BOOK
ICCELERATED
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what type of piano do you havein your home? grand
upright
digital keyboard
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2.
Haveyou had musicclassesat school? Do you play any othermusicalinstrument(s)? If so. write them here:
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Doesanyonein your family play a musicalinstrument(s)? Ii :o. write them here:
C ircle any music symbolsthat you know. Define each for your teacher.
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Can you play any tunes"by ear" on the piano? If so. play them for your teacher.
;.
Hare you evermadeup (composed)your own music on the piano?
B.
\\'hat are your favoritetypesof music? ,hltte.s,c:lassical,country,gospel,jazz, pop, rap, rock, etc.) \\-rite them here:
9,
Haveyou everbeento a band,choir,or orchestraconcert? tTell your teachersomethingyou liked aboutit.)
I ( ). .\re thereany songsor piecesyou would especiallylike to learnas you takepianolessons? \\'rite the titles below.
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Sittingat the Piano l. DistaneeCheck Sit straightand tall on the front half of the bench. With your arms straight,your knuckles should reach the fallboard. (If you haveto lean, move the benchforward or backward.)
Sit on the front half of the bench.
HeightCheck 2, Seating With shouldersrelaxed,placer oLrr handson the keys.
t feet flat on the floor
Your forearms should be level with the keyboard. Adjust ¡ our seatingheightup or down as needeJ
forearmslevel with the kevboard
3. PostureCheck Take a deepbreathand let it out. Are you sitting tall, yet with shoulders down and relaxed?
shouldersrelaxed
Fingerf{umbers Eachfinger is given a number- | , 2, 3. 4, or 5. \\'i-e-ele both finger 1's, finger 2's, finger 3's, finger 4's, and finger 5's.
Keepyourfingernails trímmedsa you can easily play on yoarfingertips.
L.H.
R.H.
standsfor Left Hand
standsfor Right Hand
roundedhand position
HandPosition Let your armshanglooselyat your sides. Noticethe natural curve of your fingers.
r h u m bp l a y s rrnthe sidetip
Now gentlyplaceyour handson the keys. It is importantto keepa relaxed,curvedhand positionas you play the piano.
FingerDrill on the Keyboard With a rounded hand position andfirm fingertips: 1. Chooseanywhitekey andplay it with RIGHT HAND finger 1, then2, then3, then4, then5. (Hint: Play the thumb on the side tip.)
2 . Chooseany white key and play it with RIGHT HAND finger 5, then 4, then 3, then 2,then l. a
J.
Chooseany white key and play it with LEFT HAND finger 1, then 2,then 3, then 4, then 5.
4. Chooseany white key and play it with LEFT HAND ñnger 5, then 4, then 3, then 2,then L.
HighandLow on the l(eyboard The piano KEYBOARD haswhite keys and black keys. Notice the black keysare in groupsof two's and three's.
H¡
Low
UP€
<-DOWN going
LOWER
in pitch
going
HIGHER
in
¡titt'lt
Teacher:Demonstratethe exercisesbelow for the student.
I[¡indChimesfor RightHand With your right foot, hold the damper pedal down (the pedal on the right).
is FOR-tay) forte (pronounced the Italian word for loud.
' Begin and end in the MIDDLE of the keyboard. . Play the 2-black-keygroupsgoing UP, then back DOWN the keyboard(higher.then lower). Use R.H. fingers2 and3.
f
is the abbreviationforforte.
o Playforte (loudly).
WindChimesfor Left Hand Hold the damper pedal down. o Begin and end in the MIDDLE of the keyboard. . Play the 2-black-keygroupsgoing DOWN. then back UP the keyboard(lower,then higher). Use L.H. fingers2 and3.
piano is theItalianword for soft. p is the abbreviationfor piano.
o Playpiano (softly).
Play Wind Chimesusingfingers2-3-4 on the 3-black-keygroups.
The MusicNphabet E a c h w h i t e k e y h a s a n a m e f r o m t h e m u s i c a l p h aA b e t :B
C
D
E
F
G.
Play and name aloud the white keys from lowestto highest. lUse L.H. finger 3 for lower notes;R.H. finger 3 for highernotes.)
ABCD
\\ rite the musicalphabet: start again with?
The 2
l. UseL.H. finger 3 for LOWER notes;R.H. finger 3 for HIGHER notes: .
Play all the C's from lowestto highest.PIayforte (f). (The C in the middle of the keyboardis calledMiddle C.)
o Play all the D's from highestto lowest.Playpiano (p¡. o Play all the E's from lowestto highest.PIayforte (f).
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2. \\'ith the damperpedaldown, play C and E together usingR.H. fingersI and 3. Begin in the MIDDLE of the keyboardand play C and E higher andhigher. Playpiano (p).
123
interval of a 3rd
LearningF-G-A-B The 3 black keys will help you find F-G-A-B.
ItlIII F G A B
3. Ur. L.H. finger 3 for LOWER notes; R.H. finger 3 for HIGHER notes: o Play all the F's from lowestto highest.PIayforte (f). . Play all the G's from highestto lovtest.Playpiano (p). o Play all the A's from lowestto highest.Playforte (f). . Play all the B's from highestto lowest.Plarypiano (p).
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4,. With the damperpedaldown, play F and A together usingL.H. fingers I and 3. Begin in the MIDDLE of the keyboardand play F and A lower andlovver.Playpiano (p).
Remember.this interval is a 3rd.
5. With the damperpedaldown,play G and B together usingR.H. fingers2 and4. Regin in the MIDDLE of the keyboardand play G and B higher andhigher. Playforte (f).
What intervalare you playing?
Close your eyesand play any white key. Open your eyesand namethe key.
Rhvthm f furl. haslong and shortsounds.We count the long and short \oundswith a steadybeat (or pulse).This createsRHYTHM. Directions: 1. Clap or tap the "Rhythm Flag" from top to bottom,countingaloud. Feel a steady beat. l. Chooseany white key and play the notesin the "Rhythm Flag" from top to bottom,then bottomto top. (Your teacherwill demonstrate.) Feel a steady beat as you count and play.
TheRhythmFlag (O
wholenote count:"l-2-3-4"
2-
3
half notes c o u n t :" l - 2 "
t-
quarter notes
o
count:"1"
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1
D I s c o y ¡ RY
Play the "Rhythm Flag" with the metronometickins at: .: .1... '::1;,:
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The Measure
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Beatsare groupedinto measures. Each measure has the same number of beats.
bar line
bar line
bar Ilne
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Bar lines divide the musicinto measures. How many measuresare in the piecebelow?
4-beat measure
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4-beat measure-
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W o r m ' u pf o r R . H .
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First practicemoving quicklY from a C-E 3rd to an F-A 3rd. Usefingers1-3.
Rhythmand Blues While counting measure4, look aheadto measure5 to preparethe next position.
measure
ptol' 3t,together
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Cr¡urtt:l-2
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L.H.
8
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dd
I-2
1-2
Look ahead!
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Double bar line means the end of the piece.
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3
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8 88 I 1-2
3-4
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and Blueswith L.H. flrngers3 and 1on C - E and F - A' PlayRhy-thm Teacher Duet: (Studentplays in the middl¿ of the keyboard) T:-t
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Seconds(2nds) Remembet,an intewal is the distancebetweentwo keys' The intervalof a 2nd (or step)movesup or downto the: nextFINGER
next LETTER NAME
nextKEY
2 ^ n
C.D
Ex.
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Thc-tlr.enotesof C Position are C D E F G. Thrs piecemovesup and down by 2nds in C Position'
-_-. t_ L.H.
PracticeSuggestions:
c Di1^F9, -
C Position -=1 l- R.H.
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D EFG 1 2 345
54321
1 Pla1,'in the middle of the keyboard, \a)'ingthe letternamesaloud. Keepthe quarternotessteadY'
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ExploringSeconds
I Play in differentC Positionsdaily.
3,
1¡ 'l"
R.H.
I
¿¿d Step- ping
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uP
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llr
4,
5
3
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d
step- ping down, I ' M
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t¡
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play - ing
quar- ters
stead - i
repeat
Sec- onds down
L.H.
4
PPe ll l,
I' 3
sec- onds üp, I'm
r^r r r
P I '2
play- ing
sec- onds
flP
fr^
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l2
eas- i-
ooo ttl l-ll
ly.
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Repeat sign
Thesedotsmeanto go backto ti andplayonceagain. beginning
Thirds (3rds) The interval of a 3rd (or skiP): skiPs a LETTERNAME -
skips a KEY
v
skipsa FINGER 3
Exfr
C.E
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The following piecemovesup and down by 3rds in C Position' L.H.-__l
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Practice Suggestions:
.9. _E_.,G_,
2.Play in the middle of the keYboard, sayingthe letternamesaloud. Keep the quarternotessteadY.
3
Ris - ing thirds,
L.H.
rtP? Y l3 5
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1
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¿e ris - ing thirds,
- ing thirds,
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ris - ing thirds,
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OP I I' '.
E
G
ExploringThirds
5
R.H. ; J
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3. Play in differentC Positionsdaily.
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1.First clap or tap the rhythm while countingaloud.
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C Position -__l r R.H.
f,
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5
GD
ttl
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skip - ping
rock - ing
key
back
ffft,
to
to
key. (2
3- 1)
c. (2- J- 1)
GD 5
5
Hold the damperpedal down and play any 3rds high on the keyboard. Listento the soundof 3rds.
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\lusic is written on a staff.A staff has5 lines and 4 spaces. \otes are written on the lines or in the spacesof the staff.
5 Line Notes
4 SpaceNotes
. On the staffsbelow (alsocalledstaves),identify eachnote as a line or spacenote.
BassClefandTrebleClef In piano musicwe use2 staffs(staves).Togetherwe call t hem t he GRAND STAFF. The bassclef showsnotesBELOW Middle C. (Bassmeans/otusounds.) ):
* Play Middle C and all the white keys going do*-n to the low A shown.
The treble clef showsnotesABOVE Middle C. (Treblemeans/ziglzsounds
6
" Play Middle C and all the white ker going up to the high G shown.
As noteson the staffmove from a spaceto the next line to the next space,etc.. they move by 2nds (steps)on the keyboard.(Seepage 12.)
rne time signatuf€
of themusic. is writtenat thebeginning
It indicates thenumberof beatsin eachmeasure.
4 == 4 beatsin eachmeasure("1-2-3-4") 4 The quarternote J receivesone beat. This exerciseusesonly finger3's.
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" First play sayingthe letter names. (Begintwo A s below rniddleC.)
4,-Beat Alphabet
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" Then play countingaloud,"l'2'3'4." Accent(play louder)beat 1 of eachmeasure. This is an accentmark: )
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R.H. fingering 3 3 3 3 3
'r,,un{, 2 3 -l
L.H. fingering: 3
3
3 == 3 beatsin eachmeasure("1-2-3") 4 The quarternote J receivesone beat.
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" Now play f'eeling3 beatsper measure. Count aloud,"l-2-3." Accentbeat 1 of eachmeasure. R.H. fingering: 3 3 3
Count:I
t-.H. fingering: 3
3
333
3-Beat Alphabet
LearnittgMiddleC \liddle C is written on a shortline (ledgerline) betweenthe trebleand bassstaves.
R.H. plays -
Middle C is closerto the treblestaff; stemup.
L.H. plays -
Middle C is closerto the bassstaff; stemdown.
M i d d l eC l i n e
\ l r J J l cC l i n e
--+
mf -mezno forte meansrnoderatelyloud
o F i r : t c l a p c o u n t i n g a l o u" dl ,- 1 - l - 2 " o r " 1 - 2 - 3 - 4 . " o Then play.Watchfor the changesin fingering.x
The PianoTirner
Steadymarch
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R.H. pla¡'s
measure l---] number I J I Y t1
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I-.H. pla.v-s
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Teacher Duet: (Studentplays as w'rítten)
trtrJ 'i'Teacher'sNote: The changeof fingeringpreventsthe studentfrom equatinga certainnote (e.g.Middle C) (e.s.
LearnitgTrebleClefG ¡ Find the G five keys aboveMiddle C. This is calledTreble Clef G.
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Hond Shope Exercise o With R.H. fingers 1 and 5, play back and forth betweenMiddle C and TrebleClef G. (This is the intervalof a 5th.) o Is Tr ebleClef G wr ittenon line 1.2,3,4, or 5? (circle)
G
The trebleclef is alsocalledthe G clef becauseit circles aroundthe G line on the staff. The treble clef camefrom the old letter G shownbelow.
+G-rine-
Melodvon C andG
Moderately
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and c
song.
Play this
CandG
song.(2
J-1)
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e
AJJ+ In
the
tre - ble
they
be - long.
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o rs c Ar R Y Pl a yth i sp i e ce h a n d sto g e ther L.H. playsinalower C Positionwithfinger s5 and 1. . (The letternamesstaythe same,but the finger numberswill be different.) ¡ft|, TeacherDuet: (Studentplavsos written)
4\ L.H.
e 5
.{houtthe DamperPedal Thc damper pedal is the pedalon the right. Ir lifls the dampers(felts)off the strings u hich letsthe soundcontinueto rins. Pedalmark:
Pedal UP
hold ir down
Pcdal DOWN
Useyour right foot for the damper pedal. Keepyour heelon the floor.
o \\'hich R.H. finger now playsTreble Clef G?
Fife and Drum With spirit
>
Q,
Drum,
fife >
fá
c
March - ine
from
and
drum.
hills
the
p (echo)
they
come.
f
fife
Play
and
feacher Duet: (Studentplaysas w'ritten) B'othroughout |.--¡
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-P on repeat "lf
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Play
fife
and
LearnittgBassClefF Find the F five keysbelow Middle C' This is calledBassClef F. Bl AI SI
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Hond Shope Exercise o With L.H. fingers I and 5, play back and forth betweenMiddle C and BassClef F ( S e ep . l 7 ) Can you namethis interval?
E
Is BassClef F wr ittenon line 1.2,3.4. o r 5? ( c 'i r c l e)
c
F
The bassclef is alsocalledthe F clef becausethe dots point out the F line on the staff. The bass clef camefrom the old letterF shownbelow. F-line-
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t i n g e r C h o l l e n g e : P l a yB a s sC l e fF with L.H. finger 5, then 4, then 3. Which finger playsBass Clef F in Mt' Int¡ention?
My Invention
Like a machine lon 2
is worth men- tion,
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if
you would know.
you saw it
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It's fan - tas - tic
o ' stll'* fl|,
J
and bom- bas- tic
+e and what's more
it
e - ven glows!
t With a highlighteror pencil.tracethe bassclef F tine for the first measure.Your teachermay haveyou trace tn" (G line and 9' F line for many piecesin the book.
TeacherDuet: (Studentplaysos writfen) ffi
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8''othrott,qltout
Cuidef{otes
a
G uo
T T T
F T
Middle C, T[eble Clef G, and Bass Clef F are the three notesyou have learned.Thesenoteswill "guide" you as you learn new noteson the staff. r Name.thenplay thesenotes.
2nds(Steps) withD-E-F Reading l-cuni the threenotesthat .rrcbetu'eenGuide Notes \liddle C and Treble Clef G.
e
o Play and say:
g
o Play and say: line
D
E
F
space
line
space
( ) n the staff, the interval of a 2nd (step) is from:
a LINE to the next SPACE
line
clr
a SPACE to the next LINE (Seep. 14)
space -
space
line
a
Look at the noteheadsand circle UP a 2nd or DOWN a 2nd for eachexamplebelow.
o
Then play eachon the piano.
t tttttd
{JP a 2nd
UP a 2nd
UP a 2nd
UP a 2nd
or
or
or
or
DOWN a 2nd
DOWN a 2nd
DOWN a 2nd
DOWN a 2nd
signsll, Repeat
'll
Repeatthis sectionof music.
ScenicTlain Ride
trtr
pCross - ing
and
Miles
val - leys, up the moun - tains, through the coun - try the sce - nic on riv - ers, pass- ing for - ests,
trav - 'ling
of
miles
the
on
f
t
cott+ In
the
val - leYs,
up
t
t
J
e
the moun - tains, through the coun - try
1'
side.
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I i sc¡fir nv Explore playing a low D-A sth with your L.H. at the beginningof the first and last lines of music.Your teacherwill help you. ^Gl Teacher Duet: (Studentplays I octavehigher) 1
tlfsltr3l I'- ! nF.-r-
nLp -p on ,eleat
lá
;bi U
e D.C. al Fine
in Direetion ReadingChanges Thc trick to reading2ndsis watchingfor a changein direction (up or down). Keenr,ourevesfocusedon the noteheads.
The arrowsbelow showthe up, down, or repeatedmovementof the notes. Example: I
l.
P l r i r:
mf
--6-
--¿*--=-
=-G;;-
_-----_'''---repeat
up
o Draw affowsto showthe up, down, or repeatedmovementof the notes. , ,r,r,,
l. Pl,r
mf
l-r.i.rn.l and play this pieceby: . r'L'aclin-s 2nds up and down o rc'cognizing notenamesC-D-E-F-G
RomanTrumpets
Proudly
f*o
€> - man
with
a
fes-tive
air, (2-3-1)
€> call - ing
in
the
square. (2
-l
1)
Nante the noÍes.
foo
sound- ing
- man
ev - 'ry
where. (2
€>
Make up a shortR.H. finger exercisein C Position(C-D-E,-F-G) that movesup and down bY 2nds.
TeacherDuet: (Studentplays ctsu'ritten'Teacheipedalsfor duet.)
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LegatO meanssmoothand connected,with no breakin the sound. To play legato,one finger goesdown as the other finger comesup. slur is a curvedline over or undera group of notes.It meansto play legato. a
Play this example.Listenfor a smooth,connectedsound.
Repeatstartingon HIGHER C's.
R.H.
.\ monk singingthis piecewould take a breathat the end of eachslur.As you play this piece,let the music "breathe"by lifting your wrist at the end of eachslur. \irur teacherwill showyou how.
Chantof the Monk Rather slowly, flowing
-
lu
ia,
Al-le-lu-ia,
€> ia.
(2 - J
1)
AI
p
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Namethe notesof this piecealoud. Teacher Duet: Seebottom of page 25
(2
3
4)
C P o) si rt ti r on R . H_.
Pla¡ ing Legato Hands Together Nou pliil CltcutÍof the Mr¡rtkshands together' YourL.H. r,villplay the samemelodyin a lower C Position.Watchfor changesof direction.
CD
Notice the letternamesstaythe same.but the finger numbersare different.
jlI]rill
II
I
c;lD) E F G
FG
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Chantof the Monks Rather slowly,flowing
C ia.
(2
3
1)
Al-le
O
Al-le-lu-ia,
Al-le-lu
ia.
2nds? meosures-, -, and Which two measuresmove up by 2nds? tneasures Which two measuresmove up and down by 2nds? measures
move down by D r s c f ; w E R YWhich four measures
'*''de.
(2
Teacher Duet: (Studentplays as written for page 24: I octut'ehiglrcr for page 25.)
trtr
,rttrel)(dt
J
-, and
4l
and
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3 z
LearningBassClefG clef G is a spacenote. B¿iss
NEW space note
It is a 2nd (step)aboveBass Clef R rRemember, BassClef F is a GuideNote.) (BassClef F)
Spinningsteadily r on
''
'
piece ?J',i: ;:11I"'lhis rof x;""x*.1::;i::. il::'J
Planetarium
A minuetis a statelYdancein ! time,popularin the 1700s.George Washingtondancedtlre minuet.
Dotted Half Note = 3 counts(or beats) ).
Count"I-2-3-
Minuet Moderately slow
"f
p on repeat
lon-?
Repeot frorn E
Repeat.ftttrrt measttre 9.
Point out four accentmarks in this piece. TeacherDuet: (Studentplays I octavehigher)
2\\]-/
mp-pPon reqeat
E ¿..,T:
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LearnittgB and A Plar B and A back and forth severaltimes. L'.e L.H. fingers1-2,then2'3,then3-4' \\-hat is the interval betweenB and A? -
* Name,then play the notesabove,
Folk Song Russian Traditional Russian arransed
With spirit
I
I
t'ffi
t
Poin,outtheechoin thispiece.
TeacherDuet: (Studentplays I octavehigher)
I' ott re¡teut
Sound (heck: Arerolt obsen'ittgthe accenttnarks'J
MidnightRide
o I scéK¡ . t Cun you play this piececountingaloud,"1-2-3" for eachmeasure? Which beatis rhe srrongest? beat 1 beat 2 beat 3 (circle one) #e TeacherDuet: (Studentplays I octavehígher)
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L.H.
nf
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4 Reading3rds(Sliips)on the Staff
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On the staff, a 3rd (skiP) movesfrom:
a SPACEto the next SPACE
a LINE to the next LINE
. Play this 3rd with L.H. fingers 3-1. then 4-2. then 5-3.
. Play this 3rd wirhR.H. l-3, then2-4, then3-5.
F '
With a strong beat
BusStopBoogie
3on 2
a - larm clock.
will
o r scl fi\
I
make it?
Got - ta rush out
Hur - ry
EnY Point out the measureswith line-to-line 3rds. 3rds. Point out the measureswith space-to-space
Teacher Duet: (Studentplays I octen'ehigher)
out
to
the
the bus stop.
I n f e r v o l C h e c k : P u ta y ' a b o v ee a c h measurewith the intervalof a 3rd.
CamptownRaees StephenFoster (1826-1864, U.S.) arranged
Cheerfully
ryru^o-
town la - dies
sing this song,
doo dah: (3 - 4)
doo-dah. (3 - 4)
V
71 T J
Camp - town
o
race - track
five miles long,
t
?
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J
d a y .( 2 - 3 - 4 )
dah
2
a
night. t2
doo
oh,
J)
Goine to
run
all
day.(2-
J-
4)
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Y
,
a) Bet
nlf *
my money on (the)
J
-
bob - tail
t
t.
TeacherDuet: (Studentplays I oct(lvehigher)
o
flog,
some- body
bet on (the)
bay.(2- 3- 1)
I
Quarter Rest
The quarterrest = 1 beat of silence Clap or tap the rhythm below,counting aloud,"l - 2 - 3 - 4 ; ' , Hint: Count,but do not clap for the quarterrest.
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Einelfleine N[achtmusi (A Little l\ight Musie) Wolfgang Amadeus Mozart (7756-1791,Austria) arranged
With energy ?
lon
CounÍ:1
2-
J-1
1
2- J-+
TeacherDuet: (Studentplays I octav'ehigher) R.H.
L.H.
.
ntf'
t2J4
rest.t
c9'
-
e
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JJ
f /t
- ,. t
: - ^r X
v E Make up two measuresof f rhythm and write it below.Includea quarterrest. Then clap or tap your rhythm.
ll tr
The Tie A tie is a curved line connectingtwo noteson the \ame iine or space.It meansthe note will be played ()ttce.but held for the lengthof both notescombined' = 8 beats
GyptyBand Lively
2 o n- ?
T
^_v
. ,. J
Teacher Duet: (Studentplays I octavehigher)
L.H.
I
mp t:_l
V\ t1
f
c
a
t
u(¿
J
C
f
der
growlou
t
t-
lst
--c+\ a -
ft
5
Low A (Seep. 15)
DIsco'v¡*t
Identifyeachcurvedline in this pieceas a slur or a tie.
rii tll
-l
J>
I
5 Eighth(Bth)f{otes 2 eighth notes = 1 quarter note beam--1 I ttl
a
aa ttl
\,-,'*
o
run ning
.\ srngleeighthnotehasa.flag.
walk
Think of eighth(8th) notesas runningnotes' Two (or more) eighthnotesare connectedby a beam.
Directions: Clap or tap theserhythmswith your teacher. Two waVsof countingare shown.Practicecountingwith each.
TheRhythmFlag Feel a steadybeat (pulse). (()
whole note count:"l-2-3-4"
half notes c o u n t ": l - 2 "
quarter notes c o u n t :" 1 "
eighthnotes count:"1 and" Notice that eachbeatis dividedinto two equalParts.
hold note whole I (and) 2 (and) 3 (and)
I
o
0
it 4 (and)
I
n0te half note half I (and) 2 (and) 1 (and) t (and)
II
a
II a
II a
II a
walk walk walk walk (and) 1 (and) 1 (and) 1 (and) 1"
j-: n J-:n
run - ning run - ning run- ning run - ning and and L and I 1and1
ticking ot,) Clap the "Rhythm Flag" with themetronome
: 72
J : 8g
J : 104'
mp -mezzo piano meansmoderatelYsoft
c) f,dilt J
4*:
FrenehMinuet
R h y l h m C h e c k : A r e y o u re i g h t hn o t e sf l o w i n g gently,with a steady,evenrhYthm?
Jean-PhilippeRameau (1683-1164,France) arangecl
Flowing smoothly,rather slowlY
I
and
Circle all the 3rds in this piece.(Hint: Thereare eight.)
TeacherDuet: (Studentplays I octat'ehigher)
2
and
3
and, etc:'
ThePhrase .\,¡thraseis a musicalidea or thought. .\ phraseis often shownin the music with a slur,alsocalleda phrasemark' Think of a phraseas a musicalsentenceand eachnotein the phraseas a word' Rememberthat all of the notesunder the phrasemark are to be played as though cachnote is a meaningfulword in the musicalsentence.
I . .:¡
'
.I
t-
phrasemark
:'-'a j.' .,-,
F!r. ,r;",r
','l;,.1:1i
Í$r*-#
Mornittg Point out eachphrasein this piece. How many measuresare in eachphrase?
(from Peer Gynt Suite) Edvard Grieg (1843-1907,NorwaY) arranged
Gently moving
l st phrase
Teacher Duet: (Studentplays I octctt'ehigher)
(1
2
ctnd 3 ctnd)
mf
2rñ pltrase
)t
ffi
C
mp
-)nl pltrttse
?^
?^
)
I
-ú-
-J
;r-
+
t
t tie within a slur
??
I I s cJkt nv Can you play the melody in nteasures 9-16 with your R.H' beginningon D? Hint: Readby 2nds and 3rds' ,#%.
tr
&s
Pick-upl{otes(or [JPbeats)
€
r'x This piecebeginson beot4 with pick-up notes' Pick-upnote(s)lead into the first full measure' If a piecebeginswith a pick-up'the lastmeasureis otlen incomplete.The combinedbeatsof the incomplete first and last measureswill equalone full measure'
,pt
Oh! Susanna StephenC. Foster U.S.) (1826-1864, arranged
With energy
olf on, I
come from Al - a
bam-a with mY
ban - jo
on my
knee; I'm-
Count: 4 ancl
- C Ct .J/
o
going to
Lou' - si
an-a
my-
true love taa^
a
for
to
see.
\a
It-
-
a
I
TeacherDuet: (Studentplays I octuvehigher)
\{-//-
T--
day
I
froze
san - na.
bam-a
left,
weath- er
the
to death. Su
Oh.
with
san - na
don't you
my
it
cry
was
don't you
for
ban - jo
o r sc/kr RY How many phrasesare in this piece? Point out the phrasethat beginsdifferently than the others. áfin
on
my
6 =
l{ewGuidel{ote: BassC Numberthe bassclef spacesl-2-3-4 in the bassstaff shown. {Spacesare numberedfrom bottomto top. Seep. 14.) This is your new GuideNote. Which spaceis BassC? Practiceleaping from Middle C to Bass C with L.H. fingers1 and 5. This distanceis the intervalof an octave(8 notes).
Middle C BassC
(New GuideNotc'r
Guide Note Review o On the staff above,draw whole notes on Treble Clef G and Bass Clef F. o Then play thesefour Guide Noteson the piano.
JumpShots (for L.H. alone)
Find and play otheroctaveson the keyboardwith your L.H. (Usefingers5 and 1.)
Readingin BassC Position Learn thesenotesthat stePuP from Guide Note Bass C. (You alreadyknow the circled notes.)
FG
E
D
BassC
line
space-line-space
LoeomotiveRhvthm -
space
(for L.H. only)
First clap or tap, countingaloud' walk
Count: walk Count:1
(and) 2
(and)
t
J
walk (and) 4 (and)
mf Y, run - ning
run
1and2
rung run - ning and 3 and
run - rung and 2
run - ning and 1
run - ning and 4
run walk (and) 4 3
run
ning
2
and
run 3
ning and
etc.
ning and
run - nlng 4
and
etc.
play LocomotiveRhythmshands together.The R.H. playsin a higher C Position. Teacher Duet: (Studentplays I octavehigher)
trtr
\ theme (melod)¡)often has severalmusicalphrases. o Hon' many phrasesare in this famoustheme tt)teü.tures 1-16)by Beethoven? -
Odeto Joy (Themefrom the 9th Symphony*) C Position Ludwig van Beethoven (1770-1827, Germany) arranged
Joyfully
grow louder
\ rlnipftonl is a large-scalework for orchestra.It is a mark of Beethoven'sgeniusthat he wrote this nrasterpiece after he had gone deaf.
A thin double bar .:, * the end of,a sectior:
a\
-o
a
7
..t
l !
f
t.
r+e
4+c
---
^-
7-a)
..!
gr}w'louder
Whereis the openingleft-handphraseplayedby the right hand? measure
sound' StaCcato meansa crisp,detached To play staccato,quicklybringthe fingeroff the key' markis a smalldot placedaboveor belowthe note' Thestaccato
"'l r
I beatsper measure
R.H. \\ arrn-up l;
mf-P
bounc-ing
on re?elt
L.H. \\ arnr-up 3
Bounc- ing gent - lY, on re7eat mf-P
bounc-ing
I
2
gent - ly,
keys.
bounc- ing down
Theme frorn the
S fo c c a t o C h e c k : I s Y o u r w r i s t l o o s e andrelaxedas You PlaYstaccato?
tosurprise" Sy*phonY FranzJosePhHaYdn Austria) (1732-1809, arranged
LightlY
A circled finger number alerts -ly ( ) ut o a c h a n g eo l ' h a n dp o s i t i o n .
'ir t R'¡[' X
v t Make up a short"raindrop"melodyin C Position' Play high on the keyboardwith all notesstaccato'
This pieceusesboth legato and staccatotouches' Hint: Play the thumb on the side tiP'
HungarianDance JohannesBrahms GermanY) (1833-1897, affangeo
Quickly, sPirited
f
9\-P
()tirePeur
It
,
I
¿-\ >\ \
\i
(,
a
C
)tl
lra S\,'
+
C
.
-
a
o
l,)
^
¿
a
TeacherDuet: (Studentplays I octavehigher) R.H.
L.H. l-tl
mf-Iry
onre7elt
t'l
-)Y
LearnittgTreble ClefA Treble Clef A is a sPacenote. It is a 2nd aboveTrebleClef G. (Remember,TrebleClef G is a GuideNote.)
(Treble G)
Irish Washerwoman
Hint: Watchfor the changein hand 6 and9. positionat mectsures
Traditional ananged
Briskly nlte'\ , Pick-uP
3
Lryf Cotutt: 2
lon -? chatt,qelrt (,
--
?
C
f
luücher Duet: (Studentplaysas u'ritten)
trtrtr
f1'1, tit
J ntlta.s "
(t)
To help you with the R.H. positionchanges, play the first R.H. note in eachmeasure. (Noticethe R.H. beginsin the bassclef.) Your teacherwill demonstrate.
f
--/
al/
ton
N'
.*rq*{S\
Waltz FrédéricChopin Poland) 810-1849,
(r
Tt
arranged
l5 ,1
I
TeacherDuet: (Studentplays2 octaveshigher) lt \l tl-ll q l
l--
3l l-
a
'
,w s
E.
t
FACEthe Spaces The spacenoteson the treble staff spell the w o r d F A C E . (You havealreadylearnedthe trebleF and A spacenotes.)
Él tl
iltl
E
E
c
F
A
c
E
G Line
SpaceNote Drill: l.
Startingwith the F aboveMiddle C, play and say the treblespace notesF-A-C-E, going up and going down. Use R.H. finger 2.
2. Are you playing secondsor thirds? (circte)
Befbreplaying,nameeachnote in the blank. Dreamily I ot1
L.H. over
Dreamseape L.H. over
2
I
mf
I
(prepareL.H.)
With damperpedaldown, createyour own "Dreamscape"usingtrebleF - A - C - E.
HalftimeShow Moderately fast , un,
the the
march- ing march- ing
field they field they
band band
at at
half - time. time. half
Y
.a\ \\\
-
^t
,
Hav - ing What a
fun show
so much mu- sic
play - ing the for
the at foot - ball
game. game! -a¿+
t?
The LonelyPine Very slow and lonely
p
-" -? 5on-? tnove
(prepare R.H.)
''i
to F
(echoso.ftly)
Half Rest Gitsaboveline3)
Whole Rest ftangsbelowline4.)
The half rest = 2 beats of silence
The whole test = rest for any whole measure.
Count: " l
3 beatsof silence
4 beats of silence
w
R e s f ( h e c k : I d e n t i f ye a c h rr':t fbr tnelsLtres9-12.
TJ¡P
1on 2
and
race
the
like
TeacherDuet: (Studentplays I octavehigher) 5
RaceearRallv
AA
Zipping along
be
to
round and
Who's gon - na
win
'round "Four" just came
f
rul-- ing
each tries to
a- round
past
the
take
to - day's
the bend,
"Ten" takes
line.
the
lead
Rec - ord
o I scAI nY What is "racecar"spelledbackwards Put the racecarin reverseby ?playingthe piecebackwards,from measure24 to meosure21. This is calledretrograde. A
N[ewGuidel{ote: TrebleC Nrlmberthe treble clef spacesl-2-3-4 in the treblestaff shown. Which spaceis TrebleC? This is your new GuideNote.
Guide Note Treble C
Practiceleaping ftom Middle C to TrebleC with R.H. fingers I and 5. What is the nameof this interval?
T
Guide Note Review
tr
"GLridenotes"are your "anchors"as you learnnew noteson the staff.
T
n
\ ou can name any note on the staff by \teppitlgup or down from Guide Notes.
C F¿ Cr
T
o Name,then play theseGuide Notes.
Guidef{ote Pinball
Bouncingsteadily
'' ITJS' H' iilíffi:'r':r';:n
Play dow-na 2nd from Treble G. Play down a 3rd from Bass C.
Pla-r- the lovvest F on the keyboard.
Readingin TrebleC Position Learn thesenotes that step up from Guide Note Treble C' lYou alreadvknow the circlednotes.)
o Play and say: TrebleC space
E space
FG line
-
space
Learnandp1aythispieceby:'o¡lnnfoq3EnglishMinuet oreading2nds,3rds,andrepea,.J;1:l"wAlexanderReinagle o recognizingnotenamesTrebleC-D-L'-F-G ry
to C ma.1or transposed
Stately
f-P
on re7eat
TeacherDuet: (Studentplays I octavehigher) J
R.H.
¿
(1756-1809, England)
+
8'o -
Octave Sign (ottava)
When 8ro is written below the staff, play one octave (8 notes) lower than written. When 8'o is written above the staff, play one octave higher.
Bagpipes Livelv
AJ ".
C Pos i ti on
I
-)
Which two phrasesbegin with 3rds? Which two phrasesbeginwith 2nds?
Imitation Noticethat eachphrasefor the L.H. is "copied" by the R.H. This is calledimitcttiott.
Tilo-HandConversation I ot1 2
Moderatelv
Nom e the position.
(prepareR.H.)
-J
(prepctreR.H.)
f
--/
, * ,1, X
(pre¡tare R.H.)
t , Make up a one-measure melodywith your L.H. in C Position. Imitatethe melody with your R.H. one octavehigher.Try severalof these.
Finding Imitation
Whenthe Saints Go MarchingIn
l-1? Which hanclimitatesin mectsures R.H. or L.H. (circle) 17-20? Which handimitatesin measures R.H. or L'H. (circle)
ilr
Nom e the position. Traditional
Lively
^f on,
go march- ing
Count:
€> Oh,
when
in.
the
(go march- ing
)t
ta
svi
c _-/ in)
J
Oh,
how
I
want
to
be
ln
that
\_\___
num - ber, (yes,
l f
;
(prepareR.H.)
Jf do) /
when the
higlter) TeacherDuet: (Studentplays I r¡ctctv'e
/-1\' tr
I
nfon,
go march- ing
when the
5
u
in)
do)
Oh,
when
the
Oh,
how
I
want
to
be
in
that
march - ing
when the
ntectsures. Write the countsin the music for the first and Tastinc'omplete
tr
a
9 -
More AboutIntervals lntervalsare easyto measureat the keyboard' including Count the number of white keys (letternames) thefírstandltlst'Thisisthenumber(size)oftheinterval' 2nd and a 3rd' You havealreadylearnedthe intervalsof a
3rd
Review:
rT
tiil
c ]-Le-
icr!_L i I
r23
Z =2nd
= 3rd
ll
New:
A sth spans5 letternames'
4letternames' A 4th spans
I
IZ
2 3 4 -4th
3 4 S = srh
5ths moveuPor downfrom:
4ths moveuP or downfrom:
a line to a line or a spaceto a sPace T h i n k :s k i P + a s k i P
a line to a sPaceor a spaceto a line T h i n k :s k i P + a s t e p o play:
o Play: L4th upl
L4th downl
o What other interval have You learnedthat movesfrom a line to spaceor a spaceto line?
E Rt
L5th upl
L5th down'
What other interval have You learnedthat movesfrom a line to line or a spaceto space?--
A 4 t h s o u n d s l i k e t h e o p e n i n g o.,Twinkle, f..HereComestheBride.,' Twinkle"Little Star." of ; sg, ,oun¿slike the opening Y o u rte a ch e rw i l l p l a ysome4thsand5ths.Lisr e¡ r andpr acticeide nti fy i ngeac h
Focuson Fourths(4ths) To draw an interval.count the startingnote and eachline and space. o Draw a4th abovethesespacenotes.
o Draw a 4th^abovetheseline notes.
Ex.
€>1 Ex. Think:line skip-a-lineto a space
to a line Think: spaceskip-a-spctc¿ (skip + a step)
(skip + a step) Play the 4ths abovewith fingers I and 4. thenwith fingers 2 and 5. Listento the soundof the 4th.
Promenade (from Pictures at un Exhibitiott) ModestMussorgsky Russia) 11839-1881.
Slow march
arranged
2 ot1 2
v
ta
I
I
e
ai
C \t-
-t-
t'-¿'
o
e
e
) / _ l
-
t.
Circle all the 4ths. Thereare 8. Hint: Don't overlookthe L.H. to R.H. intervals'
TeacherDuet: (Studentplays I ocÍav'ehígher) ,ñ\,ñ
L.H. f
1z t,'irltperlril
Lll 1 I
5.t 2 ;ñ\t i il a
z.ñ
\\'hich R.H. fingerts not playedin this piece?
Dragon Chinese
\Ioderately 5 )tt 2 otr >
C Position I I
\$ (movedow'n
lon -?
'51 )l
cRtlrlvE
Createyour own melody for measures5-8 and l3-16' Play only notesC-D-F-G and usethe rhythm given.
r- o 'i á*
t
€'"*'}
AlohaOe
üF €-
S*E J*-" Moderately
(pedal optionall
3on '/
v
AI
{ñ
\ -
r .t-
a
J
aJ charm - ing
who
one
lives
e
t
a - mong
One^ /
ers.
flow
the
\ J
.
V
=
t
,
ai fond
e
e'
em
brace
/
-/-
e I
fore
+
é
un
leave,
) I
a
\ v'-\
c
e.--
+ ril a) a a
we \ l ;
meet
a-
gain.-
?
p
I
Focuson Fifths(Sths) o Draw a 5th abovetheseline notes'
o Draw a 5th abovethesespacenotes'
Ex. Think: line ski¡t-a-lineto a line (skiP+ a skiP) Plavthe 5thsabove. Li;Íen tc;the open soundof the 5th'
to a space Think: spaceskip-tt-s¡tctce (skiP+ a skiP)
The lfing of Heerts
QuicklY
lst and 2nd Endings
t RY
Name two intervals that move
line-to-line or sPace-to-sPace' and TeacherDuet: (Studentplays I octavehigher)
PIay the lst ending and take the repeat.Then PlaYthe 2nd ending' skipping over the lst ending'
l{o MoonTonight
Smoothly moving I otl
No
moon
mp no
to
to
moon
fills
the
dark
Tt^ /t1
cr
I
I no
moon
to
niohf
Pí'-
^-
?
^7
\,.
i-
TeacherDuet: (Studentplays I octavehigher)
rÉr D tJiDli
]IusicalForm The overallstructureof a pieceis calledmusicalform. This piecehasthreesections:sectionA, sectionB, and the returnof sectionA. It is in A B A form. o Find and label thesethreesectionsin the music. Hint: The B sectionrs d|fferenlfrom the A section and givesvarietyto the piece.
ForestDrums includes an optional drum part Play this rhythm part using a bongo or conga drurn, a percussionsettingon a digital keyboard,or tapping on your lap as your teacherplays the piano part.* Count carefully!
ForestDrums \otice the differenthandposition. Moving quickly ( )p t io n a l Dr u m Part:
calls
to
ffi€,
l0n 50n
i; i-l
rust - ling leaves, the
xA rubberbucketor largemetalcanistermay alsobe usedas a drum.
I
hear its
tl rl
-
)-1-4
Drum - ming
t - 2-3-1) rhy - thm
g*f
I've trav - eled
rhy - thm
I'm
not
a
-
nyf
fne sound of
Nameeachtype of rest in the drum part for measurel-8.
far and long,
for - est drums will
t0 :
The Sharp
#
r half step is tiomone kcr to tl'revery c'losestkey. Play thesehalf stepson the piano. Find and play severalmore half steps.
r sharp meansto playthekey thrt is a half stepHIGHER.
E iE# G A Noticethal Ef-F
Noticethat Bf:C
Play thesekeyson the keyboardwhile namingthem aloud. Your teacherwill call out the namesof sharp keys. Find and play eachon the keyboard.
Cuiclel\ote Review ' \anre. thenplay t h c : eG u i d eN o te s.
* Name,then play thesesharped Guide Notes. Notice the sharpis written in.frontof'the note and is on the sameline or space.
T T T T I 2
Ex:
DISCGTERY .¡-t",.
-"éi"t
Cf
With L.H. finger 2. play from Bass C to Middl¿ C moving UP by half steps. Say the key namesaloud.
(c - c4-D - Df-E - F-pf- c - ci- A - Af- B - c)
P.p Rallv C Position First play handsalone. With pep
3 I >
4
1 I
1
i
5
.-i-,$r,a--r
I v ¡ Explore the rangeof the keyboard.Play the R.H. of Pep Rall¡' in a HIGHER C Positionthan written,while the L.H. playsin a LOWER C Position.
word for "power' Thc'u'orddynamiCs comesfrom the Greek meanthe "loudsandsofts"of the sound' Irt trrrtsic.tl)'namics P. ntp. nyf, andf
aredynamicmarksyou havelearned'
New Dynamic Marks c r e s c e t t d( cre o sc.) {pronouncedkreh-SHEN-doh) clintittuendo(ctim.) di-min-u-EN-doh) {prortoLrnced (day-keh-sHEN-doh)' This s,vmbolis alsocalleddecrescendo
.\ sharpcarriesthrough an entire measure' br.rtnot pasta bar line. (.Seemeasure3 ')
Go DownMoses
again' ln a new measure,the sharpmust be written
Spiritual arranged
Slowly,soulfullY
Is
-
rael
was
E
in
-
gypt's
land,
nf-
5on _
go.
oP
pressed
p
so ---
a
Teacher Duet: (Studentplays I octavehigher) ¡-1
Ll_llj.]'
t
sW
Or¿;
)-, .
1
9l ,\-A'\
hard
theY
v t\r
e
ai
could
",!f
(J-
J not
Let
stand.
-==
my
C'' Go
go.
pe!_:_49
Jñ
C T ES C .
-
->
'way
down
gypt's
in
-_
,
Pha - raoh,
p
m.f
land.-
(¿'
-\
> Tell
CJ
down,
nry
T
Let n
\.
J
+-
é'
peo - Ple
my _
-
go.
_,p
-
J
;
I
'' il,':,1.'Jlfl;. :,";:##:r rof iilÍffi:H:],:ffi:l
-:l
_A
_,\
TheFlat
Noticethat Fb: E
;
Notice that Cb:B
r flat meansto playthekeY tirlt is a half stePLOWER' play thesekeys on the keyboardwhile namingthem aloud. Your teacherwill call out the namesof flat keys' Find and play eachon the keYboard.
\ t'latcarriesthroughan entire but not pasta bar line. nrci.r\urc.
+
still Eb
Z:umGali Gali Israeli Folk Song arranged
With energy (srillJlat)
ga - li,
ga - li.
Zum
1 eu
ga - li,
I'raclrerDuet: (Studentplays I octovehigher) R.H.
¡l-
f
"-/ ---.
-
tr '-/ Lres(.
f3
--vny,
li'
Y t1
,
a)
1 Zum
-
J
V
,
t
ga - li.
ga - li,
ga - li,
e
J+e Zum
ga - li,
ga
-
li.
I
ga - li,
ga - li.
ga - li,
Zum
ga - li,
ftu^
Zum
ga -
li,
ga -
li,
ga -
li.
Choose any4 black keys.Tell your teacherthe flat name and sharp name of each.
o PilI\':
as a reminderto PlaY Sotnetimesa naturalis written (Seemeasure4.) li r"'hitekey in a new measure' HaPPilY
\I--l
mf
1 octavehigher) TeacherDuet: (Studentplays
¡
3
Fl]T
t}'
rt 0
2 --z
L.H. ,|¡f
1t --/
232
lTll el'É+l -)PI ¿+¿t
;l
5l-l
J
ts-r ü)
7,'
1 ---/ 2
titi
( r()ss 2 0l'el'
What intervalis playedby the R.H. in the last measure?
'n e¿
.2322
tr,';l
tl =
"ladder'" The word scalecomesfrom the Latin word scola,meaning (steps). The notesof a scalemoveup or down by 2nds Pentameans"five." A pentascaleis a 5-notescale'
C Pentascale
scalesteP: I
f-P
Tonic and Dominant
\.
C Pentascale
ut1 l( and other scalesyou will learn: In the C pentascale ¡ the lst scalestepis calledthe tonic
45 dominant
r the 5th scalestepis calledthe dominant A piecewill usuallyend on the tonic' Flight end on the tonic? o Does 'I wao-Note
T\vo-I{oteFlight C Pos i ti on
Steadily
\l I
I
crossR.H. over
rit. = ritardando
\t...
:,'.
This meansa gradualslowingof the music. Ritardandois often shortenedto ritard. or rit.
:¡:\
,f
Journeyby Camel C Position
ModeratelY
=
a e
= F
c\
é 3t'o-'
t'rof
t
thatuseonlytonicanddominantnotes. measures ,u, a checky' aboverhe
c
o c
c E
C
'
0 a
Teacher Duet: (Studentplays as wrilten)
tr tr FJls'"thl!us!:!l
\rb¡íL*t 2
. ,z--\
TheC Chord Threcor more tonesplayedtogetherform a chord. fhe C chordis madeof 3 tones thlt build uo in 3rds from C. o f' rs the root
o E is the 3rd
'nlfxoot-
3rd - 5th.
^f*o?,- 3rd 5th,
o G is the 5th
root-3rd-5th,
Play the
C
5th- 3rd-root.
root-3rd-5th,
nt;"t the
C
5th-3rd-root.
ChordCrossings
Snroothand stead¡'
R.a.úI g.nn. 'l', 1
cr,sses 01'er
\:/
o O 8r,o
@ L.H. i.-, ('
and Pattents(Pentascales) The studentmay begin Achievement Skill Sheet No. I Major S-.finger C.toss-Hand Arpeggios (AS500I ).
REVIEW: C is the tonic note in C Position(key of C)' NEW: The C chord is the tonic chord in C Position becauseit is built on the tonic note. It is commonlycalledthe I chord. (I is the Romannumeralfor the number"l".)
-tonicnote
Row,Row,Row YourBoat
C Position:I
o Beforeplayingthis piece,write the Roman numeralI under eachmeasurewith ablockedor brokenC chord,
C Position Traditional arranged
Lively
down
Mer-ri
the
- ly,
"!f
t-'t "5
mer-ri - ly,
tv
.
mer-ri - ly,
Play Rou-,Row,Rov,YourBoat as a round with your teacher.The teacherplays 2 octaveshigher than written and beginsafterthe studentplays4 measures. Studentand teacherplay two times.
torm Check: The tbrm of this Pieceis A A B A' mu si c' in " L a b e lt h e s ecti o n s Y o u r A' Hint: Notice the repeatof section
I've GotlVlusic Nqme the Posilion'
1\Ioderatebeat
-l
I I
tell mY love to
hon sing
I to
eY it,
don't have sway and
tr mu mu
-
src sic
d"*" áo*.t
mY mY
in in
soul' soul'
higher) Teacher Duet: (StudentPlaYsI octave -l
R.H.
2 I
tr e-
f
u 13
z mu
-
key -
sin - gle night,
slc
board
sway -
the blues I'm
in',
@ v
)
a)
['ve
é
got
that
mu
src
-ft
down tat
in
>
_e
mY
soul! \->
| .aaa-
a
'' lfflff,'::::i K' fi:'ffi:i;L'::
re 24), doesthe L.H. PlaY
TheY7 Chordin C Position "five-seven") (Pronounced
\ rs the Romannumeralfor the number5' 3rdsfrom the dominant' The \,.7chord is a 4-notechord built up in
@ 5rh @ 3rd @ root @ 7rh
The 5th is omitted.
The notesof the V7 chord are often rearrangedto form a 3-note chord'
dominant
V7 for Left Hand First play a 5th in C Position' lMovefinger 5 a half steP lower (B)' tThis expandsthe intervalto a 6th') Acld finger 2 (step4) from the C pentascale'
\Ielody and Harmony to TItetnelotlt'is the túne.Hartno¡l-t'refers the notesor chordsplayedwith the melody'
V7 for Right Hand First play a 5th in C Position' Move finger I a half stePlower (B)' (This expandsthe interval to a 6th') Add finger 4 (step4) from the C pentascale'
HarmonySounds (blockedchords)
Practicethis I and V7 harmonywarm-up'
"!f ¡
v7
a
y i t hy o u r R ' H ' u p a n d d o w ns - l - o - w - l -w D r s c o y ¡ ¡ y P l a ya C p e n t a s c a l e with your L'H' Harmonize elchnoteby playing a I or v7 chord
C Position
Princeof Denmark'sMarch (A TrumpetVoluntary) C P o si ti o n
Jeremiah Clarke (1673-170'1,England)
Dignified march
Dr¡c*af¡RY
Analyzethe harmonyby writing I or V7 below eachchord'
¿ÉA
TeacherDuet: (Studentplays I octuvehigher) q>
>
R.H. i I
t'"' ,E'f -v'ith
Pl ,>
-
pedal
.c
--¡
c
t'l
c c s F
--
"f
tr
LmazittgGraee
\\'arm-up: Practicethe 3-5. 1..H,alonefor meusures
Words by John Newton Early American melody urrangerl
Gentlymoving
maz
-
ing
tu i"l
sound
z' (extendtlumtb)
@
lyt f'tirchcrI)uet: (studentplal's/ octovehigher')
that
was'
found;
/). L.H.,i,over
p
Wheredoesthe R.H. play a broken chord? measure
/\
A.
rit. 2
IIp
rñ at .L
=
4
Readingin ThreeC Positions The 5 notesof G Position are G A B C D. Find these3 G Positionson the piano. L.H.--r
r
I
B
c
r
D
l lLowl
L.H'----r
rR.H'---r
II Ii I B
c
D
B
c
D
LG ]
G Pentasea exercisebelow. Play eachG Positionand G pentascale
Low G Position
clominonf
Bass Clef G Position
f,
G
ABCD
BCD dominant
l{ew Cuidef{ote:Low G BassClef Low G is easyto recognize.It is written on the bottom line of the bassclef staff.
Guide Note Review Name,then play theseGuide Notes:
T T
n
tr
T T
" Playandsay:Low G
Name the intervals in the blanks below.
Interval Studyin C
Steadyolegato
tt
-
ct'
___-
--
(prepareL.H.)
t t\
o
c--
c
rit. tC
?
?
5on
-? D l r c , c Yr n Y * Name .' -r
the interval from the dominantdown to the tonic. ¿*:'i**¿ Name the interval from the dominantup to the tonic.
t
+
^?
;
c, I
Musette -\ nttrserte is a livelY Piece inritatingthe soundof a bagpipe.
G Pos i ti on Johann SebastianBach ( 1 6 8 5 - 1 7 5 0G . ermanY) arranged
\
I
Improvise(createon the spot)a duet with your teacherin G Position. r Your teacherwill play only L.H. tonic and dominant notesas in measuresI and 2. o You createa R.H. melody aboveusingthe notesof G Position.
Review:The natural cancelsa flat or sharp. The B-flat to B-natural in this piecegivesa "b luesy "s o u n d . A
r\
o play:
Hard-Drivin'Blues G Position
Driving beat
4- t^pattern---1
lon 5on
' ) 1?
f;-]
lrl¿
5 l>
crossover
or s A
fr
* t which stepof the G Pentascaleis flattedin this bluespiece? scalestep 1 2 3 4 5 (circte)
The Yz Chordin G Position V7 for Left Hand
V7 for Right Hand
First play a 5th in G Position.
Firstplay a 5th in G Position.
Move finger 5 a half step lower to play Ff .
Move finger 1 a half steplower to play F#.
Add frnger 2 (step4) from the G pentascale.
Add finger 4 (step4) from the G pentascale.
lcacher Note: The studentshould ntove the hand "in" (toward the fallboard)to easily play the black key.
s
tempO - meansthespeedof themusrc
-l
ri
f- /-
at a s-l-o-wtempo. Firstpractice Listt'tt for steady rhythm and crisp staccatos, Gradually work up to a fast tempo.
Toceatina* N o m et h e p o s i t i o n .
Fast
\
I ,1eighth notesdivided betweenthe hands
',.\ tot-r'ufinais a short. flashy piece played at a f-asttempo. (The toccctti¡r¿z is relatedto the toccaÍa, ii hich is a largepieceof the samecharacter).
DISCe:V¡RY
Play a G pentascaleup and down s-l-o-w-l-ywith your R.H. Harmonizeeachnote by playing a I or V7 chord with your L.H. Listenand let your earsguideyou.
Hrnt: Practicethesetwo "tricky spots" t",cl¡u,playing handstogether. o 3rd finger cross-overat measures4-5. o R.H. finger changeat measure9.
PolovtsianDanee* (I{o.l7) Alexander Borodin ( 1 8 3 3 - 1 8 8 7R, u s s i a )
Ratherslowtempo chanRe to
\
I crossover
.i' t t:.!¡ittn - pronounced Pol-o-VETZ-ian.
'l'racher
Duet: (Student plays I octave higher)
F
\-l ¡ e 1
p'mp
on repeal
A-
I
DI scl,E RY Point out the following in this piece: phrase,tie, I chord, V7 chord, cresc., dim., octave ^A
,\A7\
TERMS OFMUSICAL DICTIOI\ARY DYIIAMICMARKS
mf
pmp piLttttt
ttt(:.a() ltitttttt
soft
moderatelysoft
crescendo(cresc.) Pla.vgraduallylouder.
accentmark
Play this note louder.(Seep. 5)
bar line
(Seep. ll) A line which dividesthe musicinto measures.
bassclef
The bassclef is usedto show lower notesand is usLrallyon the bottom staff.It is alsocalledthe F clef becausethe two dots point out the F line. ( S e ep p . 1 , 1 l,9 )
blocked chord
The noresof a chordplayedtogether.(Seep. 78)
broken chord
(Seep. 78) The notesof a chordplayedseparately.
C pentascale
Five notessteppingup from C: C-D-E-F-G' C is the tonic.G is the dominant.(Seep.l6)
chord
Threeor more notessoundingtogether'(Seep. 78)
I ("one") chord
Threenotesbuilt up in 3rdsfrom the tonic note.(Seep. 78)
V7 ("five-seven")
A fbur-notechord built up in 3rds fiom the dominantnote (step5 of the scale).often playedwith only threenotes.(Seepp. 82, 90)
damper pedal
The right pedal.which sustainsthe sound.(Seep. l8)
dominant
The tifth note of the scale.(Seep. 76)
,.
dotted half note
Threecountsor beats.(Seep. 27)
I
aouble bar line
A thin. thenthick bar line indicatingthe end of a piece.(Seep. 11)
dynamics
The "louds and sofis" of music.Seedynamicmarksabove.(Seep. 70)
eighth notes
Two eighth notesequalone quarternote. (Seep. 36)
fermata
Book p. 32) Hold this note longer.(SeePerfbrmance
.\
.
.
I
.):
t'
'): ' ' . o " .' () o
]
.a :
lst and 2nd endings Play the lst ending and take the repeat.then take the 2nd ending,skipping overthe lst ending.(Seep. 64)
1 /^ (' ' r¡ , /n () ' () ',
o
o
o
'
; ,, -)
t 'I - _ : 'I' I I f
]
<) ]
o e ., o o
i
díminuendo (dim.) or decrescendo(decresc.) Play graduallysofter.
DEFINITION
.,
(
.forte loud
TERM
SIGN
')'
mezzo.forte moderatelyloud
f
flat
A flat lowersa noteone half step'(Seep.12)
nftn (Sttr)
The interval of a 5th spansfive letter names.(Ex. C up to G, or A down to D (Seep. 60, 64) or space-(skip-a-space)-space. Line-(skip-a-line)-line.
form
The overallstructureof a piece.(Seepp. 66. 80)
fourth (4th)
The interval of a ¿lthspansfour letter names.(Ex. C up to F, or A down to E (Seep.60,61) or space-(skip-a-space)-line. Line-(skip-a-line)-space,
G pentascale
Five notessteppingup from G: G-A-B-C-D. G is the tonic. D is the dominant.(Seepp. 86, 87)
grand staff
Two stavesconnectedby a bar and brace,usedfbr keyboardmusic. ( S e ep . l 4 )
Guide Notes
A setof memorizednotesusedto build readingskill. All notesof the Granrl Staff may be fbund by readingup or down from GuideNotes.(Seep. 87)
half note
Two countsor beats(one-halfthe valueof a whole note).(Seepp. 10.36)
half rest
Two countsof silence.(Sitson line 3 of the staff.)(Seep. 52)
half step
The distancefrom one key to the very closestkey on the keyboard. ( E x .D - E bo r E - F ) ( S e ep . 6 8 )
TERM
DEFINITION
imitation
The immediaterepetitionof a musicalideaplayedby the otherhand. ( S e ep p . 5 7 , 5 8 )
interval
The distancebetweentwo musical tonesor keys on the keyboard. (Ex. 2nd, 3rd, 4th, 5th) (Seepp. 8. 42, 60, 61, 64)
legato
Smooth.connected.(Seep. 24)
measure
Eachmeasurehas Music is dividedinto groupsof beatscalledmeasures. an equalnumberof beats.(Seep. I 1)
melody
The tune.(Seepp. 11.82)
minuet
A statelydancein itime. (Seep. 27)
musette
A lively pieceimitatingthe soundof a bagpipe. (Seep. 88)
natural
A naturalcancelsa sharpor a flat (ahvaysa white k.y). (S". pp. 74. 89)
(>
octave
The intervalwhich spans8 letternames.(Ex. C to C) (Seep. 42)
8ra
ottava
Play one octavehigher(or lower) than written.(Seep. -56)
pedal mark
Showsthe down-upmotion of the damperpedal.(Seep. l8)
phrase
A phraseis often shownby a slur,alsocalleda A musicalsentence. phrasemark. (Seep 38)
SIGN
¡ I orr]
)t
pick-up note, upbeat The note(s)of an incompleteopeningmeasure.(Seep. 40)
a
I .)'.
t
e
'\
rif . .
/n
:l
I I q
o
(t
rr
a
a
6
:;r
The highnessor lownessof a tone (sound).(Seep. 7)
promenade
A marchof the guestsat the openingof an importantevent.(Seep.61)
quarter note
the valueof a whole note.)(Seepp. 10,36) One countor beat.(One-quarter
quarter rest
One beatof silence.(Seep. 32)
repeated note
A note on the sameline or spaceas the precedingnote.(Seep. l6)
retrograde
A musicalideaplayedbackwards.(Seep. 53)
ritardando
Graduallyslowingdown. (Seep. 77)
second(2nd) (step) The interval that spanstwo letter names.(Ex. C up to D, or F down to E) On (Seepp. 8. I l. 13.30) the staff:line-to-the-next-space or space-to-the-next-line.
(r()o(tl
/l l4 .
pitch
r
sharp
A sharpraisesa note one half step.(Seep. 68)
slur
A curvedline that indicateslegatoplaying.(Seep. 24)
staccato
(Seep. 46) Detached.disconnected.
staff
The five lines and four spaceson which notesare written.(Seep. l4)
tempo
The speedof the music.(Seep. 90)
theme
A melody madeof severalphrases.(Seep. ,14)
third (3rd) (skip)
The interval that spansthreeletter names.(Ex. C up to E. or F down to D) or space-to-the-next-space. On the staff:line-to-the-next-line ( S e ep p . 8 , I l , 1 3 .3 0 )
tie
A curvedline that connectstwo noteson the sameline or space. Hold for the total countsof both notes.(Seep 34)
time signature
Two numbersat the beginningof a piece (one abovethe other). The top numberindicatesthe numberof beatsper measure: the bottomnumberindicatesthe note receivingone beat.(Seepp. 15.46)
tonic
The first noteof the scale.(Seepp. 76, 86)
treble clef
The trebleclef is usedto showhighernotesand is usuallyon the top staff. It is also called the G clef becausethe treble clef circles aroundthe G line. (Seepp. 14, l1)
variation
An alterationof the theme:dift-erentnotes.rhythm. or dynamics,etc. (SeePerformanceBook p. 1I )
waltz
A dancepiecein ? time. (Seep. 49)
whole note
Four countsor beats.(Seepp. 10, 36)
whole rest
Four beatsof silence.or silencefor any whole measure.
of Achievement Certificqte
to: Congrotulotions
Youhovecompleted BOOKI of
ACCELERATED PIANOADVENTURES' fortheOlderB.ginner ond ore now reodyfor
BOOK2 ACCELERATED PIANOADVENTURES@ fortheOlderB"ginner
Teocher:
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