PIANO METHOD TWO CORE BOOKS per level: » Lesson & Theory Book Technique & Performance Book FABER PIANO ADVENTURES: eI SE ee eeewii Sitting at the Piano 1, Are you seated the correct DISTANCE from the keyboard? Check yourself: ¢ Sit straight and tall on the front part of the stool. © With arms straight, your knuckles should reach the lid. If you have to lean, move the stool forward or backward. 2. Are you seated the correct Are you SITTING TALL yet relaxed? HEIGHT at the piano? Check yourself: Check yourself: ‘© Put your hands on the keys. ¢ Is your back straight with houlders relaxed? ¢ Your arms should be level the keyboard. If not, you may need to sit on a cushion or book. # Can you easily take a deep breath?Making a Round Hand Shape 1. Hold your hands out with fingers straight. Notice the fingers are all different lengths. Hand Shape Warm-up 3. Open, then close your fingers to a round hand shape. Do it several times. Say, “Open, closed,” etc. Now continue the motions in rhythm with the duet! ‘Teacher Duet: (Student does open-ciosed motions in rhythm to the music.) 5 2. Now relax and round the hand. Magic! Your fingers are all the same length. round hand shape Notice your hand forms the letter C for “correct.” Wrist Warm-up 4. Gently flop your wrists down (and up) with a round hand shape. Pretend to shake water drops off your fingertips. é é rN re S},"OpentFinger Numbers i. 4 Each finger has a number. 1 1 © Trace your hands below. Write Lad. or R.H. on each hand. © Number each finger. LH. = Left Hand R.H. = Right Hand “Trace your LEFT hand, —_ ‘Trace your RIGHT hand. —_Finger Flasheards On the CLOSED KEYBOARD LID © Play each flashcard four times, saying the finger numbers aloud. Listen for a strong tap using firm fingertips. FLASHCARD 4 1234Practice Steps 1, On the closed keyboard lid, your teacher will tap a steady beat. Match the beat with your left hand. 2. Now set a steady “L.H. beat” for your teacher to match! 3. To pla in the middle of the piano. Brace your 3rd finger with the thumb and “peck” all the white keys going LOWER—to the left * - This is going DOWN the keyboard. fe ane oaeeee _ The Pecking Rooster FOR LEFT HAND ON WHITE KEYS L.H. keeps a steady beat! I theep? PE re stamp: rie When the keys are lower, the sound is lower! DOWN UP » 2 ae, eee ee ‘Teacher Duet: (Student begins on Middle C and plays a steady crotchet-note beat going higher.) O mroo-=0 Black keys are in groups of Is | and 3S, mW LU Lele 11.2 NOY 2018 On the KEYBOARD J the groups of TWO. groups ” I the groups of THREE. groups Start in the MIDDLE of the piano. Moye down to next @ Two Black Ants 32 A LH. ‘© Use Left Hand fingers 2 and 3 Play on the 2-black-key groups. ‘Your teacher will demonstrate, 2 2 | play 3 |3| ‘seme LOWER sroup ‘Two black ants 2 2 Be: dig - ging down a | | 22) 2 we 3 (3) ae Stee to their home 2 2 aril 1 33 Se re in the ground. LOW re > ty K A short musical patteri begins this piece. How many times does it appear? \Two Blackbirds M12 Nov 2018 see HIGH © Use Right Hand fingers 2 and 3. Play on the 2-black-key groups. S04 Your teacher will demonstrate. 2 2 to the sky. 3 2 Move up to next ; HIGHER group. 2 2 go-ing up Start in th . ane nae : tart in the 2 2 MIDDLE : i? of the piano. fly - ing high h ifat 343 i ° 2 2 ' Two black-birds * A ‘Turn the two blackbirds into “two snowflakes.” Slide fingers 2 and 3 down to these two white keys. | I I | es Use these new words: “Two snow-flakes, fly-ing high, swirl-ing up, in the sky.” 213 RH.a ee a te ! “22 Use Left Hand fingers 2, 3, and 4. NY Play on the 3-black-key groups. Your teacher will demonstrate. “¢ | Start in the MIDDLE of the piano. 2 2 3 3 | pay Move down to next together LOWER group. 4 |4 ‘ In - to the cave, 2 2 8) 3 4 (4 if you are brave, 2 2 a a 4 \4 » KK Point out the musical pattern used in this pice How many times does it appear? deep down and low! LOWThree Little Kittens © Use Right Hand fingers 2, 3, and 4. Play on the 3-black-key groups. ‘Your teacher will demonstrate. 4 : 3| Spring off the keys! 2 4 |4 MEOW! Move up to next 3 3 HIGHER group. 2 2 - ing the keys, a [4 play - ing ys Start in the 3 3 MIDDLE 2; 2 ee cute as can be, 4|4 3 3 2 2 Kitten Conversation crudriv® Your teacher will choose two keys and say, “ME-OW!” GX. You choose two keys and answer with your own “ME-OW!” Keep going, To end, leap your “paws” into your lap. Kit-tens are we,UNITS ddo The Crotchet Note (The Quarter Note) ° Music, like your body, has a steady “heartbeat.” The beat can be slow, medium, or fast, but must always be steady. Counting with a steady beat gives us RHYTHM. bread = 1 count or beat 3. Draw 3 crotchets for the right hand. The stem goes up on the right side. Write a 1 below each note. 4. Draw 3 crotchets for the left hand. ‘The stem goes down on the left side. Write a 1 below each note. 1. Tap and count aloud: fod 2. Play steady erotehets on any key. Count aloud. If your teacher has a metronome, tap J notes to its steady beat. s : i count Ex. 1 count count count Ex. _1 count ____ count count countPractice Steps Find the Keys ee ls RH The Old Clock 1. Tap the rhythm. Say, “right- -left,” ete, 2. Play and count “one, one,” or sing the words 3. Play high, low, or in the middle of the piano. Eyes stay on the mus Play 3 together repeated notes oe eed “te \ tock a Rete Nes it wil ay not stop! | Play 2 timest "* ‘To end, chime the time, Choose any hour and play the 2-black-key groups hands together, Explore holding the right-foot pedal (sustain pedal) down as you chime the time! 1 | Teacher Duet: (Student plays in the middle of the keyboard)Practice Steps 1. Find the hand position. 2. To warm up, play the last four LH. notes. Can you balance finger 4 on the fingertip? Find the Keys m | I i" | lI | fe os ke Tightrope Walker 3. Play and say finger numbers or words. repeated note (same finger) aioe ee a / ms d Tight —- rope walk on, wad soy, stead means the end of the piece Tight = =- rope walk = er, bal don’t fall! i ; poate fe (same finger) a 4/3)/2) - TET A Slide fingers 2-3-4 up and play the song on these white keys. I Teacher Duet: (Student plays in the middle of the keyboard) k ag o8 as gerry! == SS mp° © The Minim s eo (The Half Note) 7 2 2 2 2 1. Tap and count aloud: head = 2 counts Feel 2 beats. or a 4 Ta-ah Ta-ah Ta-ah or beats 2. Play steady minims on any key. Count aloud and feel the beat! d+ded ‘Tap d notes to the steady tick of the metronome 3. Draw 3 minims for the right hand. The stem goes up on the right side. Write 1-2 below each noté. Ex, 1:2 counts counts counts counts 4, Draw 3 minims for the left hand. The stem goes down on the left side. Write 1-2 below cach note. Ex, 12 si counts counts counts vise, #8 Close your eyes and listen. Your teacher will begin playing some minims and then change to erotchets, When you hear the change, say, “crotchets.” Keep going and name each change that you hear.Practice Steps Find the Keys 1. On the closed keyboard lid, play and say finger numbers aloud. Feel the half notes by saying, “four-or” or “two-o0” for these fingers. 2. Play and count, “one, one, one-two.” 3. Play and sing the words. Use these practice steps for the pieces that follow. Pe Eat piscdytay A This rhythm pattern J J J occurs six times. Circle each time it appears ‘Teacher Duet: (Student plays high on the keyboard) _ Ru. 1s iLoud and soft sounds make music more inte: Z Find the Keys Forte means loud. _ Piano means soft. SF =forte —p=piano © Circle the f and p signs below. 4 I Hear the Echo gilli cavil: TF PPM AEE hufateul “h This rhythm pattern J J J J dd occurs four times. Circle each time it appears. 7 Teacher Duet: (Student plays 1 octave higher) melt d TTY yar at 9 Pe + + un. fF rh Pp Lf ie laa eae f mf sh pedal mfThe Semibreve $ s 4 (The Whole Note) sO ° we x oO = 4 counts sr or or beats 1. Tap and count aloud: 1-2-3-4 1-2-3-4 Feel 4 beats, Ta-ah-ah-ah Ta-ah-ah-ah eet Jeet 2. Play steady semibreves on any key. Count aloud and fee! the beat! Find the Keys Old MacDonald u Mm I Repeat sign of J Wt back to the begi and play once a RH. 2 : alnay R.H. J J 4 SF Od Aine! Dou: had Played his key - a Me ay ee. t. I oO Cae aaa 1 neCO ___E_ ee Optional: Move up to next HIGHER [—3-black-Key group— Return to position. mudd d do 4, dade P black key here, key there, J Here a black tote a black key. mddd aa SF or Mac - Deo a had a song, @- I -e. 32) Tn Al Now play this tune on the white keys! (oa! CRA oisegyeny Slide your fingers up to the white keys shown. ‘Teacher Duet: (Student plays high on the keyboard) peels glide 3 eae SSS SS == ae Ss ow “ a — _ s awUNIT @ UM The Music Alphabet Each white key on the piano has a name that comes from the music alphabet The music alphabet has 7 letters: A B ¢C D E F G | | BIC|D|E/F/c| Bc DEGAS COE/FCAscDE romeo BicolE|Ficias\cioe TT Te ae er re = Se. eZ start again with? [eal 7 © Write the music alphabet: Alphabet Warm-up Use the third finger supported by the thumb, UH. plays the lower notes, R.H. plays the higher notes, 1. Play and say the white keys. Start with the lowest key, A, and end with the highest key, C, 2. Practise finding Gs within the 3-black-key group. | Se 3. Beginning on any G, play and say the music alphabet = 8aing down the entire keyboard. What is the lowest note? like this: eee Temay help to chant the letters in groups,C-D-E are the 3 white keys by the 2-black-Key group. | # Circle every 2-black-key group below. clpl\e © Then print C-D-E on the 3 white keys. GREE Balloons Begin Jow and play these patterns going higher: Bright bal - loons in the sky! as 4 a is) 2 ra. (LH. crosses over R.H.) they float high, piseg¥t®Y Can you come back down playi and Saying the letter names?Mer - ti roll a - long, the blue seal (2-3-4) medidddd did ced Seppe ee Pert re About Steps | i ] To play a STEP, move to the... | ll I c ple Merrily We Roll — ha Mer - a - long, roll A Where do the notes step down, step up, and repeat? Now play this song on the 3 black keys! ‘Teacher Duet: (Student plays high on the keyboard)Learning F-G-A-B F-G-A-B are the 4 white keys ack-key group. i oe FIG|A|B © Then print F-G-A-B on the 4 white keys. writ Hee The Esealator nu d Begin Practise nd play these pattems stepping higher sec - onds lat - et! LH. over the RHE for a smooth ride LH. R. af top just LH. R. bl | ed I LH. a Mov - ing up LH. P¥se@y te Can you come back down playing and saying the letter names? B-A-G-FIn music, a scale is like a set of stairs that ‘ steps UP or DOWN from one key to the next. C 5-Finger Scale The C 5-finger scale steps UP from C. C is the LOWEST note for each hand. Cis the “home note.” C-D-E-F-G March , home note Which hand begins? ic cc: eceee ht tite cee TEE Reeee eer 918 ¢@K*®* but your hands in your lap. Your teach Jose his/her eyes. Quickly find a C 5-finger scale on the piano with BOTH HANDS and say “ready” Your teacher will check your position.The Bar In music, the beats are grouped into bars. Each bar has the SAME number of beats, ¥. (How mony bars are in this piece Did you end on the home note? Bar lines divide the music into bars, tert ter i lddddid Jd] Men from Mars sided aissd cee Teacher Duet: States plays high on the keyboard) SS Si it i tH Ie aDynamic Marks Remember is soft, fis loud. These are called dynamic marks, Ode to Joy ‘A new dynamic mark between p and fis: © S-Finger Scale mf = mezzo forte (moderately loud) a (1770-1827, Germany) weOr errr iereritre, modded dij lidis | bis A *Y Find and circle 7 more pairs of repeated notes, <= Now, explore different dynamic marks. Play Ode 10 Joy p, then Jf; then mf. Ludwig yan Beethoven ‘Teacher Duet: (Student plays very high on the keyboard) TO Td uy im ia an, i i i a ML gg wih pedal© Start with L.H. thumb on a LOWER C and R.H. thumb on MIDDLE C. (May also be played with both thumbs on Middle C.) Find the Keys Sea Story Waves are ter splash - ing, the storm - verre iPr relerr rit te wddddiiideies ddl. a - float and guide your up on the — deep 'V® Play with the duct and pretend your boat has engine trouble. Your teacher will slow down, speed up, etc. GA. Listen and follow your teacher's speed. Then reverse. You speed up or slow down the melody! == ‘Teacher Duet: (Student plays higher with thumbs sharing C for the duet) ‘daha atbeth addThe Dotted Minim (The Dotted Half Note) = 3 counts or beats e e it 2 3 me: Ta - ah - ah Hey, Mr. Min-im Dot! Begin on a = Mr ke Min - im Dot! = Hey, Mis - ter LOWER C.| 5%, Sr rahle eet it | Be gate ie sound tke you've just dane sound like we've just been. dane ing §=@ - 3) dance Mid - dle C. ‘Teacher Duet: (Student plays /ow on the keyboard) 8 tvonghow 5 tm [J ——s a Se ZREEE EEEEEIS’:«S:OSSSSSr eee cc ec Rhythm Alert: * Circle each dotted minim in this piece. © Write “1-2-3” under cach one, Alouette C 5-Finger Scale skip over D= gt dle doe te, LH. P 1 [kip over D5 ud did dlisld A 1 oO me - rai, lecgue i A Circle this rhythm pattern two times in the music: J. J| J J <=" Teacher Duet: (Student plays very high on the keyboard) att dd 3 leTHEORY 1. Circle the correct hand and finger number. ~ 4 * \ RH. RH. RH. RH or or or or LH. LH. LH. LH. iL 2iaeaes 12345 1245 12345 2. Shade the white key a step higher or lower than the key with an X. Then name both notes in the blanks. step higher step lower step lower step higher step lower on ee ee 3. Write the counts under each note for the rhythms below. Then tap and count. Je sate de. le dee m1-2 1 17 ereRhythm A or B? Your teacher will choose rhythm a or b. Listen and circle the rhythm you hear. y ~ s What’s the Dynamic Mark? Xx F aor —! V7 Your teacher will play a musical, example. = x ns Listen and circle the dynamic mark you hear. B < , Sompop | -femfep | fanf

Right The Left Hand uses the bottom stave. LeftBass Clef Treble Clef 2 This is a Bass Clef. Bass means Jow sounds. This is a Treble Clef, Treble means high sounds. The bass clef is placed on the bottom stave. The treble clef is placed on the top stave. It shows notes BELOW Middle C It shows notes ABOVE Middle C. Brace L.H. finger 3: | Ke) Brace R.H. finger 3: er 1. Play Middle C and all the bass clef 2. Play Middle C and all the treble clef notes above. | ow many times can the music alphabet be written on the grand stave? ee. Begin at the bottom and circle each group.Learning Middle C On the stave, Middle C is written on a short line between the staves. © Darken the short line with a pencil. / * Now draw two more Middle C’s. Middle € Mareh epresemneiel @Watch for finger changes.* (3) { e Ee oe og a C oe mf ef mf fe e eo 5 al Sl ee eo eo a ® ® ‘Teacher Duet: (Student plays as written) re fe 3 2 aS + a { eee tt “Teacher Note: The change of fingering prevents the student from equating a certain note (e.g., Middle C) with a specific finger (e.., thumb). 26 CD 30.91 with immey,Learning Treble G Find the first G above Middle C. This is called Treble G. Hand Shape Check: With R.H. fingers 1 and 5, play back and forth between Middle C and Treble G. Reading Check: t————_©@——. Treble G is written on LINE 2. oO A Ten-Second Song Lightly ton? (fill in) son_? Repeat p. 1 ro ons e e eoevee’? oe oe ee AF 1 just love to | play this song, for it’s just ten sec - onds long. Pp if this song had |'no re - peats, it would “be so | short. and sweet! tudent plays as written) ee io Coa aT deTreble Clef = G Clef The Treble Clef is also called the G clef because it circles around the G LINE on the stave. 6 ‘The G line is Line 2. Driving in the G Clef Urgently, i Play C and G together. 6 Ss go eo S ———-¢ —# e ¢ oe? e e é S Beep, beep, in the streets, beep, beep, traf - fic meets. bar number [5 ’ é 6 4 4 eS oeie eo} é e eo Cit - y sounds are all a= round, Beep, honk, beep! ‘Teacher Duet: (Student plays as written) a 3 z > ES aS wep et 24 =: = IFFinger Challenge: * Play Middle C with L.H. finger 1, then 2, then 3. * Play Treble G with R.H. finger 1, then 2, then 3. * Which fingers play these notes in Best Friends? . Best Friends peice, 3onG _ Playtogether. + t o eo ¢ ad oe C ad 6G, best of friends, [friend - ship that will ~— | nev. - end. er ie eo » 6 2 eo ¢ f sone é How they play on their fines, mak - ing mu - sic all the time! Pe eo 2 6 2 oe 9» 6 [= B'S" Can you play Best Friends using only finger 2 for each hand? finger 4 for each hand? \ Be sure to play with a firm fingertip! <\NGER pur § Teacher Duet; (Student plays as written) COSI g t as Mee Kip e fe fen e op Se ee =i] a a————— Drawing the Treble Clef or G Clef Treble clefs are fun to draw. Here is how, * Trace the dotted lines, start here oy Sat t 1. Drawa candy cane or “J.” Draw a half-circle that Curl around line 2 - Make it begin above the crosses at line 4. the G line. stave and curve below line 1. 2. Now draw nine G elefs on your own. Then trace over the G line for each example. Play this G on the piano: ExampleTHEORY Sightreading means “reading musi a fist sight” The following 3 Cs mey help you with sightreading |ORRECT HAND POSITION 2. Gount-1N 3. [HONCENTRATE Find the correct starting note. ady beat before starting. Focus on the noteheads. Feel a steady beat. lL More Traffic Sounds the bar on the left. ‘0 create a melody 5 i 6 o = oo ‘Your teacher will play one bar from each line (starting afier the shaded bar). Circle the bar you hear! alLearning Bass F Find the first F below Middle C. This is called Bass F. ] Hand Shape Check: With L.H. fingers 1 and 5, play back and forth between Middle C and Bass F. | I oe a Reading Check: Fee ir (or LINE 2 going down). cy Gorilla in the Tree Happily © mm in the tree, rock - ing, rock - ing | Won't you down for me a ba- na - na oe « e 2 2 2 fz o 2 = = = f 4 lon _? Son __? ® af “>. Se CD 38-39 with improv.Bass Clef = F Clef The Bass Clef is also called the F clef because it circles around the F LINE on the stave. = The two dots locate the F line My Invention =e: = = Se oe ee e is worth men - tion, | if you saw it | you would know. ne = 2 eo ~6 or) 3on_? 5 6 eo 4 o ee @ é e oe ee It's fan - tas - tic [and bom - bas - tic | and what's more it © = ven glows! iad A © Make My Invention longer with more Bass F, Middle C, and Treble G notes, To end, have your invention “break down” and stop.Drawing the Bass Clef or F Clef 8): Bass clefs are also fun to draw. * Imitate each step below. A > o eo. = 1. Dravy a large dot on line 4, Draw a curving line to the right, Draw 2 dots above and (the second line from the top) Go to the top of the stave and then below line 4 - the F Ii down to the bottom. 2. Now draw four F elefs on your own, Then trace over the F line for each example, Play this F on the piano, Example 7 a 2: a. 4 3. Draw a bass clef or treble clef to for where each animal might sing! Hint: 9 = low sounds, 6 = high sounds. a bluebird alion a hummingbird y ahorse ootCheck Yourself: | + Cony this Bass F.* Rex, the Tyrannosaurus * Copy Rex's music onto the blank stave below, Include the: - treble clef = notes + dynamic marks + bass clef - bar lines - fingering re Big and slow = r\ C5 t ts —-e-— “G- o -e— —ss eo oe @ oe Rex Hear him roar! o o =a * Copy each note below. 2 ‘Treble G Middle C Bass F * Play the piece VERY LOW for a dinosaur sound! Your Copy * Extra credit: Can you write the warde ten?UT Learning D-E-F * What are the 3 notes between Middle C and Treble G? * Which are space notes? Which is a line note? [aesnans March on D-E-F 2on_? r ‘ mae ‘i Fe eee [ * the blanks, aa = aac aa = a a [5] o ——: oo P = ‘Teacher Duet: (Student plays as written) [5] ae SSS Eas wz 1 —* aSteps on the Stave 4h, step up step down 4 line - next space space - next line . / Mister Bluebird * Circle the correct answer for each bar below. C 5-Finger Scale Happily stepping up? stepping up? stepping up? stepping down? stepping down? ‘stepping down? repeating: repeating? repeating? step up? = 1 step down? 5 Z } es “—s—7 oe e Mis - ter Blue - bird, Mis - ter Blue - bird, Pp can hear your song. stepping up? stepping up? stepping down? stepping down? repeating? repeating? 5 G. 2s J 7 == = oo e—s = 1 Es know why you Ising so well, you prac - tise all day —_‘| tong, Or a space to the next Le Name each note in this song aloud, What is the “hone” meanTime Signature 4 means 4 counts or beats in a bar. 4 This 4 stands for a crotchet (). It tells us the crotchet gets 1 count. + Circle the time signature below. / How many counts are in each bar? The Dance Band é ere a + <6 (ea : ing With energy all a - round, clap- ping to the | big band sound. e a os = OTe Te 1 can’t stop my — feet when 1 hear that | big band beat! mee a P f (>. CD.46-47.. @> Tech & Pert pone 28.Check Yourself: 4 + Fillin the blanks, Dance Band Rhythms 4 counts in a 4/4 Rhythm A 4 The crotchet 1. Draw bar lines after eve gets____count, Play the rhythm on any ty 4 counts. Trace the double bar line at the end. C—for CONGA! Sea tad * Draw this time signature below. 2. Each bar is incomplete. Complete each bar with ad J dtd, note Play the rhythm on a D—for DANCE! * Write a4 rhythm in this empty bar. Hint; The notes must 3, ‘These bars are also incom plete. Complete each bar witha Jd. or © note. add up to 4 beats. Play the rhythm on a B—for BEAT!Hopping Hand Position: This piece uses a hand shift to “1 circled finger number 1op up” the keys. help you see a hand shift. To prepare: Play C with RH. finger 2. Hop to D with finger 2. Hop to E with finger 2 Cheerfully hop @) to D RIBBIT! -*RiBBIT! @onc 3 2 é mf 2 2 ee lit - te frogs sat up e oe Ss = (prepare LH.) L ieee lid 4 ‘The examples below are in 4 time. ° e / ly Frog Rhythms * Draw an X through each INCORRECT bar. = Hint: There may be too many ot too few counts. Finding Incorrect Rhythms SS = = ~ Asleep on the Lily Pads 2 Sresaafe* ae C 5-Finger Scale Improvisation To improvise means to create “on the spot.” 1. Place your R.H. ona 2. Listen to the mood 3. When you are ready, 4. To end, s-I-o-w down and high C 5-finger scale. of the Teacher Duet. improvise a sleepy stop on C, It’s midnight. “frog lullaby” The frogs are asleep on the lily pads... ‘Teacher Duet: (Student plays high on the keyboard) pete — Adds), 1B ee = RAL IT pr =P 3S a ie a.ut Gs Pe Learning B B is a step below Middle C. Hips spans i . = == ec 908 Let’s Play Ball! | ot (prepare R.H.) me one and all, won't you grab your | bat and ball? a a 4 Jon We will have a win - ning team so let’s play ball! e eo SSS = _————. { Y Practise naming each note in this Picce. If you are successful at your next lesson, circle the baseball. ‘Teacher Duet: (Student plays as written) &) ae = J] Sa SS aS.) ; a 4 52 * CD sac)Check Yourself: + Copy this Bass BL” Baseball Notes New Note Recognition 1. Colour the balls with bass clef Bs. How many baseballs do you have? ___ 4 Soe 62 2. How many bass clef Bs are in each short melody? Cp #5 2 oe aEENew Time Signature &. & = ; ay = Aminuet isa means 3 eounts or beats in a bar. 5 Zz 4 means the erotehet gets 1 count or beat. Z ce ike 4 © Circle the time signature in this piece. = = Petite Minuet Moderately New RH. 3 —— FF oe @ @ o = and bow, then step to your left. The e o 3 : 2 o 2 t are \danc bs ing a min - wu = ct. es e — 1 t = t t A " ‘This rhythm pattern occurs 3 times in this piece: J J J \d Circle each time it Soran Teacher Duet: (Student plays J octave higher) ea ae 2 4 yoo le mtd ld Jody ji) oii 1 3 ¢ 4 f = Eee tes ta ala tet cb 52.53freee Naming Time Signatures * Write the time signature for each example, i or 4 a + Then play each rhythm, counting aloud. ' 4 3 2 - = eee eo eeve7gd ' ' : @@0 eseep ae ; owe t= 1eEe | _Your teacher will play a short example. Circle whether itis in § or 4. Hint: Can you easily count 1 23,123? or 1234, 123 42 Pag ea ae For Teacher Use Only: The examples may be played in an =: oer toy Ve . 2 = 1 * t vv >© Find ol circle all the bass clef Gs in this piece, 4 Come See the Parade! “fe S o9 alg! es os o! e a e > bas march - ing |down the street, come see the mf Tu a 4 a = lon _? (PCD5859 evTech & Port poges 34.353 SAN" ce special ending. With RH. fingers | and 5, make up a short rhythm playing Middle C and S "Tela tages Echo your rhythm softly on a higher C and G as the parade disappears. ‘Teacher Duet: + (Student plays 1 octave higher) i 5 feted Ht 2p-——thee ; Bass Clef Parade Check Yourself: s inforcemen| Sone) © % % * ks pe ¥9%- Ui draw 1. Draw a bass clef. 2. Draw a bass clef. 3. Draw a bass clef. J Now draw a semibreve Draw a semibreve Draw a semibreve on bass clef G. on bass clef A. on bass clef F. + Draw each note below. == a (review on page 45) == Treble G = Middle : Bass F 4, Draw a bass clef 5. Drawabassclefa 6, Draw a bass clef 7. Draw a bass + and two crotchets and three crotchets and two minims and two on bass clef B, on bass clef A. on bass clef B. on bass clef ¢ — )EE) Remember, sightreading means “reading music at first sight.” Follow these hints! 1. @orrect Hann postrion 2. Eounr- in 3. [ONCENTRATE Find the correct starting note. Set a beat before starting Focus on the noteheads. Example: “1 - 2 - ready - play.” Feel a steady beat Two Parade Tunes : * Circle the bar that matches the alphabet letters on the left. * Sightread each row of bars going across to create a parade tune ‘Your teacher will play one bar from each line. Listen carefully and circle the bar you hear.TE About Skips To play a SKIP. Da = On the stave, a SKIP is from a LINE to the next LINE. skip up skip down Hey, Hey, Look at Me! s Brightly ‘Traditional 1 3 5, ‘eo @ f z e 2 é c < “a oe Mf Hey, hey look at me! I Doe la fre "kK Play this song on more white keys! Begin with R.H. thumb on D, E, F, G, A, B, and C. Think skips! ‘Teacher Duet: (Student plays J octave higher) i 2 ; a [z ] His 4 = Stott oyiad = SSS Se i SOReading Check: Notice the R-H. begins with the thumb and skips UP. ‘The L.H. also begins with the thumb and skips DOWN. Fast and lively Allegro (Allegro is the Italian word for fast and lively.) Mauro Giuliani (1781-1829, Italy) Teacher Duet: (Student plays J octave higher) ‘adapted lon _? 3, 61 oe e oe eo aS oe a =: q os @ e-— lon_? 2 5 1 6, oe = eo e P => o = o »@ © 7 ya Circle at least eight skips in this piece. Hint: Don’t forget to look over the bar lines! / Ra on LA tore rtMore About Skips Review: A skip is from a line to the next line. NEW: A skip is also from a SPACE to the next SPACE. skip up skip down = Elephant Ride Merrily 2on a e =I i = = e eo af When you're on an el - e - phant you sit real - ly high. ES: j a—* = + a 4on S 5 =) re 2 =e eo o ae = ‘And you'll have the | fin - est view while | on your jun - gle _| ride! 2: az—f 2 (Teacher Duet on next page.) r AK irvle the bars that mateh bar 1. For fun, play VERY LOW and forte. (Play duet high.) —__\/ \ 4 2Elephant Notes 1. Write a skip going UP from each elephant. 4 skip down skip down skip down, skip up skip down > &S & > oS Ex. G B 3. Circle the six skips in this L-H. melody. Then sightread with the duet below. | 3 ee ot? oe ee po o | | mf 20n at ‘Teacher Duet for pages 64 and 65: (Student plays 1 octave higher) ‘bed 2 24" 2 | alae ae! E oe tee PRE EfSpecial Introduction © Play the introduction slowly with big tone and pedal. Your teacher will guide you. © At bar 5, lift the pedal and play the melody brightly! INTRODUCTION aaa 5 | Brightly Traditional U.S. melody Slowly y 5 1 Ss o o* ao * *08e Sing a - | long, as I play this | song: Hap-py, hap-py [day to you, ee o e mf. LB: 4 — al Pedal down 30% 1 Pedal up et 9 6 oe aoe ee ee eo oe e e¢ Hap-py, hap-py | birth- day! | Can you blow the |can-dles out? We | all sing hap-py | birth - day! 5: Q fs. 2 # i I ¢ A ‘What kind of skips does the introduction use? to ye ‘Teacher Duet: (Student plays I octave higher) bid deda-y ima Ii era Skipping Game 1. Draw skips to match the note names. If they are all correct, you will land on a star! Eq < 2. Play the skips on the piano. Notice the clef changes! 2 = * Ex. © -E C-E-G D-F-D G-E-C-E E-C-E-G8 = C 5-Finger Scale in the Bass Clef NEW NEW NEW Step UP to E. Dis in the middle. Step DOWN to C. Like a march, with perfect rhythm 2an a é JS Team A run - ning up! Team B e DF a «= Son 5 —F e 5 i ‘Are the L. pr A pene well and now they |score the win-ning | goal! soaring ba : © a oF ——- oe = Discaeny i , = Play the Name aloud the notes in the second line of music. FTE lowesiC 3 _ itiThe Octave The distance from Middle C to Bass C is 8 notes. This is called an octave. Say this word. * Practise leaping from Middle C to Bass C with L.H. fingers | and 5. Leap, don’t stretch! Ml a 4 Ss DI i i Cc L |e Octavius the Octopus Playfully fire long legs, two small eyes, Tm Oc - ta - vi us the Great. 2 oe 2 ee oe S ; a a =| 1 s 5 Count the octopus legs! 8 ; One leg, two, three, | four, five, six, seven, _| eight long legs, S, eo 2 ? eo ec ea 2 oo Brace) with | Ff 3 3 3 3 3 3 the thumb. % i,Reading Ale! last line of mu: int: Be sure to look over the bar lines! L Circle 2 skips in the Copy Cat ____5-Finger Scale Happily Son Seat ot : ape Question and Answer Song os os oe oe 2 2 Cheerfully ‘Traditional lyrie adapted 4 (prepare RH.) = mg Stand - moth - er, — |Grand - moth - ex —/won't you tell me | what to buy? ™ Grand - moth - et, |Grand - moth - ex, won't you teach me | how to _bake? se Z. ae Question Foe 5 —— _—, = =? lon_? 1 3 aot? 5 Ae Answer ; t t SS = a Ss Grand - moth - er, |Grand - moth - er, | then we'll bake a cher - ry pie. Grand - moth - er, |Grand - moth - er, | then we'll bake a choc - ‘late cake. ERE o - —" a oa = Tn . a ‘Teacher Duet: Student plays J octave higher) al RE 47>, “7 APS eas a Mee | 1 | | | lie a as ee a eels te — see fail La. Roles jal ‘mp with pedal a a aeA short melody that DOES NOT end on the “home note.” For the Musical Question d Parallel Answer An answering melody that begins the SAME as the question, then changes C 5-finger seale, the home note is C. and ends on the “home note.” q- estion ————_,_ , _______ parallel answer —_____, ¢ 5 : = oe o- até oe? asa ee? e eo mf Can we make some pan-cakes, yum, yum, yum? — We can make some pan-cakes, yum, yum, yum! Contrasting Answer An answering melody that does NOT begin the same as the question, but still => ends on the “home note” ——, ;——— contrasting answer —______ = wz | ler i 6 eeee 9 oe Can we make some pan-cakes, yum, yum, yum? — Eve-ry- one is _help- ing, fun, fun, fun! vt Notice that Grandmother has a parallel answer (bars 5-8). Can you make up a parallel answer of your own by changing bars 7-8? Can you make up a contrasting answer’?THEORY 1. Circle step or skip for each cat “me-ow.” Copycat Meows! 2. Copy each example as neat Steps and Skips in the C Scale as you can. 3. Write the note names in the colourful balls of yarn. ME - OW! =| 5 5 : 3S SSS Ex. = jor skip c < o or skip = step or skip ea 3 step or skip step or skip step or skip 4. Your teacher may ask you to play these steps and skips on the piano. ae.* Play cach musical question and ans for each answer. * Then circle parallel or contrasting Musical Questions wer, oe Here is a — ques-tion for Here is an an- swer for you. parallel / contrasting a= S| : parallel / contrasting Dian pe p! 1. parallel / contrasting Your teacher will play a question followed by an answer. Listen carefully and circle parallel or contrasting for the music you hear. 2. parallel / contrasting 3. parallel / contrasting For Teacher Use Only: Play the questions below and create your own parallel or contrasting answers, Ee Efine connecting 2 notes on the same line or space. I be played once but held for the length of both notes combined. om e@_é@=¢d tie Rhythm Alert: Can you tap this piece on the closed keyboard lid, counting aloud “1-2-3” with your teacher? Be sure to tap with the correct hand! Cheerfully Son Lemonade Stall 5-Finger ScaleRhythm Al * Circle each All My Friends 5-Finger Scale © Your teacher will tap bars 1-2. Listen and tap back the rhythm, Lively Lon Words by Crystal Bowman ? ot S| a oe -—- ae jo ¢ Faieaae mg Jim - my who lives {next _ door, Ben at the gro |- cry _ store, Ter - ry a - cross_1 the street, Beth who is al |- —ways_ sweet, PD (prepare L.H.) é Sa - ra whom’ = dore, these are my friends, 1 a Some- day I hope] you'll_ meet, all of my friends. ESS ——— lon 2 i A Bars 1-4 are a musical question. Is the answer parallel or contrasting? Teacher Duet: (Student plays I octave higher) RH 1 * ; 7 7 = i = T. I, t : et rere tae ; 77 CD 78.70. Tech & Pack mane dKSpecial Bells Effect * Hold down the sustain pedal (right-foot pedal) / throughout the entire piece Sie ‘ne Bells of Great Britain © For the : cross the keys, Sis} 5-Finger Scale Joyfully, with stead; 4 ne sae ong English melody 1][5] 30n _? Repeat playing p OF, oe eo eo ¢ a | S-P on repeat DE = : I on_? son_? > Play | octave Play 2 octaves 13] HIGHER» HIGHER - - ~ - - - ~~ - a play } together @ = @ 6 = : ee i, mf p as soft as possible I QUAR''® Hold the sustain pedal down and play skips with R.H. fingers 1 and 3 played together, 2A. Play high on the piano and listen to the bell-like sounds! sist dong 3 aTHEORY Bell Sounds Counting the Tie 1. Connect the notes in each bell with a tie Write the total number of beats for each tie beats beats beats beats beats Copy This! 2. Copy each rhythm in the box. Include the time signature and bar lines. Then tap! ee a ae el elds |+ Spot the bars that are incorrect. and draw a big X through each. = Hint: There may be too mi Mnrean Tricky Bars Counting the Beats 1. Place your L the MIDDLE C 5-finger scale. Close your eyes. Your teacher will play a set of notes on a LOWER C scale. 2. Listen to the rhythm and play back what you hear. All Ears! Ear-training with the Tie For Teacher Use Only: Play an octave lower. The examples may be repeated several times. ‘The teacher may create more examples on hivher own. spore > Moderately Slowly Pye bee SBS eee Slowly Moderately10 a The Crotchet Rest (The Quarter Note Rest) Music often has moments of silence. These are shown by rests. © With your teacher, chant and tap the “cheer” below. ori. On the rests, feel the beat by opening your hands, palms up. <° Team Cheer Go Team Let’s Win Go Team Let’s Win 2 Team Let’s Win a ¢ Let’s Win z z 2 . Win! Steady and strong lon aoe os ¢ _@ oa : i ee ae oe = ™f come on, Ti - gers, let's fight! Win our big game to - night! = +2 = (prepare LH.) ° 2 aP . Alternate Monster Version: rincess Play LOW and SLOWLY. or Monster? Verse 1: Once there was a monster... Verse 2: He lived in a dungeon. You choose 8 Fe ot = Se mf Once there was a __| prin - cess, a | prin - cess, a prin - cess. She lived in a cas - tle, a cas - tle, = cas - tle. 2 $ (prepare LH.) 5 é Once there was a prin - cess, a Jong time a 20. She lived in a cas - tle, a Jong time a | go. :—_"—» - e o @ [2 Se oe ¢ Princess Duet: (Student plays 1 octave higher) B= pia padedg. tdbe tbe tls dd | LE. 3 mp Monster Duet: (Student plays as written) ee 5s 4 LA. @ =r ie = eit or | fa joe ff Pe a — ite [24 pc! il we TAIL awe sin en wee ] ~ =] i = | i1 gat cal nooRAY : The Bugle Boys 5-Finger Scale INTRODUCTION Brisk march OF (prepare RH.) mf Hup 2 - 3 - 4, Hup 2-3 - 4, Hup 2, Hup 2, Hup 2-3-4 i play } together [5] MUSICAL QUESTION 1 Go S Se ——= oe @ See them proud - ly march - ing, le’s all give a cheer. a E Sr eePARALLEL OR CONTRASTING ANSWER? (circle) << 9 ee * os * e o Flash - y horns are |sound - ing, Bu - gle Boys are —_| here! a: o o — = o = Play 3 times gradually getting softer and softer. 13] ENDING Move the LH. | octave lower for each repeat! I= Repeat from here = t : ‘peat fr Se 4 “4 eo é é eo Hup 2-3-4 |Hup 2-3-4 |Hup 2, Hup 2 |Hup 2-3-4 9: —o o = = f oe a = ce A VE This piece uses only three letter names. Name them. _ Make up your own march using notes C-E-G. Call it Congratulations March. You've finished the book! ‘Teacher Duet: (Student plays as written)Celebrate What You Know! 1. Draw a crotehet minim minim semibreve dotted a Count: 2. Circle the correct time signature. $25 sate da tend ind ted ted 3. Make up four bars of your own 4 thythm. Tap or play it on any key.A. Circle STEP or SKIP for each example. oS eS »): ES eS Baa 23 js 7 . step or skip step or skip step or skip step or skip step or skip 5... Use semibreves and write the C 5-finger scale. Write the note names below. ase ee ee ee UN 6. Match the terms with a connecting line. ic : : J 5 octave fast and lively tie right-foot pedal 1 beat of silence did sustain pedal the distance of 8 notes neePiano Adventures? Certificate Congratulations to: (Your Nee) You have completed the PRIMER LEVEL and are now ready for LEVEL 1 Teacher: Date:Alphabetical Listing of Pieces