Piano Adventures Catalogue

Teacher’s Desk Reference - 2012 Welcome to

FABER COMPLETE CATALOG Level by Level Resource Guide Complete Listing of Publications and Song Titles Tips for Teaching with Analysis, ® Expression Creativity,

2nd Editions

Introducing Levels 2A and 4

PreTime® to BigTime® Library Updated and better than ever!

Pedagogy Articles for Insights and Applications

FABER

Resources

visit

www.PianoAdventures.com

our website has a wide array of teacher support materials

chat

Piano Club Discussion Forum

connect with our online community of piano teachers

join

Faber Teaching Adventures Club

call 877-322-3741 to join get new releases, latest news, priority registration for events Faber Piano Adventures Workshops check the Events section of our website for the current schedule of workshops and appearances

learn call

877 FABER 411 (877-322-3741)

talk with our teacher support team about using or purchasing our publications

like

facebook.com/PianoAdventures

like us on Facebook to get the latest news and share your ideas

email

[email protected]

send us your questions, suggestions, and teaching experiences

write

Faber Piano Adventures

3042 Creek Drive, Ann Arbor, MI 48108

We truly enjoy hearing from you and your students.

FABER by Nancy and Randall Faber

Index Welcome to Faber Piano Adventures . . . . . . . . . . 2 – 5 My First Piano Adventure® . . . . . . . . . . . . . 6 – 13 Primer Level. . . . . . . . . . . . . . . . . . . . . . . . . . 14 – 21 Level 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 – 29 Level 2A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 – 37 Level 2B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 – 43 Level 3A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 – 49 Level 3B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 – 55 Level 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 – 63 Level 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 – 69 Accelerated Piano Adventures®. . . . . . . . . . 70 – 73 Adult Piano Adventures® . . . . . . . . . . . . . . . 74 – 75 Piano Literature Collections. . . . . . . . . . . . . 76 – 79 About the Fabers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

OVERVIEW

FABER PIANO ADVENTURES

Welcome to Faber Piano Adventures Piano Adventures® has become the leading piano curriculum across North America. Why? Because it works... for all ages! First and foremost, Piano Adventures® is student-centered. The sounds are tailored to each age group to educate, and also to entertain. This vibrant appeal keeps the student engaged. And, the pianistic attributes of the repertoire, along with “secrets” from the Technique & Artistry books, consistently invite expressive playing. ®

Ages 5 - 6

My First Piano Adventure

After completing Book C, students are ready for Level 1 of Piano Adventures®. Book A

Book B

Book C

®

Ages 6 - 11

Piano Adventures

Primer Level

Level 1

Level 2A

Level 2B

Level 3A

Level 3B

®

Ages 11 - 17

Accelerated Piano Adventures

After completing Accelerated Piano Adventures® Book 2, students are ready for Level 3A of Piano Adventures®. Book 1

Book 2

®

Adult

Adult Piano Adventures

After completing Adult Piano Adventures® Book 2, students are ready for Level 3A of Piano Adventures®.

Book 1

Book 2 2

Level 4

Level 5

OVERVIEW


Approach to Reading The ability to read music is developed by effectively integrating three skills: 1) discrete note recognition, 2) intervallic reading, and 3) a multi-key understanding. These are carefully sequenced and reinforced in Piano Adventures® to... n Prevent the student from equating a particular note to a particular finger. n Teach the precise relationship between a note and the keyboard. n Allow for a free and balanced drop of the arm and hand into the finger. n Avoid the overuse of two thumbs on C.

enthusiasm were discarded and replaced, until the method met the standards and musical taste of both piano student and teacher.

Supplementary Library The PreTime® to BigTime® Piano Supplementary Library correlates with Piano Adventures® to provide a broad selection of music to meet each individual student’s interest—at the precise level of difficulty. With styles that include Popular, Classics, Rock ‘n Roll, Jazz & Blues, Kids’ Songs, Ragtime & Marches, and Hymns, the teacher can choose the style that motivates the student and be assured that it is arranged to meet the pedagogical demands of the level.

n Reduce the dependence on preset hand positions.

Teacher Support

Pianistic Music

Faber Piano Adventures is dedicated to supporting piano teachers by offering a wide array of teacher support materials:

Pianistic arranging is one of the hallmarks of the Fabers’ material. All of the music in Piano Adventures® is specifically written or arranged for the piano. n The pieces feel right and sound right at the piano. n Easy and effective use of the damper pedal opens up the rich sonority of the instrument. n The pieces incorporate essential pianistic gestures— the motions and phrases that are integral to playing the piano. n Pianistic pieces develop fluent piano technique by encouraging freedom at the keyboard, promoting a relaxed wrist, and introducing gestures that carry the hand across the full range of the instrument

Artistic Music The pieces included in Piano Adventures® are eminently musical. The course combines technique and artistry which bring out maximum expression in the student’s playing. Parents notice the musicality…students thrive on it…and teachers appreciate the artistic results. The Technique & Artistry books are unparalleled in teaching technical gesture for artistic playing. “Technique Secrets” and exercises deliver the pianistic tools to play with ease and expression. The “Artistry Hint” and “Artistry Piece” that conclude each unit heighten student awareness of sound and musicality.

Student Appeal Students are attracted to the pieces and sounds of Piano Adventures®. Ten years of painstaking pilot testing has ensured that the method has wide student appeal. Over one hundred pieces that did not pass the test of student

n Online resources at www.PianoAdventures.com. n Piano Club Discussion Forum provides an online community for Piano Adventures® teachers. n New, pioneering Primer Teacher Guide is a one-of-a- kind resource for piano teachers. This guide features lessons plans, pedagogy pointers, duets for improvisation and a comprehensive DVD of model teaching for each piece in the Primer Lesson Book. n Faber Piano workshops and clinics on musical artistry and talent development inspire audiences of music educators around the world. n A-C-E™ Instructional Theory: Analysis, Creativity, and Expression comprise a model of artistry with implications for our teaching. In upcoming pages, we’ve included specific tips for each level. We hope these ideas may assist in developing the personal artistry of your students, as you help each one become a “piano ace.”

PreTime® to BigTime® Piano

Supplementary Library

Motivation at Your Fingertips The right piece at the right time makes all the difference! It creates a magical moment when student motivation, hard work, accomplishment, and fun come together in a remarkable way. The right piece means: n A style that appeals to the student

“

I Just Can’t Wait to Be King

n Correct leveling for progress n A well-crafted arrangement

”

n The pride of peer approval Almost every student loves a particular style of music. When a teacher finds that style and connects the student with appropriately-leveled repertoire, the student’s intrinsic motivation is captivated.

PreTime®

The PreTime® to BigTime® Piano Library contains a wealth of exciting selections to challenge and motivate students of all ages and abilities. A variety of musical styles are offered at six levels— making it possible for teachers to offer engaging material for every student.

Primer Level

PlayTime® Level 1

“

Sleeping Beauty Waltz

Popular Classics Kids’ Songs Favorites Rock ’n Roll Jazz & Blues Ragtime & Marches Hymns Christmas

Teachers are sometimes tempted to march students quickly up the levels, always playing pieces of increasing difficulty. Often, however, students need more time to play the notes and patterns at a particular level. This solidifies the students’ reading fluency and pattern recognition at that level. Adding the appropriate supplementary material also allows the student and teacher to focus on expression and the pure enjoyment of music. Visit www.PianoAdventures.com/video for a video tour of the PreTime® to BigTime® Piano Library.

4

”

S

®

PreTime® to BigTime® Piano

NEW!!

ShowTime® Level 2A

ChordTime® Level 2B

Supplementary Library

NEW!!

NEW!!

FunTime®

BigTime®

Level 3A & 3B

Level 4

” “

You’ve Got a Friend in Me

“ ”

Twist and Shout!

” “ ”

Take the A Train

MY FIRST PIANO ADVENTURE

®

for the young beginner (ages 5-6)

THE “A” BOOKS Pre-Reading The LESSON BOOK and WRITING BOOK include: five musical “friends at the piano”

directional pre-reading notation

white key names: A B C D E F G

folk, blues, and classical sounds

basic rhythms ( Œ , Ó , „ )

technique through games and songs

creative discovery at the keyboard

eye-training and ear-training

About the CD

The CD for this book offers a unique listening experience with outstanding orchestrations and vocals. The recordings demonstrate a key principle of the course: when children listen, sing, tap, and move to their music, they play more musically.

Writing Book A FF1620 00420260 $6.95

Lesson Book A FF1619 00420259 $9.95

Christmas Book A Treat your pre-reading students to an adventurous first Christmas book! Young players will be delighted with familiar carols such as “O Christmas Tree” as well as new favorites like “Rudolph’s Little Brother.” First players will benefit from the clean presentation of pre-reading notation and festive teacher duets. The Christmas Music Calendar encourages students to count down the days until Christmas! Christmas Book A FF3001 00001471 $4.95 6


®

for the young beginner (ages 5-6)

A look inside the “A” Books . . . Songs

Technique

Improvisation

Catchy pre-reading songs move hands around the keyboard.

Technique is developed with chants, games, and songs.

Students improvise from the first lessons.

Eye-training

Ear-training

Blinker, the owl, loves to LOOK and leads the eye-training.

Tucker, the dog, loves to LISTEN and leads the ear-training.

New!

The Little Yellow Practice Book FF3009 00420330 $3.50

Young students will be delighted with their first practice book featuring the “friends at the piano.”

7


®

THE “B” BOOKS

for the young beginner

THESteps “B” BOOKS on the Staff The LESSON BOOK and WRITING BOOK include: “friends at the piano” return

step-wise reading on the staff

composer friends, Beethoven and Mozart

classic themes, pop, and jazz sounds

notes from Bass C to Treble G

technique through games and songs

music history Fun Facts and Games

ear-training and eye-training

About the CD

The CDs for the A and B Books are a hallmark of the series. The child may listen to the CD from beginning to end at home or in the car. After a piece is learned, the CD track may be used as an optional play-along accompaniment. Enjoy!

Writing Book B FF1622 00420262 $6.95

Lesson Book B FF1621 00420261 $9.95

Christmas Book B Join the My First Piano Adventure® “friends” as they play Christmas songs on the grand staff. Students celebrate with merry melodies such as “A Ten-Foot Icicle,” “Jingle Bells,” the hit song “Must Be Santa,” and carols from around the world. Christmas Book B FF3002 00001472 $5.50 8


THE “B” BOOKS

®


A look inside the “B” Books . . . Technique

Songs & w

My sister Nannerl and I loved to play Hide-and-Seek. Help Nannerl hide by playing “thumb whispers.”

Treble D looks a little like Middle C—except there’s no whisker! Is D a LINE or SPACE note?

Thumb Whispers: 1. Tap your L.H. thumb quickly and lightly 8 times on your • head • shoulder • knee At the keyboard: 2. Play and notice the

M I D D L E

Thumb Whispers

C D 1. Your teacher will make up a rhythm(s) on treble clef D. Copy it back. Now do one for your teacher. 2. Play and sing letter names, then words.

repeated notes 2

& œ d ˙ p ? Tuck - er

dog,

Tub Time!

7

œ œ ˙

where

are

you?

œ œ œ œ

You’re

T ECHNIQ UE GAME :

Tips from Katie:

hid - ing

˙

from

me.

f

? 44 ˙ .

(2

Shout,

1 on

__?

-

3)

1

3

72

FF1621

New notes are introduced systematically with appealing songs.

V A N

œ

˙

“I’ll

find

˙

you!”

3

œ

˙.

Shout,

(2

-

œ

3)

“I’ll

3

œ œ œ

soft - ly,

œ

find

w w

œ œ œ

“Hid - ing

is

fun!” (2 - 3

so

B E E T H O V E N

What is one of your favorite foods?

-

Fun Fact: Beethoven composed his greatest music after he had gone deaf. Over twenty thousand people came to his funeral. (write) FF1622

1. COUNT and clap the rhythm. 2. LOOK at the first note. Is it on a line or space? Find it on the piano. 3. ATTENTION on what’s next! Up, down, or same? 4. PL AY. To begin, set a steady beat by saying “1-2-3 GO.”

Hint: Keep your eyes on the music. Notice the forte sign! 1 on __?

œ œ ˙

Music history about Mozart and Beethoven is taught with Fun Facts and Games.

Apples or Oranges

LISTEN

Hearing Same or Different

Ear-training: Your teacher will play two short melodies. Listen! If they are the same, circle the two apples. If they are different, circle the apple and orange.

— Look

1.

2.

3.

4.

5.

6.

— Attention — Play

œ œ œ œ

œ œ ˙

..

F o r Te a c he r Us e Onl y : ( The e x a mp l e s ma y b e p l a y e d i n a ny o r d e r. The t e a c he r ma y c r e a t e mo r e “ s a me ” o r “ d i f f e r e nt ” e x a mp l e s f o r t he s t u d e nt . )

& 43 œ œ œ œ œ œ F 1

..

|LESSON 24

or

3 & 4 œœœ œœœ 5

F

? 4 Œ œ- œ- œ- b w4 f

or

? 44 Œ œ- œ- œ- b wf

4 & 4 œ. œ. œ. œ. œ œ ˙

? 4 >œ œœ œ>œ œœ œ 4

>œ > >œ & 43 œ ˙ .

4 & 4 œ. œ. œ. œ. œ œ ˙

? 44 >œ œ œ œ œ. œ .

or

3 >œ > > & 4 œ œ ˙.

4

f 4

f

or

f f

1

1

5

f

or

5

f

FF1622

FF1622

Blinker, the owl, loves to LOOK and presents CLAP for SIghtreading Count-Look-Attention-Play!

Tucker, the dog, loves to LISTEN. Enjoy “Same or Different,” “Playback,” and more activities.


The Little Blue Manuscript Book FF3010 00420331 $3.50 (To Be Released)

9

Would you like to learn more music of Mr. Beethoven?

|LESSON 12

Ear-training

— Count

Eye-training:

(write)

4)

FF1621

CLAP for Sightreading Follow these 4 steps.

(write)

Fun Fact: Macaroni and cheese was one of Beethoven’s favorite foods.

|WRITING BOOK 52-53

The word sightreading means to play through a piece for the first time.

20

˙

5

Technique Games like “Silent Jumps” and “Star Crossing Over” make technique fun!

LOOK

1

you!”

˙

play 31 together

5

whis - per

Eye-training

& œ œ ˙ f ?

Ex.

L U D W I G

Can you say the chant ?

soft - ly,

Fun Fact: By the time Beethoven was 12, he was earning a living for his family by composing and playing the organ. What are some of the ways you help your family. (Your teacher or parent can help you write.)

Circle each letter in Beethoven’s name that is a note in music.

Wolfgang Amadeus Mozart (from Sonata for Four Hands, K19d)

NANNERL’S PART Shhh! 2

Whis - per

“There are a thousand princes; there is only one Beethoven.”

Hide-and-Seek

WOLFGANG’S PART

& œ p œ œ œ ?

Woof!

Play the LOWEST F on the piano.

|WRITING BOOK 14 -15

4

Game: Number the pictures 1 2 3 to show Beethoven growing up.

Beethoven’s Message:

40

Bright and happy

&4

5

fF

Prepare L.H. finger 3 on the LOWEST F.

18

f and p signs.

3. Use a “whisper thumb” at measures 5-7.

1

Beethoven’s Fun Facts and Game

A Note from Mozart:

Treble Clef D

Brightly

Music History

?4

. .

4 œ. œ. œ. œ. œ œ. œ p

? 44

p

5

or

. œ. œ. œ. œ. œ 5

| LESSON 47

39

9


®

THE “C” BOOKS


THESkips “C” BOOKS on the Staff The LESSON BOOK and WRITING BOOK include: “friends at the piano” are growing up

C and G 5-finger scales

music history Fun Facts and Games

classic themes, pop, and jazz sounds

skips: line-line and space-space

continuation of Technique Games

composer friends: Beethoven, Haydn, Mozart, Tchaikovsky, Brahms

ear-training and eye-training

Writing Book C FF1624 00420264 $6.95

Lesson Book C FF1623 00420263 $7.95

Christmas Book C It is an exciting time for the “musical friends” in Christmas Book C! Students play joyful melodies such as “Dance around the Christmas Tree” and “Hark! The Herald Angels Sing” as they continue to build pianistic skill and a love of music. Teacher duets expose students to more sophisticated rhythms and harmonies. Christmas Book C FF3003 00001482 $5.50

Primer Gold Star Performance Supplement the C books with the Primer Gold Star Performance book. The Gold Star CD has children’s vocals and orchestrations, as well as solo piano recordings. Delightful!

Book with CD FF1602 00420255 $7.95

10


THE “C” BOOKS

®


A look inside the “C” Books . . . Technique

Songs

Improvisation

Find these keys! L.H.

R.H. M I D D L E

Fall i

an elephant? a tuba? a big truck?

B C

E F G A B

5

1

1

2

3

4

Rockin’ with Skips!

ng E

What is the heaviest thing you can imagine?

E

ant

(your idea)

5

L.H. Improvisation with F-A-C

leph

improvise — to make up Tips from Millie and Marta:

2. Notice the opening leap from fingers 1 to 5.

1

f

? 44

Leap Treats

5

5

for in

the the

˙

1

pi pi

-

ña ña

Leap for the Piñata -

œ œ œ œ 4

3

˙

ta, ta,

Hap - py,

1

hap - py,

>œ >b e

>œ >œ œ

hap - py

1 5

>œ >œ œ

Œ

..

Œ

..

Repeat!

day!

3. To end, play a long note on F, A, or C.

T e chn iqu e Ga me :

With energy

2. Now improvise an F-A-C tune with the duet. Use the keys in any order!

Falling elephant

1. Name and find the first note. Hint: Think of the name of the little mouse!

4 &4 œ œ œ œ

Te a c h e r D ue t : ( S t ude n t pla y s 1 o c ta v e h i gh er.)

4 œ

F.

L.H.

5

30

.

5 1

œœ œ .

1

 | WRITING BOOK 30–31

Œ

œ .

.

œœ œ .

Œ

œ .

.

œœ œ .

Œ

œ .

.

œœ œ .

Œ

œ

>. 5

.

œœ œ .

1

Œ

œ

>. 5

.

>.

>.

>.

.

>.

>.

>.

œœ œ

œœ œœ

œœ œœ

œœ œœ

Œ Œ

..

1. Hold your LeFt arm straight in front of you. Pretend you are holding an elephant!

3. Did you feel the weight of your arm come falling down?

2. When you can’t hold the elephant any longer, let your arm drop freely into your lap.

4. repeat Falling Elephant with your rIGHt arm.

?

48

FF1623

For a firm foundation in note-reading, the pieces move the hands around the keyboard.

Technique is developed with games such as “Falling Elephant,” “Fingertaps,” and “Mouse House.”

Rhythm

Theory

Unit 1

Time for Rhythms

2

L.H.

down-stems

3. Where does section B start? The music changes. Draw a circle and write B inside.

4

5

2

2

5

1

2

5 3 1

5

4

Œ

œ

5

2

œ œ œ bœ nœ Œ œ Œ 1

1

5 3 2

# œœœ œœœ œœœ œ b œ œ Œ Ó 3

3

5

œ 4

1

4

3

>

1

2

3

>

1

œ Aœ bœ œ A œ b œ œœ ˙˙

2

w » bw . . w

5

35

Improvising with F-A-C skips is celebrated with a rock-blues duet.

f This œ

? 44

œ œ œ is

sec - tion

w

œ œ œ œ

A. (2 - 3 - 4)

This is

1 on __?

The Next Step...

A Song with Form 1 on __?

&4

sec - tion

A. (2 - 3 - 4)

w

˙ ˙

˙ ˙

p

Sec - tion

B

will

After completing the “C” books students are ready to start Piano Adventures® Level 1.

7

1

& ˙ ˙

q = 100

?

change, you

w

see! (2 - 3 - 4)

1

fœ

œ œ œ

Can you name the

w

form? (2 - 3 - 4)

ritardando

œ œ œ œ w

Can you name the

form? (2 - 3 - 4)

The form is

|Lesson 4–5

# œœœ œœœ œœœ œ œœœ œœœ œœœ œ b œ Œ Œ œ

3

2. Now, above measure 1, draw a square with an A inside it. This is section A.

2. Your teacher may ask you to tap to the steady tick of the metronome. Draw a “happy face” to show you did it!

4

5 3 2

2

1. First, play this song and notice the words.

44 œ œ œ œ œ œ œ œ œ œ ˙ œ œ ˙ ˙ ˙ ˙ ˙ q = 76

FF1624

3

1

3

Music is made up of different sections. Try it out!

4. Where does section A return? Label it!

up-stems

1

Musical Form: A metronome clicks at different speeds and helps us feel a steady beat.

1. Tap these rhythms on the closed keyboard. Count aloud!

R.H.

C

3

5 3 1

1

FF1623

A

R.H. Œ b œœœ œœœ Ó Œ b œœœ œœœ Ó Œ b œœœ œœœ Ó b œ n œ œ b œ n œ œ b œ n œ œ œ b œ bn œœœ ˙˙˙ ? 4 Œ b œœœ œœœ Ó b4 œ Œ œ œ bœ nœ œ Œ œ œ bœ nœ œ Œ œ œ bœ nœ œ Œ œ œ bœ œ œ Œ œ Œ œ Œ œ œ bœ n œ L.H. F 1

Fine

F L.H. 5 Te a c h e r D u e t : ( S t u d e n t p l a y s L .H. o n a Hi gH e r F - A- C .)

5

R.H. ?4 Œ

Let’s rock, everybody. Feel the beat!

1. First, set L.H. fingers 5-3-1 over these keys. Listen and feel the beat of the teacher duet.

Tips from your friends:

FF1624

36

Young students explore the metronome while tapping rhythms.

|Lesson 36–37

FF1624

Students learn about A B A form while reinforcing skips.


The Little Blue Manuscript Book FF3010 00420331 $3.50 (To Be Released)

11

MY FIRST PIANO ADVENTURE® COURSE for the young beginner (ages 5-6)

The Young Beginner: Keys for Connecting As piano teachers, we’re quite adept at bridging our adult world to that of the typical seven- or eight-year-old beginner. It requires only modest effort because most 1st and 2nd grade students also try to bridge their world to ours. The attempt to “bridge worlds” is two-way, so teaching and learning are fluid and reasonably predictable.

is auditory, yet with emotion. Next, make it tactile. Feel the keys; listen to the sounds. Smile and sing. Engage the senses, and engage the child with a playfulness of spirit.

Wendy the Whale

17

Playing L.H. Fingers 2-3-4

It is a different matter, however, when we work with children at ages 4 and 5. Not only is this young beginner’s world substantially different than the adult world and qualitatively different than ages 7-8, the young beginner does not “meet us halfway.” 4-5 year olds require us to find and enter their world. The young beginner is not inclined to adapt to us, so we must adapt to the world of the young beginner.

3

4

2 4

3

2

L.H.

N o te: T h e teach er m ay p ed al as th e stu d en t p l ays.

Start on a MIDDLE 3-black-key group.

f

L.H. 2

2

Wen - dy

Spirit of Play

play together

2

2 3 4

Move DOWN to next lower group.

the whale

2

What is this world of the young beginner? It is fun, fantasy and exploration. Seriousness? Teacher-driven rules? Tight control? These close down a young learner’s intrinsic interest. Playfulness? Creativity? Adventure? These drive the youngster’s learning. And the multi-sensory world of music makes a perfect context for such a playful adventure. We take the child into a musical “playground” that engages the emotions and the senses. In this world, we explore, we hear, we look, we learn. To be fully effective, we combine visual, auditory and kinesthetic (feel/touch) experiences with a spirit of play, including playmates—the “friends at the piano” of My First Piano Adventure®.

2

moves her

2

2 3 4

big

tail

2

2

2

2 3 4

deep, down, and low. 30

FF1619

Wendy the Whale moves her big tail, then dives lower and lower.

Attention We’ve all heard of the young child’s short attention span. While this is a valid characteristic to which we adapt, let’s be equally impressed with the young child’s tenacity when emotionally engaged. Have you heard a youngster say, “Again! Again!” prodding far beyond our own point of tedium? (What might this say about our own attention span?) So, the capacity for sustained attention is there, even in the young child. We simply must recognize when attention is engaged and when it is not. If attention wanes during a visual activity, shift to an auditory or kinesthetic action. And when attention is wholly captivated, reap all the rewards of this “teachable moment.”

The student’s “musical friends” pose a new adventure with each piece: swimming with a whale, climbing a treehouse, dreaming of the Tooth Fairy. Engage with each page as a new encounter, a new surprise. Take in the visual; catch the emotion. Hear what the child says about the context. This adds personal meaning that engages attention and primes memory. Then listen to the CD track. Now the engagement

Activity-based learning—this is key. Each student responds with personal favorites, which makes this level such a joy to teach. The antidote to a short attention span is to get off the bench: move to the table, sit on the floor, move to the board, back to the bench. Activity-based teaching allows adaptation, repetition, and variation. Not every page is essential, but having the student’s attention is. Celebrate student favorites and repeat them from week to week to glean all their capacity for musical development. Use creative variations for fun and challenge.

12

MY FIRST PIANO ADVENTURE® COURSE for the young beginner (ages 5-6)

FF1621•print.wb_ FF1621•print 3/8/10 10:53 AM Page 46

Technique

Treble Clef F

Noodle fingers, small hands, no coordination… maybe we should wait until the child is older? This fallacy is remedied by recognizing that a child will never “grow” a pianistic hand. A pianistic hand is developed through guidance and practice. So the undeveloped hand physique of the youngster is ripe for guidance and presents an ideal time to start on technique. We just need to adapt our teaching routine and introduce activities that appropriately guide physical development of the hand.

M I D D L E

& w

C D E F G Tip from Tucker: “Walk up” to the F and balance on a firm fingertip. Your hand should be round like a scoop of ice cream!

3 &4 œ f ?3 4 Merrily

1

˙.

œ

œ

Let’s

get

a

cone!

Ice Cream Dog

21

4

1

(2 - 3)

p

œ

Let’s

œ

œ

get

a

˙.

cone!

(2 - 3)

5

& œ

As a priority for this age, we want to develop the hand structure. (Teaching a floppy wrist and relaxation would be an unproductive starting point.) We need a physical framework that is sorely lacking in the undeveloped hand. The use of braced finger 3, with a relaxed wrist and a freefall drop (arm weight) is perfect because it models the hand structure and alignment of finger, wrist and arm. Unique and effective, “Stone on the Mountain” introduces sophisticated aspects of piano technique. Then we work on the fingertip with Cookie Dough (pushing chocolate chips into imaginary cookie dough), which sets up the next several pages for using only a braced finger 3 (Dipping L.H. and R.H. Donuts, and Twinkle, Twinkle Little Star).

f

46

?

Let’s Let’s

œ œ

get get

a a

œ œ œ

dou tri

-

ble ple

-

dip dip

œ œ œ

straw choc

- ber - o

-

-

ry late

! |WRITING BOOK 38

˙.

cone! cone!

(2 - 3) (2 - 3)

.. ..

FF1621

Stepping up to finger 4, then checking for a firm fingertip. “Is the hand round like a scoop of ice cream?”

rhythm mascot. “Tap” introduces the Monster Bus Driver (for imitating rhythms), Dancing Feet and Band Practice 166% enlargement view at 60% (for tracking the and beat120% and rhythm notation) and the repeating, notated rhythm patterns of Monsieur Mouse and Mouse Rhythms. 150% enlargement The tunes recordings also emphasize pitch. view atand 67%audio and 134% Student voices—girl and boy alike—are carried from “chants,” which open the book, to singing of melodies, including famous classical themes of Beethoven and Mozart in Book B. (Haydn, Brahms and Tchaikovsky in Book C.) Special emphasis is placed on the hearing of tonality and the expressive power of music.

Summary

An upward (and/or forward) wrist motion that drives the “bridge” over the fingers is practiced in Mitsy’s Cat Back. This wrist motion is then developed into an expressive “rainbow” gesture that carries that hand across the keyboard.

The joy and reward of teaching young students more than offset the challenges. And the challenges are readily addressed with the right curriculum and the right attitude. My First Piano Adventure® provides the curriculum. The teaching attitude is—keep it fun! The child’s life at this age revolves around fun for good reason. Fun motivates play, and play is the child’s “magic formula” for learning.

Rhythm and Pitch While it is exciting to see the child develop good technique habits at a young age, it is even more exciting to observe the young student’s development of rhythm and pitch perception. These perceptual skills develop most effectively with earlyage exposure, so My First Piano Adventure® puts special focus on this aspect of brain development with the enclosed audio CD.

My First Piano Adventure® allows you to step into the child’s world and, together, explore the joy, challenge, and beauty of music. With fun as your watchword, seek to draw out your student’s full attention and vibrant spirit. The child just may give the same gift back to you.

For rhythm, we emphasize feeling the steady beat in the body. We are going for a kinesthetic response, as in Roll Call, which introduces the Friends. “Tap,” the music firefly, is the

13

PRIMER


PRIMER LEVEL Primer Level Lesson Book CD Audio & MIDI

Sightreading

Teacher Guide

New! New!

Lesson Book

New!

Flashcards

Re No th

T

Theory

Technique & Artistry

PreTime Piano Primer Supplementary Series ®

Performance

I Can Read Music Book 1

Popular

Gold Star Performance

Ar

A th

Popular Repertoire

Achievement Solo & Duet Sheets Bluebird on My Shoulder (duet) Jesus Is My Friend Once I Caught a Fish Particularly Pleasing Piano Piece Pete, the Repeat Bird Pony Express Wee Small Bear Zoom, Zoom, Witch’s Broom

Christmas

Classics

Favorites

Rock ’n Roll

DuetTime® Christmas

Jazz & Blues

Hymns

Kids’ Songs

Christmas

Pre-Reading Christmas

14

1

PRIMER


Primer Concepts hand position and finger numbers

staff notes: Bass C to Treble G

note values ( Œ , Ó , Ó˘ , „ )

®√ and ´√ time signatures

key names: A B C D E F G

the quarter rest

steps and skips on the staff

the tie

Teach with...Analysis

Always look for patterns! From the earliest lessons, encourage the student to think beyond the notes. Be “music detectives.” Give clues to build musical awareness.

Allegro

lian is the Ita .) (Allegro lively fast and word for k: g Chec with Readin begins the R.h. ps UP. Notice and ski the thumb s with gin be o N. . als The l.h and skips DOW the thumb d lively

Fast an

˙ 4 &4 œ œ fw ? 44 1 on

3

__?

˙ œ œ w

œ

˙ œ œ w

œ

? 1 on __

˙ & œ œ pw ? 5

“David, pretend you work for the Allegro Detective Agency. Draw one big circle around measures 1 and 2. Next, investigate the notes and circle the same pattern again. Good!”

i Giulian Mauro 9, Italy) (1781–182 adapted

1

˙

˙

œ œ œ 3

1

k over

get to loo

Teach with...Creativity

œ œ ˙

œ œ œ

lines! the bar

. . . Œ Œ œ œ œ ˙˙ 5 Œ œ œ œ œ œ œ œ œ Ó Œ œ. her) . ave hig Œ œœ œœ œ œ Œ œ Œ . Œ . ys 1 oct . pla œ Œ œœœ œ œ Œ . . udent œ 37 Duet: (St CD 64-65 Teacher . Œ . œ œ Œœ œ œ œÓ œ Œ œ Ó p œ œ Œœ œ œ œœ . Œ R.H. Œ œ œ œ . Œ 4 ?4 œ œ Œ . Œ . . Œ . L.H. 1

R Y O V E D I S C

Circle at

least 8

skips in

ce. Hint:

this pie

Don’t for

23

53

4

P

Beginning students are especially receptive to creative activities at their piano lessons. These can add delight and reinforce important concepts.

More Abo

ut Skips

Review: A skip is from NEw: a A skip is also fro lINE to the next lI m a SP skip up NE. ACE to the next skip do SPACE. wn

w w

FF1075

w w

space space Merrily

space space

& 44

2

“Did you know that an elephant can weigh up to 16,000 pounds? Let’s try the song very low, starting on the lowest G. Play slowly on firm fingertips. Imagine the elephant’s heavy, 2-ton legs.”

2

?4 œ œ 4 4

5

&

on

œ œ ˙

an

el

on ?

? œ œ And

on ?

œ œ

F When you’re

you’ll

œ œ

have

-

œ œ œ œ

the

fin est

view

D I S C O V E R Y

Teach with...Expression

Expression begins with listening. Sharing a conversation that personalizes the piece can enhance listening and musical expression. “Olivia, have you ever seen a beautiful sunset? Where were you? Let’s pretend that each E for the R.H. is the sunset color fading from brilliant forte to soft piano. Use your arm weight to drop into the the key. Use less arm weight unset S l fu ce as the sound fades to piano. Keep Pea ´ listening!” E

ic!

g d ry Ma forte an e hand play on tistry can t with ar . in the A pianis c mark nd piano ha mi er na the oth each dy name of g. say the e playin 1. First, te, and ud befor mezzo for piece alo for forte, d listen play an yboard! w ke No the 2. nds at piano sou down pedal) (damper t pedal right-foo Hold the t the piece. ou through

Artist

Rather

slowly __?

4 &4 ˙ ? 44

3 on

˙

Listen!

˙˙

&

1

p

? œ

5

œ

œ

œ

˙

˙˙

? 1 on __ ? 5 on __

5

next hig

œ

œ

3

p

F

f

p

f

p

f

her E

3

her E

next hig

tly.

Lift gen 3

˙

˙

˙˙

w ww

as softly ble as possi

1 5

 Lesson p.

) at Britain lls of Gre 67 (Be

29

FF1096

15

Teacher

Circle the Duet: (St

that ma

tch measu

re 1. Fo

while

œ œ

you

sit

œ œ œ

on

your

œ œ

Elephan

w

real ly

œ

jun gle

t Ride

high.

w

ride!

r fun, pla y LOW . ys. 1 octave higher) , s-l-o-w?R.H4 . ww l-y, and œ œ forte. (Pl 4 œ œ# ay duet œ œ œœœ œœœ ˙˙˙˙ ww high.) L.H. œ 5 Œ . . . . œ œ #œ œ w œ œ œ w CD 66-67 P w œœ œœœ ˙ 38 ?22 œ ˙ œ œ # œ œ œ œ ˙˙ œ , 23 24 œ ˙ 54-57 . . w ˙œ # œ ˙ ˙ 4 1

54

measures

udent pla

e - ph ant

5 3 2

5

1

2

1

FF1075

PRIMER


Welcome to the Second Edition of the Primer Level! This new edition is a progressive evolution of the time-tested Primer Level. The Piano Adventures® hallmarks have been retained and enhanced with these exciting new highlights: The Lesson Book opens with a progress chart for quick reference and easy lesson planning. A new reading strategy is introduced with new pieces for learning Bass C-D-E-F-G notes. The Theory Book tightly parallels the artwork, subject, and pedagogy of the Lesson Book, offering more cohesive teaching and learning. New improvisation activities in the Theory Book help guide musical exploration and encourage student creativity. More pages with new repertoire—pieces which are destined to become student favorites!

Ne w!

Primer Level Lesson Book CD Teachers and students will be delighted by newly orchestrated background accompaniments for the pieces in the 2nd Edition Primer Lesson Book, featuring new improvisation opportunities and a variety of musical textures. Each selection in the book is played twice: first at a slow practice tempo and then at performance tempo. The Enhanced CD includes both the audio files and standard MIDI files. When used with software, electronic keyboard, or synthesizer, the MIDI files allow users to adjust tempos, isolate track playbacks, and transpose to different keys.

Primer CD Audio & MIDI CD1001 00420068 $10.95

As a special bonus, MIDI files for the Primer Performance and Technique & Artistry books are also included on this CD.

New!

Primer Sightreading Book

SightreaDing

based on Lesson Book p. 41 #

Day 6: My Invention

& 44

5 1

f

? 44 ˙

˙˙

Guess what

2

œ œ

˙˙

hap -pened then?

œ œ

œœ œœ

That in - ven - tion

œ œ

? œ œ œ œ

Joined our soc - cer

œœ œœ œœ œœ

team and helped us

œ œ œ œ

˙˙

saved the day!

5

&

This inventive sightreading course uses sets of exercises based on melodic and rhythmic patterns from the Primer Lesson Book.

w w

win the game. Hoo - ray!

Students play one exercise a day, completing one set per week. After completing each exercise, students are encouraged to draw a large X over the music. This instruction and the “Don’t Practice This” motto are so out of the ordinary that students find it immensely satisfying to mark their progress in this way.

.. ..

Primer Sightreading Book FF3006 00420328 $6.95

Entertaining musical art helps guide the sightreading process. Penny Piano, Freddy Forte, Little Treble, Little Bass, and the other characters captivate the beginning reader with musical questions, antics and requests. Each page presents a new “learning vignette” in a spirit of fun. 33

16

PRIMER


New!

Primer Teacher Guide

P H Y

Note Nam es &

S O

This pioneering Teacher Guide for the Primer Lesson Book is a one-of-a-kind resource. Written in collaboration with respected pedagogue Marienne Uszler, the guide presents a systematic approach to teaching beginning students using the Fabers’ student-centered philosophy. This guide for “Teaching Piano Adventures” covers the full curriculum as presented in the Second Edition Primer Lesson Book. It includes...

Complete lesson plans for each piece in the book. The lesson plans offer steps for introducing each piece to the student, tips for reinforcing concepts and skills, and interesting ideas for creative exploration.

P H I L O

Primer Teacher Guide FF3007 00420327 $39.95

Mu s Both ician skil s read ls c Rec om note n ogn bin izin n Pr e fo ames gN ovid ote r m and es ke n Pr Nam usic yboa th omot rd or es al fl e inte es co n Fr ient uen rv nfid atio ees ence n cy. al co at tent n Es nto ion

tabl for Rea ur. ishe mus But din sm ical re usic gb ity n Pr unm ading al lit y In usic omot erac terv al, noby note y es ex n Ex allic te-b name pres y-no pand Con sive te de alone of s pe , mus n En tou or D rc codi ten ep ic r gage lead al sh tion ng. ow Ask s pa s to apin to se n? n In :W ttern g vera hich vite reco l no The s flu dire But gniti tes ctio id ey at on re of a interval on n? U e-tra may ading ce p, do ckin we third (s of a se wn, emba lead to by inte g ea ki rv or sa note sily fo p) are cond (s di rras al tep) s at cus me? smen sorient withou on so pr the atio t. Prim ly on ominenand the n, in t note er Le steps Ste in accu reco t , sk in mus terval po racy gniti vel. ips, on r Sk , or and ic that Then ip? repe ask: ated Are the note s step ping or sk ippi Wh ng? ic

Up

86

Summary of correlating pages in the other Piano Adventures books, and suggestions for enrichment activities. Pedagogy pointers which help teachers better understand the pedagogical foundations for each concept and skill, and how these relate to future activities. Duets for student improvisation offer the option of creative exploration, based on the sounds and patterns in each Lesson Book piece. A comprehensive DVD of model teaching for each piece. The videos feature Nancy Faber working with her students, offering teachers a glimpse into the creative techniques and activities used in her studio. The Primer Teacher Guide is a valuable resource for experienced teachers, pedagogy students and new teachers alike. Refresh your teaching and enhance your own personal, creative style.

17

Inte rval Con tour

im h na port is or min ant more int read g n , erva ing otes ls? Bo ne th a ces re sar y.

PRIMER


Lesson Book FF1075, 00420168 $6.95

Theory FF1076, 00420169 $6.50

All My Friends Allegro Alouette Balloons Bells of Great Britain Best Friends The Bugle Boys C-D-E-F-G March Come on, Tigers! Come See the Parade! Copy Cat The Dance Band Driving in the G Clef Elephant Ride The Escalator Football Game Frogs on Logs Gorilla in the Tree Grandmother Hey, Hey, Look at Me! Hey, Mr. Half Note Dot! I Hear the Echo The I Like Song Into the Cave A Joke for You Lemonade Stand Let’s Play Ball! Magic Rhyme for Bass D March on D-E-F Men from Mars Merrily We Roll Along Middle C March Mister Bluebird My Invention Octavius the Octopus Ode to Joy The Old Clock Old MacDonald Had a Song Petite Minuet Princess or Monster? Rodeo Russian Folk Song Sea Story Ten-Second Song Three Little Kittens Tightrope Walker Two Black Ants Two Blackbirds Walking Song Yankee Doodle

Writing Games Eye Training Ear Training Improvisation

The Opposite Song Rain, Rain, Go Away Rex, the Tyrannosaurus School Bell Is Ringing! Shepherd’s Flute A Song About Cats Train’s A-Comin’ Trumpet Song Twinkle, Twinkle Little Star Wind in the Trees

New!

Primer Teacher Guide FF3007, 00420327 $39.95 Lesson Plans Pedagogy Pointers Duets for Improvisation Comprehensive DVD of Model Teaching

New!

Primer CD CD1001, 00420068 $10.95

New!

Technique & Artistry FF1096, 00420189 $6.50 Technique Secrets Artistry Magic Pieces: All the Stars Are Shining Canoeing Upstream Catch Me If You Can! Finger Hops Leading the Parade Peaceful Sunset A Special Ending for Alouette Wheels Going ‘Round

Performance FF1077, 00420170 $6.50 Are You Sleeping? Banana Split Chimes! Classical March Cowboy Joe Dancing with Frankenstein Donkeys Love Carrots The Doorbell The Happy Stream Horseback Riding Hot Cross Buns I Like Roller Skating In the Jungle Inchworm Let’s Boogie! Listen to the Drums Lullaby and Goodnight

Sightreading FF3006, 00420328 $6.95 Melody Patterns Rhythm Patterns Entertaining Musical Art

Popular Repertoire FF1256, 00420234 $6.95 Catch a Falling Star Happy Birthday to You I Got Rhythm I’d Like to Teach the World to Sing Lean on Me The Lion Sleeps Tonight The Planets (Animaniacs) The Rose Star Wars (Main Theme) Activity Pages

Gold Star Performance - with CD FF1602, 00420255 $7.95 Bluebird on My Shoulder (Duet) Cartoon Stories NFMC Chugging Choo-Choo CHOICE Eternally Music French Cathedrals Hello to the Drum I Found a Penny NFMC I Love Rain! CHOICE A Particularly Pleasing Piano Piece Pony Express Pterodactyls, Really Neat A Rainbow Is a Smile (Turned Upside Down) Roller Skate Ride Squinchy-Pinchy Shoes Theme and Variations Zoom, Zoom, Witch’s Broom

(accompaniments in two tempos plus MIDI files for Lesson, Performance, Technique & Artistry books)

Other Background Accompaniments Popular Repertoire CD CD1017, 00420084 $10.95 Popular Repertoire MIDI GM1013, 00420275 $10.95

I Can Read Music, Book 1 FF1048, 00420157 $5.50 Beginning note speller

Christmas FF1137, 00420205 $3.95 Flashcards FF1168, 00420218 $6.95 80 color flashcards Note drilling Intervallic reading

18

Away in a Manger Go, Tell It on the Mountain Good King Wenceslas Jingle Bells Jolly Old Saint Nicholas We Wish You a Merry Christmas Sightreading Activities

PracticeTime Assignment Book FF1167, 00420217 $5.50

PRIMER


PreTime® Piano - Primer Level Supplementary Series

Solos/Duets

O, How I Love Jesus Praise God, from Whom All Blessings Flow Praise Him, Praise Him Rejoice in the Lord Always Whisper a Prayer

PreTime® Popular FF1042, 00420151 $4.95

PreTime® Favorites FF1012, 00420121 $4.95

The Candy Man (Willie Wonka and the Chocolate Factory) Groove Tune I Just Can’t Wait to Be King (The Lion King) If I Only Had a Brain (The Wizard of Oz) It’s a Small World The Merry-Go-Round Broke Down Oompa-Loompa Doompadee-Doo (Willie Wonka and the Chocolate Factory) Part of Your World (The Little Mermaid) The Pirates Who Don’t Do Anything (Veggie Tales) Scooby Doo Main Title

Alouette Baa! Baa! Black Sheep Hush, Little Baby London Bridge On the Bridge NFMC Pop! Goes the Weasel CHOICE Row, Row, Row Your Boat Shoo, Fly NFMC Ten Little Indians CHOICE The Muffin Man Wheels on the Bus Yankee Doodle

PreTime® Classics FF1017, 00420126 $4.95 Bridal Chorus The Can-Can Horn Call A Little Night Music (Eine Kleine Nachtmusik) Morning Ode to Joy Shepherd’s Song Theme from the “London” Symphony Trumpet Voluntary

PreTime® Jazz & Blues FF1047, 00420156 $4.95 Cool Breeze Waltz Dinosaur Stomp A Fishy Story Hound Dog Blues Ice Cream Blues Jazz Man Jazz Walk King of Hearts Penguin Blues So Many Toys

PreTime® Rock ’n Roll FF1107, 00420198 $4.95

PreTime® Kids’ Songs FF1032, 00420141 $4.95

Celebrate with Rock ‘n Roll! Engine Number Nine Hard Rock Candy Old MacDonald Had to Rock Pebbles, Stones, and Rocks Recess Rock Rockin’ in Your Socks Rockin’ on the Soccer Field Stegosaur Rock

A-Tisket, A-Tasket Bingo The Dwarfs’ Yodel Song (The Silly Song) Happy Birthday to You Mail Myself to You Mickey Mouse March On Top of Spaghetti The Train Song Winnie the Pooh

PreTime® Hymns FF1028, 00420137 $4.95 Practice & Progress Lesson Notebook FF1024, 00420133 $5.95

The B•I•B•L•E Deep and Wide God Is So Good I’ve Got the Joy, Joy, Joy Jesus Wants Me for a Sunbeam 19

Hymns MIDI Disk GM1030, 00420291 $9.95

Achievement Solo & Duet Sheets

PreTime® Christmas FF1015, 00420124 $4.95 Away in a Manger Good King Wenceslas I Saw Three Ships Jingle Bells Jolly Old Saint Nicholas Over the River and Through the Woods Silent Night Up on the Housetop We Three Kings of Orient Are

Pre-Reading Christmas FF1050, 00420159 $5.50 Away in a Manger Counting the Days Deck the Halls Good King Wenceslas Jingle Bells Jolly Old Saint Nicholas Merry Christmas to You Ring the Bells! The Perfect Christmas Tree The Tree Hunt

Bluebird on My Shoulder (Duet) AD3002, 00420001 $2.50 Jesus Is My Friend ASA7006, 00420021 $2.50 Once I Caught a Fish! A2033, 00420060 $2.50 A Particularly Pleasing Piano Piece A2003, 00420032 $2.50 Pete, the Repeat Bird A2037, 00420063 $2.50 Pony Express A2019, 00420046 $2.50 Wee Small Bear A2032, 00420059 $2.50 Zoom, Zoom, Witch’s Broom A2024, 00420051 $2.50

DuetTime® Christmas, Primer FF1025, 00420134 $4.95 Good King Wenceslas Jolly Old Saint Nicholas Jingle Bells O Come, Little Children Go, Tell It on the Mountain God Rest Ye Merry, Gentlemen We Wish You a Merry Christmas

New!


PRIMER


Synergy at the Primer Level There is much to share with our beginning students. With limited lesson time, how do we maximize our results? Fortunately, the Primer Level presents three elements of pedagogy that have exponential value when taught in combination: n introducing new notes with varied fingerings to develop note-reading skill n utilizing arm weight for tone production and technique development n using a braced third finger for rounded hand shape and firm fingertip While each element has a unique function, the three concepts reinforce each other in synergistic fashion when the teacher conscientiously integrates them.

Varied Fingering One of the hallmark features of Piano Adventures® is the introduction of new notes using varied fingerings. This allows us to teach a specified set of notes without a fixed, preset hand position. Middle C March, for example, introduces Middle C as played by fingers 1, 2, then 3. Consequently, the student does not equate Middle C with finger 1.

Arm Weight The Primer Technique & Artistry Book introduces arm weight as Technique Secret 4, using an exercise called Heavy Wet Ropes. The student experiences the feeling of heavy arms by imagining them as waterlogged ropes. The release of heavy arms into the lap gives the sense of dead weight. The ability to release the weight of the arm into the keyboard is essential. Failure to use arm weight in piano playing places excessive burden on the fingers. Instead of over-taxing the finger muscles and tendons (with the risk of inuring physical problems like tendinitis), the pianist should use gravity efficiently to overcome the weight of the key. The weight of the arm can be dropped, thrust, tossed, balanced on the fingertips, and transferred finger to finger. This effective handling of arm weight forms the basis for good tone production and an effortless, virtuoso technique. There is ample opportunity to apply the concept of arm weight in the Primer Lesson book, beginning with the pre-reading pieces that traverse the range of the keyboard. In each of these, a brief Two Black Ants pattern is initiated with 2’s 3’s a drop of arm weight, • • and is finished with • a lift of the hand that 2 2 initiates a new drop 3 3 2 2 3 3 into the next octave. Black keys are in groups of

and

.

3

On the KEYBOARD Count all the groups of TWO. _____ groups Count all the groups of THREE. _____ groups

2

3 2

L.H.

Start in the

MIDDlE

Use left hand fingers 2 and 3. Play on the 2-black-key groups.

of the piano.

Your teacher will demonstrate.

Move down to next lOwER group.

play together

Two black ants

dig - ging down

2

2

3 3 The Old Clock is 2 played using a steady, rhythmic drop of arm weight into alternating ? arms: right-left right-left. This delivers a strong sense of pulse and puts the student in touch with the larger motions of piano playing. All the Stars Are Shining in the Technique and Artistry book explores arm weight applied to a grand gesture and the implications of arm weight for dynamic change. g

o

i

n

to their home

g

l

D I S C O V E R Y

10

Treble G, the next note introduced, is played with finger 3 as often as with finger 5. Similarly, Bass F is played by LH finger 3 in upcoming songs, as well as with finger 5. Using this varied fingering enhances note recognition and prevents equating a finger number with a given note. In addition, varied fingering has technical value when related to the concept of arm weight.

o

w

e

r

in

2 3

lOw

A short musical pattern begins this piece. How many times does the pattern appear? Can you memorize this piece?

5

In discussing varied fingering, we observed the frequent use of finger 3 for a given note. Finger 3 invites a drop of arm weight. In contrast, fingers 1 and 5 tend to tense the hand and pull the wrist down. Finger 3 also promotes a tall knuckle, which itself carries the weight of the arm. Contrast this to fixed hand positions, which foster tension and minimize coordinated involvement of the arm.

20

3

the ground.

FF1075

PRIMER


Braced Finger 3

collapsed knuckle and collapsed wrist. The finishing touch is to align a tall knuckle over the playing finger to provide a platform for balancing the arm.

The thumb can be a useful brace for a flattened fingertip. Placed behind the tip of an offending finger, just below the last knuckle, the bracing thumb rounds the hand and firms a potentially collapsing fingertip. The student’s first activity at the keyboard occurs in the Lesson Book with The Pecking Hen and The Pecking Rooster. Here the braced finger 3 is used to round the hand as the student explores pitch direction—pecking higher, then lower, up and down the keyboard.

If this sounds esoteric, don’t be dismayed. The braced fingertip and/or Making O’s handle the issue of alignment beautifully. And it can be done on the keyboard—right when the problem occurs. If a fingertip collapses or the finger and arm appear out of alignment, ask the student to “Make an O” with the finger still on its key. Making an O not only curves the errant fingertip, but it brings the arm, wrist, hand, knuckle, and finger into alignment, restoring a balanced platform for arm weight. We have seen that bracing finger 3 implicitly aligns the finger, hand, and arm. Thus a braced finger 3 is ideal for experiencing a drop of arm weight into the key. At the same time, the concept of varied fingering provides ample opportunity to use a braced finger 3. Notice the value, for example, of using finger 3 to kick off the downbeats in My Invention and The Dance Band. A braced finger 3 can be used here to ensure alignment and to increase the sensation of arm weight.

In the Technique & Artistry Book, the bracing technique is hinted at in Making O’s, the exercise for Technique Secret 3—firm fingertips. This drill accentuates a firm fingertip by bringing the thumb and each fingertip together, then looking for the “O.” With just a slight adjustment of the thumb, Making O’s becomes effectively synonymous with the braced finger technique of The Pecking Hen. Making O’s and the braced finger 3 reinforce each other to make the concepts of rounded hand shape and firm fingertip more vivid and the exercises more effective.

“Right” from the Beginning It takes effort and concentration for the student to recognize and associate a note with its corresponding key—but much less effort than having to erase learned finger-number associations. It also takes effort and concentration to help a student balance arm, wrist, and finger in coordinated fashion—but much less effort than having to undo years of practiced tension. The creative combination of pedagogical elements in the Primer Level will help your students “get it right” the first time.

Integration While varied fingering, use of arm weight, and the braced fingertip are each effective in individual context, these three concepts work together for great results.

Online Teacher Resources

To understand this integration, we need to explore the concept of alignment. When the arm, hand, and playing finger are in a straight line, arm weight can flow directly into the fingertip. If the playing finger and forearm show an angle at the wrist, there is a misalignment which breaks the distribution of arm weight. The tall knuckle and rounded hand shape facilitate use of arm weight by preventing a


21

LEVEL 1


LEVEL 1 Level 1 Lesson Book CD Audio & MIDI

Sightreading

New!

New!

Flashcards

Lesson Book

Theory


Achievement Skill Sheet #1 Major 5-finger patterns (challenging)


PlayTime Piano Level 1 Supplementary Series ®

Performance

Gold Star Performance

Classics

Popular

Popular Repertoire

Christmas

Favorites

Rock ’n Roll

Jazz & Blues

Hymns

Kids’ Songs

Christmas



Once Upon a Rainbow Book 1

The Bunny With No Name Happiness Runs (Duet) I’m Ready! Look What I Can Do! Plurals! Prayer at the Piano Shout Boo! 22

LEVEL 1


Level 1 Concepts reading across the grand staff

legato and staccato touches

2nd, 3rd, 4th, and 5th, and octave

quarter, half, and whole rests

half steps, sharps and flats

C and G 5-finger scales

tonic and dominant notes

I and V7 chords in C and G


ble

tire piece, nds? y this en king at your ha n you pla loo e c k : Ca asure, without Eye Ch me the last except ment ite With exc

œ œ œ œ

__?

∑

1 on

œ œ œ & œ stretched

?

∑

4

&

P w w

?

œ œ œ œ

F œ œ œ œ

˙.

to

˙˙..

hair.

Œ ˙.

4


Œ

˙ . Pœ My

oh, fœ # œ œ œ

care.

did - n’t

I

“Emily, let’s analyze. Does the L.H. begin on the tonic or the dominant note?”

Œ

˙.

œ #œ œ œ

t pink bu

“Michael, can you discover the 5-finger scale used for this piece?”

Œ

2

1

FF1078

2

CD 92-93

60

Œ

say.

d nose an

5

œ œ œ œ

look - ing

s ng wa

- thi Ev - ery

?

my

œ œ œ œ

4

&

Œ

1 5

1 4

13

ww

in

and

1

˙.

œ œ œ œ

œ

˙˙..

It

3

pleased real - ly

∑

cheeks,

my

on

got Gum

˙. œ

day.

-

gum to

œ œ œ œ ˙ ˙

I’m

˙.

œ œ œ œ

9

˙. Œ

1

1

popped, fore it

-

e be out wid

∑

œ œ

œ œ

__?

5

chew- ing

while

bub - ble

great big blew a

F Iœ

? 44

œ œ ˙

1 on

4 Œ &4

Begin pieces with an analysis of various musical elements. The student might name the 5-finger scale used, find a rhythm pattern, or discover why a forte dynamic makes musical sense. Begin to use the word “analyze” at lessons and compliment students for good thinking!

an

al Bowm

by Cryst

Words

œ œ œ œ ˙ ˙

3

5

2

47-48

38-40

?38-39

Creative activities engage students and bring smiles. Short creative forays at the lesson allow the student’s personality to emerge, reinforce theory skills, and are fun to do!

UNIT

e Treble

face th

E

2

C A

ce The spa

F

treble tes on the

Spaces rd

ll the wo

staff spe

face.

T r e b l e

no

M i d d l e

Use technique secrets with imaginative similes to draw students into the music.

´

E

C

A

Ç ÏÅ

F

C

& w

“Patrick, imagine your left hand is weightless—as if it was in outer space! Let it float up and over your right hand for the final E.”

NEW

NEW

“Melissa, pretend your fingers are astronauts skipping over the craters. Keep firm fingertips as you travel.”

le C. ove Midd C E. y just ab tes F A he F ke space no • Find t he treble nd say t • Play a step or skip? u Did yo

ce

in Spa Skippinyg Stead

3 & 4 ˙.

F

Name ____ each note.

? 34

(2 - 3)

œ œ & œ 5

____

V E A T I C R E

18

CD 18-19

____

____

(2 - 3)

˙.

____

____

____

er to E.

L.H. 2 ov

____

____

Pedal up

s piece

u play thi

Can yo

10

____

˙.

____

œ œ œ

œ œ œ

n

____

(2 - 3)

____

(2 - 3)

____

Pedal dow

?

˙.

˙.

1

with a L.H

. cro

to F? ss-over

er to A?

Cross-ov

To C? FF1078

?12

23

9

&

rit

Legend o & 44 w f the Bu ffalo w Th œ œ œ ? 4 œ. œ. œe. gro.und shakes as a he œ w 4 œ œ œ œœ œ. œ. œ. rd of. buffalo run. œ œ œ œœ . Œ œœ ˙˙ & w w œ œ œ ? œœ. œ. Thœe. souœnd. echoes from the hil œ w œ œ œ œ. œ. œ. ls.. œ œ œ œœ . Œ œœ ˙˙

? œ

3 on __?

4

1

Teache r Duet: (Student Note: Fol plays as low the written) dynamic marks cho 1 5 sen by the stu

? 4 b 4 .. ˙ ˙ ..

? ?

1 4

b w

17

20

dent.

œ.œ

˙˙..

2 5

œ œ œ œ

1

2

1

b ˙. ˙ . œœ ˙˙ . œ w . . œ. w 1 4

œ.œ

13

w 2-1

Œ œ œ ˙˙ 1 3

ww

Œ œ œ ˙˙ 1 3

˙

2

21

∑

œ œ

9

.. w

2 5

w w

1 5

˙. œ œ ˙ œ >. >œ. >˙

œ œ œ œ Ó ˙ ˙ 2 5

œ

A Cheye

nn

5

N. Faber

3

13

&

1 on __? 5 on __?

5

e chi œ œ œ ldœsto

2

? œ

4

“Megan, will you write the last sentence of Legend of the Buffalo to complete the story?”


pPF f

With spi

“David, will you read the words as I demonstrate the piece? Then choose your own dynamic marks to write in the boxes.” t largemen 117% en86% and 171% view at

Differen t DYNA MICS ( In this pie , , ce, you , ) he lp to ma can choo ke a pie se the dy ce intere • First, namics. sting. read the words a • Then nd play write dy th e music. namic m • Now arks in th play the e boxes piece an given. d enjoy y our vers ion of Le gend of the Buffa lo!

2

œ œ œ

œ œ

3

17

ww

21

& œ œ œ œ ? 4

œ œ œ œ

2 FF1097

4

& w w ? œœ. œ. A œdu. st cloœ. ud rises as the buffa œ œ œ œ. œ. œ. lo.th œ œ œ œœ 3

1 5

Row

Scale

p. 35 Ligh tly

r 5-Finge _____

Les son

The Bub

-2-

LEVEL 1


Welcome to the Second Edition of Level 1! More and more students now move into Level 1 after completing the My First Piano Adventure® series. Many of the Second Edition updates help smooth that transition, and enhance the learning experience for all students. The Lesson Book opens with “E-G-B Mouse” (from My First Piano Adventure®) for very effective review and a head-start orientation to smart notes on the bass clef. These pages may be revisited regularly to ensure “mission accomplished.” The completely revised Theory Book offers creative thematic tie-in with the Lesson Book. For example, after playing Dinosaur Stomp in the Lesson Book, the student improvises a Dinosaur Dance in the Theory Book, for review of the G 5-finger scale. New improvisation pieces and exercises throughout the book foster creativity and increase the joy of playing. Exciting new pieces! Selections from the great composers—Mozart, Beethoven, and Haydn—introduce students to the lives of these composers through fun facts and activities. Seven new pieces in the Performance Book also offer engaging new repertoire. New transposition exercises are presented. Firefly, the much-loved review piece, offers an opportunity for students to transpose the piece using a G 5-finger scale. Students have fun chasing the firefly in another key! A new Challenge Section at the end of the Lesson Book offers flexibility to further explore transposition and other creative activities. This offers the option of introducing 5-finger scales in D, A, E and F, taught “off-the-staff.”

New!

Level 1 Lesson Book CD Teachers and students alike will be delighted by the newly orchestrated background accompaniments for each piece in the Level 1 Lesson Book. The Enhanced CD features new improvisation opportunities and a variety of musical textures. Each selection in the book is played twice: first at a slow practice tempo and then at performance tempo. The piano part is muted on the performance track, allowing the student to be the featured performer.

Level 1 Lesson Book CD Audio & MIDI CD1002 00420069 $10.95

The Enhanced CD includes both the audio files and standard MIDI files. The audio files can be played on a CD player or computer. When used with software, electronic keyboard, or synthesizer, the MIDI files allow users to adjust tempos, isolate track playbacks, and transpose to different keys. Special bonus: The MIDI files for the Level 1 Performance and Technique & Artistry books are also included on this CD.

24

LEVEL 1


New!

Level 1 Sightreading Book Boost reading skills with this inventive series based on melodic and rhythmic variations of the Level 1 Lesson Book pieces. Students play an exercise a day while enjoying the entertaining, instructional art that reinforces Level 1 reading concepts. Chord Guy, Penny Piano, Freddy Forte and their friends turn each page into a sightreading adventure. The Level 1 Sightreading Book is carefully written to match the Level 1 difficulty and to provide appropriate challenge. It builds confident readers through recognition of individual notes and perception of note patterns.

Level 1 Sightreading FF3013 00420338 $6.95

The book is organized into sets of 5 exercises, for 5 days of practice. Students play one exercise a day, drawing a large X over each completed exercise. This instruction is so out of the ordinary that students find it immensely satisfying to mark their progress in this way. The “Don’t Practice This!” motto captures students’ attention and reminds them that sightreading is indeed “the first time through.”

Entertaining, instructional art guides student progress, making it fun and productive. Chord Guy, Penny Piano, Freddy Forte and their friends turn each page into a fun-filled sightreading adventure!

Sightreading

Sightreading

based on Lesson Book p. 39

daY 1: Grumpy Old Troll

4

&4 œ œ œ œ f 1

? 44

Who is walk - ing

∑

5

&

∑

? œ œ œ œ Stomp - ing on

5

his

daY 1: Shepherd’s Song

œ. œ ˙ . 4

œ œ ˙

down the street? Grump - y troll,

∑

∑ grump - y

œ.

Œ œ

Ó

1 4

œ. œ œ œ . 4

feet,

œ œ ˙

based on Lesson Book p. 54

grump - y

∑

troll is

œ. œ ˙ .

grump - y troll.

3

&4

œ.

5

∑

& ˙. 3

P ? œ œ œ Shep

..

5

58

82

25

∑

œ œ œ

∑

˙˙ ..

∑

optional pedal

5

. œ œ ˙ .

march - ing home.

˙˙ ..

? 34 œ œ œ

Œ œ

Ó

p

3 1

∑

-

˙.

herds

∑

˙.

œ œ œ

watch

-

˙.

ing.

.. ∑

..

LEVEL 1

Level 1 Lesson Book FF1078, 00420171 $6.95 Blocked Chord Study Bongo Drummers Boogie on Broadway Boy on a Bicycle Broken Chord Study The Bubble C’s Rock Chords in G Classic Dance Dinosaur Stomp The Dreydl Song Ferris Wheel Firefly Flute of the Andes Forest Drums Girl on a Bicycle Grumpy Old Troll Half-Time Show The Haunted Mouse Jazzy Joe The Juggler Kites in the Sky Li’l Liza Jane Lightly Row Little River “London” Symphony Theme The Lonely Pine Merlin’s Wand Mexican Jumping Beans Mixed-Up Song Mozart’s Five Names My Pony No Moon Tonight Paper Airplane Party Song Rain Forest Row, Row, Row Your Boat Runaway Rabbit Russian Sailor Dance Sailing in the Sun Scarf Dance Shepherd’s Song Skipping in Space Song for a Scarecrow Super Secret Agent This Is Not Jingle Bells Traffic Jam 2nds Two-Note March Warm-Up in G Young Hunter


Theory FF1079, 00420172 $6.50 Writing Games Eye Training Ear Training Improvisation

Technique & Artistry FF1097, 00420190 $6.50 Technique Secrets Artistry Magic Pieces: Carousel Floating Balloon Journey by Camel Kaleidoscope Colors Legend of the Buffalo Roses Are Red Soccer Victory Tom Cat Howl Trading Baseball Cards The Wild Colt

I’m a Fine Musician I’ve Got Music Jack and the Beanstalk Jumbo’s Lullaby A Merry March Miniature Sonatina Painting with Pastels Peter Peter Pop! Goes the Weasel Rain Dance Rusty Old Bike The San Francisco Trolley Showboat Silver Moon Boat Sleeping Beauty Waltz The Spanish Guitar Square Dance Two Little Marches

500-Year-Old Melody The Clock Shop The Crawling Spider The Crazy Clown Handbell Choir Hill and Gully Rider

Sheet Music

Gold Star Performance - with CD FF1603, 00420256 $7.95 NFMC

Bullfrog Blues CHOICE Canoe Song Chinese Painting Colorful Sonatina Dance of Two Seahorses NFMC Haiku CHOICE Happiness Runs (Duet) Little Bunny Foo Foo Monster’s Midnight March Most of All I Like Rainbows Mouses or Meese NFMC Three Pirates CHOICE

Sightreading FF3013, 00420338 $6.95 Melody Patterns Rhythm Patterns Entertaining Musical Art

Christmas FF1138, 00420206 $4.95

Fiddler on the Roof I Taut I Taw a Puddy-Tat Matchmaker Once Upon a December Over the Rainbow Superman (Theme) The Boogie Woogie March This Is It! We’re Off to See the Wizard (The Wonderful Wizard of Oz) Activity Pages

26

The Bunny With No Name A2035, 00420062 $2.50 Happiness Runs (Duet) AD3003, 00420002 $2.95 I’m Ready! A2018, 00420045 $2.50 Look What I Can Do! A2009, 00420038 $2.50 Plurals! A2006, 00420035 $2.50 Prayer at the Piano ASA7001, 00420016 $2.50 Shout Boo! A2025, 00420052 $2.50

Once Upon a Rainbow - Book 1 FF1103, 00420194 $4.50

New!

Popular Repertoire FF1257, 00420235 $6.95 Performance FF1080, 00420173 $6.50

Solos/Duets

Angels We Have Heard on High Deck the Hall Jingle Bells O Come, All Ye Faithful O Come, Little Children Up on the Housetop We Three Kings of Orient Are Sightreading Activities

New!

Level 1 CD CD1002, 00420069 $10.95


At the End of the Rainbow A Double Rainbow I’m a Walking Rainbow Most of All I Like Rainbows A Rainbow Is a Smile Rainbow, Rainbow Storm and the Rainbow

I Can Read Music Book 1 FF1048, 00420157 $5.50 Beginning note speller

Achievement Skill Sheet #1: Major 5-finger Patterns AS5001, 00420022 $2.95 Flashcards FF1168, 00420218 $6.95 Other Background Accompaniments Popular Repertoire CD CD1018, 00420085 $10.95 Popular Repertoire MIDI GM1014, 00420276 $10.95

LEVEL 1


PlayTime® Piano - Level 1 Supplementary Series

PlayTime® Popular FF1001, 00420110 $5.50

PlayTime® Favorites FF1013, 00420122 $5.50

ABC Do-Re-Mi (Meet) the Flintstones Music Box Dancer Puff, the Magic Dragon Rocky Top Star Wars Supercalifragilisticexpialidocious (Mary Poppins) Take Me Out to the Ball Game This Land Is Your Land

Are You Sleeping Aura Lee Camptown Races Down in the Valley Good-Night, Ladies! Grandfather’s Clock Home on the Range Oh! Susanna Oh Dear, What Can the Matter Be? Reveille She’ll Be Comin’ ’Round the Mountain Sleep, Baby Sleep Snake Dance Sweetly Sings the Donkey Taps This Old Man When the Saints Go Marching In

PlayTime® Jazz & Blues FF1044, 00420153 $5.50 Ain’t She Sweet The Blues Monster Boogie-Woogie Fever Don’t Sit Under the Apple Tree Five Foot Two, Eyes of Blue I’m Always Chasing Rainbows It Don’t Mean a Thing If It Ain’t Got That Swing It’s Only a Paper Moon Jeepers Creepers Moon River Sugarfoot Rag The Way You Look Tonight

PlayTime® Classics FF1018, 00420127 $5.50 Country Dance The Elephant Finale, Brahms Finale, Dvorák Finale, Saint-Saëns La Cinquantaine Lullaby March Slav Romance Sleeping Beauty Waltz The Trout Turkish March

PlayTime® Rock ’n Roll FF1019, 00420128 $5.50 Blue Suede Shoes Come Go with Me Cool Strut The Green Mosquito Peanut Butter The Purple People Eater Rock Around the Clock Rockin’ Robin Surfer Girl Walk Right In

PlayTime® Kids’ Songs FF1039, 00420148 $5.50 Bob the Builder C Is for Cookie Ferdinand the Bull I Can Be Your Friend I Swallowed My Gum! Let’s Go Fly a Kite The Lord Is Good to Me M-I-S-S-I-S-S-I-P-P-I Oh, What a Beautiful Morning Scooby Doo Ten Chocolate Cookies

27

PlayTime® Hymns FF1000, 00420109 $5.50 Come Thou Almighty NFMC King CHOICE NFMC Do Lord CHOICE Fairest Lord Jesus For the Beauty of the Earth NFMC Holy, Holy, Holy CHOICE Jesus Loves Me Joyful, Joyful We Adore Thee O Worship the King Stand Up, Stand Up NFMC for Jesus CHOICE This Little Light of Mine What a Friend We Have in Jesus

PlayTime® Christmas FF1002, 00420111 $5.50 Away in a Manger The First Noel A Holly Jolly Christmas Jingle Bells Joy to the World The Night Before Christmas O Come, All Ye Faithful Rockin’ Around the Christmas Tree Rudolph the Red-Nosed Reindeer Silent Night We Wish You a Merry Christmas When Santa Claus Gets Your Letter

DuetTime® Christmas, Level 1 FF1026, 00420135 $4.50 Away in a Manger The Holly and the Ivy Jingle Bells Joy to the World O Little Town of Bethlehem Pat-A-Pan Silent Night Up on the Housetop

PlayTime® Accompaniments Christmas CD CD1036, 00420101 $10.95 Classics CD CD1008, 00420075 $10.95 Favorites CD CD1009, 00420076 $10.95 Christmas MIDI GM1042, 00420301 $10.95 Classics MIDI GM1018, 00420280 $9.95 Favorites MIDI GM1017, 00420279 $9.95 Hymns MIDI GM1031, 00420292 $9.95

Assignment Notebooks PracticeTime Assignment Book FF1167 00420217 $5.50 Practice & Progress Lesson Notebook FF1024 00420133 $5.95 The Little Yellow Practice Book FF3009 00420330 $3.50

LEVEL 1


Articulation and the Wrist Articulation and the Wrist An essential concept of Level 1 is beginning articulation, specifically legato and staccato. These terms are so familiar to us as music teachers that we might overlook the importance of these touches in developing technique and musical expression. Perhaps you have noticed that there are no articulation marks at the Primer Level—no slurs and no staccato marks. We delay teaching legato to ensure that a modicum of finger independence develops before insisting on connected touch. When a student’s finger and small muscle coordination is undeveloped (common, and not a cause for concern), an insistence on legato playing can cause tension in the hand. This happens when pressure is maintained against the keybed. In most cases, the playing of a key should be followed by immediate relaxation, maintaining only sufficient balance of the hand and arm to keep the key depressed.

n Height of the wrist This is established at the Primer Level with the Technique & Artistry secret called “Thumb Perch.” Playing on the side tip of the thumb (instead of a horizontal thumb) eliminates a sagging wrist, which is so common at this level.

n Range of wrist motion “Relaxed Wrist,” the Level One Technique & Artistry Secret No. 2, establishes the range of motion for the wrist in the exercise “Wrist Float-Off.” With hands on the closed keyboard lid, an imaginary balloon pulls the wrist upward until only the tip of finger 3 is in contact. This precludes a locked wrist and models the gesture for a phrase ending.

We commonly hear young primer-level students play all notes detached, poking at each key with a pump of the wrist or a stab with the elbow. While we want to minimize (but not necessarily eliminate) the wrist pumping, this non-legato touch inserts a relaxation between each note, which can be beneficial. The student is naturally building coordination by practicing a relaxation response after each finger plays. Granted, it doesn’t sound good to a musician’s ear, but it does seem to improve coordination (and rhythm as well).

Wrist Gesture What does it mean to play legato? Yes, it is a connected touch, but—more importantly—it is the playing of several notes in a single gesture. It is initiating a phrase with a drop of arm weight and passing (transferring or “rippling”) that weight from finger to finger. In Piano Adventures®, the component parts of the legato touch are isolated and sequenced over several levels in the Technique and Artistry books, so that each element can become an automatic skill. This spiral approach offers both review of a previously learned skill and expansion of the technical concept, polishing the gesture and practicing its applications over advancing levels.

n The wrist gesture At Level 2A (Technique & Artistry Secret No. 5), the exercise “Moon Walk” applies the Wrist Float-Off to playing keys across the keyboard.

n The slur gesture The drop and release of arm weight through several notes is specifically practiced at Level 2B with the Technique & Artistry exercise called “Painter’s Brush Stroke.” Here the student perfects the “down-and-up” motion of the slur gesture. n The tapered ending At Level 3A, the focus is on “rounding off” the phrase ending. The wrist gesture carries the weight off the key to soften the last note of the slur.

28

LEVEL 1


Legato and the Wrist So what do we expect of the student at Level One? We want a flexible, relaxed wrist that freely moves up within an established range of motion. We don’t focus on down motions of the wrist here, as these tend to collapse the fingertip and lock the wrist low. We do focus on the up motion. It is the flip side of the arm-weight drop. The student drops into the phrase with arm weight and releases the weight with the Wrist Float-Off. This needn’t be complex. We simply encourage the student to apply the wrist float-off at certain points in the music.

This is possible because of the technique acquired early in the level (and the compositional placement of the accompanying chords on beats where the melody is sustained, not played).

Summary There are countless applications when we look beyond just phrase endings. The Wrist Float-Off is tremendously valuable for preparation. The rising wrist can carry the hand to its new placement in crossovers, octave leaps, and position changes. It also lends grace to closing chords. And, long-held notes come alive by replacing a static hand with a wrist that slowly rises through the duration of the note.

Staccato and the Wrist There is no single way to play staccato. Staccato playing is always contextual—that is, the execution of the staccato depends on the musical context. For this early level we choose the wrist staccato (Secret No. 3, “Light Hand Bounce”), a technique that essentially dribbles the hand from a slightly elevated wrist. Notice how well this complements the Level 1 theme of relaxing the wrist and finding its appropriate range of motion. With the exercise Woodpecker Taps, this staccato technique applies fittingly to the repeated notes and repeated intervals that characterize much of the repertoire at this level. This gentle hand bounce not only relaxes the wrist, but also provides a technique for playing soft, accompanying chords. This has big payoff at Unit 8 where chords are first introduced. Instead of loud, clunky chords that overwhelm the melody, the left hand effectively plays soft, staccato chords in the first pieces with block chord accompaniment.

29

In summary, the Wrist Float-Off and the Light Hand Bounce constitute essential wrist gestures that derive from their counterparts—legato and staccato. These gestures provide a technical foundation on which more refined technique can be developed. And, importantly, whether through shaping a phrase, softening an accompaniment, or adding elegance to an ending, these gestures add a great degree of musical artistry . . . which is especially appreciated at this early level.

LEVEL 2A


LEVEL 2A Achievement Skill Sheet #1 Major 5-Finger Patterns

Flashcards

Lesson Book

Developing Artist Preparatory Piano Literature (challenging)

Theory


I Can Read Music Book 1 (remedial)

ShowTime Piano Level 2A Supplementary Series ®

Performance

New!

Gold Star Performance (challenging)

Rock ’n Roll

Popular

Popular Repertoire

Christmas


Favorites

Achievement Solo & Duet Sheets Home Run Harry Lullaby for a Grizzly Bear There’s Nothing Like a Circus They’ll Be Back Toytown Walk in a Rainbow

Kids’ Songs

30

Classics

Hymns

Jazz & Blues

Christmas

LEVEL 2A


Level 2A Concepts

that both

hands are

treble n in the

writte

. . on __?. œ. œ 24 œ œ

Playfully 3

&

p

5

1 3

. œ. œ. œ. œ

9

&

p

& œœ. 13

1 5

R Y O V E D I S C

˙ 3

o

Analysis comes from the Greek word analyein, “to loosen up” or “to break apart.” Through analysis we look at separate parts in order to understand how these parts relate to form the whole. We loosen up, deepen, and stretch the student’s learning process.

..

2 1

œ œ>. œ œ>. œ œ> 1 2

œ

1

œ œ. œ. œ. .

. œ. œ. œ

˙˙

˙˙

& ˙˙

p

3

dand

ritar

p

√

lift

..

repeat!

. . œ. œ. œ œ

1 4

œ œ œ œ

. œ. œ. œ

˙

andante, moderato, allegro

œœ >

œœ >

∑

3

&

f

F

Œ

Cm, Gm, Dm, Am 5-finger scales

>. >. >œ œœ œœ œ

>œœ

œ

œœ. œœ. œœ

1 2

D and A major 5-finger scales

˙

œ œ. œ. œ. .

4 1

œœ. œœ. œœ

œœ & œ. œ œ. œ

whole step: W-W-H-W

1

2

>œ

3 1

2 1

the phrase and phrase mark

. . œ. œ. œ œ

F

. . œ œœ œœ œ

crescendo and diminuendo

2

∑

1 on __? 5 on __?

&

clef.

œ œ œ œ

Œ

2 & 4 œœ.

5-finger transposition


ammer Silver H The Elf__’s__ 5-Finger Scale e • Notic

8th-note rhythm patterns

œ

œ

3

œ.

œ

s (2 octave

“Hannah, where do you think the elf is pounding the loudest? Why?”

higher)

Œ

3

lift

“Philip, which 3 lines of music are almost the same? Now let’s analyze how the lines are different.”

&

ce? e this pie 5-finger sca G memoriz Can you nspose it to the tra Can you

le?

-25 CD 24

R.H.

UNIT

n. expressio lls with se s and fa oice rise ce, our v dos. . a senten minuen all eak di d f sp nd an we ise endos a • When phrases also r all cresc ful phrases. al with sm uti Music a phrase” ou “shape” bea p y n “shape • We ca d wrist will hel axe A rel

the Phra

Te c h n

:

ecret ique S

at-o wrist flo

ff

4 lk (p. 3). w Warm-up 4 & 4 s with a & 4 and signach phrase. the 4er to “shape” e l: Circle ?mind Optiona s a re 4 encil a 4 colored p ? 4

es s Phras Famour R.H ) . alone (fo

n Wa ith Moo

R.H.

mark phrase mark phrase mark phrase

ght

Silent Ni

Slowly wly3

Slo 3Slo 3 wly˙ & ˙ & 4434 P & P˙ 3

- en heavv - en hea - en heav

in

Sleep

ir ugh Fa Scarboro Gentlyy

-

˙˙.. ˙.

œœ œ

-

ly

œœ œœ œœ œ œ œ

2 2

œœ œœ œœ œ œ œ

œœ œ

1

ing go -- ing go ing go -

you you

p

Are Are

you

Are

2

5

oughh bor Scarr -- bor - oug Sca ough bor Scar -

to to to

œ œ œ œœ œ 4Liv 44 elyœ # œ œœ œœ œœ œœ œ œ & œ œ #œ & 44 P & Pœ # œ œ icho

over

Jer cross Barttle of 2 ss2 ove crothe ught Foely 2 2 r1 JoshuaLiv Lively1 cross ove 1 1

2

1

2

1

ght the the ua fou Josh -- ua fought Josh ght the ua fou Josh -

P

to Joy) 4 (Ode

14

3 3

3

tle bat -- tle bat tle bat -

of of

of

wrist ff wr floaistt-o t-off floaist wr float-off

p

peace. peace. peace.

ly ly

5 5

33 & & 4434 ˙p˙ & p˙ Gentl1 1 Gently

4

2

1

3

5

in in

P

Sleep Sleep

œœ œ

œœ œ

˙˙.. pp˙ .

4 4

2 2

1 1

3 3

5 5

œœ œ

3

Gently

I

f

Jer

-

-

he’s

˙˙.. pp˙ .

Fair?

œ

œ

-

ly

good

œ œ

low.

-

fel

2

f 1

(stretch)

3

5

p

Fair? Fair?

jol

a

Slowly

1

4

5

3

4

5

FF1098

wrist float-off

stone.

a

out

˙ ? 34 œ “Tatiana, listen as I demonstrate F several phrases. Whenb œ you œ œ œ ˙ œ ˙ œ raise your ˙ ˙ hear a crescendo, b œ ? 44 œ armp up slowly. Lower it for a diminuendo. Great! Now, let’s reverse and you play.” For

. i - cho . i - cho . i - cho

-

2

4

5 15 1 5 1

Jer Jer

with

ry cher -

a

5

Brightly

˙ œœ œœœ œœ>œ ˙˙˙ œœ œœ >œœ ˙ ff > œ

love

my

gave

Lesson p.2

31

3

5

œ œ œ œ 1

:

If

you me et an

œ œ œ œ

œ œ œ œ œ

5

4

1

5

œ

dynami markingc ___ But

L.H.

œ

œ

try

if

œ

you sho

uld

œ

? œ œœ œ œ œ œ œ œ

find

œ

a

it

ver - y

œ

with

œ

œ œ œ gen - tly,

œ

œ

or

œ

œ

a

œ œ

kit - ten

œ œ œ ng it

Words

in

by Cryst

al Bowm

œ œ ˙

let him be!

œ œ ˙

œ œ ˙

4

mel - o - dy.

œ

œ ˙

3

œ œ ˙

or

a mouse ,

œœ ˙ ˙

-

1

to you r hou

se!

Lesson p.2

5

œ œ ˙ 2

œ œ

4

then bri

4

If You M an Allig eet ator

œ

a moonligh

œ

1

œ œ œ œ œ

t

œ

bun - ny

1

You ma y pet

œ

to calm him

3

bet - ter run and

œ

2

er Scale

2

œ

œ

3

C 5-Fing

œ œ œ œ

al - li - ga tor,

œ œ œ œ

œ œ œ œ

5

œ œ œ œ

œ œ œ œ œ

œ & œ œ œ œ œ

We can bring out the expression by tapping the student’s desire to listen to his or her sound. Inspire our 108% view at enlargement 93% an d 187% students through your own expressive demonstrations. “Adam, play your favorite 5-finger scale ˙. ˙ ˙ up and down. Atœ the and do a ˙ œ end, ritard p œ œ œ œ F your lap. Pretend it’s ? 44 œ float-off wrist into p U˙ . a performance.” ˙.

&

4

Do not greet or

FF1082

Shaping

?

L.H.

“Philip, you create the dynamics of your piece. What dynamic mark do you think expresses the mouse?”

se phra

& 44

dynami markingc ___

“Olivia, many songs are co-written by two people. These lyrics are written by Crystal Bowman. Now you be the composer— the other half of the creative team.”


!

œ œ œ œ œ

5

?

Compose

er Scale

œ œ œ œ œ

rhythm

23

15

C 5-Fing

3 • Comp R.H. 2 1 lete this Use t pi he rhyth ece by choosin m given g notes f above e • Then rom the ach meas draw C 5-fing ph 1 ure. Play y er scale. ras 3 s and our com 2 e mark 4 dyna position 5 mic m ! arkings ( π, ∆, ∑ , ƒ ).


∑

?

L.H.

Create comes from the Latin word creatus, “to  make.” Structured creative assignments help  students consolidate basic skills while they compose and “own” their creative ideas.

FF1081

3

You Can

7 (Moonl

ight Me lody)

19

an

LEVEL 2A


Introducing the Second Edition of Level 2A! We are delighted to present the 2nd edition of Piano Adventures® Level 2A! This new edition is a progressive evolution of the time-tested Level 2A books. The following hallmarks of Piano Adventures® have been enhanced for exciting musical outcomes: A systematic approach to music reading and transposition Pianistic repertoire that invites technical gestures Varied styles from jazz to classical Engaging pieces with teacher duets Increased opportunities for exploration through Creative and Discovery questions. Books from the previous edition can easily be interchanged with books from the new edition. For tips and correlation charts, please visit: www.PianoAdventures.com/secondedition

Level 2A Lesson Book The Lesson Book opens with a progress chart that includes full page-by-page correlations of the four core books. Sixteen added pages allow for a smoother sequence. Students make an easier transition into Level 2A with the new Note Reading Guide and new review piece, When the Saints Go Marching In.

Note Reading Guide

The Adventures of E-G-B Mouse Remember me? My name is E-G-B-D-F.

& ´w˝wıwÎ

Additional pieces include well-known classics from the great composers including Bach, Brahms, Haydn, Beethoven, and Vivaldi. Teachers and students will also enjoy a new duet by Beyer.

I love to FACE a challenge—like reading space notes!

wÏ

Jazz Blast, a student favorite, now offers opportunity to improvise cool new sounds.

M i d d l e

C

The concept of a lead sheet is explored.

E F G A b C d E F

Mouse Mission #1 by Memory • Say the LINE notes quickly 3 times.

Mouse Mission #2 • Play E-G-B-D-F’s name on the piano 2 times.

• Say the SPACE notes quickly 3 times.

• Play the F-A-C-E spaces on the piano 2 times.

Mouse Mission #3 • Your teacher will say, “Line 2,” or “Line 5,” etc. How fast can you play and say the note?

Mouse Mission #4 • Darken the LINE notes to hide the letters.

• Repeat with space notes. For example, “Space 2,” or “Space 4,” etc.

Students are introduced to chord studies and drills: blocked and broken in the keys of D, A, Cm, Gm, Dm, and Am.

• Your teacher will point to any LINE or SPACE note. Play and say it on the piano.

CH A LLENG E

SECTION

The D, A, and E chords are all white-black-white.

teacher note: The 12 major 5-finger scales shown below may be introduced throughout Level 2A. A final goal might be to play the “Adventure Warm-up” chromatically up the keys. teacher note: Do these reading activities throughout this level. Regular review will develop confident note readers.

6

FF1081

For Adventurers

F≥

• Circle the keyboard for each scale learned.

d E

• Transpose pieces from the book to these adventurous keys.

Moderately

P ? ˙˙˙ i 1 3 5

5 4

˙˙

V7

˙˙

Ó

1

1

Ó

˙˙˙

œ œ œ œ œ œ œ œ

5

5

& Ó

F≥ G≥

d E

E

A b

The D≤, A≤, and E≤ chords are all

œ œ œ œ œ œ œ œ

1

5 3 1

A b

black-white-black.

& 44 œ œ œ œ f ? 44 œ œ œ œ 5

E 5-Finger Scale

C≥

G A

“Adventure Warm-up” in C

A new Challenge Section at the end of the book offers teachers the flexibility to introduce all twelve major 5-finger scales, and invites the student to explore transposition of favorite pieces to many keys.

A 5-Finger Scale

D 5-Finger Scale

• Use the “Adventure Warm-up” below to explore each scale.

Ó

1 2

5

Ó

i

˙˙˙ 1 3 5

3

5

3

1

3

1

w w

3

D≤ E≤

5

5 3 1

˙˙˙

G≤ A≤

A≤ B≤

F

w w w w w w

Ó

A≤ 5-Finger Scale

D≤ 5-Finger Scale

E≤ 5-Finger Scale

D≤ E≤

E≤

A≤ B≤

C

F G

The F≥ (or G≤), B≤, and B chords are all different! B≤ 5-Finger Scale F≥ 5-Finger Scale B≤

The C, G, and F chords are all white-white-white.

F≥

G≥

A≥ B

C≥

G≤

A≤

B≤ C≤

D≤

E≤

C d

F

B 5-Finger Scale

Ex. C 5-Finger Scale

G 5-Finger Scale

F 5-Finger Scale or G≤ 5-Finger Scale

G A b C d

F G A

FF1081

32

F≥

E

C D I S C O V E R Y

62

C≥ D≥

b

B≤

C d E F G

FF1081

On a separate sheet of paper, draw black and white mountaintops to illustrate the F≥ (or G≤), B≤, and B chords.

63

LEVEL 2A


Level 2A Theory Book

Two bands, “The MINOR Jazz Blasts” and “The MAJOR Jazz Blasts” are competing in a Battle of the Bands contest. Their fans are sitting in major or minor chairs.

1. Draw a line connecting each chair below to the drummer in the correct band.

This completely revised Theory Book now offers thematic tie-in with the Lesson Book.

Hint: You may try each message on the piano to help you decide.

2. Would you like to play with The Minor Jazz Blasts or The Major Jazz Blasts?

w w &# w

Entertaining new theory activities engage students with eighth notes, phrases, transposition, and major and minor 5-finger scales. New improvisation pages invite students to create sounds of Moon Shadows, Whirling Leaves, and The Snake Charmer’s Party.

w w &# w

& wwwww

& wwwww

?

? w w# w w w

? w w# w w w ?

?w w w

w wb w w w

w ? wwww

& wwwww

?b w w w

38

?b w w w

w w &# w

WWHW

Composer biographies of Bach, Haydn, and Vivaldi provide valuable context for the Lesson Book pieces.

www & ww

? w w# w w w ?

?w w w

w wb w w w

ww

w wb w The third note of the scale is E≤

w ? wwww

& wwwww

w w &# w

w wb w w w

?b w w w

w

w ?w &# w w w

Half step between 2 and 3

& wwwww

S E C T I O N

?w w w

The third note of the scale is B.

Half step between 3 and 4

w ? wwww

?w w w

w ? wwww

39

www & ww

ww

&

?w w w

1

w wb w w w

?b w w w

?b w w w

?w w w

w wb w w w

?

w w b w w ?w w w b w w w

?b w w w

WHWW

FF1082

? w w# w w w

? w w# w w w

A B C≥ D E

?

& wwwww

w w &w w w w w

? w w# w

w ? wwww

?

w w &# w

www www The Battle of the Bands offers a ?rollicking & ww ?b w w w w w w review of major and minor 5-finger patterns. w &w wwwww

Note to Teacher: These pages present the 12 major 5-finger scales and 7 white-key minor 5-finger scales. They may be taught after p. 26 in the 2A Lesson Book, or earlier if the teacher prefers.

w ? wwww www & ww

Major 5-Finger Scales

Level 2A Technique & Artistry Book

Whole step - Whole step - Half step - Whole step

C Major

C D E F G WW H W

C C D D E E F F G G C D E F G WW H W WW H W

G Major

WW H W

G A B C D

G GgMajor Major Major W W H W G Major F Major

G A A B B C C D D G GWAWBHB¯CWD W W H W G A WF W H WC WW H W

30

F F Major Major Major F FMajor B B¯¯ B¯

F G G A A C F C F G A C WW H W WW H W WW H W

Lesson pp.56-63

Write your initials in each blank when you have learned and memorized these positions.

& 44 œ1 œ 11œ œ œ œ œ œ œ œ œ œ œ œœœ3 33 .. 5 55 4 &?& 44 f-44p on1repeat œ œœœœ œœœ œœœ œœœœœ œœœ œ œ œœœœœ3 . œœœ5 & &44 44œœ œ œœœ œœœœ onœœœœrepeat œ œœ œœ œ œ œ œ œ œ . œ 3

5

The five effective technique secrets are used as warm-ups throughout the Technique & Artistry Book. At the end of each unit, a special Artistry Magic piece invites artistic expression using technical gesture. A useful Reference Section presents the twelve major and seven white key minor 5-finger scales, grouped by easy-to-memorize patterns of white and black keys.

. œœœ œœœ œœœœœœœ .... œœ œœœœœœ .. œœœ ...

œ œ œ f- pfon repeat f-œonpprepeat œ œœœ œ 4 4 f-p on œrepeatœœ œœœ œ œ ?? ? ?4 4444œ œœœ œœœ œœ œœ œ œœœ œœœ œœœ œ œœœ œœœ œ œœœ œœœœ 5

Write your initials when memorized!

3

1

your initials: _____

5 œ œ œ œœœ3 33 .. 1 11your initials: _____ 5œ œ œ œ œ œ when Write your initials initials when memorized! & 44 œ5 œ Write œ œmemorized! 1your initials: _____ 3 5 your your initials: _____ repeat your initials when memorized! f- p onWrite œ œ œ your initials: _____ ? 44 œ1 œ 11œ œ œ œ œ œ œ œ œ œœ 3 .. 5 3 3 55 1

3

5

&44 4444œ œ œœ œœœ œœœœ && & 4 f-œ pœon repeat on repeat f- pf-œonpprepeat œ ?444 444œœ fœ œœœ œœ b œœœonœœœrepeat &? ? ?4 f-44pœ œ œ œ œ ? 4 œ œ œ bœ œ œ œ

œœœœ œœœ œœœ œœ œ œ œ œœ œœ œ œ œœœ œœœ œœœœœœœ œ

&4 4444 œœ œœœ bœœœ bbb œœœœ && œ on œrepeat &4 4œ frepeat f-œ ppœon bb œœ ?f-444 pf-œœonprepeat œœon œœrepeat ?? ?44 44œ œ œ b œ b œœ

œœ œœ œœ œœ

1

5

1

4

5

on repeat 5 5 5

5

1

1 1 1

5

5 5 5

3

1

3

5

œ œ œœœ œœœœ œœœ œœœœ œœœœ œœ œ œ œ œœ œœœ œœœœœœ .. œ œœœ œœœœ 3

your initials: _____

5

œœœœœœœ œœ œœœœœœœ œœ

... .. ... ..

1 3 œ œ œ œ œ œ œœœ3 33 .. 1 11your initials: _____ your initials: _____ 3

1

your initials: _____ _____ your initials:

your initials: _____ 3 5

œœœœ œœ œœ œœ œ œœ œœ œœ œœ œœ œ

œ œœ œœ œœ œ œ œœ œ œ œœ œœ œœœ œ œœ œœ œœ œ œ œœ œ œ œœ œœ œœœ 3 5 3 3 5 5 FF1746

1 3 1 3 3 3 1 1your

œ œœœœœœœ œ œ œœœœœœœœ

... .. ... ..

initials: _____ _____ your initials: your initials: initials: _____ _____ your

FF1746 FF1746 FF1098 FF1746

Level 2A Performance Book

2

UNIT

Hint: The C, g, and F major. chords are all . white-white-white.. . 1

30 30 34 30

?

FF1082

w w w? w w w w w & ww

R E F E R E N C E

w w &# w

? w w# w w w

? w w# w w w

?w w w

11

& wwwww

www & ww

ABCDE

?b w w w

Lesson p.54 (Jazz Blast)

w w &# w

Dear Student:

TRANS POSITION

? 44

5

∑

∑

(prepare R.H.)

f

˙˙

√

∑ p

ww

˙˙

2 3

˙˙

2 3

2 3

2

R.H.

1 2 3

?

3

P

Rain

2

is

5

& ?

3 2

p

˙˙ 2 3

10

√

5

3

rain

is

1

fall - ing,

L.H.

7

F sun

L.H. 3

∑

2

1

fall - ing,

3

rain

is

∑

2 3

33

U

ww

3 2

Sun

1

5

3

rain

is

2

?

1

P

√)

(still

3

5

P

Rain

is

15

&

com - ing

R.H. 2

3

in

ww w ww

4

2 3

f

the sky!

2

5

1

3

5

stop - ping, rain

is

∑

2

œ œ œ œ œ œ œ œ 5

3

rain

is

1

stop - ping,

2

1

5

stop - ping, rain

∑

3

2

is

1

stop - ping.

L.H.

R.H.

?

out,

˙ œ œ œ œ

L.H. 3

2

rain - bow

3

fall - ing.

2 3 4

is

L.H. 3

out,

R.H. 2

& œ œ œ œ œ œ œ œ

fall - ing,

L.H.

U

Lesson p.22 (The Clock Strikes Thirteen!)

1 2 3

13

(prepare L.H.)

∑ ˙˙

2

com - ing

4 3 2

˙ œ œ œ œ

S-l-o-w-i-n-g d-o-w-n

2 3

œ œ œ œ œ œ œ œ 5

is

4

3

2

R.H.

ww

2 3

2

?

∑ ˙˙

√3

& œ œ œ œ œ œ œ œ 5

R.H.

Hold the damper pedal down for the entire piece.

Moderately slow (Œ = 80-96)

& 44

√

10

& œ œ œ œ ˙

The Storm and the Rainbow

3 2

Two new pieces enhance the Performance Book. Look for The Storm and the Rainbow, Dance Theme and Variation, and several added teacher duets. This new edition promises to refresh and inspire your student recitals.

Students explore the full range of the keyboard and a wide variety of dynamics through this new composition.

The music here is mainly for your teacher. Listen carefully as your teacher plays. The words, rhythm, and keyboards will help you learn each musical pattern.

L.H.

4

3 2

π

(Was that thunder?)

ww 2 3

√

2

D I S C O V E R Y

FF1083

FF1083

√5

5 3 2 1

3 2 1

˙˙˙˙*

f

˙˙˙˙

F

∑

Hold and let the sound ring!

5 3 2 1

The rainbow

w ww w p

shimmers!

*Optional: Students may divide the chord between the hands: L.H. 3-2 on F and G; R.H. 1-3 on A and C.

∑

Can you transpose this piece up a half step and play it on the black keys? Your teacher will help you. 11

LEVEL 2A

Level 2A Lesson Book FF1081, 00420174 $6.95 Aardvark Boogie Changing Moods Clock Strikes Thirteen! Elf’s Silver Hammer Famous People Go Tell Aunt Rhody I Am the King Ice Cream In an Old Castle Jazz Blast Kitch-iti-kipi Leftover Popcorn Minuet for Mr. Bach’s Children Moonlight Melody More Ice Cream Mr. Brahms’ Famous Lullaby Mr. Haydn’s Theme My Daydream Ode to Joy Our Detective Agency Peter Pan’s Flight Pirate of the North Sea Puppet Show Queen’s Royal Entrance Skip to My Lou Snake Charmer Spring, Vivaldi Storms on Saturn Sword Dance This L.H. Old Man This R.H. Old Man When the Saints Go Marching In Whirling Leaves


Theory FF1082, 00420175 $6.50

Performance FF1083, 00420176 $6.50

Writing Games Eye Training Ear Training Improvisation

Coconut Shuffle Dance of the Irish Dance Theme and Variation Green Frog Hop Home on the Range Horseman’s Night Ride Italian Children’s Game Juggler Loch Ness Monster March of the English Guard Mr. McGill’s Boop ShaBop! Pachyderm Caravan Rhino in the Mud Rocky Mountain Train Snow Fort Hideout Storm and the Rainbow

Technique & Artistry FF1098, 00420191 $6.50 Technique Secrets Artistry Magic Pieces: Colorful Sunset Hummingbird Wings Malagueña Race Car Rag The Riddle Song Spotlight on the Left Hand Spotlight on the Right Hand Star Traveler

Background Accompaniments Lesson Book Enhanced CD CD1003, 00420070 $10.95


Popular Repertoire CD CD1019, 00420086 $10.95 Popular Repertoire MIDI GM1015, 00420277 $10.95

Popular Repertoire FF1258, 00420236 $6.95 If I Were a Rich Man (Meet) The Flintstones Merrily We Roll Along Merry Old Land of Oz Splish, Splash Tiger Rag (Hold That Tiger) Tomorrow Will You Be There Activity Pages

34

Gold Star Performance - with CD FF1604, 00420257 $7.95 Concert Sonatina First Snowflake of Winter Five-Note Sonatina Grandpa Leprechaun Home Run Harry Hunters’ Chorus I Love the Mountains Little Ghost’s Recital Morning Has Broken (Duet) Snappin’ Harriet There’s Nothing Like a Circus Toy Town

I Can Read Music FF1048, 00420157 $5.50 Note speller Beginning reading level

Achievement Skill Sheet #1: Major 5-finger Patterns AS5001, 00420022 $2.95

Christmas FF1139, 00420207 $4.95 The First Noel Go, Tell It on the Mountain Jingle Bells O Christmas Tree Pat-a-Pan Silent Night We Wish You a Merry Christmas Sightreading Activities

Flashcards FF1168, 00420218 $5.50

Achievement Solo & Duet Sheets Home Run Harry A2020, 00420047 $2.50 Lullaby for a Grizzly Bear A2008, 00420037 $2.50 There’s Nothing Like a Circus A2010, 00420039 $2.50 They’ll Be Back! A2026, 00420053 $2.50 Toytown A2022, 00420049 $2.50 Walk in a Rainbow A2001, 00420030 $2.50

LEVEL 2A


ShowTime® Piano - Level 2A Supplementary Series

ShowTime® Popular FF1043, 00420152 $5.50 Happy Birthday to You Hedwig’s Theme (Harry Potter) I Just Can’t Wait to Be King (The Lion King) It’s a Small World La Bamba Olympic Fanfare Over the Rainbow Part of Your World (The Little Mermaid) Perfect Nanny (Mary Poppins)

ShowTime® Favorites FF1035, 00420144 $5.50 The Ash Grove Bill Groggin’s Goat Boom Boom! Centipede and the Frog Give My Regards to Broadway Go Tell Aunt Rhody Irish Washerwoman Li’l Liza Jane Michael Finnegan Music Alone Shall Live My Ma Gave Me a Nickel Off to Bed, Now The Old Gray Mare Old King Cole Peter, Peter Shave and a Haircut The Three Doughs

ShowTime® Hymns FF1036, 00420145 $5.50 Come into His Presence Come Thou Long-Expected Jesus Dona Nobis Pacem Ezekiel Saw the Wheel Jesus Tender Shepherd, Hear Me Little David, Play on Your Harp Lord, Speak to Me, That I May Speak Michael, Row the Boat Ashore Praise God, from Whom All Blessings Flow Rock-a My Soul Send the Light Simple Gifts This Is the Day Wasn’t That a Band?

ShowTime® Classics FF1052, 00420161 $5.50 Canon Egyptian Ballet Dance Liebestraum Merry Widow Waltz Minuet Prince of Denmark’s March Spring Suitor’s Song Theme from Don Giovanni Theme from Symphony No. 1

Background Accompaniments Hymns MIDI Disk GM1032, 00420293 $9.95 Christmas CD CD1037, 00420102 $10.95 Christmas MIDI Disk GM1043, 00420302 $10.95

ShowTime® Kids’ Songs FF1040, 00420149 $5.50

DuetTime® Christmas, Level 2 FF1038, 00420147 $4.95

Bling-Blang (Build a House) Chim Chim Cher-ee The Hokey-Pokey Jig Along Home Mail Myself to You Oompa-Loompa Doompadee Doo The Pirates Who Don’t Do Anything Shaggy Dog Bop Tomorrow What Do Witches Eat?

Angels We Have Heard on High French Carol Fum, Fum, Fum Jingle Bells O Christmas Tree There’s Something Under the Christmas Tree We Three Kings of Orient Are We Wish You a Merry Christmas

ShowTime Christmas FF1037, 00420146 $5.50 ®

ShowTime® Jazz & Blues FF1045, 00420154 $5.50 Blue Moon Bye Bye Blackbird Mama Don’t ’low Oh, You Beautiful Doll Pumpkin Boogie Rainbow Connection Smokie Blue Surrey with the Fringe on Top What’ll I Do When the Red, Red Robin Comes Bob, Bob Bobbin’ Along You Are the Sunshine of My Life

New!

ShowTime Rock ’n Roll FF3008, 00420329 $5.50 ®

Ain’t No Mountain High Enough At the Hop Baby Elephant Walk Groovy Kind of Love Lava Lamp Loco-Motion Lollipop Twist and Shout Undercover Rock Yakety Yak

35

Angels We Have Heard on High Coventry Carol Ding, Dong Merrily on High Frosty the Snowman God Bless All It Came Upon the Midnight Clear The Little Drummer Boy Little Elf’s Christmas Must Be Santa Santa Claus Is Comin’ to Town Silent Night Up on the Housetop We Three Kings of Orient Are

Developing Artist Preparatory Piano Literature - with CD FF1027, 00420136 $5.95 Allegretto, Köhler Ancient Dance, Praetorious Circle Dance, Beyer Country Ride, Köhler Echoes, Köhler Five-Note Sonatina, Bolck Hero’s March, Vogel In an Old Castle (Duet), Beyer Little March, Türk Melody, Beyer Ponies, Löw Sonatina, Wilton

LEVEL 2A


Pattern Recognition and Five-Finger Scales Pattern Recognition Why are five-finger positions a necessary part of piano pedagogy? Because our hands have five fingers. So the relevance of five-finger patterns applies at virtually any level of piano playing. Major and minor five-finger patterns are taught in Level 2A of Piano Adventures®—after the basics of reading are acquired in the Primer and Level 1. With the fundamentals of note recognition and intervallic reading firmly in place, this multi-key approach can take hold without liability. After students learn the basics of reading, we can use fivefinger positions to enhance reading skill by eliciting visual, kinesthetic, and aural pattern recognition.

Contour and Context A student who reads only note-by-note misses the musical picture. Why? Because music is coded in contour and context. Contour of musical line depicts phrasing and the expressiveness of changing pitch. Contour is decoded through recognition of pitch direction and interval. Context suggests another level of pattern recognition. Context provides harmonic meaning through recognition of chords, key, tonic/dominant relationships, and so on. Context provides artistic meaning through recognition of form and motivic relationships, as well as more subtle relationships found through conscientious study of the score. From the standpoint of artistry, understanding of contour and context can reduce a dense score to relative simplicity, and thus provide musical meaning that leads to expressive playing. From the standpoint of reading skill, an ability to grasp contour and context simplifies the reading process by allowing visual information to be processed in “chunks” through recognition of familiar patterns. Piano Adventures® systematically builds skill in pattern recognition:

n Level 1 introduces five-finger tonality in C and G, with emphasis on tonic and dominant scale steps. n Level 2A addresses multi-key playing with transpositions to D, A, and to minor five-finger patterns. n Level 2B adds meaning to triad recognition with awareness of key, key signature, the full major scale, and recognition of primary chord functions—I, IV, and V7. n Level 3A reinforces and expands recognition of chord names and chord function. n Level 3B introduces chord inversions and minor tonalities. n Level 4 reinforces these minor key patterns with special focus on the V7 in root position, and reviews chord inversion recognition. n Level 5 introduces new flat-key patterns and recognition of I, IV, and V chords in any inversion and any key.

Intervallic Reading Decoding contour requires recognition of direction (up, down, same) and interval span (step, skip, fourth, fifth, and so on). This reading skill is not a substitute for note recognition, but a skill to be learned concurrent with note naming. For this reason, the Primer level merges note-name recognition with intervallic/directional reading. These skills go hand-in-hand. Note-name recognition is essential for student confidence. Yet, directional/intervallic reading is not of secondary importance. It is essential for grasping musical contour and for fluent sightreading. Intervallic reading is pattern recognition in its most elemental form, and rests on a foundation of note recognition.

n The Primer introduces intervallic reading and Level 1 reinforces it.

36

LEVEL 2A


Five-Finger Scales

of black and white, which is visual. We also stress the feel of the pattern. The pairing of D and A Major highlights both their visual and kinesthetic similarities.

The importance of major and minor five-finger patterns may be obvious, but let’s cite three reasons: n Major and minor five-finger patterns (pentascales) reinforce recognition of major and minor triads. n Major and minor five-finger patterns prepare the student for major and minor scales. n Major and minor five-finger patterns highlight the tonic and dominant notes. Because five-finger patterns lie stepwise under the hand, this context is ideal for reinforcement of intervallic reading and for transposition. Many pieces at Levels 1 and 2A require moving the hand between familiar positions. This movement between positions sharpens the student’s reading, mitigates position dependence, and invites motion that can prevent a locked wrist.

Rhythmic “Chunking” Eighth notes are not presented in Piano Adventures® until Level 2A. This allows the student to be at ease with rhythm at the Primer and Level 1. The beat can be quite fast, unhampered by intruding eighth notes. This promotes a rhythmic fluency based on meter, instead of a slow, interrupted beat. Teachers readily recognize the increase in musicality. By not yet subdividing the beat, these early levels present a limited set of rhythmic values which the student can readily “chunk” into macro patterns, such as 1 1 1-2 or 1-2 1-2. When eighth notes are introduced at the beginning of Level 2A, they are presented in rhythmic groupings.

Thus the student is led to read eighth notes, not as individual counts or sub-counts, but in the context of a meaningful rhythmic pattern that is felt kinesthetically, not just intellectually.

There are three modalities involved with five-finger pattern recognition: n Staff recognition is visual

Summary

n Keyboard topography is kinesthetic

Repetition of predictable patterns leads to recognition of these patterns. We can’t assume that random occurrence of principal patterns will lead to recognition. We need to equip students with tools of pattern recognition through systematic presentation of patterns and a matching repertoire.

n Aural perception of five-note tonality is auditory Since music making involves these modalities in combination, the pedagogical use of five-finger scales provides a playing field for exploring the integration of elementary patterns—visual, kinesthetic, and auditory.

Through transposition, “question and answer,” harmonization, ear training, and a carefully conceived repertoire, five-finger patterns lay a foundation of pattern recognition that ultimately leads to a keen sense of tonality and intelligent, fluent music reading. ❙

Occasionally, it’s helpful to spotlight a specific modality. For instance, the shift from major to minor (or vice versa) is aurally striking. We introduce five-finger patterns in terms

37

LEVEL 2B


LEVEL 2B Achievement Skill Sheet #2: Minor 5-Finger Patterns

Achievement Skill Sheet #7: Elementary I-V-I Cadences (challenging)

Flashcards

Developing Artist Preparatory Piano Literature

Lesson Book


Theory


Developing Artist Piano Literature Book 1 (challenging)

Discover Beginning Improvisation

ChordTime Piano Level 2B Supplementary Series ®

Performance Gold Star Performance (challenging)

Classics

Popular

Popular Repertoire

Christmas

Favorites

Rock ’n Roll

Jazz & Blues

Ragtime & Marches

Hymns

Kids’ Songs

Christmas

Jewish Favorites



Cat Prowl Classic Sonatina Jazz Pizzazz Land of Dreams Little Tin Soldier (Duet) The Notorious Pirate 38

LEVEL 2B


Level 2B Concepts five Cs across the grand staff

cross-hand arpeggios

interval of a 6th

C, G, and F major scales

connected pedaling

I, IV, and V7 chords in C, G, and F

eighth rest, dotted quarter note

Musical form (AB and ABA coda)


C

d

e

g

f

a

b

Teach to make the students’ grasp of a new concept (ex. major scale) flexible so that they can both understand the idea and apply it to a variety of contexts.

C

“Katie, let’s play Twinkle, Twinkle by ear. How are tonic and dominant notes used at the beginning of the tune?”

10 r y p. Theo

“Bryan, let’s make up a L.H. accompaniment pattern that uses the tonic note moving DOWN to the dominant note.


Children grow musically with short creative encounters that relate to the larger concepts being taught. Each new musical concept is an opportunity for a creative encounter. FF1084

R Y O V E D I S C

14

“Philip, will you play your G major scale from memory and say the letter names? Now, let’s complete this melody that is built from the G scale. Tell me, does the B section end on the tonic or dominant?” “Patrick, could you harmonize your G scale melody with I and V7 chords?”


up: e Warmfor Practic -o-w-l-y namics. ctice s-l and dy First pra ulation, tic ar , notes ge: en all a howling ward motion. Wind Ch mood of Winter for eate the dynamics and egro! Cr exciting Play all nd with wi r nte wi

r Wind Winte r) (C mino er

N. Fab

œ œ bœ œ œ œ Allegro œ œ œ > œ œ œ b ˙ ˙ œ œ > 3 œ b & 4 b œ> œ œ œ ˙˙ œ b f b ˙˙ ? 34 œ> ∑ Œ œœ œœœ ∑ œ. . bœ œ œ bœ œ œ ˙. & ˙. F œ œ #œ over œ. œ. œ œ b œ ? œ bœ œ 1

3

2

3

2

3

2

3

2

3

5

1 3

1 3

5 4 1

5

Full understanding of terms and concepts such as articulation, dynamics, and forward motion is an ongoing process. Students move from shallow to deeper knowledge through their exposure to artistic teaching and expressive repertoire. 20 n s p.

ircle a or

Quiz: (C

Lesso

.) following h of the b for eac mics accents the dyna tos, and (a) cca to sta refers slurs, ulation (b) the music 1. Artic s in the t sound als sof d an the loud , flats, and natur r line ers to (a) sharps each ba w mics ref (b) the ating at sical flo sit 2. Dyna he notes; mu heavily, ion of the playing rd direct ers to (a) the forwa tion ref mo (b) d ar 3. Forw

Artistry

4

5

1

1

1

16

2

2

1

2

3

“Michael, in which measures do you have a sense of swirling, forward motion over the bar lines?”

“Sarah, where would you use a light hand bounce as part of the articulation?” FF1099

39

LEVEL 2B

FABER PIANO ADVENTURES Developing Artist Preparatory Piano Literature - with CD FF1027, 00420136 $5.95 See Level 2A for content

Level 2B Lesson Book FF1084, 00420177 $6.95 Almost Like a Dream Amaryllis America Auld Lang Syne Beach Party Boom Boom! Boxcar Rumble Camptown Races Duet Canoeing in the Moonlight Carefree Waltz Cathedral Chimes Cross-Hand Arpeggios Down by the Bay Duke of York Horse Drawn Carriage Jumpin’ Jazz Cat Lazy Chord Blues London Bridge New Orleans Celebration New World Symphony Theme Pedal Power Pumpkin Boogie Riding the Wind Shave and a Haircut Sounds from the Gumdrop Factory Spanish Caballero Taps Turkish March

Theory FF1085, 00420178 $6.50 Writing Games Eye Training Ear Training Improvisation

Technique & Artistry FF1099, 00420192 $6.50

Popular Repertoire FF1259, 00420237 $6.95

Christmas FF1140, 00420208 $4.95

Technique Secrets Artistry Magic Pieces: Autumn Colors Carillon Bells Etude in C Grand Waltz in F The Hurdy-Gurdy Rip Roarin’ Rag Sunshine, Raindrops Swiss Music Box Water Skiers Winter Wind

Ashokan Farewell Ding-Dong! The Witch Is Dead Don’t Cry for Me, Argentina I Want to Hold Your Hand The James Bond Theme Linus and Lucy Over the Rainbow The River Activity Pages

Deck the Halls Jingle Bells Joy to the World Mary Had a Baby Silent Night Twelve Days of Christmas Up on the Housetop What Child Is This? Sightreading Activities

Developing Artist Piano Literature Book 1 - with CD FF1030, 00420139 $6.95 See Level 3A for content


Performance FF1086, 00420179 $6.50 Brahms’ Lullaby The British Grenadiers Come Sail Away A Day at the Carnival The Dragon Hunt Everybody Loves Saturday Night Für Elise In My Red Convertible Kum Ba Yah The Milky Way Minuet Music Box Waltz Pagoda Tree Sunburst Waltz Theme by Haydn The Time Machine Tingalayo

Flashcards FF1168, 00420218 $5.50

Gold Star Performance - with CD FF1605, 00420258 $7.95 Aria (La Traviata) Banuwa Cat Prowl Festive Sonatina Gypsy Dance by Firelight The Little Tin Soldier (Duet) Misty Midnight Garden The Phantom Complainer Rainbow Sister Tijuana Tambourine Treasure Island




40

I Can Read Music Book 2 FF1060, 00420167 $5.50

Cat Prowl A2027, 00420054 $2.50 Classic Sonatina A2005, 00420034 $2.95 Jazz Pizzazz A2030, 00420057 $2.50 Land of Dreams A2031, 00420058 $2.50 Little Tin Soldier (Duet) AD3004, 00420003 $2.95 The Notorious Pirate A2023, 00420050 $2.50

Elementary note speller

Achievement Skill Sheet #2: Minor 5-finger Patterns AS5002, 00420023 $2.95 Achievement Skill Sheet #7: Elementary I-V-I Cadences AS5007, 00420028 $2.95 Discover Beginning Improvisation FF1051CD, 00420160 $8.95 Imaginative exercises to explore improvisation

Once Upon A Rianbow - Book 2 FF1104, 00420195 $4.50 I Love a Rainbow Purple Rainbow Swirls Rainbow Dreams Rainbow Ice Cream Rainbow in My Pocket Walk in a Rainbow

LEVEL 2B


ChordTime® Piano Supplemental Series

ChordTime® Popular FF1004, 00420113 $5.95 Angel of Music (Phantom of the Opera) Can You Feel the Love Tonight? (The Lion King) Circle of Life Do-Re-Mi The Entertainer Heart and Soul Lean on Me (Meet) the Flintstones She Loves You Star Wars (Main Theme) We’re All in This Together (High School Musical)

ChordTime® Classics FF1020, 00420129 $5.95 Aria La Donna e Mobile Largo Laughing Song Little Man in the Woods March Militaire Overture Pizzicato Polka Polovetzian Dance No. 17 Rage Over the Lost Penny Roses from the South Theme from “The Surprise” Symphony Theme from Trumpet Concerto in E Flat Trepak

ChordTime® Favorites FF1014, 00420123 $5.95

ChordTime® Jazz & Blues FF1046, 00420155 $5.95

America CHOICE Auld Lang Syne NFMC Down by the Riverside CHOICE Duke of York Everybody Loves Saturday Night The Great Meat Pie Hot Cross Buns Long, Long Ago Mexican Clapping Song NFMC Rise and Shine CHOICE Skip to My Lou Three Blind Mice Turkey in the Straw Where Has My Little Dog Gone?

Ain’t Misbehavin’ Baby Face Dill Pickle Stomp Doo Wah Diddy Diddy God Bless the Child Left-Hand Louisian’ Ol’ Man River Tea for Two Tuxedo Junction Watermelon Man When the Saints Go Rockin’ In Where Is the Love? Whistle Stop Blues

NFMC

Classics MIDI GM1021, 00420283 $9.95 Favorites MIDI GM1020, 00420282 $9.95 Hymns MIDI GM1033, 00420294 $9.95

ChordTime® Kids’ Songs FF1041, 00420150 $5.95 Catch a Falling Star Ding-Dong! The Witch Is Dead Happy Birthday to You I Can’t Spell Hippopotamus In a Cabin in the Woods Mama Paquita New River Train Oh! Susanna Pizza Time! Rubber Duckie Teddy Bears’ Picnic Tingalayo

ChordTime® Hymns FF1003, 00420112 $5.95 Amazing Grace Battle Hymn of the Republic Blest Be the Tie That Binds NFMC Come Bless The Lord CHOICE Give Me Oil in My Lamp Go, Tell It on the Mountain Hallelujah, Praise The Lord He Leadeth Me I’ve Got Peace Like a River Lord, I Want to Be NFMC CHOICE a Christian NFMC This Is My Father’s CHOICE World Praise to the Lord, NFMC CHOICE The Almighty and more...

ChordTime® Jewish Favorites FF1192, 00420225 $5.95 ChordTime® Rock ’n Roll FF1021, 00420130 $5.95 Chantilly Lace Come Sail Away Crazy Little Thing Called Love In the Midnight Hour Long Tall Texan Lost in the Fifties Tonight Mr. Tambourine Man Rock Around the Clock Surfin’ Safari Wipe Out Witch Doctor (Alvin and the Chipmunks) Yesterday You Really Got Me

ChordTime® Ragtime & Marches FF1133, 00420204 $5.95 Alexander March Alexander’s Ragtime Band Astronaut March The Caisson Song Colonel Bogey March Dalmatian Rag The Entertainer Marines’ Hymn Original Rags Raincoat Rag Stars and Stripes Forever The Thunderer You’re a Grand Old Flag

41

Artza Aleenu Hanukah Hanukah Candle Blessings Hatikva Havah Nageela Hayvaynu Shalom A’layhem Hinay Mah Tov Maoz Tzur My Draydl Seeman Tov Shabbat Shalom Tumbalalaika

ChordTime® Accompaniments Christmas CD CD1038, 00420103 $10.95 Classics CD CD1014, 00420081 $10.95 Favorites CD CD1015, 00420082 $10.95 Christmas MIDI GM1044, 00420303 $10.95

ChordTime® Christmas FF1005, 00420114 $5.95 Away in a Manger Deck the Hall Good King Wenceslas Holly Jolly Christmas Jingle Bells Jolly Old Saint Nicholas Joy to the World Night Before Christmas Song Rockin’ Around the Christmas Tree Rudolph the Red-Nosed Reindeer Silent Night Twelve Days of Christmas When Santa Claus Gets Your Letter

LEVEL 2B


The Power of Primary Chords Perhaps the favorite application of music theory in piano instruction is the teaching of I, IV and V7 chords in that familiar cluster surrounding the root-position I chord. This aspect of piano pedagogy is a guiding concept for Level 2B of Piano Adventures® and the corresponding ChordTime® Piano series. This simple chord formula is favored for good reason: n The chords are easily accessible n They reduce the harmonic language of many diverse styles to a common denominator n They provide a basis for creative applications in arranging or composing.

Staging the V7 Chord The earlier levels of Piano Adventures® work with a two-note V7 chord that lies readily under the hand. This allows for easy and rapid switching between I and V7 chords. Using the more common three-note V7 chord at early levels can sabotage the student’s rhythm at the bar line because of the difficult shift of finger five. In contrast, a two-note V7 chord allows the student to maintain rhythmic fluency and, importantly, the musicality of a flowing meter.

Thee next steps toward using three-notes for the V7 are presented in stages at Level 2B: the interval of a 6th and the leading tone. In teaching the major scale, we help the student hear the leading tone move by half step to the tonic. Then we help the student hear the leading tone of the V7 chord resolve to its tonic note. Indeed, this leading tone is the new note of the V7 chord. By addressing the V7 in stages across Levels 2A and 2B, we eliminate the technical hurdle and promote a heightened aural sense of the V7.

The Chord Accompaniment It is not enough merely to read the notes of a chord, or even to recognize the notes as a chord. A student needs to understand the role of chords in accompanying a melody. So, immediately after introducing the three-note V7, we present a two-hand accompaniment for Camptown Races with the melody displayed on a third staff. This “piano/vocal” score provides much insight for the student: conceptualization of melody and accompaniment, the utility of I and V harmonies, the concept of chord progression, and exposure to ensemble playing.

Reading Chord Symbols With each new key (C, G, and F), chord patterns are presented under the heading “Reading Chord Symbols.” After the student blocks the chords, have him or her play an accompaniment that follows the given chord progression.

The teacher can draw bar lines between the chord symbols (see above) to show a chord chart more specifically. Time spent listening, memorizing, and transposing these chord progressions is time well spent. Then, let your student loose to create melodies and various accompaniment patterns based on the chord progressions. The creative questions that end each unit will provide nudges toward such work. For most students, though, you’ll want to push the creative activities even more. It’s amazing how much similarity there is among chord progressions, and how much value is derived from working them over and over.

The IV Chord The hip, barrelhouse LH of Boxcar Rumble reinforces the 6th and hints at an alternating I-IV pattern. You might revisit this piece after the IV chord is learned, adding the omitted chord tones to the LH pattern. For a somewhat easier variation, repeat each chord before changing harmony. You’ll still want to play a chord on every beat, but the harmonic rhythm slows to a change of chords every two beats instead of every beat.

? # 44 œœ œ

42

œœ œ

œœœ

œœ œ

..

? # 44 œœ œ

œœœ

œœ œ

œœ œ

..

LEVEL 2B


Accompaniments That Dance We have all heard plenty of thumping thumbs in left-hand accompaniments. Yes, the left-hand accompaniments can use repetitive practice, but they also require the right technique. That’s where the Technique & Artistry Books shine. For example, Technique Secret No. 3 at Level 2B specifically works for a light thumb to remedy—or better—to prevent the thumping thumb. In fact, all of the “technique secrets” at this level converge to provide coordination and beauty in a lefthand accompaniment: n A drop of arm weight (Heavy Arms) initiates the LH pattern.

Tipping over “Snowman” Chords Students typically recognize chords on the staff only when notes are stacked in thirds. I call this the “snowman chord” syndrome. Our goal is to tip the chord over so that a harmony is recognized when it spans horizontally across the measure and vertically over both treble and bass clefs. The first tool in this perceptual transformation is the CrossHand Arpeggio, which distributes chord tones over several measures and between clefs. The skill continues to be sharpened as the student moves through the higher levels of Piano Adventures®. Whether we synthesize accompaniments from a given chord pattern as in Reading Chord Symbols, or we analyze to find chord patterns in an otherwise complex piece, primary chords provide a common denominator to which we can relate aurally, visually, and kinesthetically. The power of primary chords is in their simplicity. And, as a watchword for both the student and professional artist, “Always look for the simplicity.”

n The energy flows through a slur gesture (Painter’s Brush Stroke). n The Weightless Thumb ensures a lightness for the non-downbeats.

The entire level is designed to achieve beauty and efficiency by playing several notes with a single gesture. This is applied specifically to left-hand accompaniments through a combination of “drop” and “up” touches.

43

LEVEL 3A


LEVEL 3A Achievement Skill Sheet #3: 1-Octave Major Scales and Arpeggios

I Can Read Music Book 3 Developing Artist Piano Literature Book 1

Lesson Book


Developing Artist Piano Sonatinas Book 1 (challenging)

Theory

Discover Blues Improvisation

FunTime Piano Level 3A Supplementary Series ®

Performance

New!

Popular Repertoire

Kids’ Songs Popular

Christmas


Classics

Favorites

Rock ’n Roll

Ragtime & Marches

Hymns

Christmas

Classic Sonatina in G Willow Tree Waltz

44

Jazz & Blues

LEVEL 3A


Level 3A Concepts binary and ternary form

ostinato and alberti bass

interval of a 7th

common time and cut time

´≤ , ¥≤ , the triplet

ledger lines

swing rhythm

one-octave arpeggios


Analysis is not just for the student; it also applies to us as teachers. Reflective analysis of our own teaching leads us to improvements that keep our students winning at piano.

6 n c e p. orma Perf

10 m s ), p. hyth al R (Ped e p. 3 niqu Te c h

6, 7, r y p. Theo

8

Ask yourself. Would my student be able to describe an Alberti bass pattern? Is my student ready to transpose the A section to the key of G major? Would my student rise to the challenge of a more difficult piece with the Alberti bass, such as Canario from the Developing Artist Preparatory Piano Literature book?


To select an appropriate creative activity, first assess the difficulty of the underlying concept being taught. Is the challenge rhythmic? Technical? Theoretical? FF1087

12

“Kristin, let’s choose chord tones to build a melody over the Alberti bass. Now play it very high and turn it into a music box. Or, perhaps it is an old-fashioned ice-cream truck!” “Ryan, well done on composing Your Own Sonatina! For next week, can you transpose it to G Major?”

T

R

T

S

I

firm d just as

ll an ying more ski Soft Pla t it takes rte)? know tha loudly (fo Did you tly (piano) as sof to play


Giving names to the technical gestures makes them memorable and helps the teacher and student communicate more easily. The named gestures provide a technique toolbox for expressive playing.

s

fingertip

t? ____ the softes ce? ____ touch” : “feather in this pie y Quiz a light, c mark dynami piece, use loudest , misty t is the ospheric d off.” un atm 1. Wha s a “ro play thi can use u yo As you right hand. sic where ur with yo in the mu 3 places .”) d mark off an d d “roun 2. Fin R.O. for (Write

Artistr

oon on

Yellow M The mist 80) o (Ó = 72-

Ó &C

p˙

Count:

?C

3

?

3

ww

1

3

1

3

1

3

“Vivian, how does the sound change with the round-off gesture? Find and mark three places in the music where you can use a round-off.”

Lagoon

#œ œ #œ œ œ œ #œ œ # ww TAL 3A

3

1

Yellow 3

Moon on 1

a Misty

˙ 1

˙˙

Ó

Ó ˙˙

1

œ œ #œ œ ˙˙ 3

1

˙

!

5

1 3

n p28. LAgoo 3

3

2

1 3

5

œ œ œ œ œ œ bœ œ 1

&

and

2

and

1

2

1

3

1

. rd to see

ck it is ha

is so thi

œ œ #œ œ ˙˙

, in tw

Andante

a Misty

1

2

41 n s p.

R

Lesso

A

C

I

G

A

M

Y

1 2 FF1100

28

45

LEVEL 3A

Level 3A Lesson Book FF1087, 00420180 $6.95 7th St. Blues Amazing Grace Campbells Are Coming Cool Walkin’ Bass Cossack Ride Echoes of the Harp Eine Kleine Nachtmusik Ice Dancing Joshua Fought the Battle of Jericho Land of the Silver Birch Looking-Glass River Lunar Eclipse March Slav Mockingbird Morning (from Peer Gynt) Night of the Tarantella Promenade Sakura Scarborough Fair Snowflake Rag Sonatina in C Song of Joy Wedding March

Theory FF1088, 00420181 $6.50 Writing Sightreading Ear Training




Technique Secrets Artistry Magic Pieces: Back-up Singers Chariot Race Eagle on the Wind The Kentucky Derby Olympic Torch Scale Monster Snowy River Tropical Fish Yellow Mood on a Misty Lagoon

Animaniacs From a Distance I Swear I Will Always Love You Puff, the Magic Dragon Superman (Theme) That’s the Way It Is The Pink Panther Tiny Toon Adventures Activity Pages

I Can Read Music, Book 3 FF1227, 00420233 $6.95 Early intermediate note speller

Achievement Skill Sheet #3: 1-Octave Major Scales & Arpeggios AS5003, 00420024 $2.95 Performance FF1089, 00420182 $6.50 Allegretto America, the Beautiful Carnival of Venice The Erie Canal Fanfare Minuet The Fly’s Adventure Funiculì, Funiculà The Great Wall of China Hot Summer Blues Malagueña Morning Has Broken Novela Persian Market Song of Kilimanjaro Vivace

Christmas FF1141, 00420209 $5.50 Angels We Have Heard on High Bring a Torch, Jeannette Isabella Carol of the Bells Dance of the Sugar Plum Fairy Jesu, Joy of Man’s Desiring Jingle Bell Boogie O Holy Night Sightreading Activities



Popular Repertoire CD CD1027, 00420093 $10.95

46

Discover Blues Impovisation -with CD FF1155CD, 00420215 $8.95 Blues improvisation, ear-training, theory and technique. Includes enhanced CD with background accompaniments (audio and MIDI)

Developing Artist Piano Literature Book 1 - with CD FF1030, 00420139 $6.95 Adagio and Allegro, J.C. Bach & F.P. Ricci Bagatelle, Hook Busy Machine, Dubliansky Canario, Von der Hofe Gavotte in C, Telemann The Highlander, Mouret The Hunt, Gurlitt Little Dance, Türk Little Prelude, Schytte Melody for Left Hand, Schytte Minuet, Hook Morning, Diabelli On the Ocean Floor, Alt Pantomime, Faber Procession in G, Praetorius Quadrille, Haydn Shepherd Pipes, Salutrinskaya Sonatina in G, Attwood Tarantella, Lynes Two Preludes, Spindler Waltz for Four Hands, Wohlfahrt

Developing Artist Piano Sonatinas Book 1 FF1110, 00420199 $5.95 Sonatina, Biehl Sonatina, Czerny Sonatina in C, Gurlitt Sonatina in C, Biehl Sonatina in C, Duncombe Sonatina in D, Salutrinskaya Sonatina in G, Attwood

LEVEL 3A


FunTime® Piano Supplemental Series O Come, All Ye Faithful O Little Town of Bethlehem Rockin’ Around the Christmas Tree Rudolph the Red-Nosed Reindeer Silent Night The Night Before Christmas Song We Wish You a Merry Christmas

FunTime® Popular FF1007, 00420116 $6.50

FunTime® Favorites FF1054, 00420163 $6.50

Colors of the Wind Eleanor Rigby He’s a Pirate (from Pirates of the Caribbean) I Saw Her Standing There La Bamba The Lion Sleeps Tonight Moonlight Sonata (Beethoven) Music Box Dancer Pachelbel Canon Phantom of the Opera Star Wars (Main Theme) A Whole New World (Aladdin)

Arkansas Traveler Chopsticks Give My Regards to Broadway Glow Worm Greensleeves Hello, My Baby I’ve Been Working on the Railroad Scarborough Fair Skaters’ Waltz Song of the Volga Boatmen Two Guitars

FunTime® Classics FF1022, 00420131 $6.50 Barber of Seville Blue Danube Waltz Dance of the Sugar Plum Fairy Eine Kleine Nachtmusik In the Hall of the Mountain King Light Cavalry Overture Musetta’s Song Peter and the Wolf Theme Pomp and Circumstance Scheherazade Theme Toreador’s Song “Unfinished” Symphony Theme Waltz

FunTime® Rock ’n Roll FF1023, 00420132 $6.50 All I Have to Do Is Dream Bye Bye Love Come Go with Me Hey, Jude Hound Dog Howl at the Moon Last Night of Summer Mumbo Jumbo Rockin’ Pneumonia and the Boogie Woogie Flu Rockin’ Robin Runaround Sue Stand by Me


FunTime® Jazz & Blues FF1010, 00420119 $6.50 Come On, Summer Dallas Blues Frankie and Johnny House of the Rising Sun In the Mood Love Potion No. 9 Misty Piano Playin’ Chocolate Eater’s Blues Royal Cat Blues St. James Infirmary This Masquerade Tuxedo Junction

FunTime® Hymns FF1033, 00420142 $6.50 Amen America Christ The Lord is Risen Today Every Time I Feel The Spirit Fairest Lord Jesus Glory Be to The Father Go Down, Moses In The Cross of Christ I Glory Jesus in the Morning Joshua Fought the Battle of Jericho Now Thank We All Our God Rejoice, Ye Pure in Heart Saviour, Like a Shepherd Lead Us Standin’ in the Need of Prayer Swing Low, Sweet Chariot Take My Life and Let It Be While by the Sheep

FunTime® Ragtime & Marches FF1008, 00420117 $6.50 American Patrol The Ants Came Marching Dixie The Easy Winner The Entertainer Glad Cat Rag Maple Leaf Rag Parade of the Tin Soldiers Snowflake Rag Stars and Stripes Forever When the Saints Go Marching In

Classic Sonatina in G A2015, 00420044 $3.50 Willow Tree Waltz A2002, 00420031 $2.50 47

New! FunTime® Kids’ Songs FF3004, 00420324 $6.50 The Addams Family Theme Arabian Nights (Aladdin) Be Our Guest (Beauty and the Beast) Consider Yourself (Oliver) Edelweiss (The Sound of Music) Hello Muddah, Hello Fadduh! Walking on Sunshine Yellow Submarine You’ve Got a Friend in Me (Toy Story)

Audio Products

FunTime® Christmas FF1006, 00420115 $6.50 Angels We Have Heard on High Carol of the Bells Deck the Halls God Rest Ye Merry, Gentlemen I Heard the Bells on Christmas Day Jingle Bells Let It Snow! Let It Snow! Let It Snow! The Most Wonderful Day of the Year O Christmas Tree

Christmas CD CD1039, 00420104 $10.95 Classics CD CD1011, 00420078 $10.95 Favorites CD CD1012, 00420079 $10.95 Christmas MIDI GM1045, 00420304 $10.95 Classics MIDI GM1024, 00420286 $9.95 Favorites MIDI GM1023, 00420285 $9.95 Hymns MIDI GM1034, 00420295 $9.95

LEVEL 3A


The Role of Review We’ve all seen an occasional precocious student move up the levels with impressive speed. We regard this speedy progress through the method as a reliable predictor of future success… and we are thus seduced. The high-numbered level makes the teacher look good and the parent beam with pride. So we tend to push students, hoping to see nine-year old Erin in Level 4, or ten-year-old Jason playing Für Elise. But the actual variable that predicted success with a fastmoving student is the ease with which the student moved up the levels—an exceptional capacity in some students that makes it possible to progress quickly. A teacher’s push to get there fast does not itself predict success. Indeed, it can backfire. The fast track can leave knowledge gaps, feelings of uncertainty, and may insidiously undermine technical and musical development even when the student is apparently keeping pace with the decoding of notation. It is important to understand that a student’s level of advancement and speed of advancement are not the measures of good teaching. A better measure is how much the student knows and how much the student can do at his or her current level—regardless of what level that may be.

Review and Repeat The late-elementary student must absorb and apply knowledge of note reading, rhythmic notation, chord structures, and musical expression—all while grappling with the physical mechanics of hand shape, arm weight, finger coordination, and wrist relaxation. At the same time, the student is expected to be listening—indeed hearing—what he/she is playing, evaluating sounds as they pass in time, and adjusting to the idealized sound envisioned in the mind’s ear. This is not going to happen readily and does not happen fast. Knowledge needs review so that it will endure in long-term memory and be readily accessed. Skills need practice so that they become automatized—played without conscious attention. Review and repetition, then, become operational basics for the piano teacher. We consolidate knowledge with fastidious review while we steadily move forward. We consolidate skills by practicing what the student can do well instead of practicing incorrect playing. We use repetition to make well-executed skills become automatic, freeing attention for new challenges.

Moving Too Fast What happens if we move the student into difficult repertoire too soon? We lose the opportunity for review and repetition. Familiar concepts are buried in a complex setting and thus overlooked, instead of reviewed. New concepts are encountered that the student does not and cannot yet understand. Old skills do not become automatic. Instead, they are skipped through before they are developed and eventually are buried under an accumulation of hidden physical tensions and habits. Because this danger becomes acute at the intermediate level, the role of Piano Adventures® Level 3A becomes clear: n to provide review that consolidates knowledge n to provide repetition that automatizes skill n to structure an appropriate pacing for advancement We tend to think of a method as the means to introduce new material. In light of the above discussion, let’s instead reframe the role of Piano Adventures®. The method provides a structure that both prevents premature advancement and promotes adequate review and practice. The goal is not to get out of the method as soon as possible; the goal is to fully employ the method to yield sufficient review for retention and sufficient practice to develop deep-rooted skills. The method is more than a bridge to the literature; the method is an engine for deep learning along the way.

Spiral Curriculum Instructional pacing should routinely dip back to review concepts already learned before adding new instruction. When we cue the recall of earlier concepts before adding something new, we help our students integrate the new knowledge, instead of just accumulating unrelated facts. Jerome Bruner coined the term “spiral curriculum” to describe this instructional process of review. Each time a concept is revisited, it is clarified for more precise understanding or amplified for broader application. The key point here is the necessity for review—to keep coming back to principal concepts and enriching them with expanded knowledge and application. This idea of a spiral curriculum is designed into the theory, technique, and repertoire of Level 3A.

48

LEVEL 3A


Expanding Theory Aptitude The primary chords (I, IV, V7) that characterize Level 2B are reviewed in Unit 1, then explored in expanded contexts: with syncopation, with expressive articulations, and using Alberti Bass.

Level 3A, and even to the playing of a full one-octave scale in a single gesture (8-Note Scoops). Notice how expression is developed through gesture.

The interval of a 7th is introduced by highlighting its notational similarity to 3rds and 5ths, all notated as line-toline or space-to-space. The chromatic scale builds on the half-step presentation at Level 2A, expanding the chromatic fragments to the full octave. Simple binary form introduced at the beginning of Level 3A expands to ABA; then, by the end of the level, to ABA with both Introduction and Coda.

Repertoire to Reinforce We want our students to develop a depth of skill . . . and this takes time. With the leveling, 2A-2B, 3A-3B, the student feels a sense of accomplishment by graduating from one book to the next, but doesn’t encounter too much difficulty too soon.

Building Expressive Technique The carefully sequenced handling of the wrist in the Technique & Artistry Books reaches a culmination at Level 3A with the Round-Off. The Thumb Perch at the Primer Level established the wrist height. The Wrist Float-Off at Level 1 established the range of wrist motion. Levels 2A and 2B established the slur gesture. The Round-Off at Level 3A refines the phrase ending, adding polish to both sound and gesture.

The FunTime® Piano series also offers an opportunity to consolidate skill, through familiar tunes in a variety of musical styles. A teacher can harness this series to adjust the method pacing. We frequently put a student through several FunTime® books, one at a time, before moving up to Level 4 or BigTime® Piano. Students often discover a favorite musical style while becoming increasingly comfortable with the process of reading music.

Rotation, an important Technique Secret at Level 3A, incorporates a throwing of arm weight with rebound, thus building on the Arm Weight secret taught at both the Primer and 2B levels. The “pedal by ear” secret, Pedal Rhythms, builds on the connected pedaling technique secret of Level 2B, now requiring the student to depress the damper pedal more quickly—on the “and” of the beat, and asking for more careful listening. Pedaling is approached in stages throughout Piano Adventures®: holding the pedal throughout a piece at the Primer and Level 1, up-down pedal notation at Level 2A, connected pedal at Level 2B, and more refined pedaling at Level 3A. There is a continuing progression toward playing multiple notes in a single gesture. The three-note slur of Painter’s Brush Stroke at Level 2B expands to 5-Note Scoops in

49

Deeper Understanding and Broader Application Yes, we maintain high aspirations for our students. But instead of being concerned about speedy progress up the levels, we should focus our teaching on developing depth and breadth at the student’s current level. The payoff is not just in the student’s future success, with the ease in which repertoire will be mastered. There is payoff here and now. Theory comprehension isn’t deferred until advanced study, but occurs with each piece at the current level. Artistry is not postponed for later piano literature. Artistic playing can be heard now—in the next piece your student plays.

LEVEL 3B


LEVEL 3B Achievement Skill Sheet #4: 1-Octave Minor Scales and Arpeggios Developing Artist Piano Literature Book 1 (easier)

Achievement Skill Sheet #8: Intermediate Cadence Booklet (challenging)

Lesson Book



Developing Artist Piano Sonatinas Book 1

Theory FunTime Piano Level 3B Supplementary Series ®

Performance

New!

Popular Repertoire

Kids’ Songs

Popular

Christmas


Discover Blues Improvisation (easier)


Classics

Favorites

Rock ’n Roll

Ragtime & Marches

Hymns

Christmas

Etude Drammatico Hallelujah Chorus Millions of Stars Whispers of the Wind Would You Go In?

50

Jazz & Blues

LEVEL 3B


Level 3B Concepts playing octaves

key of A minor; i, iv, and V7 chords

natural/harmonic minor scales in Am

grace notes

motive and sequence

key of D minor; i, iv, and V7 chords

natural/harmonic minor scales in Dm

the 12 major and minor triads

triads in root, 1st and 2nd inversion

16th-note rhythm patterns


As a student progresses to higher levels, patterns and analysis that are apparent to the teacher are still not always evident to the student. Maintain a healthy review of earlier concepts and explain new concepts with student-friendly, everyday language. For example, a presenation of 16th notes could begin with “pea-nut but-ter, pea-nut but-ter” before moving on to “1 e and a.”

5.

The early-intermediate student may explore creativity with his or her own interpretation of a passage or piece. For example, the teacher can inspire students to perform a cadenza freely; to set a personal, slow tempo for an adagio movement; or to create an artistic ending in the latest pop piece. FF1180

38

R

T

S

I

T

sic. tempo. of the mu cter and the mood th its own chara wi refers to ously a piece ns, each mischiev racter of ry! ent sectio Quickly, The cha has two differ and artist e II— o iqu hn ce Temp fine tec This pie drama; th your y, with piece wi I—Slowl s of this Tempo ing mood contrast the e Creat mpo I)

ma (Te

with dra Slowly, 5

ƒ

˙

1

Ó

2

œj˙

˙˙˙

?b ˙ !

œœœ

www

!

!

Quickly,

2 &b 4

∑

œ. . . œœ œ. œ ? b 24 œ p

5

13

&b

?b œ

mpo II)

Œ

˙

œ œ œ ˙>

!

>˙˙

œ œœœ . . œœ. œ œ. œ œ

4

œ.

œ

1 2

œ.

œ.

> >˙˙

˙

rit.

˙

y

melod cing the

voi

.. œ 5

!

cupped

œœ.

˙

. œ. . œœ œ. œ œ

œ j

œ.

2

hand for

24

24

˙

!

œ

P . . œœ. œ .. œ. œ œ

2

Fine

U

3

. œ. . œœ œ. œ œ sages

scale pas

> œ œ œ œ œ œ œ > œ 2

œ.

5

U

œ œœ w

1321

œ œ ˙> >˙˙ ˙

1

w>

√

1

1 3

> # œ. œ 3

!

ously (Te

mischiev

1

>

>

3

œœ œ œ

˙

4

1 2 4

5

9

!

œ œœ w

d open hanions for extens

5

er

N. Fab

1 31 3

œj œœ ˙˙˙ >

˙> !

1 2 5

1 3 5

5

5

w>w w

>˙˙

big tone

? b 44 ˙>

&b

#œ Aœ œ w

œj˙ œ ˙>

1

4 Ó &b 4

__ Key of

5 3 1

Ó

>

24 2

4


amp Gypsy C__ minor

4

1

4

∑

Musical expression is supported by using the proper technical gestures. At Level 3B, a cupped hand for scale passages, open hand for extensions, arm weight to voice the melody, and the uptouch are essential Technique Secrets. Teach with this vocabulary consistently and your students will be well on the way to artistic playing. 42 n s p.

R

Lesso

A

A

M

Y

“Alex, there are many ways to play the cadenza. Remember, you control the time! So dramatically hold back on the notes with fermatas. Do you feel an accelerando for the 8th notes? Try out a powerful drop on the final C G I sforzando.”

“Sam, in which passage will you use a cupped hand for the scales? What technique secret will help for the soft staccato 3rds?”

FF1289

36

51

n reductio 100% no100% and 200% view at

Scales:

Natural

Minor an

Write eac h D mi nor sca (See pa le. ge 18 in the Lesso (Use whole no tes n Book if you ne .) Then shade D natur the black ed review al mino keys. .) r scale

?


R Y O V E D I S C

D minor

4.

b

d Harm

w

onic Min

?

onic mi

b

w

The 7th a. Circl e D natur al for the scale use minor scale or D harm d in eac b. Then h caden onic mi play eac za passa nor sca le h caden ge. za on the piano. R.H. Ca denza Freely

& b 44 L.H. Ca

U1

D natur al mino

U3

f

r scale

or

nor sca

tone is

denza

Freely

cadenza— passage a dramatic played freely.

D harm

5

3

1

2

3

3

3

4

3

3

3

1

1

& b 44

5 3 1

4

U

> ? 4 ƒ ˙> U b 4 ˙˙ 1 3 5

5

FF1181

3

1

rit.

D natur al mino

œjw w œœ w

>˙

half ste

5 3 1

U

œjw w œœ w

1 2 5

!

˙ ˙˙

r scale

U

5

>˙

or

œj ˙ œœ ˙˙

U ˙˙˙

!

D harm

onic mi

2

3

nor sca

3

5

p.

adenzas!

mi

3

Freely

raised a

Bravo C

nor sca le or ? 4 Uœ œ # œ œ D harm onic mi nor sca b4 œœœœœœ le œœœœœœ f œœœ > œœœ Hands-T ogether œ œœœ Cadenz a 1

le

onic mi nor sca œ œœ le œœœ œ œœœ œœœœœ œœœœ˙ rit. D natur al

˙

˙

or

D harm

le

3 œ œ œ œ #œbœ œ œ 3 œ œ œ œ

˙

ß

4

rit.

Less o n s p. 19

“Jeremy, let’s hear the peanut butter rhythm first. Then we’ll try the more advanced metric counting—1 e and a, 2 e and a. Way to go! “

>˙

˙

√>

17

LEVEL 3B

Level 3B Lesson Book FF1180, 00420220 $6.95 Andante Fiesta España Gavotte Highland Jig House of the Rising Sun Humoresque Minuet in F Pachelbel Canon Phantom of the Keys Rage Over a Lost Penny Sea Chantey Snowfall Swing Low, Sweet Chariot Tropical Island Tum-Balalaika Westminister Chimes




Technique Secrets Artistry Magic Pieces: Cat Patrol Deer in the Woods Etude Energico Gypsy Camp Loxodanta Africana Nightfall Sonatina Theme

Angel Eyes Honky Cat I Believe I Can Fly I Got Rhythm I’ll Be There for You Inspector Gadget Jeopardy Theme The Rose Sunrise, Sunset Activity Pages

Performance FF1182, 00420222 $6.50


All Through the Night Bagatelle in G Fascination Funeral March of a Marionette Glad Cat Rag Guitars of Seville Hava Nagila Legend of Madrid Minuet in G Piano Concerto No. 1 The Piano Playin’ Chocolate Eater’s Blues The Return The Star-Spangled Banner The Tempest

Christmas FF1201, 00420226 $6.50 Coventry Carol God Rest Ye Merry, Gentlemen Hallelujah Chorus Joy to the World Parade of the Tin Soldiers Silent Night Toyland Twelve Days of Christmas Sightreading Activities

Achievement Skill Sheet #4: 1-Octave Minor Scales & Arpeggios AS5004, 00420025 $2.95 Achievement Skill Sheet #8: Cadence Booklet AS5008, 00420029 $3.95

Once Upon a Rainbow, Book 3 FF1105, 00420196 $4.50 Amber Rhapsody Crystalline Rag Rainbow Splendor Shimmering Waterfalls To Have a Rainbow Valse Indigo

Developing Artist Piano Literature Book 2 - with CD FF1034, 00420143 $7.50 Air in D Minor, Speer The Bear, Rebikov Bourrée, Graupner Dance in F Major, Mozart Ecossaise, Beethoven The Happy Farmer, Schumann In the Garden, Gurlitt King William’s March, Clarke Long Gone Blues, McKay Mazurka, Szymanowska Menuet en Rondeau, Rameau Minuet in C Major, Mozart Minuet in G Major, Penzold Old French Song, Tchaikovsky Polka, Hummel (Duet) Prelude in A Minor, J.C. Bach The Return, Gurlitt Russian Folk Dance, Beethoven Soldier’s March, Schumann Sonatina in G Major, Beethoven Waltz Macabre, Faber Yi-Ki, A Mesopotamian Elephant, Poe




Developing Artist Piano Literature Book 1 - with CD FF1030, 00420139 $6.95 See Level 3A for contents

52

Developing Artist Piano Sonatinas Book 1 FF1110, 00420199 $5.95 See Level 3A for contents

LEVEL 3B


FunTime® Piano Supplemental Series FunTime® Accompaniments

FunTime® Popular FF1007, 00420116 $6.50

FunTime® Favorites FF1054, 00420163 $6.50

Colors of the Wind Eleanor Rigby He’s a Pirate! (from Pirates of the Caribbean) I Saw Her Standing There La Bamba The Lion Sleeps Tonight Moonlight Sonata (Beethoven) Music Box Dancer Pachelbel Canon Phantom of the Opera Star Wars (Main Theme) A Whole New World (Aladdin)

Arkansas Traveler Chopsticks Give My Regards to Broadway Glow Worm Greensleeves Hello, My Baby I’ve Been Working on the Railroad Scarborough Fair Skaters’ Waltz Song of the Volga Boatmen Two Guitars

FunTime® Jazz & Blues FF1010, 00420119 $6.50 Come On, Summer Dallas Blues Frankie and Johnny House of the Rising Sun In the Mood Love Potion No. 9 Misty Piano Playin’ Chocolate Eater’s Blues Royal Cat Blues St. James Infirmary This Masquerade Tuxedo Junction

FunTime® Hymns FF1033, 00420142 $6.50 See Level 3A for contents

Christmas CD CD1039, 00420104 $10.95 Classics CD CD1011, 00420078 $10.95 Favorites CD CD1012, 00420079 $10.95 Christmas MIDI GM1045, 00420304 $10.95 Classics MIDI GM1024, 00420286 $9.95 Favorites MIDI GM1023, 00420285 $9.95 Hymns MIDI GM1034, 00420295 $9.95


FunTime® Christmas FF1006, 00420115 $6.50

Etude Drammatico A2038, 00420064 $2.50 Hallelujah Chorus ASA7002, 00420017 $2.50 Millions of Stars ASA7003, 00420018 $2.95 Whispers of the Wind A2012, 00420041 $2.50 Would You Go In? A2028, 00420055 $1.95

See Level 3A for contents

FunTime® Classics FF1022, 00420131 $6.50 Barber of Seville Blue Danube Waltz Brahms Waltz Dance of the Sugar Plum Fairy Eine Kleine Nachtmusik In the Hall of the Mountain King Light Cavalry Overture Musetta’s Song Peter and the Wolf Theme Pomp and Circumstance Scheherazade Theme Toreador’s Song “Unfinished” Symphony Theme

FunTime® Rock ’n Roll FF1023, 00420132 $6.50 All I Have to Do Is Dream Bye Bye, Love Come Go with Me Hey Jude Hound Dog Howl at the Moon Last Night of Summer Mumbo Jumbo Rockin’ Pneumonia and the Boogie Woogie Flu Rockin’ Robin Runaround Sue Stand by Me

FunTime® Ragtime & Marches FF1008, 00420117 $6.50 American Patrol The Ants Came Marching Dixie The Easy Winners The Entertainer Glad Cat Rag Maple Leaf Rag Parade of the Tin Soldiers Snowflake Rag Stars and Stripes Forever When the Saints Go Marching In

53

New! FunTime® Kids’ Songs FF3004, 00420324 $6.50 The Addams Family Theme Arabian Nights (Aladdin) Be Our Guest (Beauty and the Beast) Consider Yourself (Oliver) Edelweiss (The Sound of Music) Hello Muddah, Hello Fadduh! Walking on Sunshine Yellow Submarine You’ve Got a Friend in Me (Toy Story)

Discover Blues Impovisation - with CD FF1155CD, 00420215 $8.95 Blues improvisation, ear-training, theory and technique. Includes enhanced CD with background accompaniments (audio and MIDI)

LEVEL 3B


Playing Fast This is what the student has been waiting for—a chance to play fast. “Now I can really show off!” Then we tell the student, “The first lesson in playing fast is … slow practice.” We’ve just taken the wind out of their sails. Well … almost. There are secrets to playing fast. And if we let students in on these secrets, they are usually more than willing to go through the necessary paces to achieve fast playing.

Building Speed It is tempting to push for virtuoso playing when we see potential, but pushing into big repertoire almost always backfires if we fail to ramp up through prerequisite stages. In fingerwork, for example, the student must develop coordination that allows instantaneous contraction followed by relaxation, and precise contraction that does not also tense up neighboring muscles. This takes time to develop and requires specific practice routines. Virtuosity cannot be forced; virtuosity unfolds from well-practiced repetitions that are based on correct information and appropriate monitoring.

Pulsing The Level 3B Lesson Book opens with Beethoven’s Rage Over a Lost Penny, providing a review of cut time. Why does cut time so effectively increase speed? Because it invites pulsing every two beats instead of pulsing every beat. Consider a set of four eighth notes. If we provide a metric pulse on both quarter-note beats, the passage bogs down with heaviness, as if running with boots in the sand. If we pulse only on the first of the four eighth notes, we get fluency and musicality.

Measure 3 invites a drop of arm weight into the first of the four eighth notes (beat 1) and a wrist float-off at the end of the slur (beat 3). Match this “down-up” motion in the left hand. The four quarter-note chords are played as “DOWNand-UP-and.” The down-up motions match that of the right hand and the “ands” are played with a light ripple. Notice how the half-note pulsing of this down-up gesture matches the feel of cut time. It propels the beat, not only through halfnote pulses, but from measure to measure.

Rotation Rotation refers to the back-and-forth turning of the forearm, as if turning a doorknob or a key in a lock. The efficacy of forearm rotation is that it plays two notes with the effort of one. In Interval Review the tenuto notes are played with the forearm rotating toward the thumb and the recurring Cs are played effortlessly on the rebound. The many notes of the passage are thus reduced to a simple descending major scale. Efficiency is gained by employing the natural fall of a turned hand and its rebound.

& 44 Jœ 5

R.H.

F

œ- œ œ- œ œ œ œ œ 4

2nd

1

2

3

3rd

4th

5th

œ-

œ 6th

œ-

œ 7th

œ.

œ.

8ve (octave)

w w

Gesture Much of what enables speed at the keyboard is the playing of several notes in a single gesture. For example, in Phantom of the Keys, the RH eighth-note passages should be initiated by a single drop of arm weight that carries through the entire passage. This drop takes the wrist rather low as it transcribes the lower half of a “wrist circle.” What do pulsing, rotation, and slur gesture have in common? All of these techniques carry many notes on a single impulse. This gives efficiency and motion, technical fluency, and musical artistry.

Slow Practice So, how do you practice slowly, yet execute the gesture? The simplest way is to use slow practice to exaggerate the gesture. Slow practice just for finger work has limited workability because the gesture required for speed and expression may be absent. Bringing the gesture into the slow practice makes slow practice exponentially more valuable. Sometimes you need to “sprint” with a passage to find the gesture, then execute it in slow motion. With a facile technique, this can all be done in very little time. But students need yet to develop a facile technique. Developmental steps need to be taken to build fundamental finger coordination. Note, however, that we’re not going for building muscles or “finger power.” We’re looking for instantaneous, precision “firing” of very specific muscles, with simultaneous relaxation of the surrounding muscles. Thus, coordination is key; strength is not. (Arm weight, rotation, and forearm thrust provide sources of impact that are much more effective than finger strength.) 54

LEVEL 3B


For students at the early stage, the firing of a finger generates many contractions in a generalized area. Specificity is weak; generalized tension is high. Slow practice can provide a relaxation immediately after the note is played, thus allowing the inappropriate contractions to relax. Over time, generalized tension diminishes and finger contractions become very specific with concurrent relaxation of proximate muscles. This is how slow practice, done correctly and over time, can build the neurological basis for speed. In Piano Adventures®, we accelerate the development of this sophisticated neurology through specially developed exercises. We help build “fast fingers” by incorporating the process of “play-relax” with slow practice and repetition. (See the Technique Secrets of Levels 2A and 2B.) Adding the correct gesture provides the formula for expressive virtuosity.

Uptouch

Alignment

We’ve discussed arm weight at previous levels. But efficient playing also utilizes what we call the “uptouch.” Here the hand springs from the surface of the key, with active fingers and a thrust of the forearm. The spring of the up-touch sends the hand and fingers to upcoming notes, in precise preparation for the next chord or passage. The touch is effective for either loud or soft chords, and makes a wonderful counterpart to the “drop-touch” of arm weight.

We open the Level 3B Technique & Artistry Book with a secret called “Closed, Cupped Hand for Scale Passages.” Here we contract the hand, bringing the fingers close together with visibly tall knuckles. This contracted position allows the arm and bridge of the hand to align with the finger that plays. We avoid any angle between the playing finger and arm, preferring straight alignment. In this way the weight of the arm can transfer finger-to-finger for efficiency and evenness of touch. The contracted, closed, cupped hand invites continuous alignment through stepwise passages. A slight adjustment is made by the wrist and forearm for each finger being played. You can easily check the alignment at any time by touching the thumb to the tip of the playing finger, then releasing. This brings the hand (with its tall knuckle) and the forearm into balance over the fingertip.

In summary, we work slowly with smart practice to build speed. Students want to play fast, so let’s give them the tools to do it correctly. We can harness our students’ motivation for speed to elicit hours of practice. Then students can indeed show off—with flying fingers and the groundwork for virtuosity.

5

This is an advanced application of the Primer Level technique-secret “Making Os,” which builds a firm fingertip. At Level 3B, the “closed, cupped” handshape essentially brings the “O” to the keyboard for effective passagework.

4

3 14

2

1

55

LEVEL 4


LEVEL 4 Developing Artist Piano Literature Book 2 (easier)

Developing Artist Piano Literature Book 3 (challenging) Achievement Skill Sheet #5: 2-Octave Major Scales and Arpeggios

New! Developing Artist Piano Sonatinas Book 2

Lesson Book


Developing Artist Selections from the Notebook of Anna Magdalena Bach

Theory

Achievement Skill Sheet #8: Intermediate Cadence Booklet

BigTime Piano Level 4 Supplementary Series ®

Performance

Popular Repertoire

New!

Popular

Christmas

Achievement Solo & Duet Sheets Ave Maria Halloween Sonatine Jesu, Joy of Man’s Desiring Nocturne Shimmering Waterfalls Sonatina in G Major, Beethoven

56

Kids’ Songs

Classics

Favorites

Rock ’n Roll

Jazz & Blues

Christmas

Ragtime & Marches

Hymns

LEVEL 4


Level 4 Concepts review of 16th-note rhythm patterns

16th notes in ¥≤ time

pattern and sequence

more study of chord inversions

Am, Dm, Em natural/harmonic scales

V7 chord in root position

all sharp key signatures

2-octave scales: C, G, D, A, E, B


We might think of each student as having a “musical biography”—a portfolio of learned skills. Analysis plays an important part. Level 4 students should know chord inversions, key signatures, and minor scales as part of their growing portfolio. “Ben, for this theory page, let’s examine each “chord specimen” closely. What is the root of the chord? Is it in root position, 1st inversion, or 2nd inversion? And is the Sonatina in C chord major or minor?

PATT

1st Them e Allegro (Œ = 88104)

& 42 œ œ œ œ œœ 2nd inv œ œœ ersion œ. œ. 1st invers ?2 p ion root pos itio 3


3

5

1

2

1

5

3

4 ˙ ˙ œœ œ & œ œœ œ œœ œ. œ. ? ˙ ˙

Analysis of chords prepares students to compose with chords and inversions. Consider having students write their own 1st Theme based on the Sonatina in C by Frank Lynes.

2

3

1

n

2

? œ.

The opening two measures are simply a C chord and inversions played against a LH tonic note.

3

œ œ œ # œ Jœ

‰

3

œj

œ.

& œ œ œ # œ œJ ‰

sequence

sequence

2

1

17

Jœ

œ œ œ œ Jœ

sequence

#œ . 3

Jœ

Transit

‰

ion back 2

3

& œ œ œ#œ œ œ œ œ 1st Them œœœ œ œ #œ œ œ œ œ e œ 3

1

2

1

4

1

3

1

4 (Medie val

Fair)

œ œ œ # œ Jœ

‰

3

sequence

œ.

Jœ

eme

œ œ œœœœ œœ 1

‰

3

3

˙

2

cresc.

5

3

œ

1

2

3

˙

Lesson p.1

3

1

? ˙ 6

5

p

˙

3

to 1st Th

œ œ œ#œ œ œ œ 3

2

œ œ. œ. œ.

Jœ

4

3

1

3

œj œ .

3

3

? œdim . .

2

œ œ œ œ Jœ

‰

sequence

5

13

Measures 3 and 4 feature a stepwise passage played against the dominant.

˙

eme

œ œ œ # œ Jœ 3

F

Fra (1858-191 nk Lynes 3, U.S original .A) form

1

œ œœœ œ œ œ œ ˙ 3

2nd Th

9

&

(2) 3

5

4

1

5

1

1

œœœœœœœ œ ˙ ˙ œ œ. œ. œ.

5

5

3

ERN

1

5

pattern

The first theme continues similarly on the dominant at mm 5-6, then back to the tonic at mm 7-8. Voila! A first theme!

5

c o d a

p

˙

5

œ œœ œ œœ œ. œ. ˙ 5

5

FF1092

for Peace

E Ceremony P E A C

____ Key of

er

f

˙˙˙ ...

˙˙ ˙

w

œ

œ

# # ˙. ˙˙ .. &

Œ œ œ œ œ œ ! 3

5 2 1

1

## ˙ & n ˙˙

F

5

2

œœ.. !

3

!

5

5 3 1

##

4 1

2

3

30-31

?30

24

!

P

œj œ !

Students are now literate enough to discuss many descriptive words. The tempo for Ceremony for Peace is marked Majestically. We might also use words such as, “impressive, noble, dignified.” Discuss with the student which techniques might be needed for such a majestic piece.

2

Œ œ

1

˙

bœ œ œ bœ œ ˙ 1 5

œ

bw

Œ

3

2

2

40

œj œ

. œj œ b œ

n b œœ .. œœ n œ œ œ œ b œ & bw ? # # n ww ! n !

10

œ

œ

1

5 3 1

nœ . b œœ ..

3

˙.

œÓ ?## œ œ œ 3

!

3

2

1

œ œœ œ œ 2

n˙

n˙

˙ !

˙ !

4 2

œj œœ

5 3 1

œ .. nn œœ .

œ œ œ

5 1

1

5

7

1

5

œ

n œœ

3

˙ !

˙ !

3

1

5

4

?##

œ

Œ œ œ œ œ

Œ

œ œ œ

5 1

œ

5 3 1

n œœ

œ

3

5 3 1

5 2 1

# # 4 ˙˙˙ 4

? # # 44

y

jesticall

ately, ma

Moder 5 3 1

&


Major

N. Fab

√ sign.

written loco – as er an aft It occurs re 26) asu (see me

3

!

5 3 1

œ n œ . œj œ b œœ .. 1

bw

!

FF1090

“Ingrid and Kai, point out measures in which we use an extended hand position. In what passages would arm weight be especially important?”

57

LEVEL 4


Welcome to the Second Edition of Level 4! This new edition delivers a robust and exciting path into the intermediate levels. The four core books are Lesson, Theory, Performance, and the new, dynamic Technique & Artistry Book! When using this edition, you will note... Smooth integration of technique and artistry for the intermediate student Repertoire that reinforces music theory Appealing compositions in a variety of musical styles Books from the previous edition can easily be interchanged with books from the new edition. For tips and correlation charts, please visit: www.PianoAdventures.com/secondedition

G Major: The V7 Chord in Root Position G. œ œ. œ. œ. ˙ ? # 4 œœ œœ œœ œœ œ œ œ œ ˙ L.H.

4

1 3 5

F

I chord

w w w w

D7 broken

5

D7 blocked

1

2

3

V chord

one - two - three - four - five - five

œ ?# œ œ œ 6

˙˙ ˙

no 5th

1 2 5

1 3 5

V7

root - 3rd - 5th - 7th

˙˙ ˙

no 3rd

œœœ. œœœ. œœœ. œœœ.

1 2

˙˙G

˙ ˙

5

I

V7

The Lesson Book opens with a progress chart that includes full page-by-page correlations of the four core books. The second edition Lesson Book is now organized in related major and minor keys. Increased emphasis on root position V7 chords and two-octave scales links applied theory to the pieces being studied.

root -3rd - 5th

D7 1

Level 4 Lesson Book

œ œ ˙

D 1 3 5

1 2

G w w I

œ

Review: Grace note œj A grace note is an ornamental note played quickly into the note that follows. Your teacher will help you play the grace note in measure 4.

Grand Central Station ‰ œj œ œ œ œ œ œ œ œ œ œ œ w w w nw w

1

1

P

w ?# 4 w 4

4

&

#

2

œj

?#

1

2

2 5

3

1

? # ˙. ˙.

Œ

&

2

!

25 ?20

5 1

1 5

œ >œ œ œ œ

#

3

1 5

Œ

7

30

2 4

bœ œ nœ œ ‰ œj œ œ œœ. F f b˙ . b˙ . œœ Œ . 3

D7

Œ

5

1 2 5

˙˙ .. ˙.

V7

15

Many new repertoire pieces invigorate the book and build a stronger foundation in harmony and technique.

N. Faber

Moderato

#4 & 4 œ œ œ œ œ œ

Power scales, arpeggios, and V7 chords ground the repertoire.

1 2 5

‰ œj ˙

œ ‰ œj ˙ œ ˙ œ.

œ ˙

‰ œj ˙ nœ ˙

b b œœ.

Students develop skills in accompanying and reading chord symbols with a Lead Sheet of The Blue Danube.

‰ œj ˙ nœ ˙

G

œ œ œ œ œ > 5

Œ

œ œ œ œ œ w w 1

2 4

P

œ

I FF1090

Level 4 Theory Book This completely revised Theory Book provides reinforcement and creative exploration of intermediate theory concepts. Ear-training and eye-training exercises add aural and visual skills.

Level 4 Performance Book The Performance Book offers a variety of pieces that reinforce the concepts presented in the Lesson Book. This second edition includes the best of the original edition plus exciting new pieces—from the jazzy music of the malt shop to the haunting sounds of the Scottish Moors.

58

LEVEL 4


Level 4 Technique & Artistry Book

New!

This new, dynamic Technique & Artistry Book is a welcome addition to the Level 4 curriculum. It combines two essential elements of pianism: technical skill and artistic performance. This smooth, integrated approach builds basic elements of piano technique, always directed towards an artistic goal. Four preparatory exercises called Technique Secrets are presented at the beginning of the book. These elegantly simple exercises develop a technical foundation, training the student in the following: Alignment (of forearm, hand, and finger) Te c h n i q u e S e c r e t :

half circle / full circle

Drop and follow-through

Warm-up with Lead with the Wrist (p. 3).

Weighted tone and unweighted tone

The Mountain King

This broken chord pattern moves from A minor to C major. The arrows indicate the circular wrist motion.

1. In the Great Hall

• Play by memory.

? 24 ‰ œj œ œ Am

? 24 5

C

p

1 5

1

Swoop

4

un - der,

2

1 5

˙˙

˙

1

o - ver,

Œ

œœ .

and

a

-

2

o - ver,

? ˙˙

1

œ ‰ Jœ œ

and

a

-

˙

1

2

F Swoop un - der,

œœ.

round.

˙˙

Œ

Am

&

round.

Am

& œ œ œ œ 4

œ œ œ œ

C

2

˙˙

‰

œ œj œ 1

P

œ œ œ œ and

a

-

Expressive playing is explored at the end of each unit in an Artistry Magic piece. The student focuses on these musical goals:

un - der,

Œ

˙

C

o - ver,

2

Swoop

œœ .

˙˙

˙˙

round.

..

Shaping phrases (with crescendo and diminuendo)

..

Using weighted/unweighted touch to produce dynamic colors

• When you are comfortable with legato circles, play the R.H. staccato. Use the same wrist circles as used for legato.

Expressive playing through wrist motion

2. Chased by the Trolls Allegro

4 &4

∑

- up, P Spring, down œ œ.

? 44 8

œ Œ œ. œ 5

1 5

1 2

∑

œ œœ. Œ œ. œ

spring, down - up,

Lesson p.12 (Hall of the Mountain King)

∑

œ œœ. œ œ œ. œ

spring, down - up,

down

-

Technique & Artistry FF3012 00420339 $6.50

Half circle / full circle wrist motions

Steady march

∑

..

Rhythmic flow with two-hand gestures

œœ. œ œœ. œ Œ ..

up,

down - up!

The book features etudes by Czerny and Streabbog, along with original pieces and exercises. Many of the exercises relate directly to challenges in the Lesson Book pieces. Standard technical patterns—such as scales in contrary motion and broken chord patterns—are practiced with guidance from the Technique Secrets. FF3012

A useful 16-page Scale and Arpeggio Appendix is included at the end of the book. Many teachers will find this to be helpful in meeting the technique and theory requirements of state and national music organizations.

S C A L E

&

A R P E G G I O

A P P E N D I X

œœœœœœœœœœœ # # œœ œœœ œœ œœœ & # # œœœœœœ œœ

Two-Octave Major Scales in Parallel Motion

E Major

• Play hands separately or together.

œœœœœœœ œœœœœ œœœœœ & œœœœœœœœ œœœœ 3

5

1

4

1

4

1

3

3

1

3

1

1

4

3

1

1

3

1

1

4

3

2

1

3

1

4

1

3

# # & # ##

œœœœœœœœœœœœœ œœœœœ œœœœœ œœœœœ œ œœœœœœœœœœœœœ œ œ ?# œœ œ œœœœœ œ œ œ œ œœ

The appendix also includes arpeggios, scales in contrary motion, chromatic scales, and various broken chord exercises.

#

1

3

1

1

4

5

1

3

4

1

3

5

1

1

3

4

1

3

2

1

3

1

3

1

4

4

1

1

3

3

1

F Major

&b ?b

5

5

1

3

1

4

3

1

4

1

3

1

3

1

1

4

3

1

3

1

1

4

3

2

1

3

1

4

1

1

5

3

1

5

40

3

1

1

3

1

3

4

1

1

3

5

4

3

1

2

3

1

1

1

3

4

1

4

1

3

1

3

œ 4

1

1

3

2

3

1

1

1

4

œœœœ 4

1

?

1

œœœœœ 1

3

œ œœœœœ œœœœœ

3

3

1

1

5

1

4

4

3

1

1

4

1

3

1

4

3

2

3

1

4

1

5

4

3

3

1

1

1

4

3

1

4

1

œœœœœœœœœœœœœ œœœœœ œœœœœ œœœœœ œ œœœœœœœœœœœœœ œ œ œ œ œ œœœœœ œ œœœœœ 1

2

3

4

1

4

1

3

1

4

1

3

1

5

2

1

3

2

1

3

4

3

2

1

1

2

3

1

1

4

4

3

1

1

4

1

2

3

1

4

4

1

3

2

1

1

3

1

4

1

2

4

1

3

2

1

3

2

1

3

1

3

1

2

3

4

1

2

4

5

3

1

1

3

4

1

2

3

1

œœœœœœœœœ œœ b œœ œœœ œœœœœ &b b œœœœœœ œœ œœœœœ œœ œœœœ ? bb œ œ œ œ œ œ & œ œ œ œ œ œ œ œ œ œ œ? b œ (3) 2

1

3

5

FF3012

59

œ œœœœœ œœœœœ

E≤ Major*

# # œœ œœœœœœœœ œœœ & # œœœœœ œœœœœ œœœœœ œ œœ œ ? ### œœœœœ & œœœ ? œ œ œ œ œ œœœ œ œœœœ œœœœœ 1

3

œœœœœœœœœœ œœœ b &b œœœ œœ œœœœœ œœœœœ œ œœœœœ ? b b œ œ œ œ œ œ œ& ? œœœœ œ œ œœœœœ œ œœœœœ

A Major

4

&

1

B≤ Major*

1

œ ? ## œ œ œ œ œ œ œ & œ œ œ œ œ œ œ œ œ ?œ œ œ œ œ œœœœœ œœ 5

1

4

1

œœœœœœœœœ # œ œœœœ œœœ œœ & # œœœœœœœ œœœ

D Major

1

3

œœœœœ œœœ œ œœœœ œœœœœ œœœœœ œ œ œ œ ? œœœœ œœœœœ œ & œ # œœœœ œ œ œ œœ

? ####

G Major

&

3

4

1

3

1

B Major

5

1

1

5

œœœœœ ? œ œ œ œ œ œ œ œ& œœœœ œ œ œ œ œ œ œ? œœœœœ 5

4

œœœœœ

? #### œ œ œ

C Major 1

5

1

3

1

Teachers and students may choose the dynamics for each scale

FF3012

1

4

1

4

1

1

3

1

3

2

4

1

4

3

1

2

1

2

2

1

1

4

3

1

4

1

3

3

1

4

1

*Some students find it useful to learn B≤ and E≤ early for jazz band, festivals, or achievement testing. These keys are formally introduced in Level 5.

1

4

1

2

3

41

LEVEL 4


Level 4 Lesson Book FF1090, 00420183 $6.95

New! Technique & Artistry FF3012, 00420339 $6.50

Allegro Grazioso, Biehl Aurora Borealis The Blue Danube Bourée, Graupner Ceremony for Peace Chanson French Minuet, Lully Gigue in A Major Grand Central Station Great Barrier Reef In the Hall of the Mountain King Maple Leaf Rag Mazurka in F Major Medieval Fair Prelude in C, JS Bach The Spy Summer Solstice Volga Boatmen Wild Flowers

Technique Secrets Scale and Arpeggio Appendix Artistry Magic Pieces: Caspian Sea Excalibur A Midsummer Night’s Dream Moonlight Sonata Silver Rain Etude Year of the Lioness

Popular Repertoire FF1315, 00420244 $7.95 Ashokan Farewell Change the World The Greatest Love of All I Will Remember You If You Believe Jurassic Park King of the Hill Etude Mr. Bojangles New York, New York The Way It Is Activity Pages Popular Repertoire CD CD1029 00420095 $10.95 Popular Repertoire MIDI GM1037 00420298 $10.95

Developing Artist Piano Literature Book 2 - with CD FF1034, 00420143 $7.50

Developing Artist Piano Sonatinas, Book 2 FF1111, 00420200 $6.95

See Level 3B for contents

Sonatina (Op. 157, No. 1), Spindler Sonatina (Op. 36, No. 1), Clementi Sonatina (Op. 39, No. 1), Lynes Sonatina (Op. 55, No. 1), Kuhlau Sonatina in A Minor, Jacoby Sonatina in C, Latour Sonatina in C, Haslinger Sonatina in F, Diabelli Sonatina in F, Attwood Sonatina in G, Beethoven Sonatina in G, Latour

Developing Artist Piano Literature Book 3 - with CD FF1056, 00420165 $9.50 See Level 5 for contents


Performance FF1092, 00420185 $6.50


Arabesque Dance in F Major, Mozart Distant Bells Farewell to Fiunary Greensleeves Gypsy Legend Polka, Hummel Seaside Suite Sonatina in C, Lynes Strawberry Malt Three Blue Pieces

Christmas FF1142, 00420210 $5.50 Ave Maria Fum, Fum, Fum Housetop Boogie It Came Upon the Midnight Clear Silent Night Waltz of the Flowers We Wish You a Merry Christmas

60

Ave Maria ASA7005, 00420020 $2.50 Halloween Sonatine A2034, 00420061 $2.50 Jesu, Joy of Man’s Desiring ASA7004, 00420019 $2.50 Nocturne A2004, 00420033 $2.95 Shimmering Waterfalls A2021, 00420048 $2.95 Sonatina in G Major, Beethoven AL6003, 00420007 $2.95

Achievement Skill Sheet #5: 2-Octave Major Scales and Arpeggios AS5005, 00420026 $2.95 Achievement Skill Sheet #8: Cadence Booklet AS5008, 00420029 $3.95

Developing Artist Selections from the Notebook of Anna Magdalena Bach FF1049, 00420158 $4.95 Minuet in G, Pezold Minuet in Gm, Pezold Minuet in Dm March in D, C.P.E. Bach Minuet in G Musette in D Polonaise in Gm Minuet in Cm Minuet in G, attr. to Boehm March in G, C.P.E. Bach Polonaise in Gm, C.P.E. Bach

LEVEL 4


BigTime® Piano Supplemental Series O Master, Let Me Walk with Thee The Old Rugged Cross Praise God, from Whom All Blessings Flow Rock of Ages Shall We Gather at the River Sweet Hour of Prayer

BigTime® Popular FF1009, 00420118 $6.95

BigTime® Favorites FF1191, 00420224 $6.95

100 Years Dancing Queen (Mamma Mia) I Saw Her Standing There Lean On Me The Medallion Calls (Pirates of the Caribbean) The Music of the Night (Phantom of the Opera) On Broadway Pachelbel Canon Pure Imagination Star Wars You Raise Me Up

NFMC Beautiful Dreamer CHOICE Bill Bailey, Won’t You Please Come Home? Cielito Lindo Clair de Lune NFMC Fanfare on America CHOICE NFMC Good Morning Blues CHOICE Halloween Sonatine I Love a Piano I’m Henery the Eighth, I Am Morning Has Broken Oh! You Beautiful Doll The Spy Tarantella Italiana Theme from the Moonlight Sonata

BigTime® Classics FF1031, 00420140 $6.95 Arioso Canon in D Danse Macabre The Great Gate of Kiev Habanera Hornpipe Hungarian Dance No. 5 Liebesfreud Rondeau Russian Sailor’s Dance Songs of India Spring Song Tales from the Vienna Woods Theme from Symphony No. 40

BigTime® Rock ’n Roll FF1029, 00420138 $6.95 Bad, Bad Leroy Brown The Game of Love Great Balls of Fire I Feel the Earth Move I Heard It Through the Grapevine I May Have Lost My Girlfriend, But I’ve Still Got My Car My Special Angel Piano Man Rock Around the Clock Strawberry Malt When a Man Loves a Woman

BigTime® Jazz & Blues FF1011, 00420120 $6.95

New! BigTime® Kids’ Songs FF3005, 00420325 $6.95

All the Things You Are Autumn Leaves Big City Blues Cast Your Fate to the Wind Desafinado Equinox Georgia on My Mind Locomotive Blues Lullaby of Birdland Misty Night Train Perdido Satin Doll Take the “A” Train A Taste of Honey

Can You Feel the Love Tonight (The Lion King) Cruella De Vil Flight of the Bumble Bee Hakuna Matata (The Lion King) I’m a Believer In Dreams (The Lord of the Rings) Linus and Lucy (Meet) The Flintstones My Favorite Things Once Upon a Dream (Sleeping Beauty) The Pink Panther Thank You for Being a Friend

BigTime® Ragtime & Marches FF1144, 00420211 $6.95 Champagne Rag Chatterbox Rag “Dill Pickles” Rag Entrance of the Gladiators The Entertainer Funeral March of a Marionette March of the Toys Solace Washington Post March Wild Cherries Rag Yanlee Doodle Boy

61

BigTime® Hymns FF1435, 00420251 $6.95 All Hail the Power of Jesus’ Name All Night, All Day Break Thou the Bread of Life Come, Ye Thankful People, Come Crown Him with Many Crowns Deep River Glorious Things of Thee Are Spoken It Is Well With My Soul Jesus Shall Reign Just As I Am A Mighty Fortress Is Our God

BigTime® Christmas FF1016, 00420125 $6.95 Carol of the Bells The First Noel Hallelujah Chorus Hark! The Herald Angels Sing A Holly Jolly Christmas I Heard the Bells on Christmas Day It Came Upon the Midnight Clear Jesu, Joy of Man’s Desiring Let It Snow! Let It Snow! Let It Snow! O Come, O Come, Emmanuel O Holy Night Rockin’ Around the Christmas Tree Rudolph the Red-Nosed Reindeer Silent Night What Child Is This? Winter Wonderland

BigTime® Accompaniments Classics CD CD1023 00420090 $10.95 Classics MIDI GM1026 00420288 $9.95 Favorites CD CD1022 00420089 $10.95 Favorites MIDI GM1027 00420289 $9.95 Christmas CD CD1040 00420105 $10.95 Christmas MIDI GM1046 00420305 $10.95

LEVEL 4


Lyric Playing and “Personal Sound” At Level 3B, we appealed to the student’s interest in fast playing. At Level 4 the student learns lyric playing—the ability to project and beautifully shape a melody. We positioned lyric playing after fast playing because it requires more mature expression. We like to discuss the excitement of speed and the expressive quality of lyric playing as contrasting modes of expression—both powerful in different ways. Almost every student can relate to facile speed at the keyboard, but most need to be coached into the expressive mode. With exposure, most students find the more subtle expression personally rewarding. Lyric playing isn’t entirely new to the student. Back in Level 2A we even devoted a unit to Shaping the Phrase. Building on the Level 1 Wrist Float-off, the Technique & Artistry secrets gradually develop more sophisticated wrist gestures. Painter’s Brush Stroke at Level 2B particularly addresses shaping the slur. At Level 3A, the Round-Off ensures the student hears a softened phrase ending, and the Wrist Circles of Level 3A employ the wrist to shape a longer phrase. Level 3B Technique & Artistry worked with Voicing the Melody to develop melodic projection. Now, here at Level 4, the repertoire is specifically tailored for beautiful handling of melody.

Variety of Repertoire In most teaching studios, there is a range of musical tastes among students. Some students tell us their preference upfront, but, generally, we have to explore a range of sounds to find the style that really resonates with the individual. Broad exposure to various sounds and styles helps the teacher and student uncover a special interest—a personal sound. Once identified, we might celebrate this interest with a tailored supplement from the PreTime® to BigTime® library or from literature collections in The Developing Artist Library. The motivational impact of this customization can be dramatic. In addition to harnessing the magnetic attraction to an individual’s favorite musical sounds, this process personalizes piano study. This shift in “locus of control” from teacher to learner constitutes a major move toward intrinsic motivation. We find more attentiveness, better retention, more practice, and a significant change in the communication dynamics. The right music makes all the difference.

Motivation isn’t the only benefit of exploring many styles. A variety of styles invites a range of fundamental competencies which coalesce into the essentials of intermediate piano playing: note-reading, chord recognition, steady tempo, dynamic contrast, pedal coloring, coordination of fingers, wrist, arm and torso, technical gestures, long line, melodic shaping and projection, and so on. While this list is not intended to be comprehensive, even for elementary piano pedagogy, it nonetheless suggests a range of skills with an implication of sequence. The method levels provide proper sequence, and the special repertoire characteristics of each level help provide focus.

Focus of Repertoire It is easy to assume that once taught, a concept is learned. Experience tells us otherwise. Neuroscience informs us that cognitive patterns and motor skills must be repeated to be retained. If at level 3B we didn’t immerse the student in the coordinated movements of fast playing, motor patterning would not become automatic. If we taught I, IV, V only in a single unit, there would be little or no recall of this a year later. So the entirety of Level 2B focuses on the primary chords, the bulk of Level 3B focuses on fast playing, and Level 4 focuses on lyric playing. By immersing the student in the defining character of the level, motor patterns, perceptual patterns, and cognitive patterns become reasonably lasting—not yet robust, perhaps—but sufficiently stable for the move to the next level.

Lyricism Let’s examine the Level 4 characteristic—lyricism. The lyric is the text of song, so lyricism refers to the singing quality in instrumental playing. The pianist does not simply accompany the singer; the pianist emulates the singer. We breathe the phrase, project the phrase, shape the phrase, and we imbue it with meaning—just as the voice does so naturally.

62

LEVEL 4


In lyric playing, we give meaning to each phrase without words. Our goal in lyric playing is to bring the melody to the fore with intention and sensitivity. We don’t just play the melody, we speak the melody through our instrument. When we give each note meaning—as in the spoken word— a melody takes on special magic. It becomes a personalized, poetic communication—indeed, a song without words.

Does the melody fall away (characteristic of Viennese Classical) or move toward (as in the late Romantics)? How does the wrist assist phrase shaping? Does the passage invite wrist circles that can help transfer arm weight finger-to-finger?

The magic of melody often comes from its context. In other words, a melody derives its character, in part, from the colors of the accompanying voices. The setting critically frames the melody. How is the melody set against the accompaniment? To what degree does it contrast in dynamic? Does the accompaniment invoke the mood? Invariably, students play the melody too softly. Students need to be taught to project the melody way above the background setting. Not just louder—a lot louder. This is accomplished with the drop of arm weight and its roll through the melodic phrase, but also with the softening of the accompaniment. We’re after big projection, but also big contrast, which is made possible by intentionally softening the accompanying voices. Lyricism requires sensitivity to the contour of the melody. Are there expressive leaps? If so, might we stretch time through the larger interval?

Consider, for example, Chanson (French, meaning “song”), which is explicitly melody over accompaniment. The melody is intentionally long and beautiful. Though the first gesture is a simple 3-note slur, the melody continues to unfold across seven measures. Use the pedal to sustain the D and take a new drop into the continuing phrase (pickup to measure 2). The long line invites awareness of direction in melody. Probably the highpoint of expressive lyricism would be the coloratura soprano singing an operatic solo cadenza. So we give this to the student pianist in Wild Flowers.

The expressive quality of the cadenza is enhanced by the color tones of the forte chord at measure 27 which sustain beyond the fermata. The singer ascends freely to the high B with a crescendo, but also with subtle 2-note diminuendi in the appoggiaturas B-A, E-D, G-F, A-G. Soften the second note in each of these stepwise pairings while maintaining a legato throughout. Remind the student of the expressive quality of the FΩ that begins the resolution. It is borrowed from the parallel minor (and from the B section) and also forms a tritone (three whole steps) against the preceding B. The finishing expressive gesture places the V chord atop the I chord (E major atop A major) through a molto ritardando. The student learns that expression derives from the musical content, and yet needs to be infused by the performer. We find hints for expression in our analysis—our analysis of phrase shape, and even our theory analysis. Informed by the simplicities and subtleties of the score, we add the warmth and expressive power of human emotion.

63

LEVEL 5


LEVEL 5 Developing Artist Piano Literature Book 3 (easier)


Developing Artist Piano Sonatinas Book 3 Achievement Skill Sheet #6: 2-Octave Minor Scales and Arpeggios

Developing Artist Piano Sonatinas Book 4 (advancing)

Developing Artist Piano Literature for a Dark and Stormy Night

e To B sed a Rele

Lesson Book

Theory


Achievement Skill Sheet #8: Intermediate Cadence Booklet

AdvanceTime Piano Level 5 Supplementary Series ®

Popular Repertoire

Performance

Achievement Solo & Duet Sheets American Frontier Dance Brillante Für Elise, Beethoven Ghost in Our Piano Sonata in C Major Prelude in C, J.S. Bach Solfeggietto, C.P.E. Bach Sonata in G Major, Beethoven

Christmas

Beyond Level 5 Achievement Solo & Duet Sheets

Achievement Literature Sheets

The Keyboard Artist

Pachelbel Canon, Pop & Jazz Arrangement Chinese Dragons (Duet) Egyptian Rhapsody Toccata in Morse Code

Claire de lune, Debussy Tarantella, Pieczonka Rondo alla Turca, Mozart Prelude in D-flat Major, Chopin La fille aux cheveux de lin, Debussy

Three Easier Waltzes, Chopin Three Mazurkas, Chopin Four Lyric Pieces, Grieg

64

LEVEL 5


Level 5 Concepts I, IV, V7 chord inversion studies

cadences in major and minor keys

12 8 time signature

more repertoire in E major

perfect intervals (4th, 5th, octave)

major/minor intervals (2nd, 3rd, 6th, 7th)

circle of 5ths

two-octave arpeggios: C, G, D, A, E, B

flat key signatures

two-octave flat scales: F, B≤, E≤

three forms of minor scales

changing time signatures


Recognition of triads in all inversions is important at the early intermediate level. At Level 5, work with the student’s recognition of the primary chords (I, IV and V) in any inversion. This is not achieved by playing the music, but only through deliberate analysis. “Steven, let’s find the chord names and label them above each measure. Look across both the bass and treble clefs. Can you bring the chord tones together under the hand?” “Laura, what is the chord function of C7 in this context? Does it resolve to I? Below each of these measures, let’s write I, IV or V7.”


In addition to reading chords, we want the student to feel and manipulate chord tones under the hand. The ability to see chord tones across the keyboard can be a basis for improvisation and composition. “John, let’s move this LH pattern to other chords.

Page 14

4:13 PM

The Swiman als)

ning. ike ope e the harp-l rmanc soft, Perfo eggios for over the t-hand arp melody ooth lef cantabile* • Play sm ressive exp out the • Bring ng left hand. murmuri 84) R.H. (Œ = 72Andante

(from the

Hints:

# 3 & 4

π

œ

? # 34 œ

&

5

4

œ

# œ

!

œ

L.H.

œ

!

œ œ œ œ œ

2

œ œ

˙

2

œ œ œ œ

œ !

œ œ

œ Œ œ œ ! – means singing 1

5

2

3

œ œ œ œ œ 2

1

œ œ œ œ œ œ œ œ œ œ œ œ ! 3

1

3

1

2

1

FF1095

-lay)

-TAH-bee

unced con

(prono cantabile

“Tim, let’s make this LH accompaniment a watercolor backdrop for the melody. Think muted LH tones so the RH melody can soar over top.”

œ

1

4

2

2

˙

?# œ

2

œ

œ

œ

œ

1

# ˙.

*

œ

œ !

4

&

œ

5

1

2

5

8

œ

œ

œ œ œ œ œ

?# œ

œ

1

4

2

2

1

p cantabile

œ

œ

œ

1

2

5

&

œ

1

œ

œ

œ

œ

œ

?# œ

The piano lies silent until the hands are placed on the keys. The music unfolds and expression becomes the artist in action.

1

R.H.

#

L.H.

1

2

4

1

2

5

3

ns Saint-Saë Camille 1, France) (1835-192 arranged

2

œ

œ

œ

œ

œ


of the An

Carnival

28 n s p.

10 •print 3/4/

FF1095

Lesso

•print_

FF1095

Staying within our key signature, can you play the pattern a step higher?”

nos two pia pieces for ent animal. a set of fer imals is for a dif cello. of the An is named played by the Carnival tra. Each piece an is hes The Sw and orc ful melody of uti The bea

14

65

LEVEL 5

Level 5 Lesson Book FF1093, 00420186 $6.95 Around the World Autumn Ballad Ballade Blue Etude Carillon Fantasia The Chase Choral Reef Etude Fanfare on America Hot Pursuit Jazz Reflection Naming Intervals Pomp and Circumstance Rhythm Flight Risoluto Rolling River Etude Shenandoah Smoky Mountain Prelude Sonatina St. Louis Blues Tumbleweed Blues Two Guitars When the Sun Rises… Whirlwind


Performance FF1095, 00420188 $6.50 Allegro in A Major Appalachian Trail Bearcat Boogie Come Back to Sorrento The Danube Waves Gypsy Prayer Mazurka in G Minor Poetic Theme and Variations Simple Gifts St. Anthony’s Chorale The Swan Waltz in E Flat

Achievement Skill Sheet #6: 2-Octave Minor Scales & Arpeggios AS5006, 00420027 $3.95

Achievement Skill Sheet #8: Cadence Booklet AS5008, 00420029 $3.95



Butterfly Kisses Candle in the Wind Hedwig’s Theme Over the Rainbow Summertime Take Five Tears in Heaven There You’ll Be Viewer Mail Theme Wind Beneath My Wings Activity Pages Popular Repertoire CD CD1030, 00420096 $10.95 Popular Repertoire MIDI GM1038, 00420299 $10.95

Achievement Solo & Duet Sheets American Frontier A2011, 00420040 $2.95 Dance Brillante A2007, 00420036 $2.95 Für Elise, Beethoven AL6002, 00420006 $2.95 The Ghost in Our Piano A2029, 00420056 $2.95 Prelude in C, J.S. Bach AL6006, 00420010 $2.95 Solfeggietto, C.P.E. Bach AL6004, 00420008 $2.50 Sonata in G Major, Beethoven AL6009, 00420013 $3.95 Sonata in C Major, Mozart AL6008, 00420012 $3.95 66

Developing Artist Piano Literature Book 3 - with CD FF1056, 00420165 $9.50 Allegro in A Major, L. Mozart Allegro in F Major, Haydn Arabesque, Burgmüller Avalanche, Heller Ballade, Burgmüller Chinese Figurine, Rebikov Cowboy Song, McKay Fanfare in C Major, Dumcombe Gavotte, Reinecke German Dance in D Major, Haydn

Harmony of the Angels, Burgmüller A Little Flower, Gurlitt March in D Major, C.P.E. Bach Melody, Schumann Minuet in A Minor, Krieger Minuet in D Minor, Lully Minuet in G Major, Anon. Minuet in G Major, Haydn Minuet in G Minor, Pezold Moons of Jupiter, Faber Musette in D Major, Anon Playing Soldiers, Rebikov Rondo for Four Hands, Diabelli (Duet) Solfeggio in D Major, J.C. Bach Sonatina in C Major, Clementi Sonatina in C Major, Haslinger Sonatina in G Major, Diabelli Sonatina, Jacoby Song of the Range Rider, McKay Spinning Song, Ellmenreich Tambourin, Gossec Two German Dances, Beethoven Wild Rider, Schumann

BigTime® Piano... Level 4 and Beyond! Students at Level 5 and above often work on increasingly difficult repertoire— pieces that can take weeks or months to learn and polish. It is important to pair that repertoire with shorter pieces that can be learned in a week or two. For that reason, consider assigning a sequence of books from the BigTime® Piano Library to your advancing students. They can learn pieces quickly, often completing an entire book in just a couple of months. While developing facile reading skill, the contrasting styles and sounds allow work on the essential elements of tone and expression. And, it is fun for the teacher and the student!

LEVEL 5


Beyond Level 5

Developing Artist Piano Literature Book 4- with CD FF1282, 00420239 $15.95

Developing Artist Piano Sonatinas, Book 3 FF1112, 00420201 $8.95

Adagio and Furiant, Fibich Allegro in A Major, W.F. Bach Bourrée in E Minor, J.S. Bach Bronco Bill, McKay Canoeing, Beach Concerto in C, Haydn Dance with a Bell, Rebikov Distant Sierras, McKay Folia, Scarlatti Für Elise, Beethoven Giant Purple Butterflies, Rossi In the Forest, Rebikov Intrada, Graupner L’Orage, Burgmüeller Little Prelude in C Major, J.S. Bach Little Prelude in F Major, J.S. Bach Mazurka in F Major, Chopin Miniature, Gurlitt Minuet in D Minor, Buttstedt Minuet in G Major, Beethoven Musette in G Major, J.S. Bach Prelude in B Minor, Chopin Prelude in C Major, J.S. Bach Prelude in E Minor, Chopin Presto, Pescetti Ride of Pegasus, Faber Sailor’s Song, Grieg Scherzo in D Minor, Gurlitt Solfeggietto, C.P.E. Bach Sonatina in A Minor, Benda Sonatina in C Major, Kuhlau Sonatina in G Major, Clementi Sweet Dream, Tchaikovsky Waltz in A Minor, Chopin Watchman’s Song, Grieg Winter Painting, Faber

Sonatina (Op. 157, No. 4), Spindler Sonatina (Op. 20, No. 1), Kuhlau Sonatina (Op. 36, No. 2), Clementi Sonatina (Op. 36, No. 3), Clementi Sonatina (Op. 4, No. 10), Wesley Sonatina (Op. 49, No. 1), Lichner Sonatina (Op. 55, No. 3), Kuhlau Sonatina in A Minor, Benda Sonatina in C, Mozart Sonatina in D, Camidge Sonatina in F, Beethoven

Developing Artist Piano Literature for a Dark and Stormy Night FF1175, 00420219 $4.95 Allegro con Fuoco, Diabelli (Duet) Avalanche, Heller Etude in C Minor, Bertini The Ghost in the Fireplace, Kullak Storm and Stress, Gurlitt The Wild Horseman, Schumann

Egyptian Rhapsody A2014, 00420043 $3.50 Pachelbel Canon, Pop-Jazz Arrangement A2013, 00420042 $2.95

Developing Artist Piano Sonatinas, Book 4 FF1113, 00420202 $9.95 Rondo à la Turk, Mozart Sonata (Hob. XVI/13, 3rd Movement), Haydn Sonata (K. 545), Mozart Sonata (Op. 49, No. 2), Beethoven Sonatina (Op. 36, No. 4), Clementi Sonatina (Op. 36, No. 6), Clementi Sonatina (Op. 54, No. 1), Gurlitt Sonatina, Keller Sonatina (Op. 88, No. 1), Kuhlau Sonatina (Op. 88, No. 3, 3rd Movement), Kuhlau

Prelude in D-flat Major, Chopin AL6001, 00420005 $2.95

Chinese Dragons (Duet) AD3005, 00420004 $5.95

Rondo alla Turca, Mozart AL6005, 00420009 $2.95 Tarantella, Pieczonka AL6010, 00420014 $3.50

Four Lyric Pieces, Grieg FF1187, 00420223 $4.50 Three Easier Waltzes, Chopin FF1154, 00420213 $4.50 Three Mazurkas, Chopin FF1153, 00420212 $4.50

67

La fille aux chevex de lin, Debussy AL6011, 00420015 $2.50

Toccata in Morse Code AD3001, 00420000 $3.50

AdvanceTime Christmas FF1124, 00420203 $6.50 Auld Lang Syne Celebration of Carols Dance of the Reed Pipes Go Tell It on the Mountain God Rest Ye Merry, Gentlemen Jingle Bells March (Nutcracker Suite) Over the River and Through the Woods Silent Night Skaters’ Waltz We Wish You a Merry Christmas

Clair de lune, Debussy AL6007, 00420011 $2.95

LEVEL 5


The I-IV-V Tapestry As we read and create music, we weave through a I-IV-V tapestry of primary chords. At Piano Adventures® Level 5, we ensure that the student can see and feel this structural tapestry for each tonal piece.

Scales “Why learn scales?” students ask. Our answer? A scale reduces 88 keys to seven. Five keys are eliminated in each octave (12 chromatic tones minus five leaves seven diatonic scale steps), and each of these seven tones retains its own meaning regardless of octave.

The last three measures of this piece offer opportunity for improvisation. Taking the short rhythmic motive given, explore any tones from the B-flat major “thread.” It is surprising to see—and to hear—how easy this can be.

Well, yes, there is that issue of fumbled fingering. Fortunately, the flat-key scales give special opportunity to simplify fingering, which is why we devote Level 5 to the flat key signatures. Here’s the rule: For RH flat-key scales, the thumb plays on C and F. So we always have RH fingers 1-2-3 on C-D-E, and fingers 1-2-3-4 on F, G, A, B.

So when playing the Pachelbel Canon in D, for instance, we can ignore one third of the keys on the keyboard and visualize a simple thread of the D major scale weaving through seven tones per octave, across the entire keyboard. Whether reading or improvising, attention is delimited to this D major thread for security, predictability, and confidence. Consider When the Sun Rises . . . from the Level 5 Lesson Book (p. 36). The piece is essentially an “improvisation” in B-flat major, excepting a brief color detour with the A-flat in measures 6-9. By delimiting the keyboard to the notes of the B-flat major scale, and imagining this “scale thread” of two black keys interspersed with five white keys, the piece becomes easy to read and easy to play. Furthermore, there is little chance of a bad note sounding because the scale tones all relate to the tonality.

n Without shifting this image, let’s flat the B under finger 4. n Now also flat the E in the 3-finger pattern up from C. n Now add A-flat to the 4-finger pattern. n Back to the 3-finger pattern for D-flat, etc. And so we go around the flat side of the circle of 5ths: C-FB≤-E≤-A≤-D≤-G≤. In every case, the RH fingering is consistent: three fingers built up from C, and four fingers built up from F. Work this over in blocked fashion—three fingers, four fingers—without beginning on the actual keynote. Then block it out in this same fashion, but going up several octaves. Now play the actual scale. (It’s not really important which finger plays the black key opening tonic.) With this fingering in mind, let’s revisit When the Sun Rises and improvise on measure 6, where we find an A-flat chord over the B-flat pedal point. Place RH fingers over C-D-E≤ and/or F-G-A≤-B≤ and improvise over the LH ostinato. One might return to B-flat major accompanied by the opening ostinato. Also consider exploring alternative scale passages modeled after those in measures 13 and 14. (See Level 5 Lesson Book p. 37.) We composed these scale passages to begin with thumb on F (measure 13) and thumb on C (measure 14) 68

LEVEL 5


to reinforce the flat-key fingering rule. In improvising, one might use the prescribed hand placements, but begin on any note.

Chord Etudes Scales are invaluable, but it is the combining of scale tones in thirds that gives tonal music its harmonic structure. Recalling our metaphor, we use the scale “thread” to weave the chord tapestry. First and foremost, we weave the tapestry of I, IV, and V chords—in all inversions. As Level 5 progresses through various keys, each piece is preceded by a short etude, disguised by a title. Coral Reef Etude, for example, opens the book as a primary-chord study in C, featuring all inversions of I, IV, and V. To maximize the effectiveness of this and similar etudes: n Play by memory. Encourage students to look at their hands for these etudes so that the keyboard patterns are visually imprinted. n Play with eyes closed. Highlight the feel of the keys and the feel of the thirds and fourths. n Transpose. Use Coral Reef Etude as a generic warm-up for every piece, in any key, whether major or minor. Coral Reef Etude is the harmonic grid, the primary-chord tapestry. It is essential for the student to grasp these chord patterns that combine the student’s understanding of primary chords with understanding of chord inversions. This is the bridge to the intermediate repertoire.

Notice that Blue Etude (p. 11) is a primary-chord etude in F, preparing for Tumbleweed Blues (p. 12). Similarly, Rolling River Etude (p. 14) drills the primary chords in A major using the LH pattern of Shenandoah (p. 15). As the student progresses to new keys, come back to Blue Etude, transposing, for example, to B-flat (especially for those pre-jazzers who will be playing in B-flat with brass players). Revisit Rolling River Etude as preparation for the pieces in C minor and G minor when these are encountered later in the book.

Popular Repertoire A look at Piano Adventures® Popular Repertoire Level 5 gives insight into the importance of chord comprehension. Consider Elton John’s Candle in the Wind. The entire verse (mm. 5-20) simply alternates between I and IV chords (G and C in the key of G major). Yet, how many students fail to recognize this simple chord pattern and struggle to decode 150 notes instead of two chords? So we pair the arrangement with an “Accompanying Activity” that drills I-IV chords in a pop accompaniment style. The arrangement then reduces to simplicity. In a different context, we again explore the repetition of I and IV in Wind Beneath My Wings. The corresponding activity page, titled “The Bass Beneath My Wings,” explores aural recognition of the bass line and various accompaniments for the I-IV chord progression.

The Power of Primary Chords In the Level 2B, we discussed “The Power of Primary Chords.” Indeed, one can’t overestimate the value of recognizing fundamental harmonies—for reading, for memorization, and for musical creativity. We recapitulate this concept here at Level 5 by weaving an elementary understanding of primary chords into a patterned “I-IV-V Tapestry” that includes chord inversions. The warm-up etudes in Piano Adventures® Level 5 provide some very effective tools. But learning the etudes once, in the key written, will not make a real musician. We need to roll up our sleeves and help students transpose these etudes to many, if not all, keys. Do so in conjunction with learning each new scale and each new piece. With this higher expectation, we can indeed develop a “I-IV-V Tapestry” that won’t fade by next week’s lesson.

69

ACCELERATED COURSE


for the older beginner

ACCELERATED BOOK 1 Flashcards


Lesson Book

Developing Artist Preparatory Piano Literature (challenging)


Achievement Skill Sheet #1: Major 5-finger patterns

Theory

spans... PlayTime® and ShowTime®

Performance

Discover Beginning Improvisation

Popular Repertoire

PlayTime® Popular PlayTime® Classics PlayTime® Favorites PlayTime® Rock ‘n Roll PlayTime® Jazz & Blues PlayTime® Hymns PlayTime® Christmas (see pg. 19 for song lists)

Christmas


Once Upon A Rainbow, Book 1

Pony Express Shout Boo They’ll Be Back Walk on a Rainbow Cat Prowl

70

ShowTime® Popular ShowTime® Classics ShowTime® Favorites ShowTime® Jazz & Blues ShowTime® Hymns ShowTime® Christmas (see pg. 25 for song lists)

ACCELERATED COURSE



Accelerated Book 1 Lesson Book FF1205, 00420227 $8.95 Aloha Oe Amazing Grace Bagpipes Bus Stop Boogie Camptown Races Chant of the Monk Chant of the Monks Chinese Dragon Dreamscape Eine Kleine Nachtmusik English Minuet Fife and Drum Forest Drums French Minuet Go Down Moses Guide Note Pinball Gypsy Band Halftime Show Hard-Drivin’ Blues Hungarian Dance I’ve Got Music Irish Washerwoman Journey by Camel The Lonely Pine Melody on C and G Midnight Ride Minuet Morning Musette My Invention No Moon Tonight Ode to Joy Oh! Susanna Pep Rally The Piano Tuner Planetarium Polovtsian Dance Prince of Denmark’s March Promenade Racecar Rally Rhythm and Blues Roman Trumpets Row, Row, Row Your Boat Russian Folk Song Scenic Train Ride Sugarfoot Rag “Surprise” Symphony Toccatina Two-Hand Conversation Waltz When the Saints Go Marching In Zum Gali Gali

Theory FF1206, 00420228 $6.95

Performance FF1207, 00420229 $6.50


Christmas FF1209, 00420230 $5.50

Writing Sightreading Eartraining

Allegro Alouette Backpacking Boogie in 3rds Carousel Melody Clock Tower Bells For He’s a Jolly Good Fellow Greensleeves The Handbell Choir (Duet) Horse and Sleigh La Cinquantaine March of the English Guard A Merry March Miniature Sonatina Mr. McGill Painting with Pastels Party Time Reveille Showboat Simple Gifts Snake Dance Square Dance Strike Up the Band! The San Francisco Trolley The Spanish Guitar Theme by Mozart

Fiddler on the Roof Hedwig’s Theme In Dreams The Lion Sleeps Tonight Over the Rainbow Soak Up the Sun Star Wars (Main Theme) Video What a Wonderful World

Angels We Have Heard on High Deck the Halls Good King Wenceslas Jingle Bells Joy to the World O Come, All Ye Faithful Silent Night We Three Kings of Orient Are We Wish You a Merry Christmas (Duet)

Technique & Artistry FF1420, 00420250 $6.95 Alaska Sled Team Contrary Motion Study Dance of the Irish Double Ferris Wheel Finlandia Good Music to You! Jazzy Saints Painter in the Park Perilous Midnight Ride Sleeping Beauty Waltz Swan Lake Theme Viking Ship

Background Accompanimnts Lesson Book 1 Enhanced CD CD1016, 00420083 $14.95


Popular Repertoire Book 1 CD CD1041, 00420106 $10.95 Popular Repertoire Book 1 MIDI GM1047, 00420306 $10.95

Discover Beginning Improvisation FF1051CD 00420160 $8.95 book with enhanced CD The ability to improvise can be developed rather easily. Discover Beginning Improvisation is designed for students of all ages who have had no previous experience improvising. The book lays the foundation for composition and improvisation using the simplest possible exercises in imaginative settings. It features:

• solo and duet improvisations • written assignments

• theory review • teacher accompaniments.

The enhanced CD provides audio background accompaniments as well as MIDI files. Exercises in Discover Improvisation are virtually foolproof, inspiring student creativity and offering fun-filled exploration for both student and teacher. Students should have an elementary music-reading proficiency, completing Piano Adventures® Level 2A. 71

ACCELERATED COURSE



ACCELERATED BOOK 2 Flashcards

Achievement Skill Sheet #2: Minor 5-finger patterns

Developing Artist Preparatory Piano Literature


Lesson Book



Theory Discover Blues Improvisation

Performance

spans... ShowTime® and ChordTime®

Popular Repertoire

Once Upon A Rainbow, Book 2

ShowTime® Popular ShowTime® Classics ShowTime® Favorites ShowTime® Jazz & Blues ShowTime® Hymns ShowTime® Christmas (see pg. 25 for song lists)

Achievement Solo & Duet Sheets Walk in a Rainbow Cat Prowl Classic Sonatina Jazz Pizzazz Land of Dreams

72

ChordTime® Popular ChordTime® Classics ChordTime® Favorites ChordTime® Rock ‘n Roll ChordTime® Jazz & Blues ChordTime® Hymns ChordTime® Christmas (see pg. 31 for song lists)

ACCELERATED COURSE



Accelerated Book 2 Lesson Book FF1210, 00420231 $9.95 50’s Jukebox Almost Like a Dream America American Fiddle Tune (Turkey in the Straw) Beach Party Beethoven’s 5th Symphony Blues Train The Boogie Machine Brahms’ Lullaby Can-Can Cathedral Chimes Classical Dance El Matador The Entertainer Evening Guitars The Flight French Dance Give My Regards to Broadway Jazz Blast Jumpin’ Jazz Cat The King’s Royal Entrance Kum Ba Yah Lazy Chord Blues Magnolia Waltz Malaguena Minuet in G Mysterious Casbah New River Train New World Symphony Parasailing Pumpkin Boogie Rise and Shine Rowing on a Stormy Sea Rustic Dance Silent Movie Music Sounds from the Gumdrop Factory Stars and Stripes Forever Summer Stars Taps Waltz Wayfaring Stranger Whirling Leaves William Tell Overture

Theory FF1474, 00420253 $6.95


Performance FF1212, 00420232 $6.50


Writing Sightreading Ear Training

Captain Hook’s Rockin’ Party Dancin’ to the CD Etude in C Gusts of Wind The King’s Royal Exit Long, Long Ago (Variation) Long, Long Ago, (Theme) Mirage Musette Mystery Waltz The Potato Chip Thief Track Meet Winner’s Waltz Zebras Running

African Celebration Club Jazz Down by the Riverside Everybody Ought to Know Gallop on the Moor German Dance Holiday Fanfare Mysterious Cavern Niagara Falls O Sole Mio! Pale Moon Serenade Peppermint Rag Prelude in F Prince of Denmark’s March Ride of Paul Revere The Snow Castle “Surprise” Symphony Tambourin The Time Machine (A Stop at the 18th Century) Waltz in D Major

Because You Loved Me Bring On the Rain Empire State of Mind The Game of Love Hero I Will Remember You The James Bond Theme A New Day Has Come Thank You You

Background Accompanimnts Lesson Book 2 Enhanced CD CD1024, 00420091 $9.95


Popular Repertoire Book 2 CD CD1042, 00420107 $10.95 Popular Repertoire Book 2 MIDI GM1048, 00420307 $10.95

Discover Blues Improvisation FF1155CD 00420215 $8.95 book with enhanced CD Discover Blues Improvisation offers piano students a chance to explore the blues, and improvise in other styles such as popular music and jazz. The enhanced CD includes real blues band accompaniments, as well as standard MIDI files. Students should have an elementary music-reading proficiency, completing Piano Adventures® Level 2B or Accelerated Piano Adventures® Book 2. The exercises and pieces in this book nurture creativity and self-expression through the framework of the 12-bar blues. The improvisation exercises are simple, effective, and fun for both student and teacher. This comprehensive approach features: • instruction in improvisation and theory • appealing pieces with improvisation options • blues technique • blues ear training.

73

ADULT PIANO


ADULT PIANO ADVENTURES

®

All-in-One Lesson Book 1

Learn to read music with an approach that is easy to understand and apply. A wide variety of music: classical, folk, jazz & blues, and spirituals. Sightreading and ear-training are integrated into the course. Lead sheets give an opportunity to read chord symbols and create accompaniments. 3-Minute Technique offers effective exercises for fingers, wrists, and arms. Music Theory pages review concepts such as intervals, chords, and scales. All-in-One Lesson Book 1 FF1302 00420242 $15.95 Background Accompaniments Enhanced CD (audio and MIDI) CD1025 00420092 $12.95 All-in-One Lesson Book 1 with CD FF1302CD 00420243 $26.95

Songs

Technique

Clap (or tap) the R.H. rhythm for measures 1– 4. Count aloud, “1-2-3-4.” Feel the tie over the bar line.

& 44 ˙ F ? 44 # w w w 1

œ #œ

In Count: 1 - 2

5

& #˙ ? w w

1 3 5

li

-

the 3

on

1 5

9

? #w w w In

the

jun

? w w li

-

˙

on

w w w

to

-

13

& #˙

˙ #˙ w w

sleeps

˙ 4

to

w w

the 3 - 4

-

gle,

the

-

˙

might

1 5

˙

Ó

2

P 5

? ## ˙ œ œ œ œ ˙ w w 9

FF1302

-

œ œ

13

5

œ œ ˙ w w

jun

-

œ

gle,

œ

∑

#œ œ y

Slow and peacefully

F

the

5 3 1

& 44 œœœ p ? 44 w

˙

˙ ˙ w

˙ ˙ ˙ ˙ w w

-

gle,

∑

w w œ Ó

w w Ó œ

73

w w ˙ œ œ œ

5 4 1

G7 7

5 4 1

& œœ Œ œ f ? w 2 45/46

C

w w ˙ œ œ œ

rit. Copyright © 1961 Folkways Music Publishers Inc. Copyright Renewed 1989 by George David Weiss, Luigi Creatore and June Peretti. Copyright Assigned to Abilene Music Inc. c/o Larry Spier Music, LLC, & The Estate of Solomon Linda. This arrangement © 2001 Abilene Music Inc. c/o Larry Spier Music, LLC, & The Estate of Solomon Linda. International Copyright Secured. All Rights Reserved. Used by Permission.

œœ œ 5 3 1

Œ

lift

œœ

10

5 3 1

& œœœ P ? w

w w p

117

5 3 1

w

Lastly, play each melody with the chords.

Key of C

œœ œ 5 3 1

Œ

lift

5 3 1

Œ

G

& 34 œ œ œ

lift

Œ

œœœ 5 4 1

œœœ 5 4 1

œœœ 5 3 1

Œ

Œ

Œ

√ œœ

5 4 1

œ

Œ

w √ œœ

5 4 1

œ

Œ

w √œ

œœ w

5 3 1

Œ

œœœ

as written

Œ

œœœ

as written

œœœ

as written

Œ

Œ

. ˙˙˙ .. ˙.

Œ

˙. ˙˙ .. ˙.

Œ

w w w ˙

P

Moderato

& 44 œ 2.

Œ

A

R

5

Slowly

˙.

G

P

? # 34 œ

œœ

œœ

5

1

5

5

Slowly tempo March >. >. # & 443 œ œœ œœ œ œœ œ œœ œ˙ ˙ f >œ. >œ. ˙ P ˙ ˙ ? # 434 œ˙˙ œœ ˙˙ œœ œœœ œœœœ ˙˙œœ ! 11

5

Moderately tempo # March . . >. >. . . & 434 ˙˙˙œ .. œ œ œ˙˙˙ .. œ ˙˙˙ .. œ œ ˙˙˙˙ .. f >. >. F ? # 434 œ˙˙˙ œ œ ˙˙˙ ˙ . œ œœœœ œœœ ˙˙˙˙ .

π

1

˙

3

2 72/73

FF1302

FF1302

Moderately # Gently & 443 ˙˙˙Ó ... œ œ ˙œ˙˙œ... Ó ˙˙˙ ... œ œœœ˙˙˙w w... Fœ F œ w ? # 443 œ œœ œœÓ ˙ . œ œœ œœ Óœ ˙w. ! ! 3

# & 44 Ó

Music Notes

œœœœ Ó

Fœ ? # 44 œ œ œ Ó

œ œœœ w w w œœ œ œ w !

Ó

w ? # aww

!

D7

1 2 5

D7

1 2 5

w ? # aww

D7

For He’s a Jolly Good Fellow

1 5

Traditional

G

Moderately

# & 34 œ

˙

1

F For

5

&

3

œœœœ Ó

wC w ? # w

C D

w ? # aww

1 2 5

2. Then add L.H. blocked chords on beat 1 of each measure as indicated by the chord symbols.

1

Gently

C w w ? # w

E

2 1. First, play the melody only.

3

Moderately # Gently & 434 ˙˙˙Ó ... œ œ ˙œ˙˙œ... Ó ˙˙˙ ... œ œœœ˙˙˙w w... Fœ F œ w ? # 34 œ œœ œœÓ ˙ . œ œœ œœ Óœ ˙w. 4 ! !

1 2 5

F ≥

C

w w ? # w

Directions:

5

Moderately tempo # March . . >. >. . . & 344 ˙˙˙œ .. œ œ œ˙˙˙ .. œ ˙˙˙ .. œ œ ˙˙˙˙ .. f >. >. F ? # 344 œ˙˙˙ œ œ ˙˙˙ ˙ . œ œœœœ œœœ ˙˙˙˙ .

# & 44 Ó

G

1 2 5

!

>. >. #4 # œ œ & 34 œ œ œ œ œ œ œ ˙ & G34 œ œœ œœ œ œœ œG œ ˙ ˙ G f Pa. œ G œ P b. œ c. ˙ œ d.˙ œ œ>œ. œ>œ. œ ˙œ œ œœ œGsus4 ?Gsus4 ? # 34 œ œGsus4œ # 434 œ˙˙ œ ˙˙ œ Gsus4œœ œœ ˙˙œ ! ! For Teacher Use Only (The examples may be played in any order.) 5

D

G

œ œœ œœ

Hint: The G chord sounds restful and complete. Slowly Slowly tempo March The Gsus4 chord sounds restless and incomplete. 1 1

B

1 3 5

3

Your teacher (or friend) will play a short example that will end 5 on the G or Gsus4 chord. Circle the correct answer for the last chord.

5

√

œ œ œ

˙ œ œ ˙ œ œ ˙ œ # œ œ. Œ œ Œ ˙ . & 34 œ œ œ œ œ. œ œ ˙ 5

w w ? # w

1 3 5

œ œ œ 1

f

E

TRAINING

Œ

87

146

œ œ œ

1

Œ

w w ? # w

Chord References: Practice the chords used in For G He’s a Jolly Good Fellow. C

Gsus4

Moderato

Œ

˙˙ ... ˙ ˙.

lift

G

Then, add harmony by writing G or Gsus4 in the boxes. Listen and let your ears guide you.

Chord Etude as written

√œ

w w ? # w

1 Now that you have learned the primary chords (I-IV-V7) in the Key of G major, 3 5 explore playing the melody and harmony from a lead sheet in G major.

First, sightread these G major pentascale melodies.

3

Csus4

& œœœ Œ F ? w

the

#w p w #w w

œ œ ˙ ˙ ˙ w

Œ

lift

2

4

œ œ ˙ w w

jun

1.

Let your R.H. wrist gently lift, gracefully leading your hand to the next higher chord. The quarter rest will give you time to prepare the next chord.

optional pedal

rit.

Ó

y

1 5

Ó

˙ œ œ œ œ ˙ w w

#œ œ

œ

1

˙ w w

night.

˙ œ œ œ œ ˙ w w

Ó

might

Duet: (Student plays 1 octave higher, without pedal) R.H. ? # # 44 ˙ œ œ œ œ ˙ w w L.H.

-

œ

night.

œ #œ ˙ w w w

#œ œ

5

gle, 2

1

sleeps

Lead Sheet in G Major Technique Hint:

Words and Music by George David Weiss, Hugo Peretti, Luigi Creatore, and Solomon Linda

˙ #˙ w w

˙

& ˙

Name the pentascale used: ___

œ œ #˙

jun 4

Lead Sheets

The Lion Sleeps Tonight

Rhythm Warm-up:

Flowing gently

Theory

97

#

he’s

C

œ

œ

a

jol

-

œ

ly

D7

˙ 2

he’s

G

˙.

œ

˙

4

good

fel

-

low,

œ

for

G

œ a

œ

jol

-

œ

ly

œ

good

˙.

fel

-

˙

low,

œ

for

162

FF1302

Christmas for All Time – Book 1 Gently

F

œ ? # 44 œ œ œ Ó

This trifold introductory music chart startrs by first asking, “What is Music?” and is then divided into four sections: Rhythm, Melody, Harmony, and Musical Terms and Directions. Clear musical graphics and concise definitions make Music Notes a handy reference for understanding both basic and necessary terminology.

œ œœœ w w w œœ œ œ w !

Ó

!

Celebrate the season with sacred and seasonal favorites! Designed for adult beginners and those reacquainting with the piano. 108% enlargement view at 93% and 187%

108% enlargement view at 93% and 187%

108% enlargement view at 93% and 187%

Christmas Book 1 with Enhanced CD FF1370 00420248 $14.95 Includes Background Accompaniments (audio and MIDI)

Music Notes MN1001 00420311 $3.50 74

ADULT PIANO


ADULT PIANO ADVENTURES

®

All-in-One Lesson Book 2 ADU

by N an LT P I A N cy an d R an da llO A DV E NTUR F ab er E

Begins with a review of fundamentals: rhythm, dynamics, intervals, C and G scales.

“All-InSolos • One” Lesson Bo Techniq ue • Th oks 1 and 2 Ar e yo u eory dra wn

S®

ADULT

the pia to the sou no ba lla d, ? Int rig ue d by nd s of a a po pu lar pe rha ps Sco tt Jop lin pia of Mo zar the cla ssi cal ke no rag , or t an Pi an o Ad d Be eth ov yb oar d sty le ad ult be ve nt ur es ® enen ? Ad ult ple asu re gin ne r to pla y ab les the un de rst wh ile de vel op mu sic for an din g. ing mu sic al Bo ok 1 of mu sic pre sen ts the fun FF1302 — Boo k FF1302 an d mu no tat ion , ch ord da me nta ls CD — Boo sic CD1025 k with en ga gin al for m— all pla yin g, CD — CD Accomp GM102 g thr mu animents 8 — Gen ou sic for the gh ch ose n eral MID ad I Disk ge ms suc ult . Inc lud ed spe cif ica lly Lio n Sle h as Am azi ng are mu sic al eps Ton igh Gr ace ; Th Fig aro ; an d Da t; Th e Ma rri e age of nn y Bo y. Bo ok 2 usi ng “letea ch es ke yb oar acc om pa ad she ets ” wi d ha rm on y of this volnim en t pa tte rnsth ch ord Mozart’s ume includes . Re pe rto ire Puccini’ Eine Kleine Na Greensleeves; s Musett cht a’s Waltz musik; Ea ch un and mo re. “3 -M inuit of the cou rse de vel op te Te ch niq ue inc lud es a “M us ic fin ge r de xte rit ” pa ge to Th y an d a eo ry” understa nding of pa ge to de vel Th rhythm op ou gh FF1334 — Boo k piano tea stu dy wi th an and harmony. FF1334 CD CD1031 — Book with intereste cher is recommeexp eri en ced CD — CD d Accomp GM103 animents 9 — Gen wi ll als in beginning nded, adults eral MID o fin d the on their I Disk own se bo ok Go ahead. s inv alu ab le. find the ..open the bo ok and the pacing refreshin . You will choice of gly smoot repertoir Let creati e outstand h, ing. pa rt of ng music at the yo u. piano bec ome

An outstanding song selection continues with famous classical, folk, and jazz melodies.

Connected pedaling broadens expressive playing across the keyboard.

The theory of major and minor scales is clearly explained and reinforced.

3-Minute Technique develops skill with new rhythms, scales, chords, and arpeggios.

A L L -I N

-O N E

L

ESSO Solos • N Techniq ue • Th eory

A CO MP

REHE

by Nan cy

NSIV

BOOK

2

E P

and Ran I A N O C O U R S E dall Fa ber

Applied Music Theory offers chord playing using lead sheets of familiar songs. All-in-One Lesson Book 2 FF1334 00420246 $17.95 Background Accompaniments Enhanced CD (audio and MIDI) CD1031 00420097 $12.95 All-in-One Lesson Book 2 with CD FF1334CD 00420247 $26.95

FF 133

4

U.S. $17 .95

HL004

20246

Songs

FA B E R w w w. P I A N O A D Piano VENT URES Adve nture s.com

ISBN 978 -1-6

1677-3

®

Technique

Theory unit

8

The Russian composer Rimsky-Korsakov penned this theme for his orchestral work Scheherazade. The composer took his inspiration from an exotic tale of a young woman named Scheherazade, as told in The Arabian Nights.

Arpeggiated (Rolled) Chord Play the notes quickly, from bottom to top. Use a slight upward motion of the wrist. Allegretto *

# & 34 œ ? # 43 Œ

# Œ ˙. ? # ggg ˙˙ .. 4

&

# & Œ 12

&

#

˙ ? # ˙˙˙ ... 1 3 5

ggg ˙˙˙ ...

Œ

2

4

gg ˙˙˙ ... g

!

3

œ Œ

œ

Jœ œ

Jœ œ

# ˙˙ ..

Œ

1 3 5

2 4

œ ˙˙ .. 1 2

œ

œ. ˙˙˙ ...

1

OF

M INOR S CALES The Londonderry Air is a 17th-century Irish folk melody. It has been put to song with countless lyrics, including the highly popular Danny Boy, penned in 1913. The plaintive melody, often played by bagpipes, has been heard at the memorial service of John F. Kennedy and at ceremonies honoring heroic police officers and firefighters.

A piece in a major key generally has a brighter quality.

˙.

œj œ

2

2

!

3

Relative Minor Key

4

ggg ˙˙˙ ...

!

2

3

2

1

2

œ œ œ œ œ œ ˙. . #˙ . ggg ˙˙˙ .. ggg ˙˙ .. !

œ

Every major key also has a minor key that shares the same key signature. This minor key is called the relative minor because it is related by key signature.

•

Look for a “tall knuckle” for finger 3. Play the thumb lightly, perched on the side tip.

To find the relative minor scale, start on scale degree 6 of the major scale.

•

Listen for even triplets that “ripple” up and down the A natural minor scale.

Rippling Triplets

pp

3 3

1 1

1 1

1 1

6th scale degree

F F

3 3

3 3

scale degrees: 1

˙. ˙˙ ..

2 2

1 1

3 3

3 3

3 3

3 3

3 3

3 3

3 3

pp

œj ˙ . ˙˙ ..

3 pp 3

1 1

1 1

2 2

3 3

3 3

1 1

2

3

tonic

3 3

3 3

3 3

3 3

3 3

1 1

1 1

96

1 1

1 1

1 1

6

7

& b 44 Œ œ œ œ P

4 5 6 scale dominant degrees: 1

2

1. 2.

7half step8 (1) 2 3 4

5

6

7

84

(repeat C7 chord)

2

˙. 4

P

Now play the A natural minor scale (the relative minor scale). Listen to the difference in sound.

13

&b Œ œ œ œ 1

œ

4

F

˙. 4

œ 1

F

˙. œ 4

5

2

1

F

Bb

œ œ œ œ

œ

˙.

3

&b Œ œ œ œ

Play the C major scale above and listen to the sound. The major scale has half steps between scale degrees 3–4 and 7–8.

5

2

4

1

œ œ œ œ 4

2

œ œ œ œ 4

C7

F

4

w

œ œ œ œ

2

Bb

3

1

C7

3

1

F

Traditional

œ œ ˙ * w

Bb

œ œ ˙ 1

3

1

F

U

w

19

1

38

FF1334

Christmas for All Time – Book 2 Christmas Book 2 with Enhanced CD FF1371 00420249 $14.95 Includes Background Accompaniments (audio and MIDI)

75

9

1

*Release the L.H. thumb (of the Bb chord) for the melody note D.

40

Traditional carols, seasonal favorites and popular Christmas songs ring in the season. Features memorable holiday favorites, including: Frosty the Snowman, Joy to the Word, Jingle Bell Rock, Winter Wonderland, Silent Night, The Skaters’ Waltz, and more!

(repeat B b ) 1

Notice that the natural minor scale uses only notes from the relative major scale. FF1334

5

&b Œ œ œ œ

8 (1)

dominant

The natural minor scale has half steps between scale degrees 2–3 and 5–6.

2

Key of F Major Lead Sheet

F

1

8 (1)

Playing and Listening:

2 F F

2 pp

5

dominant

tonic

? œœ œœ œœ œœ œœ œœ œœ œœ œ œœ œ œ œ œ œ œ œ œ ? œ œ œ œ œ œ œ œ œœ œ œœ œœ œœ

1 3

FF1334

2 2

8 (1) 3 4

half step

scale degrees: 1

(for L.H.)

3 3

7 2

Moderato

ww ww w & w w w w& w w w w w w w

œ œ œ œ ? ? 444 œ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œ œœ œ œ œ œ 3

4 5 6 scale dominant degrees: 1

The Londonderry Air

Notice there is no chord on the opening upbeats.

A natural minor scale

Rippling Triplets Allegro Allegro 3

3

tonic

2 2

3 3

2

tonic

œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œ œœ œ œ œ œ œ œ œ œ œ œ œœ œ œœ œœ œœ & & 3 3

2. Then add L.H. blocked chords on beat 1 of each measure, as indicated by the chord symbols. (See next page.)

half step

half step

2 2

1 1

1 1

1 1

1. First play the melody alone, carefully observing the fingering.

& w w w w&w w w w w w w w w ww w

(for R.H.)

2 2

Directions:

C major scale

œ œ œ œ œ œœ œ œœ œœ œœ œœ œœ œœ & 444 œœ œœ œœ œœ œœ œœ œœ œœ œ œœ œ œ œ œ œ & 1 1

1 3

œ.

Technique Hints:

Allegro Allegro

1 3 5

ped. simile

œ œ n ˙˙ .. œ ˙. b˙ .

4

*Allegretto—cheerful; rather fast (a tempo mark between Moderato and Allegro)

76

T H E O RY

A piece in a minor key may sound mysterious, sad, or dark.

Nicolai Rimsky-Korsakov (1844 –1908, Russia) cross arranged over

2 4

œ

minor scales

Lead Sheets

Key of ____ Major

p

1 3 5

œ.

œ

1

Scheherazade

˙. ? ggg ˙˙ ..

œ œ œ œ

œ

œ

œ

8

? # œœ

œ.

œ

2

p

Hand Shape Warm-up: Open your R.H. with the palm facing up. Bring your fingertips and thumb together. Notice your cupped hand. Turn your hand over and look for tall knuckles. Repeat with the L.H.

Theme from

34-2

FF1334

DEVELOPING ARTIST


The Developing Artist

WITH CDs

PIANO LITERATURE

Original Keyboard Classics from Baroque to Contemporary

Preparatory

Book 1

Book 2

Book 3

Book 4

Beyer Bolck Köhler Löw Praetorius Türk Vogel Wilton

Alt Attwood J.C. Bach Diabelli Dubliansky Faber Gurlitt Haydn Hook Lynes Mouret Praetorius Salutrinskaya Schytte Spindler Telemann Türk Von der Hofe Wohlfahrt

J.C. Bach Beethoven Clarke Faber Graupner Gurlitt Hummel McKay Mozart Pezold Poe Rameau Rebikov Schumann Speer Szymanowska Tchaikovsky

C.P.E. Bach J.C.F. Bach Beethoven Burgmüller Clementi Diabelli Duncombe Ellmenreich Faber Gossec Gurlitt Haslinger Haydn Heller Jacoby Krieger L. Mozart Lully McKay Pezold Rebikov Schumann Reinecke

C.P.E. Bach J.S. Bach W.F. Bach Beach Beethoven Benda Burgmüller Buttstedt Chopin Clementi Faber Fibich Graupner Grieg Gurlitt Haydn Kuhlau McKay Pescetti Rebikov Rossi Scarlatti Tchaikovsky

FF1027 00420136 $5.95

FF1030 00420139 $6.95

FF1034 00420143 $7.50

Correlation with Piano Adventures®

FF1056 00420165 $9.50

FF1282 00420239 $15.95

Beyond Level 5

Level 2A-2B

Level 2B

Level 3B

Level 4

Accelerated Books 1 & 2

Level 3A-3B

Level 4

Level 5

Accelerated Books 1 & 2 76

DEVELOPING ARTIST



PIANO SONATINAS

A Comprehensive Well-Graded Series of Authentic Keyboard Sonatinas

Book 1

Book 2

Attwood Biehl Czerny Duncombe Gurlitt Salutrinskaya

Attwood Beethoven Clementi Diabelli Haslinger Jacoby Kuhlau Latour Lynes Spindler

FF1110 00420199 $5.95

FF1111 $6.95

00420200

Book 3

Book 4

Beethoven Benda Camidge Clementi Kuhlau Lichner Mozart Spindler Wesley

Beethoven Clementi Gurlitt Haydn Keller Kuhlau Mozart

FF1112 00420201 $8.95

FF1113 00420202 $9.95

Correlation with Piano Adventures® Beyond Level 5

Level 3A-3B

Level 4

Level 5

More Literature Choices For the Developing Artist Selections from the Notebook for Anna Magdelana Bach

Piano Literature for a Dark and Stormy Night

FF1049 00420158 $4.95

FF1175 00420219 $4.95

Use with Level 4

Use with Level 5

77

PIANO LITERATURE



LITERATURE SHEETS

Piano Repertoire from Baroque to Contemporary • Edited by Randall Faber

Baroque

J.S. Bach: Prelude in C AL6006 00420010 $5.95

Classical

Romantic

Impressionistic

C.P.E. Bach: Solfeggietto AL6004 00420008 $2.50 Beethoven: Für Elise AL6002 00420006 $2.95 Beethoven: Sonatina in G Major AL6003 00420007 $3.50 Beethoven: Sonata in G Major AL6009 00420013 $3.50 Mozart: Rondo alla Turca AL6005 00420009 $2.95 Mozart: Sonata in C Major AL6008 00420012 $3.95

Chopin: Prelude in D-flat Major “Raindrop” AL6001 00420005 $2.95 Pieczonka: Tarantella AL6010 0042001 $3.50

Debussy: Clair de Lune AL6007 00420011 $2.95 Debussy: La fille aux cheveux de lin AL6011 00420015 $2.50

THE KEYBOARD ARTIST Edited by Randall Faber

Chopin: Three Easier Waltzes

FF1154 00420213 $4.50 Waltz in A Minor (Op. Posthumous) Waltz in B Minor (Op. 69, No. 2) Waltz in A-flat Major (Op. 69, No. 1)

Chopin: Three Mazurkas

FF1153 00420212 $4.50 Mazurka in F Major (Op. 68, No. 3) Mazurka in G Minor (Op. 67, No. 2) Mazurka in B-flat Major (Op. 7, No. 1)

78

Grieg: Four Lyric Pieces

FF1187 00420223 $4.50 Waltz (Op. 12, No. 2) Watchman’s Song (Op. 12, No. 3) Puck (Op. 71, No. 3) Sailor’s Song (Op. 68, No. 1)

COLLABORATIVE ARTIST


CURIOUSER AND CURIOUSER Composed by Nancy Faber, this unique piece was commissioned by the Music Teachers National Association (MTNA) to celebrate the organization’s Year of Collaborative Music, and was debuted at the 2011 MTNA National Convention. Written for late intermediate to early advanced students, this chamber trio features a “curious” one-note opening followed by a quirky, merry melody that leads the performers to unexpected musical places. The piece ends as mysteriously as it begins—with a final flourish.

Available in five orchestrations: B-Flat Clarinet, E-Flat Saxophone, Piano FF7001 00420319 $16.95 Flute, Viola, Piano FF7002 00420320 $16.95 Flute, Violin, Piano FF7003 00420321 $16.95 Flute, Cello, Piano FF7004 00420322 $16.95 (To Be Released) Violin, Cello, Piano FF7005 00420323 $16.95 (To Be Released) This piece is suitable for piano students who have completed Piano Adventures® Level 5.

CHRISTMAS CHAMBER MUSIC Celebrate the joy of the holiday season with this advancedlevel trio arrangement of a beloved carol. This expansive concert arrangement by Nancy Faber offers sparkling melodic interplay and captivating harmonies for flute, cello, and piano. Joy to the World FF7006 00420335 $9.95

This serene presentation of Silent Night offers an expressive chamber music performance for flute, cello, and piano. Arranged by Nancy Faber. (moderately advanced) Silent Night FF7007 00420336 $9.95

79

About the Fabers Nancy and Randall Faber have combined their backgrounds as composer and performer to become leading supporters of piano teachers and students. The husband and wife team has authored over 200 publications, including the bestselling Piano Adventures®method and the PreTime® to BigTime® Piano Supplementary Library. Nancy Faber was named “Distinguished Composer of the Year” by the Music Teachers National Association for her award-winning composition Tennessee Suite for Piano and String Quartet. Her flute quartet Voices from Between Worlds was the winning composition for the National Flute Association’s Professional Chamber Music Competition. Nancy’s music has been heard on network television and public radio. Teachers of composition include Joan Tower, William Albright, and British composer Nicholas Maw; piano studies were at the Eastman School and Michigan State University. Randall Faber performs extensively as a classical pianist and lectures on musical artistry and talent development around the world. His performances have aired on television and public radio. He was a master teacher for the Music Teachers National Association Conference and the National Conference on Keyboard Pedagogy, and has presented as guest artist at universities throughout North America and Asia. Randall holds three degrees from the University of Michigan and a Ph.D. in education and human development from Vanderbilt University. The Fabers advocate piano study not only for personal expression and performance success, but also as a vehicle for the student’s creative, cognitive, and personal development. Their philosophy is reflected in their writing, their public appearances, and in their own teaching..

80

All publications written by Nancy and Randall Faber are published by Faber Piano Adventures, Inc., based in Ann Arbor, Michigan. The Fabers have authored more than 200 publications, including the best-selling Piano Adventures® method and the PreTime® to BigTime® Supplementary Library. Through the Faber Piano Institute and their publishing company, the Fabers maintain their commitment to supporting piano teachers and students. Faber Piano Adventures is proud to have a strategic partnership with the Hal Leonard Corporation for the sales, distribution and marketing of the Faber catalog throughout the world. Faber Piano Adventures 3042 Creek Drive • Ann Arbor, MI 48108 877-FABER 411 (877-322-3741) [email protected] • www.PianoAdventures.com All titles and prices listed are subject to change without notice. Prices slightly higher outside USA.

3042 Creek Drive Ann Arbor, MI 48108

New 2nd Editions! Exciting New Publication!

Level 2A See page 32 for details.

Level 4

See page 58 for details.

Level 4


New!

New!

Sightreading Fun for Level 1! See page 25 for details.

Motivation at Your Fingertips!


90008938

Piano Adventures Catalogue

Recommend Documents