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Hal Leonard Student Piano Library
Teacher’s GuidePiano Lessons Book 1
Piano Technique Book 1-5Etudes to develop physical mastery of the keyboard (Instrumental
Accompaniments optional)
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create
U.S. $6.95
ISBN 0-7935-8557-0
#73999-JGAEIiHL00296048
Book 1Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A
Book 2Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A
Book 3Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B
Book 4Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B
Book 5Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM Disk
SupplementalTeacher’s Guide & Planning ChartMy Music JournalFlash Cards Set AFlash Cards Set B
A piano method with music to please students, teachers and parents! The Hal Leonard Student Piano Library is clear, concise and carefully graded. Perfect for private and group instruction.
Hal Leonard Student Piano Library
Hal Leonard Student Piano Library
Notespeller for PianoA Visit to Piano Parkwith Spike and Party Cat
Book 2
by Karen Harrington
Hal Leonard Student Piano Library
Piano Theory WorkbookBook 3
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
Hal Leonard Student Piano Library
Piano TechniqueBook 4
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Lessons
Hal Leonard Student Piano Library
Book 5
Barbara Kreader • Fred Kern • Phillip Keveren
Piano Solos
®
Piano Lessons 1-5Appealing music introduces new concepts
Piano Practice Games 1-4Listening, reading, and improvisation activities correlated with lessons book
Notespeller for Piano 1-2Note recognition activities
Piano Theory Workbook 1-5Written theory activities correlated with lessons book
Piano Solos 1-5Additional correlated repertoire (Instrumental Accompaniments optional)
Piano Lessons Instrumental Accompaniments 1-5Correlated audio CD or General MIDI disk for lessons and games books
Written byBarbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Includes:• Teaching Suggestions for Every Piece• Lesson Planning Chart• Beginner Composition Cards from Piano Practice Games Book 1
Copyright © 1998, 2001 by HAL LEONARD CORPORATIONInternational Copyright Secured All Rights Reserved
For all works contained herein:Unauthorized copying, arranging, adapting, recording or public performance is an infringement of copyright.
Infringers are liable under the law.
Visit Hal Leonard Online atwww.halleonard.com
ISBN 0-7935-8557-0
Hal Leonard Student Piano Library
Teacher’s GuidePiano Lessons Book 1
Book One Teaching Suggestions. . . . . . . . . . . . . 4
Book One Lesson Planning Chart . . . . . . . . . . . 65
Beginner Composition Cardsfrom Piano Practice Games Book 1 . . . . . . . . 70
Author Biographies . . . . . . . . . . . . . . . . . . . . . . 81
Method Overview for Books 1-5 . . . . . . . . . . . 82
Teaching Supplements . . . . . . . . . . . . . . . . . . . . 87
Hal Leonard Student Piano LibraryOrder Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Contents
AuthorsBarbara Kreader, Fred Kern,Phillip Keveren, Mona Rejino
ConsultantsTony Caramia, Bruce Berr,
Richard Rejino
Director,Educational Keyboard Publications
Margaret Otwell
EditorJanet Medley
IllustratorFred Bell
When music excites our interest and imagination,we eagerly put our hearts into learning it. The musicin the Hal Leonard Student Piano Library encouragespractice, progress, confidence, and best of all – success!Students respond with enthusiasm to the:
• variety of styles and moods• natural rhythmic flow, singable melodies and lyrics• exceptional teacher accompaniments• improvisations threaded throughout the series• Instrumental Accompaniments for every piece available
on CD or General MIDI disk.
When new concepts have an immediate application to themusic, the effort it takes to learn these skills seems worth it.Teachers appreciate the:
• realistic pacing that challenges without overwhelming• clear and concise presentation of concepts• uncluttered page lay-out that keeps the focus on the music.
The Hal LeonardStudent PianoLibrary
The Library is available in five
levels. Each level includes a
Lesson Book and several
supplementary books:
PIANO PRACTICEGAMESImaginative preparation activ-
ities to introduce pieces in the
Piano Lessons books.
PIANO THEORYWORKBOOKFun and creative assignments
that introduce the language of
music and its symbols.
PIANO SOLOSOriginal performance reper-
toire featuring 14 different
composers. Available with
instrumental accompaniments
on CD or General MIDI disk.
PIANO TECHNIQUEEtudes to develop physical
mastery of the keyboard with
optional instrumental accom-
paniments on CD or General
MIDI disk.
NOTESPELLERFOR PIANOBy Karen Harrington
Musicworksheets andgames in
astory-book format thatenhance
reading and writing skills.
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Lessons
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Practice GamesPreparation activities forlpieces in Piano Lessons • Listenl• Readl• Create
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
Book 1Piano Theory Workbook
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Solos
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Technique
F G A B C D E
Hal Leonard Student Piano Library
Notespeller for PianoAlong the Music Traillwith Spike and Party Cat
Book 1
by Karen Harrington
FOREWORD
Method books give you the materials you need, yet only the relationship between you and thestudent can bring the music to life. This Teacher’s Guide is intended to suggest possible waysto introduce and work with each piece in Piano Lessons Book 1 of the Hal Leonard StudentPiano Library.
New Concepts: highlight the new musical ideas presented in each piece
Touch & Sound: highlight the physical skills needed to create the appropriate soundand mood of each piece
Review: highlights those concepts that may need continued work
The teaching suggestions are divided into the following categories:
Each page also includes references to the coordinated activities in Piano Practice Games,Piano Theory Workbook, Piano Technique, Notespeller, Piano Solos, and Music Flash Cards.
In addition, the Lesson Planning Chart on pages 65-69 gives you an at-a-glance view of how tocoordinate all of the books and materials in Book 1 of the Hal Leonard Student Piano Library.
We hope these teaching ideas will stimulate your own unique teaching style and will help youorganize your lessons in ways that keep the pleasure of making music the first priority!
Prepare
Introduces the coordinationand rhythm of each piecebefore combining thoseaspects of the music withpitch reading.
Practice
Includes steps to learningeach piece, such as blocking,comparing phrases, andsaying note names orintervals out loud.
Perform
Includes suggestions forputting all the steps togetherto play each piece accuratelyand in the appropriate tempo,mood, and style.
4
Become aware of the heartbeat inside your body.Feel how it beats in an even pulse. Sometimes yourheart beats fast, like when you run; sometimes itbeats slowly, like when you are asleep, but it alwaysbeats evenly.
Rhythm In Music
Music has a pulse, too. Just like your heartbeat,musical pulse can go fast or slow.
You can also play this pulse on the piano using any black key. Remember to keepthe pulse even.
Accompaniments may also be played on audio CD or General MIDI Disk.Numbers indicate the track.
Clap this pulse as your teacher plays the accompaniment below three different timesat different speeds:
1) at a slow speed, 2) at a medium speed, 3) at a fast speed.
Repeat as necessary Last timeAccompaniment
Feel The Beat!
4
Prepare
Read text comparing heartbeatto musical pulse.
Ask student:“Where do we feel our ownheartbeat?”
Theory WorkbookFeel The Beat! pg. 2
Perform
To play pulse on the black keys,student:
1) supports first joint of eachthird finger with thumb.
2) plays with full arm weight.
Practice
This activity teaches studenthow to listen & respond.
1) Student claps pulse whilelistening to accompaniment, firstat slow, then medium, then fasttempos.
2) Student points to each pulsein the lesson book whilelistening to accompaniment atdifferent speeds.
New Concept: Musical pulse
Touch & Sound: Clapping with large arm movement
Playing with 3rd finger, supporting first joint with thumb
Playing with full arm weight
11/2/3*
* Many activities throughout this book include accompaniments thatcan be added in the following ways:
Teacher Audio CD General MIDI Disk
24
5
5
second verse
8va
Student plays up high.Repeat 4 times.
AccompanimentSteady ( = 145)
first verse 8vaStudent plays down low.Repeat 4 times.
Kern, Keveren, Kreader
As you listen to the accompaniment below, stand and sing alongwith your teacher.
After the words “way down low,” play on the low black keys.After the words “way up high,” walk around your teacher andplay on the high black keys.
1) When I look down low by my toe,Bugs and slugs and snails all grow.Way down low!
2) When I look up high in the sky,Birds and kites and planes fly by.Way up high!
(Play the black keys way up high.)(Play the black keys way down low.)
Take A Look!
Low High
Prepare
While listening to Take A Look,student sings lyrics of song (melodyis written in accompaniment).
Ask student:“What things can you think ofthat sound high?”
“What things can you think ofthat sound low?”
Theory WorkbookHigh Or Low? pg. 3
Perform
Student sings along with Take ALook. At end of first verse,student plays any black keysway down low. At end of secondverse, student plays any blackkeys way up high.
Practice
While standing, student playsblack keys at low end of thekeyboard, then walks aroundpiano bench and plays blackkeys at high end of thekeyboard.
New Concept: High and low on the keyboard Review: Musical pulse
Touch & Sound: Playing with third fingers, supporting first joint with thumb
Playing with full arm weight, alternating hands
24
6
6
FINGER NUMBERS
1
23
5
4
1
23
5
4
Place your hands together with fingertips touching.
Tap your 1st fingers (thumbs).Tap your 2nd fingers.Tap your 3rd fingers.Tap your 4th fingers.Tap your 5th fingers.
Tap 4s, tap 2s, tap 5s, tap 1s, tap 3s.
Prepare
Student counts forward, 1-2-3-4-5and backward, 5-4-3-2-1.
Theory WorkbookFinger Numbers pg. 4Number That Finger! pg. 5
Perform
1) Student places fingertips onpiano cabinet and repeats activity,keeping natural curve of hand.
2) Teacher and student maytake turns calling out andtapping specific finger numbers.
Practice
1) Student places handstogether with fingertips touchingand taps each finger severaltimes.
2) Student says finger numberswhile tapping.
NotespellerFinger Numbers pg. 2
New Concept: Finger numbers
Touch & Sound: Moving fingers independently
With fingertips touching, student feels
and sees natural curve of hand
7
7
When you play the pieces“Climbing Up” and “ClimbingDown” on pages 8 and 9, youwill play the groups of twoblack keys as shown here.
TWO BLACK KEYS
Low High
UNIT
1
Put your thumbs behind the firstjoint of your third fingers anduse your third fingers to play thegroups of two black keys. Startat the low end of the keyboardand play higher.
THE PIANO KEYBOARDThe piano keyboard is divided into sets
of two and three black keys.
Prepare
Ask student:“How many sets of two blackkeys do you see on thekeyboard?”
Theory WorkbookTwo Black Keys pg. 6
Perform
Student plays different sets oftwo black keys up and down thekeyboard, as teacher directs bysaying, higher or lower.
Practice
1) As shown in diagram,student plays all sets of twoblack keys by supporting thirdfinger of each hand with thumb.
2) Student begins at low end ofkeyboard and continues to highend of keyboard.
Piano TechniqueGrandfather’s Clock pg. 4
New Concept: Two black keys Review: High and low
Touch & Sound: Playing hands together supporting
third fingers with thumb
8
8
With accompaniment, student starts here:With determination ( = 120)
8va
R.H.
Climb -
œL.H.
ing,
œclimb -
œing
œup
œthis
œtree,
œ
R.H.
High -
œL.H.
er,
œhigh -
œer
œlook
œat
œme!
œ
Play this song on twoblack keys with the thirdfinger in each hand.
It is helpful to clap andsing the words of apiece before playing it.Remember to keep asteady pulse!
q Q q QNotes are pictures of sounds.
NOTES
Stems up
Stems down
= Right Hand (R.H.)
= Left Hand (L.H.)
Climbing UpTwo Black Keys
Moving Up The Keyboard
Prepare
Student taps steady pulse onknees, alternating hands andsinging:
1) right, left, right, left, right,left, right.
2) lyrics.
Perform
Student may play Climbing Upin four different octaves byrepeating the piece andcontinuing up the keyboard.
Practice
1) Student plays Climbing Upon the keyboard using thirdfingers supported by thumb.
2) Student plays second line ofpiece one octave higher.
New Concepts: Notes are pictures of sound. Review: Two black keys, going higher
Stems up = RH Right hand, left hand
Stems down = LH Steady pulse
Touch & Sound: Alternating hands with a steady pulse
��
35/6
9
9
With accompaniment, student starts here:
With determination ( = 120)
8va
R.H.
Care -
œL.H.
ful
œas
œI’m
œclimb -
œing
œdown,
œ
R.H.
Low -
œL.H.
er,
œlow -
œer,
œtouch
œthe
œground.
œ“Climbing Up” and “Climbing Down”can also be played as one song.
Climbing DownTwo Black Keys
Moving Down The Keyboard
Prepare
Student taps steady pulse onknees, alternating hands andsinging:
1) left, right, left, right, left,right, left.
2) lyrics.
Perform
1) Student may play ClimbingDown in four different octavesby repeating the piece andcontinuing down the keyboard.
2) Play Climbing Up andClimbing Down as one song.
Practice
1) Student plays ClimbingDown on keyboard using thirdfingers supported by thumb.
2) Student plays second line ofpiece one octave lower.
New Concept: Notes are pictures of sound. Review: Two black keys, going lower
Touch & Sound: Alternating hands with a steady pulse
35/6
10
10
AccompanimentFlowing
( = 100)
Repeat as necessary Last time
My Own Song
With your right and left hands, chooseany groups of two black keys in theupper part of the piano.
Listen and feel the pulse as your teacherplays the accompaniment below. Whenyou are ready, play along and make upyour own song.
Have fun!
Prepare
Student taps pulse whilelistening to accompaniment.
Ask student:“Is this pulse slow, medium,or fast?”
Perform
Encourage student to play freely,using any sets of two black keysall over the keyboard.
(These improvisations giveteachers the opportunity toobserve student’s naturaltechnical ability.)
Practice
Student plays My Own Songusing any sets of two blackkeys.
New Concept: Improvising on two black keys Review: Steady pulse
High and low
Touch & Sound: Playing with a steady pulse
47
11
11
Using your left hand, start in the middle of the keyboardand play the groups of three black keys with fingers 2-3-4going down the keyboard.
Using your right hand, start in the middle of the keyboardand play the groups of three black keys with fingers 2-3-4going up the keyboard.
THREE BLACK KEYS
Play “My Own Song”again, using the groupsof three black keys.
HighLow
Prepare
Ask student:“How many sets of three blackkeys do you see on thekeyboard?”
Theory WorkbookThree Black Keys pg. 7
Perform
Student plays My Own Songusing groups of three blackkeys.
Practice
Student plays:
1) LH with fingers 2-3-4 onthree black keys going down thekeyboard while saying fingernumbers.
2) RH with fingers 2-3-4 onthree black keys going up thekeyboard while saying fingernumbers.
NotespellerThe Piano Keyboard pg. 3
New Concept: Three black keys Review: Finger numbers 2-3-4
High and low
Touch & Sound: Moving LH and RH fingers 2-3-4
independently
12
12
With accompaniment, student starts here:
Steady ( = 120)
My Dog, Spike
ŒRests are pictures of silence. A Quarter Rest lasts for one pulse (beat).
QUARTER REST
q“1Count: 1 1 1”
clap clap clap rest
q q q Œ
qNotes tell us how long the sounds last.A Quarter Note lasts for one pulse (beat).
QUARTER NOTE
q q q q“1Count: 1 1 1”
clap clap clap clap
When you play these pieces byyourself, use the middle ofthe keyboard.
It is helpful to clap the rhythmof a piece before playing it.
Steady
L.H. 2
Myœ3
dog,œ4
Spike,œ Œ2
offœ3
toœ4
school,œ Œ4
outœ4
toœ3
proveœ3
thatœ2
he’sœ3
soœ“Hot Cross Buns”
4
cool.œ Œ
L.H.
4 3 2
Prepare
While listening to My Dog Spike,student:
1) points to notes and singslyrics.
2) taps and counts rhythm.
Theory WorkbookParty Cat’s Bubbles pg. 8Notes pg. 9
Perform
Student plays My Dog, Spike onthree black keys with a steadypulse.
Music Flash Cards – Set AYellow #2, #3
Practice
On the piano cabinet, studentfinger-taps with LH whilesaying finger numbers.
Ask student:“Which notes repeat?”
Practice GamesListen & Respond pg. 3Imagine & Create pgs. 4-5
New Concepts: Quarter note picture of sound Review: LH fingers 2-3-4
Quarter rest picture of silence Three black keys
Touch & Sound: Moving LH fingers 2-3-4
independently
��
58/9
13
13
With accompaniment, student starts here:
Steady ( = 120)
Sorry, SpikeSteady
R.H. 4
“Sor -
œ 3
ry,
œ 2
Spike!
œ Œ4
You
œ 3
won’t
œ 2
pass!
œ Œ 2
Bark -
œ2
ing
œ3
is -
œ 3
n’t
œ4
taught
œ 3
in
œ 2
class!”
œ Œ
R.H.
2 3 4
You can play “My Dog, Spike”and “Sorry, Spike” as one song.
Prepare
While listening to Sorry Spike,student:
1) points to notes and singslyrics.
2) taps and counts rhythm.
Perform
Student plays Sorry, Spike onthree black keys.
Extra for Experts:Play My Dog, Spike andSorry, Spike as one song.Keep pulse steady as studentcontinues with RH on secondpage.
Practice
On the piano cabinet, studentfinger-taps with RH whilesaying finger numbers.
Ask student:“Which notes repeat?”
New Concepts: Quarter note Review: RH fingers 2-3-4
Quarter rest Three black keys
Touch & Sound: Moving RH fingers 2-3-4
independently
��
58/9
14
14
With accompaniment, student starts here:Bouncy ( = 130)
Merrily We’re Off To School
4 3 2 2 3 4
L.H. R.H.
R.H.
Bouncy
4
Mer -
œ 3
ri -
œ 2
ly
œ3
we’re
œ4
off
œ 4
to
œ 4
school,
œ Œ 3
off
œ 3
to
œ 3
school,
œ Œ“Mary Had A Little Lamb”
4
off
œ 4
to
œ 4
school.
œ Œ
w
A Whole Note fills the time of four quarter notes.
WHOLE NOTE
= 4 beats
= 4 beats
wq q q q
Count: “1 2 3 4”
clap - hold - hold - hold
Prepare
While listening to Merrily We’reOff To School, student:
1) points to notes and singslyrics.
2) taps and counts rhythm.
Practice Games,Listen & Respond pg. 7
Perform
Student plays Merrily We’re OffTo School on three black keys,playing “honks” with a bigsound.
Piano TechniqueLong Shadows pg. 5Music Flash Cards – Set A
Yellow #4, #11, #12
Practice
On the piano cabinet, studentfinger-taps RH while sayingfinger numbers.
Keep pulse steady as studentcontinues with LH on secondpage.
Theory WorkbookLeft Or Right? pg. 10Which Hand Plays? pg. 11
New Concepts: Whole note Review: Quarter note quarter rest
Cluster Stepping and repeating
Technique: Playing clusters with full arm weight,
keeping fingers close to the keys
� ��
610/11
15
15
L.H.
Here’s
2
our
3
school
4
bus.
3
œ œ œ œ Honk!
234
Ê Honk!
234
Ê Honk!
234
Ê Œ Hur -
3
ry,
3
it
2
won’t
3
œ œ œ œ wait.
4
w
8va
These small black boxes are called “clusters.”Play notes together using fingers indicated.
16
R.H.
Happily
2
My
œ2
best
œ2
friend
œ3
is
œ
L.H.
4
Hey,œ4
weœ4
justœ3
gotœ--
*
4
MagAd
3
gie.am.
2
start -˙3
ed,˙
2
We
œ2
play
œ3
ev -
œ3
’ry
œ
4
Iœ4
wishœ3
s/heœ3
couldœ
“Pierrot”
2
day.
w
4
stay.w
With accompaniment, student starts here:Happily
( = 120)“So long!”
Play the first line of the song with your right hand; then play the second line of the song with your left hand.*Fill in the name of your own friend.
16
L.H. R.H.
4 3 2 2 3 4
A Half Note fills the time of two quarter notes.
HALF NOTE
h h = 2 beats
q = 2 beatsq
Count: “1 2”clap-hold
My Best Friend
Prepare
While listening to My BestFriend, student:
1) points to notes and singslyrics.
2) taps and counts rhythm.
Ask student:“How many quarter notes are inthis piece? Half notes? Wholenotes?”
Piano TechniqueLocomotion pg. 6
Perform
Student plays My Best Friendwith energy on three black keys.
Practice
On the piano cabinet, studentfinger-taps RH and LH whilesaying finger numbers.
Music Flash Cards – Set AYellow #6
New Concept: Half note Review: Quarter note
Whole note
RH, LH, and finger numbers
Touch & Sound: Playing fingers 2-3-4 independently
� ��
712/13
17
R.H.
With confidence
4
I
œ 3
play
œ 2
key -œ
boardœ
allœ
3
day
œ4
long.
œ Œ 234
wrong
Ênotes.
Ê
L.H.234
Uh -Ê oh,Ê I go on.
2
œ3
œ
Barbara Kreader
4
˙R.H. 4
I
œ 3
can
œ 2
doœ
it,œ
here’sœ
3
my
œ4
song.
œ ŒNow it’s
right with
L.H.
4
œ3
œ2
œ œ no notes
wrong!
œ3
œ4
˙
Double Bar Line meansthe end of the piece.
With accompaniment, student starts here:
With confidence ( = 120)
L.H. R.H.
4 3 2 2 3 4Bar Lines group beatsinto Measures.
MEASURES
measure
bar lines
measure
q q q q q q q ŒI Can Do It!
17
Prepare
While listening to I Can Do It!,student points to notes and singslyrics.
Ask student:“How many measures are in thispiece?”
“What measures are exactly thesame?”
Practice GamesRead & Discover pg. 8
Perform
Student plays I Can Do It! usinga strong, confident tone,observing quarter rests inmeasures two and six.
Music Flash Cards – Set APink #1
Practice
On the piano cabinet, studentfinger-taps RH and LH.
(From this point on, fingernumbers for repeated notes areremoved.)
Ask student to find three notes:1) Stepping up2) Stepping down3) Repeating
NotespellerStep Up, Step Down, Or Repeatpg. 4
New Concepts: Measures, barlines, double barline Review: Clusters
Stepping up
Technique: Playing clusters with full arm weight, Stepping down
passing melody between hands
814/15
18
R.H.
With excitement
4
Come
œplay
œin
œthe
œ 3
yard
œwith
œme;
œ Œ 2
laugh
œand
œtwirl
œa -
œround.
L.H.
3
˙
Barbara Kreader
Ó
TickÊÊ -
le all our
L.H.
2
œ œ œ œ fun - ny bones;
3
œ œ œ Œ
R.H.
4
fall
œdown
œon
œthe
œ 3
ground.
w
With accompaniment, student starts here:With excitement( = 130) 3
8va
L.H. R.H.
3 2 2 3 4A Half Rest fills the time of two quarter rests.
HALF RESTÓ Œ ŒÓ = 2 beats
= 2 beats
Count: “1 2”rest - restLet’s Get Silly!
18
Prepare
While listening to Let’s GetSilly, student:
1) points to notes and singslyrics.
2) taps and counts rhythm.
Ask student:“How many measures are in thispiece?”
Theory WorkbookDrawing Rests pg. 12Rhythm Detective pg. 13
Perform
1) Student plays lines one andthree 8va, and teacher playslines two and four (or viceverse).
2) Student plays entire piecewith a light and bouncy touch,observing all quarter rests andhalf rests.
Piano SolosWater Lily pg. 2Mister Machine pg. 3
Practice
Block out piece by playing onlythe first note of each measure inwhole notes.
(After blocking piece, studentwill read repeated notes easily.)
Music Flash Cards – Set AYellow #7, #13, #14
New Concepts: Half Rest Review: All note and rest values
Playing on two black keys (LH) Measures and barlines
and three black keys (RH) Repeating notes
Technique: Playing repeated notes with full arm weight
916/17
19
R.H.4
Make
œup
œjokes
œand
œ 3
cra -
œzy
œnames;
œ Œ 2
sing
œa
œfun -
œny
œsong.
L.H.3
˙ Ó
Laugh so hard that
L.H.
2
œ œ œ œ we can’t
breathe.
3
œ œ œ ŒR.H.
3
Bring
œa
œfriend
œa -
œ 2
long.
w
19
20
L.H. R.H.
3 2 2 3 4
20
R.H.
Quietly
4
Shad -
œows,
œ 3
shad -
œ4
ows
œ 3
on
œthe
œ 2
wall.
œMy
L.H.
3
œ4
bear
œis
œscared and
2
œ œ3
so
œ4
am
œBarbara Kreader
3
I.
R.H.3
But
œmy
œ4
night
œ 3
light’s
œ 2
shin -
˙ing.
L.H.
3
˙2
We
œcan
œgo
œto
œsleep.
w
With pedal
With accompaniment, student starts here:Quietly ( = 82)
Night Shadows
Prepare
While listening to NightShadows, student:
1) sways (or taps knees) with ahalf-note pulse.
2) points to notes and singslyrics, giving slight emphasis tothe half-note pulse.
3) taps and counts rhythm.
Practice GamesListen & Respond pg. 9Read & Discover pg. 10
Perform
1) Student plays Night Shadowson two and three black keyswith a gentle tone.
2) Student plays last twomeasures gradually slower, as ifgoing to sleep.
Piano SolosWalking The Dog pg. 4
Practice
1) Draw a line connecting noteheads so that student clearlyfollows melody line betweenhands.
2) On the piano cabinet, studentfinger-taps RH and LH whilesaying finger numbers.
Theory WorkbookRhythm Composer pg. 14
NotespellerFinger Painting pg. 5
New Concept: None, Unit 1 review piece Review: All note values
Repeat, step up, step down
Touch & Sound: Passing melody smoothly between hands Measures, barlines
1018/19
21
21
Music uses the first seven lettersof the alphabet. These letters areused over and over to name thewhite keys.
With your right-hand third finger,play and sing the music alphabetthree times, using this rhythm:
THE MUSICAL ALPHABETPlaying on the White Keys
Teacher
Student
Steady ( = 120)
(Fred Kern
8va 15ma
)Student part to be played by rote.
A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G
Alphabet Soup
UNIT
2
Prepare
Student recites musical alphabet:1) forward, A-B-C-D-E-F-G, and2) backward, G-F-E-D-C-B-A.
Theory WorkbookThe Musical Alphabet pg. 15
Perform
With RH third finger, studentplays Alphabet Soup three timeswhile stepping up the keyboard.
Extra for Experts:Student starts on the highest Gand plays and sings AlphabetSoup three times while steppingdown the keyboard:G-F-E-D-C-B-A
Piano TechniqueThe Attic Stairs pg. 8
Practice
1) While listening to AlphabetSoup, student points to notes andsings letter names three times:A-B-C-D-E-F-G
2) Locate the A Key found inthe group of three black keys,and ask student to find otherA Keys all over the keyboard.
NotespellerLet’s Have Lunch! pg. 6
New Concepts: The musical alphabet Review: Stepping up
Playing on white keys Stepping down
Touch & Sound: Playing on the white keys with RH
third finger supporting first joint with thumb
1120
22
22
Now explore the keyboard,playing the C D E groupswith your left hand usingfingers 3-2 -1.
With your right hand, start at the low end of the keyboard and playthe C D E groups with individual fingers 1-2-3 going up the keyboard.
C D E GROUPS
C D E C D E C D E C D E C D E
C D E
321
R.H.
Prepare
1) Student locates the C Keyfound in the group of two blackkeys, then finds other C Keys allover the keyboard.
2) Student locates D Keys.
3) Student locates E Keys.
Theory WorkbookC D E Groups pg. 16
Perform
1) Starting at low end of thekeyboard, student plays C D Egroups going up the keyboardwith RH fingers 1-2-3 (playingC D E).
2) Starting at high end of thekeyboard, student plays C D Egroups going down the keyboardwith LH fingers 1-2-3 (playingE D C).
Practice
1) Student finger-taps 1-2-3 onpiano cabinet in three-noteimpulses with RH then LH.
2) Keeping natural curve ofhand, student gently lifts wristbetween repetitions.
NotespellerUnlock C D E! pg. 7
New Concept: C D E groups Review: Two black key groups
High and low
Touch & Sound: Playing C D E groups using fingers 1-2-3
First experience playing with thumb
C D E
23
23
With your right or left hand, chooseany C D E group in the upper part ofthe piano.
Listen and feel the pulse as your teacherplays the accompaniment below. Whenyou are ready, play C D E. Experimentby playing E D C.
Mix the letters any way you want andmake up your own song.
Have fun!
Accompaniment
Flowing ( = 85)
With pedal
Repeat as necessary
My Own SongOn C D E
Prepare
Student taps quarter notes whilelistening to accompaniment.
Perform
Encourage student to improvisefreely, using any C D E groupsall over the keyboard.
Practice
With RH or LH, studentimprovises My Own Song onC D E using one or two C D Egroups.
New Concept: Improvising on C D E groups Review: C D E groups, playing thumb
Steady pulse
Touch & Sound: Playing C D E groups using fingers 1-2-3 High and low
1221
24
24
L.H.
C
M
DDLE
1
I
R.H.
D
2
E
3
4 3 2
With accompaniment, student starts here:
Soaring ( = 120)
L.H.
R.H.1. 2.
Soaring
p WhatReach -
aing
dayfor
R.H.
1
forthe
œL.H.
4
œ3
œ2
œ
2
fly -heav -
˙3
ing,ens,
˙sun
float -is
ingin
through
1
mythe
œ
4
œ3
œ2
œ :
Phillip Keveren
2
eyes.skies.
w
Hold down the right pedal (damper pedal) throughout.
Balloon Ride
pDynamic Signs tellhow loud or soft to play and help createthe mood of the music.
PIANO
means soft
RepeatSignmeans toplay thepiece again.
Prepare
While listening to Balloon Ride,student:
1) sways (or taps) whole notes.
2) points to notes and singslyrics.
3) taps and counts rhythm.
Theory WorkbookFinding C D E On TheKeyboard pg. 17
Perform
1) Student (or teacher) holdsdamper pedal down throughoutpiece.
2) Student plays each 2-measurephrase in one continuous move-ment, creating a feeling of motion(as if a balloon were soaring away).
Extra for experts:On repeat, student plays BalloonRide one octave higher.
Music Flash Cards – Set APink #2, #3
Practice
Student practices Balloon Ride,listening for smooth transition inmelody from LH to RH.
Piano TechniqueLook At Me! pg. 9
New Concepts: C D E group, piano Review: Stepping up
Damper pedal, repeat sign
Touch & Sound: Playing softly
��
1322/23
25
25
L.H.
1
M
DDLE
I
C
R.H.
D
2 3
E
2
R.H.
Rockin’
f
3
Rock
œ’n’
œ 2
roll
œis
œ 1
where
œit’s
œat
L.H.
2
˙1
for
œmy
œfam - ’ly’s
2
œ œ1
par -
œty
œPhillip Keveren
cat.
2
˙R.H. 3
Lies
œa -
œ 2
round
œand
œ 1
sleeps
œall
œday,
L.H.
2
˙1
rocks
œthe
œnight a -
2
œ œ1
way!
w
With accompaniment, student starts here:
( = 110)
Bad cat!
Rockin’
fFORTE
means loudParty Cat
Prepare
While listening to Party Cat,student:
1) points to notes and singslyrics, giving emphasis to beatsone and three.
2) taps and counts rhythm.
(Note: students enjoy saying“Bad cat!” at end of piece)
Practice GamesListen & Respond pgs. 11-12
Perform
Student plays Party Cat in astrong rock rhythm, playing therepeated notes (beats 2 and 4)slightly softer.
Extra for Experts:Also, students may improvise inthe Party Cat position withaccompaniment (Games pg. 13).
Practice GamesImagine & Create pgs. 13-14C D E Flash Cards pg. 15
Practice
1) Block out by finger-tappingpiece in half notes, removing therepeated quarter notes.
2) After blocking piece, studentwill feel and hear direction ofmelody and will read repeatednotes easily.
Music Flash Cards – Set APink #4
New Concept: Forte Review: C D E group
Touch & Sound: Playing loudly
1424/25
26
26
F G A BF G A B F G A B F G A B F G A B F G A B
Now explore the keyboard,playing the F G A B groupswith your right hand usingfingers 1-2-3- 4.
With your left hand, start at the low end of the keyboard and play the F G A B groups with individual fingers 4-3-2-1 going up the keyboard.
F G A B GROUPS
1234
F G A B
L.H.
Prepare
1) Student locates the F Keyfound in the group of three blackkeys, then finds other F Keys allover the keyboard.
2) Student locates G Keys.
3) Student locates A Keys.
4) Student locates B Keys.
Theory WorkbookF G A B Groups pg. 18
Perform
1) Starting at low end of thekeyboard, student plays F G A Bgroups going up the keyboardwith RH fingers 1-2-3-4(playing F G A B).
2) Starting at high end of thekeyboard, student plays F G A Bgroups going down the keyboardwith LH fingers 1-2-3-4 (playingB A G F).
Practice
1) Finger-tap 1-2-3-4 on pianocabinet in four-note impulseswith RH then LH.
2) Keeping natural curve ofhand, student gently lifts wristbetween repetitions.
NotespellerUnlock F G A B! pg. 8
New Concept: F G A B groups Review: Three black-key groups
High and low
Touch & Sound: Playing F G A B groups using
fingers 1-2-3-4
F G A B
27
27
Rock beat ( = 130) Last timeAccompaniment
Repeat as necessary
My Own SongOn F G A B
With your left or right hand, chooseany F G A B group in the upper part ofthe piano.
Listen and feel the pulse as your teacherplays the accompaniment below. Whenyou are ready, play F G A B. Experimentby playing B A G F.
Mix the letters any way you want andmake up your own song.
Have fun!
Prepare
Student taps half notes whilelistening to accompaniment.
Perform
Encourage student to improvisefreely, using any F G A B groupsall over the keyboard.
Extra for Experts:Student improvises by passingmelody between hands.
Practice
With RH or LH, studentimprovises My Own Song onF G A B using one F G A Bgroup.
New Concept: Improvising on F G A B groups Review: F G A B groups
Rock rhythm
Touch & Sound: Playing F G A B groups using
fingers 1-2-3-4
1526
28
28
pR.H.
Mysteriously
3
That’sDeep
œ 2
thein -
œbig -to
gestthe
L.H.
1
œ2
œ tur -o -
tlecean
3
˙4
˙
3
Iin
œ 2
havemy
œev -sub -
erma -
1
œ2
œ :
Phillip Keveren
seen!rine.
3
wHold down the damper pedal throughout.
With accompaniment, student starts here:Mysteriously ( = 120)
R.H.
L.H.
1. 2.
4
F G
3
L.H.
A
2
B
1
R.H.
2 3
MIDDLE
Undersea Voyage
Prepare
While listening to UnderseaVoyage, student:
1) sways (or taps) whole notes.
2) points to notes and singslyrics.
3) taps and counts rhythm.
Theory WorkbookFinding F G A B On TheKeyboard pg. 19
Perform
1) Student (or teacher) holdsdamper pedal down throughoutpiece.
2) Student plays each 2-measurephrase in one continuousmovement, creating a feeling ofmotion (as if a turtle were divingto the bottom of the ocean).
Piano TechniqueMonster Under My Bed pg. 10
Practice
Student practices UnderseaVoyage, listening for smoothtransition in melody fromRH to LH.
Notespeller“You Lost What?” pg. 9
New Concept: F G A B group Review: Repeat sign
Stepping down
Touch & Sound: Playing with a whole-note pulse Piano �Playing softly
1627/28
�
29
With accompaniment, student starts here:
Impatiently ( = 140)
29
4
F G
3
L.H.
A
2
B
1
R.H.
2 3
MIDDLE
fImpatiently
Tax -
i tan - gle
L.H.
4
œ3
œ2
œ1
œ on the high -
way!
4
œ3
œ2
œ1
œR.H.
23
Honk!
ŒHonk!
ŒHonk!
Œ Phillip Keveren
Honk!
Œ
Skid, bump! ’Xcuse me!
L.H.
4
œ3
œ2
œ1
œ Turned
the wrong way!
4
œ3
œ2
œ1
œR.H.
23
Honk!
ŒHonk!
ŒHonk!
Œ Ó
Taxi Tangle
Prepare
While listening to Taxi Tangle,student:
1) claps honks.
2) points to notes and singslyrics.
3) taps and counts rhythm.
Practice Games,Listen & Respond pg. 17Read & Discover pg. 18
Perform
Student plays Taxi Tangle with afull sound, using full arm weightwhen playing clusters.
Music Flash Cards – Set AYellow #15, #16
Practice
1) Students enjoy playing thehonks (beats 1 & 3) along withthe accompaniment (honks onbeats 2 & 4) and can easily hearand read the rests.
2) Practice Taxi Tangle at slowas well as fast tempos.
Practice GamesImagine & Create pgs. 19-20F G A B Flash Cards pg. 21
New Concept: None, review piece Review: F G A B groups
Forte Touch & Sound: Playing clusters with full arm weight Stepping up
Quarter rest , clusters
1729/30
�
30
With accompaniment, student starts here:Lively
( = 120)
44R.H.
Lively
f
1
œ œ œ œ œ œ
L.H.4
œ œ œ œ œ œ œFred Kern
œ
R.H.
1
œ œ œ œ œ œL.H.
4
œ œ œ œ R.H.
1w
30
TIME SIGNATURE
= quarter note gets one beat
= four beats fill every measure4 4Q4( ) q q q q wq q hCount:
or“1“1
1 1 1 1 1 - 2 1 - 2 - 3 - 4”1 - 2 - 3 - 4”1 2 3 - 42 3 4
1F
L.H.
G
3 2
A C
DDLE
IM
1
B
R.H.
1
D
2
E
34
C
FG
AB
FG
AB
FG
AB
D
C
E
CD
E
CD
E
CD
E
Sea (C) Song
UNIT
3
Prepare
While listening to Sea (C) Song,student points to notes and singsletter names.
Ask student:“How many times do you playthe C D E pattern?”“How many times do you playthe F G A B pattern?”“Do these patterns step up orstep down?”
Theory WorkbookNaming Notes On TheKeyboard pg. 20
Perform
This accompaniment has arhythmic “island dance” feel,and students enjoy playing Sea(C) Song in a lively tempo.
Piano SolosQuiet Night pg. 5
Music Flash Cards – Set AYellow #9, #17
Practice
Student counts while tappingRH/LH rhythm on knees.
(There are several good systemsfor teaching rhythm. Two suchpresentations are included in theblue concept box. Teachers areencouraged to use the countingsystem that works best for them.)
NotespellerGoing Up, Going Down pg. 10
Piano TechniqueBreathe Easy pg. 12
New Concept: Time signature Review: C D E Group
Playing by letter name, not finger number F G A B Group
First experience playing on all white keys Forte Touch & Sound: Playing in 3-note and 4-note impulses Stepping up
44
1831/32
31
31
With accompaniment, student starts here:
Steady ( = 120) 1. 2.
44 pR.H.
Steady
2
Rain,Sun,
œrain,sun,
L.H.
2
œ2
gocome
œa -on
œway.out.
2
œ2
ComeWe
œa -all
œgainwant
3
someto
œ2
œ oth -play
œ:er
and
œFolk Tune
day.shout!
2
œ
Rain, Rain, Go Away
New PositionL.H.
A
2
M
C
DDLE
2
I
R.H.
D
3
CCC
A
DC
A A A
Prepare
While listening to Rain Rain, GoAway, student:
1) taps half notes, alternatingRH and LH.
2) points to notes and singsletter names. (From this pointon, letter names for repeatednotes are removed.)
3) taps and counts rhythm.
Piano TechniquePlaying Catch pg. 13
Perform
Play Rain, Rain, Go Away with adelicate touch, imitating thesound of raindrops.
Practice
1) Draw a line connecting noteheads so student clearly followsmelody line between hands.
2) Student finger-taps pieceslowly and deliberately.
New Concept: New RH position “ C D” Review: Piano �with fingers 2-3 Repeat sign
Touch & Sound: Passing melody between hands with a Reading by letter name
slight emphasis on beats one and three
1933/34
�
32
32
With accompaniment, student starts here:
With a steady beat ( = 120)
F
4
L.H.
3
G A
2 2
C
M
DD
R.H.
LE
I
D
3
44With a steady beat
fR.H.
2œL.H.
2
œ œ2œ
2
œ œ2œ œ œ
2
œ œ œNative American
œ
pR.H. 2œ
L.H.
2
œ œ œ œ œ2œ
2
œ œ œ œ :Ó
Dakota Melody
C
C C
A AG G
C C C
FG
AAA
D
A A
Prepare
While listening to DakotaMelody, student:
1) points to notes and singslyrics.
2) taps RH/ LH rhythm on drumor hard surface, observingdynamics -�.
Theory WorkbookLoud Or Soft? pg. 22
Perform
1) Student plays line one fortelike an Indian drum and teacherplays line two 8va and pianolike an Indian flute. (or viceversa).
2) Student plays entire pieceas written with a steady pulse,observing half rest.
Practice
Student finger-taps piece slowlyand deliberately. (This is student’sfirst experience reading lettersA-G-F stepping down).
Piano SolosBear Dance pgs. 6-7
New Concept: Reading step up, step down, Review: Piano �and repeat using letter names Forte
Touch & Sound: Dynamic change -� Repeat sign
Combining 3-note and 4-note impulses
2035/36
33
33
With accompaniment, student starts here:
( = 135)With humor
F
4
L.H.
3
G A
2 2
C
M
DD
R.H.
LE
I
44 fR.H.
With humor2œ œ
L.H.
2
œ4
œ “Knock
¿- knock.”
¿ Œœ
2œ œ
3
œ œ “Who’s
¿Guatemalan
there?”
¿ Œ
2
œR.H.2œ œ
L.H.
2
œ4
œ “Knock
¿- knock.”
¿ Œœ
2œ œ
3
œ œ “Who’s
¿ :there?”
¿ Œ
4
œ
Knock on piano cabinet
C C
A A
C C
AG G
F F
FG G
Knock-Knock Joke
Prepare
1) While listening to Knock-Knock Joke, student followsscore and taps the “knock-knock” part on piano cabinet orany percussive instrument.
2) Ask student:“How is line two different fromline one?” (The last note isdifferent.)
Practice GamesListen & Respond pg. 23Read & Discover pgs. 23-24
Perform
Student plays Knock-Knock Jokeand then tells favorite knock-knock joke.
Piano SolosStomp Dance pgs. 8-9
Practice
Student plays the melody, andteacher (or another student) tapsthe “knock-knock” part.
Piano TechniquePopcorn pg. 14
New Concept: None, review piece
Touch & Sound: Skipping one finger in LH, playing 2-4-3
2137/38
34
34
L.H.
3
G A
2 2
C
M
DD
R.H.
LE
I
D
3
E
4
With accompaniment, student starts here:With energy ( = 120) 1. 2.
44 f
With energy
R.H. 2
OldIn
œMac -his
œDon -band
œaldhe
L.H.
3
œ hadhad
aa
band,horn,œ œ œ
4
E -E -
œI -I -
œE -E -
œI -I -
œ:O.
O.
œ ÓTraditional
Old MacDonald Had A Band
C
AG
ED
G
C
Prepare
While listening to OldMacDonald Had A Band,student:
1) points to notes and singslyrics.
2) finger-taps and countsrhythm.
Theory WorkbookRhythm Jam pg. 23Step Or Repeat pg. 24
Perform
Student plays entire piece withenergy.
Practice
Teacher plays the A section andstudent plays the B section 8va.Have fun adding newinstruments!
Drum Rum-pum here.Rum-pum there...
Tuba Oom-pah here.Oom-pah there...
Flute Tweet-tweet here.Tweet-tweet there...
NotespellerFishing For Letter Names pg. 11
New Concept: None, Unit 3 review piece
2239/40
35
35
R.H. 2
Toot
œtoot
œhere.
œToot
toot there.
L.H.
3
œ œ œ2
Toot
œtoot
œev - ’ry - where.
3
œ œ œR.H. 2
Old
œMac -
œDon -
œald
L.H.
3
œ had a band,œ œ œ4
E -
œI -
œE -
œI -
œO.
œ Ó
C
A
ED
C
G
G
G
C
G
C
36
36
12
3
5 lines
45
w wLine Notes
w w w1
2
4 spaces
34 w w
Space Notes
w w
LINES AND SPACES
Music is written on a STAFF of 5 lines and 4 spaces.
5 lines 4 spaces
Space NotesLine Notes
SPACE NOTE
Some notes arewritten on lines:
LINE NOTE
Some notes arewritten in spaces:
UNIT
4
Prepare
1) With a finger or pencil,student traces picture of largeline note and large space note.
2) Study picture of boy and girlon the ladder and ask student:
“Why does the boy’s face looklike a line note?”
“Why does the girl’s face looklike a space note?”
Theory WorkbookLine Note Or Space Note? pg. 25
Perform
NotespellerLine Notes And Space Notespg. 12Drawing Notes On LinesAnd Spaces pg. 13
Practice
1) With a pencil, student pointsto and counts five rungs onladder starting from the bottomand then points to five lines onstaff counting 1-2-3-4-5.
2) Student points to and countsfour spaces between rungs onladder starting from the bottomand then points to spaces onstaff counting 1-2-3-4.
Theory WorkbookNotes On Lines pg. 26Notes In Spaces pg. 27
New Concepts: Line notes
Space notes
Lines and spaces on musical staff
37
37
œ œ œ œ œ œStepping Up
HOW NOTES MOVE ON THE STAFF
STEP(2nd)
REPEAT
Same SpaceSame Line
Line to Space or Space to Line
Stepping Down
œ œ œ œ œ œ
Steady
44L.H. 2
œ œ œ Œ2
œ œ œ Œ
4
œ œ œ œ œ œ œ Œ
Title:______________________________You already know how to play this song.
Do you know its name?G
3
L.H.
A
2
M
C
DDLE
I
F
4
samesameup
up
downdown
down
down
down
down
Prepare
With a pencil, student points toexample of repeating notessaying:
1) same-line-line.2) same-space-space.
Student points to example ofstepping notes saying:
1) step-ping down.2) step-ping up.
Theory WorkbookHow Notes Move pg. 28Up, Down, Or Repeat pg. 29
Perform
1) Student places LH fingers4-3-2 on F-G-A and playsmystery song by direction,not by letter name.
2) Student recognizes song asMy Dog Spike (Hot Cross Buns)and writes title above score.
Music Flash Cards – Set AWhite #35, #36, #37, #38
Practice
Student points to notes inmystery song saying:
2, down, down, rest2, down, down, rest4, same, up, same,up, down, down, rest
NotespellerLine Up The Flags! pg. 14
New Concept: How notes move on the staff Review: Musical staff
Line notes, space notes
Repeating, stepping
My Dog Spike (pg.12)
38
? 44Playfully
fL.H. 4
Hideœ andœ seek!œ Œ4
Iœ won’tœ peek!œ Œ Runœ andœ hideœ out -œMona Rejino
side.w
?2
I’llœ findœ you.œ Œ2
Needœ noœ clue.œ Œ Iœ knowœ whereœ you’llœ hide!˙ Boo!¿ Œ(Play any Fon the piano!)
38
The note F is your reading guide for theBass Clef. You can name any note on the Bass Staff by moving up or down from the F line.
The F line passes betweenthe two dots of the Bass Clef sign.
This is the F line ? wwF G A B C
MIDDLE
w
Hide And Seek
THE BASS CLEF SIGN(The “F” Clef)
This sign comes from the old-fashioned letter F.
?
You will usually play the low tones writtenon the Bass Staff with your left hand.
AccompanimentPlayfully ( = 120)
8va
2.1.
Prepare
1) With a pencil, student tracesthe blue F line through the twodots of the Bass Clef andthrough the entire piece of Hideand Seek. Explain that all noteson the F line are F.
The F note is the readingguide for the Bass Clef.
2) Ask student:“How many F notes are in thissong? G notes? A Notes?”
Practice GamesRead & Discover pg. 25
Theory WorkbookThe Bass Clef pg. 30
Perform
Student plays piece saying:F, up, up, restF, up, up, restA, down, down, up, up__,
A, down, down, restA, down, down, restF, up, up, down, down__, Boo!
Practice GamesImagine & Create pgs. 26-27
Music Flash Cards – Set APink #5, White #11, #12, #13
Practice
Student points to and identifiesfirst note of every measure. Fillin magnifying glasses.
While listening to Hide andSeek, student:
1) points to notes and singslyrics.
2) taps and counts rhythm.
Piano TechniqueHot Sand Hop pg. 16Molding Clay pg. 17
New Concepts: Bass Clef Sign (The “F” Clef) Review: Stepping on the staff
Reading Guide F
Notes F-G-A on Bass Staff
�
2341/42
39
? 44Bouncy
L.H.f 2
œ œ œ œ œ œ œ Œ œ œ œ Œ œ œ œ Œ?
2
œ œ œ œ œ œ œ Œ œ œ œ œ w39
Title:______________________________You already know how to play this song.
Do you know its name?
Whenever you see thismagnifying glass, fillin the name of the note.
Prepare
Help the detective solve thismystery.
Tell student:“You already know how to playthis song. Let’s figure out thetitle by following these clues!”
Theory WorkbookNotes On The Bass Staff pg. 31
Perform
1) Student reads and plays entirepiece.
2) Student recognizes piece asMerrily We’re Off To School(Mary Had A Little Lamb) andwrites title above score.
NotespellerA Tall Tale pg. 17Bass Clef Notes F G A pg. 18
Practice
Clue #1:“What are the note names belowthe magnifying glasses?”(Write them in.)
Clue #2:Where are the stepping notes?
Clue #3:Where are the repeated notes?
Clue #4:“Where do you place your LH?”
NotespellerDrawing The Bass Clef Signpg. 15Fishes Full Of F Notes pg. 16
New Concept: None, review piece for bass clef Review: Reading guide F
Bass clef notes F G A
Merrily We’re Off To School
40
& 44R.H.
Steady
f
4
Gee,
œoh,
œgee.
œ Œ 4
Gee,
œoh,
œgee.
œ ŒFour
œmore
œmin -
œutes,
œplease.
w
&2
No,
œnot
œyet.
œ Œ 2
Let
œus
œplay
œ Œone more
˙game.
w
Words by Claire BertholdMusic by Fred Kern
40
Oh, Gee (G)
The note G is your reading guide for the Treble Clef. You can name any note on the Treble Staff by moving up or down from the G line.
& wThe G line passes throughthe curl of the Treble Clef sign.
This is the G line.
C D E F G
MIDDLE
ww
AccompanimentSteady ( = 120)
THE TREBLE CLEF SIGN(The “G” Clef)
This sign comes from the old-fashioned letter G.
&
You will usually play the high tones writtenon the Treble Staff with your right hand.
Music by Fred KernWords by Claire Berthold
Prepare
1) With a pencil, student tracesthe blue G line through the curlof the Treble Clef and throughthe entire piece of Oh, Gee (G).Explain that all notes on the Gline are G.
The G note is the readingguide for the Treble Clef.
2) Ask student:“How many G notes are in thissong? F notes? E notes?”
Practice GamesRead & Discover pg. 29
Theory WorkbookTreble Clef Sign pg. 32
Perform
Student plays piece saying:G, down, down, restG, down, down, restE, same, same, up, up__,
E, up, up, restE, up, up, restF__, same__, down__
Practice GamesImagine & Create pgs. 30-31
Music Flash Cards – Set APink #6, White #17, #18, #19
Practice
Student points to and identifiesfirst note of every measure. Fillin magnifying glasses.
While listening to Oh, Gee (G),student:
1) points to notes and singslyrics.
2) taps and counts rhythm.
Piano TechniqueSneaky Footsteps pg. 18Fingerpainting pg. 19
New Concepts: Treble Clef Sign (The “G” Clef) Review: Stepping on the staff
Reading Guide G
Notes E-F-G on Treble Staff
�
2545/46
41
& 44Bouncy
f
R.H. 4
Hop-
œscotch
œon
œthe
œwalk.
˙ ŒI
œwon -
œder
œwho
œwill
œwin.
w
&5
2
Lines
œand
œspac -
œes
œdrawn
œin
œchalk;
˙now
œwe
œcan
œbe -
œgin.
w
Mona Rejino
41
Hopscotch
Accompaniment
Bouncy ( = 120) 5
Prepare
While listening to Hopscotch,student:
1) points to notes and singslyrics. (Singing lyrics simplifiestricky rhythm in secondmeasure.)
2) taps and counts rhythm.
Theory WorkbookNotes On The Treble Staff pg. 33
Piano SolosHoward H. Hippo pgs. 10-11
Perform
Student reads and plays entirepiece.
NotespellerMeet Peggy And Gus pg. 21Treble Clef Notes E F Gpg. 22
Practice
1) Student blocks out piece byplaying only notes on first andthird beats.G F E -G F E -E F G FG F E -
2) After blocking piece, studentwill easily read repeated notes.
NotespellerDrawing The Treble Clef Signpg. 19Gloves Full Of G Notes pg. 20
New Concept: None, review piece for treble clef Review: Reading guide G
Treble clef notes E F G
Touch & Sound: Playing repeated notes with down-up
motion of wrist
2647/48
42
C GF
The Bass Staff and the Treble Staff together make the GRAND STAFF, a Musical Mapthat tells you which key to play. Middle C uses the short line (ledger line) between the Bass Staff and Treble Staff.
§ê
42
THE GRAND STAFFA Musical Map
Prepare
1) With finger or pencil, studentpoints to Bass F on thekeyboard and traces the dottedline to the F on the Grand Staff.
2) Repeat activity on Treble Gthen onMiddle C, noting theledger line added between theBass Staff and Treble Staff.
Theory WorkbookThe Grand Staff – A MusicalMap pg. 34
Perform
Student plays stepping warm-upwhile following teacher’s cue,1) LH in bass clef:F, up, upC, down, downA, up, upA, down, down
2) RH in treble clef:G, down, downC, up, upE, down, downE, up, up
Practice
Student points to and nameseach note, ascending on the staffstarting from:
1) Bass F
2) toMiddle C
3) to Treble G
Music Flash Cards – Set AWhite #14, #15, #16
New Concepts: The Grand Staff Review: Reading guide F
Reading guide Middle C Reading guide G
Ledger line Middle C
Brace
43
&?
44
445
f
Happily
1
My
œbest
œfriend
œis
œ*Lind -
˙say.
˙We
œplay
œev -
œ’ry
œday.
w
&?
3
Hey,œ weœ justœ gotœ start -˙ ed.˙ Iœ wishœ sheœ couldœ stay.w* Fill in the name of your own friend.
“Pierrot”
43
Thumbs share Middle C in this position.
A
3
L.H.
B2
M
C
DDLE
I
1
R.H.
D
2
E
3
My Best Friend
Prepare
While listening to My BestFriend, student:
1) points to notes and singslyrics, adding name of student’sown best friend.
2) taps and counts rhythm.
NotespellerHiking Up And Down pg. 23
Perform
Student reads and plays My BestFriend saying:
RH in treble clef:C, same, same, up, up__, down__,C, same, up, same, down__
LH in bass clef:A, same, same, up, up__, down__,A, same, up, same, down__
Piano SolosWishful Thinking pgs. 12-13
Practice
The Middle C note is thereading guide for My BestFriend.
1) Student plays 5-note alphabetforward A-B-C-D-E andbackward E-D-C-B-A.
2) Student writes starting notesin magnifying glasses.
Ask student: “How are lines 1and 2 the same?”
Piano TechniqueOn The Balance Beam pg. 20
New Concept: Notes B-C-D on the Grand Staff Review: My Best Friend (pg. 16)
Shared thumbs in Middle C Repeating
Stepping
2749/50
44
&?
44
44
1
œ œf
With spirit
53
œ œ ˙ ˙ œ œ œ œ w
&?
1
œ œ3
œ œ ˙ ˙ œ œ œ2
œ w....
Folk Tune
44
Accompaniment (Student plays one octave higher than written.)
With spirit ( = 150)1. 2.5
A
3
L.H.
B
2
M
C
DDLE
I
1
R.H.
D
2
E
3 Tambourine Tune
Prepare
While listening to TambourineTune, student:
1) taps half notes withtambourine or percussiveinstrument.
2) taps and counts rhythm ofmelody.
Practice GamesListen & Respond pg. 33Read & Discover pg. 34
Perform
1) Student plays only first twomeasures of each line 8va andteacher answers by playing lasttwo measures of each line.(or vice versa).
2) Student reads and playsentire piece in a lively tempo,observing repeat.
Piano SolosToes In The Sand (withimprovisation on A B C D E)pgs. 14-15
Practice
1) Draw a line connecting noteheads so student clearly followsmelody line between staves.
2) Student writes names ofstarting notes in magnifyingglasses.
3) Ask student:“How many A-B-C-D-E patternsdo you play?”
Theory WorkbookNotes Above And BelowMiddle C pg. 35
New Concept: Reading melody between staves Review: Range A - E on Grand Staff
Touch & Sound: Passing melody between hands
2851/52
45
A
3
L.H.
B2
M
C
DDLE
I
1
R.H.
D
2
E
3
G
1
&?
44
441.2.
Steady
f
1
OncePa -
œa
per
œmanbag,
œwasit
3
œ sowas
soso
mad,thin,
heheœ œ œ œ
1
jumpedjumped
œin -up -
œtoon
œaa
œFolk Tune
pa -point -
œpered
œbag.pin.
œ Œ ..
..3. Pointed pin, it was so sharp,
He jumped upon an Irish harp.
4. Irish harp, it was so pretty,He jumped upon a little kitty.
7. Big fat pig began to tickle,He jumped upon a big dill pickle.
8. Big dill pickle was so sour,He jumped upon a big sunflower.
9. Bee came by and stung his chin, andThat’s the last I’ve heard of him!
5. Little kitty began to scratch,He jumped into a cabbage patch.
6. Cabbage patch, it was so big,He jumped upon a big fat pig.
Once A Man WasSo So Mad
Accompaniment (Student plays one octave higher than written.)Steady 1-8.
3
Last time( = 130)
45
Prepare
Read through all lyrics of OnceA Man Was So So Mad togetherwith student.
Theory WorkbookThe Grand Staff Garden pg. 36
Perform
Student reads and plays piecewith a steady bounce.
(The nonsense text is fun andwill motivate student to keep asteady pulse when melodypasses between RH and LH.)
Piano TechniqueStar To Star pg. 21
Practice
While listening to Once A ManWas So So Mad, student finger-taps RH/LH on piano cabinet.
NotespellerStepping Stones pg. 24Where Is That Cat? pg. 25
New Concept: Parallel thumb position on Review: Range G - E on Grand Staff
Grand Staff
Touch & Sound: Passing melody between hands
2953/54
46
&?
44
44
Peacefully
F4
Tell˙ meœ theœ tales˙ thatœ toœ2
me were
œThomas Haynes Bailey
so
œ
2
dearw
&?
52
long,˙
1
longœ a -œ go,w P1
long,˙ longœ a -œ go.w
G
4
A
L.H.
3
B
2
M
C
DDLE
I
1
R.H.
D
2
E
3
Accompaniment (Student plays two octaves higher than written.)Peacefully ( = 120)
With pedal
5
FMEZZO FORTE
means medium loudLong, Long Ago
46
Prepare
While listening to Long, LongAgo, student:
1) claps this rhythmwith a strong pulse on beat one.
2) points to notes and singslyrics, observing new and dynamic markings.
3) taps and counts rhythm.
Theory WorkbookFrom Soft To Loud pg. 37
Music Flash Cards – Set APink #7, #8, Yellow #18, #19
Perform
Student reads and plays entirepiece, adding dynamic inlast two measures of each page(like an echo).
Piano SolosWhistling Tune pgs. 16-17Struttin’ pg. 18
Practice
1) Student points to stepping uppatterns, then points to steppingdown patterns throughout entirepiece.
2) Student writes names ofstarting notes in magnifyingglasses then points and namesnotes in line one.
3) Student plays line one andfinds another line with exactlythe same notes.
Practice GamesRead & Discover pg. 35Imagine & Create pg. 35
New Concept: Mezzo Forte Review: Range G - E on the Grand Staff
Mezzo Piano Touch & Sound: Playing ,
� � �
3055/56
47
47
PMEZZO PIANO
means medium soft
9 13
&?F
9
4
Sing˙ meœ theœ songs˙ Iœ -deœ2
light -
˙ed
œto
œ
2
hearw
&?
132
long,
˙
1
longœ a -œ go,˙ longœ a -œ P
3
˙go.˙
w
48
48
Accompaniment (Student plays one octave higher than written.)Playfully ( = 180) 5
G
3
A
L.H.
2
B
1
M
C
DDLE
I
1
R.H.
D
2
E
3
&?
44
44P
Playfully1
No -
œbod -
˙y
œknows
˙the
3
˙ trou -
œble I’m
œin.
Ó
&?
5 1
No -
œbod -
˙y
œknows
˙but
3
˙ my friend˙ ˙ An - drew.
˙ ˙
Barbara Kreader
Nobody Knows The Trouble I’m In
Prepare
While listening to NobodyKnows The Trouble I’m In,student:
1) taps this rhythmgiving the half notes extraemphasis.
2) points to notes and singslyrics, including name ofstudent’s own best friend.
Practice GamesListen & Respond pg. 36
Music Flash Cards – Set AYellow #20, #21
Perform
1) Student reads and plays entirepiece, bouncing the wrist lightlyon the first repeated note, andleaning firmly into the next note.
2) Student plays last line,observing quarter rests.
Piano TechniqueWho Could It Be? pg. 23
Piano SolosOld Saw pg. 19
Practice
1) Draw a line connecting allnote heads so student clearlyfollows melody line betweenstaves.
2) Ask student:“How many times does the RHplay C-C-D-E?”
3) While listening toaccompaniment, student readsfrom the score and plays eachC-C-D-E pattern.
Practice GamesRead & Discover pg. 37
NotespellerSafety Rules pg. 26
New Concept: None, Unit 4 review piece Review: Range G - E on the Grand Staff
Parallel thumbs B - C
Touch & Sound: Playing syncopated rhythm with , full weight of the whole arm
3157/58
� � � �
� � � �
49
49
9 13
&?
91
He
œsaw me
œspill
˙a˙ car -
œton of
œjuice!
w
&?
13
F
3
Quick!
œ ŒLet’s
œ Œ clean
œ Œit
œ Œup!
œ ŒPœ Œ
œ Œ Ó
50
50
SKIPS(3rds)
Skip up(3rd)
Skip down(3rd)
F A
E G
On the Piano, a 3rd• skips a key• skips a finger• skips a letter
On the Staff, a 3rd skips a letter from either• line to line or• space to space
UNIT
5
Line to Line
Space to Space
Prepare
With a finger or pencil, studentpoints to the notes and traces thepath of the skipping notes:
1) line to line to line.
2) space to space to space.
Theory WorkbookSkips (3rds) pg. 38
Perform
With thumbs on middle C,student plays skipping warm-up:1) LH in bass clef:
F, skip upC, skip downB, skip downA, skip up
2) RH in treble clef:G, skip downC, skip upD, skip upE, skip down
Practice
With third finger supported bythumb, student plays skips freelyup and down the keyboard,saying letter names:
1) F - A - C - E - G - B - D
2) F - D - B - G - E - C - A
Music Flash Cards – Set AWhite #39, #40
New Concept: Skipping on the piano Review: Line notes
Skipping on the staff Space notes
3rds
51
51
G
4
A
L.H.
3
B
2
M
C
DDLE
I
1
D
2
R.H.
E
3
F
4
G
5
&?
44
44
Lively
F
1
œ œ3
œ œ5
œ œ œ Œ 4
œ œ2
œ œ2
œ(1732 - 1809)
œ
Joseph Haydn
4
œ Œ
&?
51
œ œ œ œ œ œ œ Œ 4
œ œ2
œ œ œ œ œ Œ
Surprise Symphony
Prepare
Student points to each notesaying:
C, same, skip up, same, skip up,same, skip down, restF, same, skip down, same, skipdown, same, skip down, restC, same, skip up, same, skip up,same, skip down, restF, skip down, skip down, skipdown,C, skip up, skip down, rest
Theory WorkbookSteps, Skips, And RepeatedNotes pg. 39
Perform
Student reads and plays SurpriseSymphony with a steady bounce.
NotespellerSkipping On The Staff pg. 27
Piano SolosBy The River’s Edge pgs. 20-21
Practice
Block out piece by playing onlynotes on first and third beats.C E G EF D B GC E G EF B C -
(After blocking piece, studentwill easily read repeated notes.)
Practice GamesListen & Respond pg. 38Read & Discover pg. 39
New Concept: Skipping up Review: Range G - G on the Grand Staff
Skipping down New Concept: Playing repeated notes with a down-up
motion of the wrist
3259/60
52
&?
44
44f
With energy1
Onceœ
myœ
broth -
œer
œspedœ
downÊÊ-
œtown,
˙rid -œ
ingœ
on
œhis
œ“Yankee Doodle”
skate -˙
board.
1
˙
&?
5 1
Tookœ
aœ
curve
œand
œlost
œhis
œnerve
œandœ
1
turnedœ3
in -œ toœ aœ1
trash can.
G
3
L.H.
A
2
B
1
M
C
DDLE
I
1
R.H.
D
2
E
3
F
4
Accompaniment (Student plays one octave higher than written.)With energy
5R.H. over L.H.
8va
( = 130)
SkateboardDoodle
52
Prepare
While listening to SkateboardDoodle, student:
1) points to notes and singslyrics.
2) taps and counts rhythm.
NotespellerAn Adventure On The Riverpgs. 28-29
Perform
Student reads and plays entirepiece with energy.
Practice
Student finger-taps piece slowlyand deliberately, saying:
1) C, same, up, up, skip down,skip up, down, etc.
2) Note names.
Piano TechniquePing Pong, Anyone? pgs. 24-25On My Way pg. 26
New Concept: Combining steps, skips, and Review: Step, skip, repeat
repeats on staff Range G - F on the Grand Staff
Parallel thumbs B - C
3361/62
53
53
Accompaniment (Student plays one octave higher than written.)Smoothly ( = 120)
With pedal
1. 2.
5
G
3
L.H.
A
2
B
1
M
C
DDLE
I
1
R.H.
D
2
E
3
&?
44
44f
Smoothly
1
˙2
˙ œ œ ˙1
œ œ œ œSpiritual
3
w
&?
5 1
œ œ2
œ œ œ œ ˙1
œ œ œ œ w....
Let Me Fly!
Prepare
While listening to Let Me Fly!,student:
1) sways (or taps) half notes.
2) taps and counts rhythm.
Piano TechniqueDreaming And Drifting pg. 28
Perform
1) Student reads and plays onlyfirst two measures of each line8va and teacher answers byplaying last two measures ofeach line. (or vice verse).
2) Student plays entire piecesmoothly.
Practice
1) Draw a line connecting noteheads so student clearly followsmelody line between staves.
2) Student writes names ofstarting notes in magnifyingglasses.
3) Ask student:“How are the first two measuresof each line similar?”
New Concept: None, review piece Review: Step, skip, repeat
Range G - E on the Grand Staff
Touch & Sound: Passing melody smoothly between Parallel thumbs B - C
hands
3463/64
54
&?
44
44
Heroic March
f
4
ing
œthrough
œ1
the
œ-
4
Glidœ heav -
˙ens; won -
4
der where we
œ œ œ
4
œ
Phillip Keveren
are?
w
&?
5 4
ga -
œlac -
œtic
œ
4
Greatœ trav -
˙’lers,
˙1
ing
œfor
œa
œ-
4
searchœ star.
w ....
4
F G
3
L.H.
A
2
B
1
M
C
DDLE
I
1
R.H.
D
2
E
3
F
4
Accompaniment (Student plays one octave higher than written.)Heroic March ( = 120)
3 3 3
3
3 3 3 1.3
2.
3
35
Star Quest
54
Prepare
While listening to Star Quest,student:
1) points to notes and singslyrics.
2) taps and counts rhythm
Ask student:“What other measures areexactly like the first?”
Theory WorkbookMore Steps pg. 40More Skips pg. 41
Perform
Student plays entire piece with afull sound.
Practice
Student reads and plays onlyfirst two measures of each line8va and teacher answers byplaying last two measures ofeach line. (or vice verse).
(This piece features the F notein both bass and treble clef.)
New Concept: None, review piece Review: Reading guide Bass F
Range F - F on the Grand Staff
Touch & Sound: Playing 4th fingers with full arm weight
3565/66
55
&?
44
44
Adagio
p3
œ œ
1
œ œ œ œ ˙ F
3
œ œ
1
œ œ œ œ
Italo Taranta
œ œ
&?f
5
1
˙ œ œ2
˙2
œ2
œ œ œ1
œ œ œ œ ˙
A
L.H.
3
B
2
M
C
DDLE
I
1
R.H.
D
2
E
3
Adagio AndanteAllegro
MoodSeriously Calmly Happily
Speed Slowly Walking Speed Quickly
TEMPO MARKS appear at the beginning of a piece. They tell the mood of the piece and the speed of its musical pulse.
These Italian tempo marks are most common:
Accompaniment (Student plays one octave higher than written.)
Adagio ( = 80) 5
Solemn Event
55
Prepare
While listening to Solemn Event,student:
1) points and says notes.
2) taps and counts rhythm
Ask student:“What other measures are similarto the first two?”
Practice GamesRead & Discover pg. 40
Perform
Student reads and plays entirepiece slowly and smoothly,making sure melody passesseamlessly from one hand to theother.
Music Flash Cards – Set APink #9, #10, #11
Practice
Read text describing tempomarks. Discuss the mood andspeed of this piece, observinghow the dynamics build fromsoft to loud.
(This is the student’s firstexperience playing threedifferent dynamic levels.)
Theory WorkbookUp To Tempo! pg. 42
New Concept: Italian Tempo Marks: Review: Dynamics � - - Adagio, Andante, Allegro A-B-C-D-E on the Grand Staff
Touch & Sound: Passing melody smoothly between
hands at a slow tempo
3667/68
56
&?
44
44F
Allegro
1
I like you!
w
3
You’reœ myœ ownœ bestœ
Fine
Folk Tune
friend.w
&?
5 2
Laugh -
œing
œ
1
withœ meœ
5
when
œI’m
œhap -
œpy,œ
stand -
œing
œ
1
byœ meœ
5
when
œI’m
œcrab -
œby,
œD.C. al Fine
G
3
L.H.
A
2
B
1
M
C
DDLE
I
1
D
2
R.H.
E
3
F
4
G
5
D.C. (Da Capo) al Fine
When you see this sign, return to the beginning (capo) of the piece and play until you see the sign for the end (fine).
I Like You!
D.C. al Fine
Fine
56
Prepare
While listening to I Like You!,student points to notes and singslyrics (following the D.C. alFine).
Music Flash Cards – Set APink, #12
Perform
1) Teacher plays line one wherewritten, and student plays linetwo 8va.
2) Student reads and plays piecewith a light and bouncy touch,keeping a steady tempo throughout.
Piano SolosThe Wild Rest pgs. 22-23
Practice
Student points to each note inline two saying,D, same, skip, skip,G, same, skip, skip,D, same, skip, skip,G, same, skip, step.
(This piece features the G notein both bass and treble clef.)
Piano TechniqueHappy Heart pg. 29
New Concept: D.C (Da Capo) al Fine Review: Reading guide Treble G
Range G - G on the Grand Staff
Touch & Sound: Playing each note with full arm weight
3769/70
57
57
G
4
A
L.H.
3B2
M
C
DDLE
I
1
D
1
E
R.H.
2
F
3
G
4
Accompaniment (Student plays one octave higher than written.)Lively 6
( = 150)
&?
44
44
Lively
F2
Run -
œning,
œskip -
œping,
œjump -
œing, and
œhop -
œping,
˙and
œ-
1
hum
œming,
œsing -
œing,
œflip -
œping,
˙and
œ
&?
6 3
flop -
œping.
˙I’m
œhap - py
2
to
œbe
œ
1
œ œ *El -
œlie, I’m
œEl -
œlie. I’m
œhap - py to be
4
œ œ œ œ me!w
Czechoslovakian
Just Being Me!
*Fill in your own name.
Prepare
While listening to Happy To BeMe!, student:
1) taps this rhythmgiving the first note extraemphasis.
2) point to notes and sing lyrics,including student’s own name.(Singing lyrics simplifies trickyrhythm.)
Practice GamesListen & Respond pg. 41
Perform
Student reads and plays entirepiece with a lively tempo, lettingthe wrist bounce lightly on the �notes, and leaning firmly intothe � notes.
NotespellerRafting Down The Riverpg. 30
Practice
Student blocks out piece byplaying these patterns withparallel thumbs on C-D:
G F - F G F__F E - E F E__E D - D E D__
Practice GamesRead & Discover pgs. 41-43
New Concept: Parallel thumbs on C-D Review: Syncopated rhythm
Touch & Sound: Playing each note with full arm weight
� � � � �� � �
3871/72
58
58
&?
44
44f
Lively2
Trum -
œpet
œman, he
œ
2
œ plays
œhis
œsong.˙ Doo wah.
œ ˙ . Doo wah.œ
“Camptown Races”
˙.
&?
5
Asks
œus
œall to
œœ sing
œa -
œlong.˙ Oh, doo wah˙ œ œ day.
w
..
..
4
F
3
G
L.H.
2
A
1
B
M
2
C
DDLE
I
R.H.
3
D
Accompaniment (Student plays one octave higher than written.)
Lively ( = 160) ( = )3
5 1. 2.
Trumpet Man
hkA Dotted Half Note fills the time of three quarter notes.
DOTTEDHALF NOTE
= 3 beatshkq = 3 beatsq q
Count: “1 2 3”clap - hold - hold
Prepare
While listening to Trumpet Man,student:
1) points to notes and singslyrics.
2) taps and counts rhythm.
Ask student:How many dotted half notes arein this piece? Quarter notes?Half notes? Whole notes?
Theory WorkbookThe Dotted Half Note pg. 43
Perform
Student reads and plays piece ina lively tempo, observing repeat.
(This is student’s first experienceplaying along with a “swing”accompaniment.)
Piano SolosMoving Away pgs. 24-25
Practice
On piano cabinet, student finger-taps RH and LH while saying:
1) C, same, skip down, skip up,up, down, skip down, etc.
2) Note names.
Music Flash Cards – Set AYellow #8, #22, #23
New Concept: Dotted half note Review: Range F-D
Shared thumbs on B
� �
3973/74
59
&?
43
43F
Andante1
Slide˙
andœ
step and
œturn
œ5
to
œthe
œmu -
œsic.œ
Folk Tune
The
œ
&?
5
bag -
œpipes
œareœ
-dronœ
2
ing.œ Aœ theœ
song’sœ inœ air.
. ..
..
59
TIME SIGNATURE
= quarter note gets one beat
= three beats fill every measure3 3Q4( )G
3
L.H.
A
2
B
1
M
C
DDLE
1
I
D
2
R.H.
E
3 4
F G
5
Accompaniment (Student plays one octave higher than written.)
Andante ( = 145) 5
Scottish Air
Prepare
While listening to Scottish Air,student:
1) sways (or taps) dotted halfnotes.
2) points to notes and singslyrics.
3) taps and counts rhythm.
Music Flash Cards – Set AYellow #10, #24, #25
NotespellerThings We Found Along TheMusic Trail pg. 31
Perform
Student reads and plays entirepiece with a lilt, making suremelody passes seamlessly fromone hand to the other.
Piano SolosThe Step Waltz pgs. 26-27
Practice
1) Student plays accompanimentby rote (LH-C, RH-G), andteacher plays student part.
2) Count 1-2-3, 1-2-3,imagining sound of Scottishbagpipes.
Theory Workbook3/4 or 4/4? pg. 44
Piano TechniqueWaterslide pgs. 30-31
New Concept: Time signature Review: Dotted half note
Range: Bass G - Treble G
Touch & Sound: Playing in time with emphasis Parallel thumbs on B-C
on first beat of each measure
� �3434
4075/76
60
60
&?
43
43P
Boldly
Sail - ing
3
˙ œ ships
1
to
œ˙ far -
œa -
œway
œplac -
œes,
Janet Feldman
where
1
œ œ
&? treas - ure
5
˙ œ waits
3
for
œ˙ me!
˙. ˙.
Accompaniment (Student plays one octave higher than written.)
Boldly ( = 150) 5
A
3
L.H.
B
2
M
C
DDLE
I
1
D
1
R.H.
E
2
F
3
TIES
A Tie is a curved line that connects two notes of the same pitch. Hold one sound for the combined value of both notes.
two notes = one sound
1 - 2 - 3 tie - 2 - 3hk hkPirates Of The Sea
Prepare
While listening to Pirates OfThe Sea, student:
1) sways (or taps) dotted halfnotes.
2) points to notes and singslyrics. (Singing lyrics simplifiestricky rhythm in line 3.)
3) taps and counts rhythm.
Practice GamesListen & Respond pg. 45
Music Flash Cards – Set APink #13 Yellow #26, #27
Perform
Student reads and plays entirepiece with a strong pulse on thefirst beat of each measure, whilepassing the sound smoothlyfrom hand to hand.
Piano SolosSleepy Time pgs. 28-29
Practice
Block out piece by playing thefirst pattern of each line:
A - B C - D E ____A - B C - F E ____F - E D - F E ____D - C B - C A ____
Theory WorkbookRhythm Jam pg. 45All Tied Up pg. 46
New Concept: Tied notes Review: Parallel thumbs on C-D
Dynamic change, - Touch & Sound: Playing in time with emphasis
on first beat of each measure
4177/78
Janet Medley
34
61
61
9 13
&?
9
F
3
Friend
˙or
œfoe,
˙we
œ Œsing,
œYo
1
œ Ho! We’re
theœ œ œ
&?
13 1
Pi -
˙rates
1
œ of the˙ œ Sea!˙. œ Œ Œ
4279/80
62
62
4
F G
3
L.H.
A
2B1
M
C
DDLE
I
1
D
2
R.H.
E
3 4
F G
5
Accompaniment (Student plays one octave higher than written.)
Stately March ( = 90) 1. 2.
&?
44
44
Stately March
f
1
œ ˙3
œ2
œ ˙œ
3
œ œ œ œPhillip Keveren
œ œ œ œ
&?
5 1
œ ˙
3
œ œ ˙œ
œ œ œœ ˙ œ Œ
Go For The Gold
Prepare
While listening to Go For TheGold, student:
1) points and says notes.
2) counts while tapping RH/LHrhythm on knees.
Practice GamesListen & Respond pgs. 46-47
Theory WorkbookRelay Review pg. 47
Perform
1) Student reads and plays lines2 and 4 8va and teacher playslines 1 and 3 (or vice verse).
2) Student plays entire piece ina stately tempo, using full weightof the arm in the forte sections.
Practice GamesImagine & Create pg. 48
Piano SolosHard As A Rock pgs. 30-31
Practice
1) Student blocks out piece byplaying these patterns in the RH:
C -skip upD -skip upE -skip up
2) Ask Student:
“What note does the LH play inlines 1, 2, and 4?”
NotespellerCampfire Memories pg. 32
Piano TechniqueReady To Go pg. 32
New Concept: None, Book 1 review piece Review: Range Bass F - Treble G
Dynamic change - - Touch & Sound: Playing with full arm weight
63
63
9 13
&? P
9
4
œ œ œ œ1
œ œ ˙ œ œ œ œ ˙˙
&?f
131
œ ˙
3
œœ ˙
œœ œ œ
œ ˙ œ Œ
64
Cut-out may be fitted over student’s shirt button.
The Hal LeonardStudent Piano LibraryLessonPlanning Chart pgs. 66-69This Lesson Planning Chart divides Book 1 of theHal Leonard Student Piano Library into 32 Learning Modules.
• Younger students may average one module per week.• Older students may average two modules per week.
BeginnerComposition Cards pgs. 70-80As featured in Piano Practice Games Book 1.
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Lessons
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Practice GamesPreparation activities forlpieces in Piano Lessons • Listenl• Readl• Create
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
Book 1Piano Theory Workbook
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Solos
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Technique
F G A B C D E
Hal Leonard Student Piano Library
Notespeller for PianoAlong the Music Traillwith Spike and Party Cat
Book 1
by Karen Harrington
65
120 cards for any beginning music student
SET A
Notes
Rhythm Patterns
Symbols
66
UNIT 1Module 1 Module 2 Module 3 Module 4 Module 5
UNIT 2Module 6 Module 7 Module 8
BOOKONE
Feel the Beat!pg. 4Take a Look!pg. 5Finger Numbers/Two Black Keyspgs. 6-7Climbing Up/Climbing Downpgs. 8-9
My Own Song/Three Black Keyspgs. 10-11My Dog, Spike/Sorry, Spikepgs. 12-13Piano Gamespg. 3
Merrily We’reOff To Schoolpgs. 14-15Piano Gamespg. 7
My Best Friendpg. 16
Piano Gamespgs. 4-5
I Can Do It!pg. 17Piano Gamespg. 8
Let’s Get Sillypgs. 18-19
Night Shadowspg. 20Piano Gamespgs. 9-10
Alphabet Souppg. 21CDE Groupspg. 22My Own Songon CDEpg. 23
Balloon Ridepg. 24Party Catpg. 25Piano Gamespgs. 11-12
FGAB Groupspg. 26My Own Songon FGABpg. 27
Set A –Yellow#2, quarter note#3, quarter rest
Set A –Yellow#4, whole note#6, half note
#11, rhythm#12, half note
Set A – Pink#1, double barSet A –Yellow#7, half rest
#13, rhythm#14, rhythm
Set A – Pink#2, repeat sign#3, piano#4, forte
Water Lilypg. 2
Mister Machinepg. 3
Walking the Dogpg. 4
Finger Numberspg. 2
The PianoKeyboardpg. 3
Step Up,Step Down,or Repeatpg. 4
Finger Paintingpg. 5
Let’s Have Lunch!pg. 6Unlock CDE!pg. 7
Unlock FGAB!pg. 8
Grandfather’s Clockpg. 4
Long Shadowspg. 5
Locomotionpg. 6
The Attic Stairspg. 8
Look At Me!pg. 9
Feel the Beat!pg. 2High or Low?pg. 3Finger Numberspgs. 4-5
Two and ThreeBlack Keyspgs. 6-7Party Cat’s Bubblespg. 8Notespg. 9
Left or Right?pg. 10Which Hand Plays?pg. 11
Drawing Restspg. 12Rhythm Detectivepg. 13
Rhythm Composerpg. 14
The MusicalAlphabetpg. 15CDE Groupspg. 16
Finding CDE onthe Keyboardpg. 17
FGAB Groupspg. 18
PIANOLESSONS&GAMES
THEORY
TECHNIQUE
NOTESPELLER
SOLOS
FLASHCARDS
67
Module 9UNIT 3
Module 10 Module 11 Module 12UNIT 4
Module 13 Module 14 Module 15 Module 16
Piano Gamespgs. 13-15
Undersea Voyagepg. 28Taxi Tanglepg. 29Piano Gamespgs. 17-18
Sea (C) Songpg. 30Rain, Rain, Go Awaypg. 31
Dakota Melodypg. 32
Piano Gamespgs. 19-21
Knock-Knock Jokepg. 33Piano Gamespgs. 23-24
Old MacDonaldHad a Bandpgs. 34-35
Lines and Spacespg. 36
How Notes Movepg. 37
Hide and Seekpg. 38Piano Gamespg. 25
Piano Gamespgs. 26-27
DoYou KnowThis Song?pg. 39
Set A –Yellow#15, rhythm#16, rhythm
Set A –Yellow#9, quarter note#3, quarter rest
Set A –White#35, repeat#36, step step#37, step repeat#38, step up,
step down
Set A – Pink#5, bass clefSet A –Yellow#11, bass “F”#12, bass “G”#13, bass “A”
Quiet Nightpg. 5
Bear Dancepgs. 6-7
Stomp Dancepgs. 8-9
“You Lost What?”pg. 9
Going Up,Going Downpg. 10
Fishing forLetter Namespg. 11
Line Notes andSpace Notespg. 12Drawing Notes onLines and Spacespg. 13
Line Up the Flags!pg. 14
Drawing theBass Clef Signpg. 15Fishes Full ofF Notespg. 16
A Tall Talepg. 17Bass Clef NotesFGApg. 18
Monster UnderMy Bedpg. 10
Breathe Easypg. 12
Playing Catchpg. 13
Popcornpg. 14
Hot Sand Hoppg. 16
Molding Claypg. 17
Finding FGAB onthe Keyboardpg. 19
Naming Notes onthe Keyboardpgs. 20-21
Loud or Soft?pg. 22
Rhythm Jampg. 23Step or Repeatpg. 24
Line Note orSpace Note?pg. 25Notes on Linespg. 26Notes in Spacespg. 27
How Notes Movepg. 28Up, Down, orRepeatpg. 29
The Bass Clef(F Clef)pg. 30
Notes on theBass Staffpg. 31
BOOKONE
PIANOLESSONS&GAMES
THEORY
TECHNIQUE
NOTESPELLER
SOLOS
FLASHCARDS
68
Module 17 Module 18 Module 19 Module 20 Module 21 Module 22UNIT 5
Module 23 Module 24BOOKONE
Oh, Gee (G)pg. 40Piano Gamespg. 29
Piano Gamespgs. 30-31
Hopscotchpg. 41
The Grand Staffpg. 42My Best Friendpg. 43
Tambourine Tunepg. 44Piano Gamespg. 33
Once a ManWasSo So Madpg. 45
Piano Gamespg. 34
Long, Long Agopgs. 46-47Piano Gamespg. 35
Nobody Knowsthe Trouble …pgs. 48-49Piano Gamespg. 36
Skips (3rds)pg. 50Surprise Symphonypg. 51Piano Gamespgs. 38-39
Piano Gamespg. 37
Skateboard Doodlepg. 52Let Me Fly!pg. 53
Set A – Pink#6, treble clef#3, quarter restSet A –White#17, treble “E”#18, treble “F”#19, treble “G”
Set A –White#14, bass “B”#15, middle “B”#16, treble “B”
Set A – Pink#7, mezzo forte#8, mezzo piano
Set A –Yellow#18, rhythm#19, rhythm
Set A –Yellow#20, rhythm#21, rhythm
Set A –White#39, skip up,
skip down#40, skip step,
step skip
Howard H. Hippopgs. 10-11
Wishful Thinkingpgs. 12-13
Toes in the Sandpgs. 14-15
Whistling Tunepgs. 16-17Struttin’pg. 18
Old Sawpg. 19
Drawing theTreble Clef Signpg. 19Gloves Full ofG Notespg. 20
Meet Peggyand Guspg. 21Treble Clef NotesEFGpg. 22
Hiking Upand Downpg. 23
Stepping Stonespg. 24Where is That Cat?pg. 25
Safety Rulespg. 26
Skipping onthe Staffpg. 27
An Adventureon the Riverpgs. 28-29
Sneaky Footstepspg. 18
Fingerpaintingpg. 19
On the BalanceBeampg. 20
Star to Starpg. 21
Who Could It Be?pg. 23
Ping Pong, Anyone?pgs. 24-25
On MyWaypg. 26
Treble Clef Sign(G Clef)pg. 32
Notes on theTreble Staffpg. 33
The Grand Staff –A Musical Mappg. 34
Notes Above andBelow Middle Cpg. 35The Grand StaffGardenpg. 36
From Soft to Loudpg. 37
Skips (3rds)pg. 38Steps, Skips, andRepeated Notespg. 39
PIANOLESSONS&GAMES
THEORY
TECHNIQUE
NOTESPELLER
SOLOS
FLASHCARDS
69
Module 25 Module 26 Module 27 Module 28 Module 29 Module 30 Module 31 Module 32
Star Questpg. 54Solemn Eventpg. 55Piano Gamespg. 40
I Like You!pg. 56
Just Being Me!pg. 57Piano Gamespgs. 41-43
Trumpet Manpg. 58
Scottish Airpg. 59
Pirates of the Seapgs. 60-61Piano Gamespg. 45
Go for the Goldpgs. 62-63Piano Gamespgs. 46-47
Piano Gamespg. 48
Set A – Pink#9, adagio
#10, andante#11, allegro
Set A – Pink#12, D.C. al Fine
Set A –Yellow#8, dotted half note
#22, rhythm#23, rhythm
Set A –Yellow#10, 3/4 time#24, rhythm#25, rhythm
Set A – Pink#13, tieSet A –Yellow#26, rhythm#27, rhythm
By the River’s Edgepgs. 20-21
TheWild Restpgs. 22-23
Moving Awaypgs. 24-25
The StepWaltzpgs. 26-27
Sleepy Timepgs. 28-29
Hard as a Rockpgs. 30-31
Rafting Downthe Riverpg. 30
ThingsWe FoundAlong the MusicTrailpg. 31
Campfire Memoriespg. 32
Dreaming andDriftingpg. 28
Happy Heartpg. 29
Waterslidepgs. 30-31
Ready to Gopg. 32
More Stepspg. 40More Skipspg. 41Up to Tempo!pg. 42
The DottedHalf Notepg. 43
3/4 or 4/4?pg. 44
Rhythm Jampg. 45All Tied Uppg. 46
Relay Racepg. 47
BOOKONE
PIANOLESSONS&GAMES
THEORY
TECHNIQUE
NOTESPELLER
SOLOS
FLASHCARDS
L.H.
4 3 2
70
The following Composition Flash Card Activitiesare featured in Piano Practice Games Book 1.
* Compose a piece on three black keys!
1. Cut out the cards on page 71 and arrange them on your music rack in any order you wish.
2. Place your left hand in this positionand play your new piece.
3. Experiment with arranging the cardsin different orders to make other pieces.
4. Give your favorite piece a title and save it by taping it on a piece of cardboard.
At your lesson, your teacher can play along with the accompaniment below.
* Compose a piece on white keys!
1. Cut out the CDE cards on page 73 and write the name of each key in the box on the back.
2. Arrange the cards on the music rack of your piano in any order you wish.
3. Place your right hand on any CDE group and play your new piece.
4. Experiment with arranging the cards in different orders to make other pieces.
5. Give your favorite piece a title and save it by taping it on a piece of cardboard.
Repeat the same composition activity using FGAB cards on page 75, placing left hand on any FGAB group.
* Compose a piece on the staff!
1. Cut out the Bass Clef FGA cards on page 77 and write the name of each musical symbol on the back.Make a two-measure piece.
• Begin with the bass clef sign and add the time signature.
• Arrange the notes and rests in any order you wish.
• Use the card with the bar line to group the beats into measures.Add the card with the double bar line at the end of the piece.
2. Experiment with arranging the cards in different orders to make other pieces.
3. Give your favorite piece a title and save it by taping it on a piece of cardboard.
Repeat the same composition activity using Treble Clef EFG cards on page 79.
AccompanimentSteady
Repeat as necessary Last time
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Practice GamesPreparation activities forlpieces in Piano Lessons • Listenl• Read• Create
71
THREE BLACK KEYS
L.H.
2
L.H.
3
L.H.
4
L.H.
2
L.H.
3
L.H.
4
L.H.
4
L.H.
4
L.H.
3
L.H.
2
72
73
CDE WHITE KEY GROUPS
74
75
FGAB WHITE KEY GROUPS
76
77
THE BASS CLEF (with the F line reading guide)
Bass note
Bass note
Bass note
Bass note
Bass note
Bass note
78
_______ Line_______ Rest_______ Rest
Bass note _______ _______ SignatureBass note _______
Bass note _______
Bass note _______ Bass note _______ _______ Clef
Bass note _______ Double _______
79
THE TREBLE CLEF (with the G line reading guide)
Treble note
Treble note
Treble note Treble note
Treble note
Treble note
80
_______ Rest _______ Rest _______ Line
Treble note _______
Treble note _______
Treble note _______ Treble note _______ _______ Clef
Treble note _______ Double _______
Treble note _______ _______ Signature
81
Hal Leonard Student Piano Library
AUTHORS
BARBARA KREADER has given workshops throughout the United States, Canada, New Zealand, Australia, Asia, and theUnited Kingdom. She maintains a private studio in Evanston, Illinois, where she teaches 45 students. Ms. Kreader is theeditor for the Parent/Teacher/Child department of Keyboard Companion and is a frequent contributor to Clavier magazine.In the summer months, she is Program Director for the Junior Student Seminars at Rocky Ridge Music Center in Estes Park,Colorado. Ms. Kreader holds a M.M. in piano performance from Northwestern University.
FRED KERN is Professor of Music and a specialist in piano education at the University of North Texas in Denton where heis Coordinator of Keyboard Skills and Music Fundamentals. Widely known as a clinician, author, teacher, composer andarranger, he has published five texts and two methods on piano instruction. Dr. Kern holds graduate degrees in pianoperformance, music education, and piano pedagogy from Illinois Wesleyan, Northwestern University, and the University ofNorthern Colorado. He is certified as a Master Teacher through MTNA.
PHILLIP KEVEREN, a multi-talented keyboard artist and composer, has composed original works in a variety of genres frompiano solo to symphonic orchestra. His original piano collections include New Piano Impressions and Presto Scherzo, andhis popular arrangements are featured in The Phillip Keveren Series. Mr. Keveren gives over 50 concerts and workshopsyearly in the United States, Canada, Europe and Asia. He is a contributing composer to the Hal Leonard Showcase SolosSeries, and creates all the orchestrated CD/General MIDI accompaniments for the Hal Leonard Student Piano Library.
MONA REJINO, an accomplished pianist, teacher, and composer, has maintained an independent piano studio inCarrollton, Texas from 1983 to the present. She is an active adjudicator and performer in the Dallas area and teaches atThe Hockaday School. Ms. Rejino has conducted numerous workshops across the United States, and is a contributingcomposer to the Hal Leonard Showcase Solos Series. Ms. Rejino holds a Bachelor of Music degree from West Texas StateUniversity, and a M.M. degree in piano performance from The University of North Texas where she studied with JosephBanowetz.
KAREN HARRINGTON is an independent piano teacher from Tulsa, Oklahoma where she maintains a studio of more than fortystudents. She has taught piano for over nineteen years, and is active as an adjudicator and clinician as well. A nationallycertified teacher through MTNA, she is a past president of both the Tulsa Accredited Music Teachers Association and theNortheast District of Oklahoma Music Teachers Association. Karen has also served as Secretary and President of the SouthCentral Division of MTNA. She holds a BME degree from the University of Oklahoma where she studied piano with Celia MaeBryant. Ms. Harrington produces her own theory games through her company, Music Games ’N Things.
MARGARET OTWELL brings an impressive combination of performing and teaching experience to her role as Director ofEducational Keyboard Publications at Hal Leonard. She began teaching during her undergraduate studies at Catholic Universityin Washington, DC, and has maintained an independent piano studio for over twenty-five years. An active member of MTNAsince 1978, she is a past president of the Northern Virginia Music Teachers Association. Peggy has served on faculties of theUniversity of Maryland Eastern Shore, American University Preparatory Department, and George Mason University. She hasgiven lecture-recitals, workshops and master classes, and has appeared in solo and chamber music performances throughoutthe USA and in Europe. Peggy was awarded a DMA degree in piano performance from the University of Maryland, where shestudied piano and pedagogy with renowned teachers Stewart Gordon, Thomas Schumacher, and Nelita True.
Fred Kern,Method Author,
Series Arranger/Composer
Phillip Keveren,Method Author,
Series Arranger/Composer
Mona Rejino,Method Author,
Series Arranger/ComposerBarbara Kreader,Method Author
Margaret Otwell,Director of EducationalKeyboard Publications
Karen Harrington,Notespeller Author,
Theory Books Co-Author
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Lessons
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano SolosHal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
Book 1Piano Theory WorkbookHal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Technique
36
12
3
5 lines
45 w w
Line Notes
w w w1
2
4 spaces
34 w w
Space Notes
w w
LINES AND SPACES
Music is written on a STAFF of 5 lines and 4 spaces.
5 lines
4 spaces
Space Notes
Line Notes
SPACE NOTESome notes are
written on lines:
LINE NOTE
Some notes are
written in spaces:
UNIT
4
58
&?
44
44f
Lively2
Trum -
œpet
œman, he
œ2
œ plays
œhis
œsong.˙ Doo wah.œ ˙. Doo wah.œ
“Camptown Races”
˙.&?
5
Asks
œus
œall to
œœ sing
œa -
œlong.˙ Oh,
doo wah˙ œ œ day.w..
..
4F
3
G
L.H.
2
A
1B
M
2
C
DDLE
I
R.H.
3
D
Accompaniment (Student plays one octave higher than written.)Lively ( = 160) ( = )
3
5
1.2.
Trumpet Man
hkA Dotted Half Notefills the time of threequarter notes.
DOTTEDHALF NOTE
= 3 beats
hk q= 3 beats
q qCount: “1 2 3”clap-hold- hold
PIANO LESSONS BOOK 1
From the very first lessons in Book 1, students are makingmusic as they explore the piano keyboard through funimprovisation pieces called My Own Song. The beginningof the book introduces finger numbers, the black-key andwhite-key groups, and basic rhythm patterns.
Directional reading is taught first by finger number, thenby note name, and then by interval (step, skip, and repeat).Once the students are introduced to the staff, they learnreading guides Bass F and Treble G and read by intervalin several different hand positions.
SERIES BOOKS THAT CORRELATE PAGE-BY-PAGE WITH PIANO LESSONS BOOK 1
CONCEPTSRANGE
TERMS RHYTHM AND SYMBOLSAdagioAndanteAllegroD.C. al Fine
INTERVALLIC READINGStep, Skip, and Repeat
IMPROVISATIONS ANDKEYBOARD EXPLORATION
Black Key Groups CDE Groups FGAB Groups
The F note is your reading guide for the Bass or F Clef ( )?
The G note is your reading guide
for the Treble or G Clef ( )&
Middle C is your reading guide for the notes between the Treble and Bass Clefs.
? w
F G A B C
MIDDLE
& ww
D E F G
PRACTICE
and
PERFORMANCE
tempos included
on eachCD!
82
PIANO LESSONS BOOK 2
83
Hal Leonard Student Piano Library
Book 2
Barbara Kreader • Fred Kern • Phillip Keveren
Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create
Hal Leonard Student Piano Library
Book 2
Barbara Kreader • Fred Kern • Phillip Keveren
Piano SolosHal Leonard Student Piano Library
Piano TechniqueBook 2
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Hal Leonard Student Piano Library
Piano Theory WorkbookBook 2
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
3
9
Hear
5
thebell
chime.
What isthe
hour?
BigBen
tellstime
upin
thetower.
Steady ( =120)
Hold down damper
3
1
2
Traditional
1
pedal throughout.
Remember, TIES
A Tie is a curved line that connects two notes
of the same pitch. Hold one sound for the
combined value of both notes.
Big Ben
9
Book 2 opens with a newMy Own Song improvisationon CDEFG. Unit 1 introducesphrasing and legato touch, andalso presents harmonic 2ndsand 3rds with staccato touch.The following two units arededicated to the introductionof 4ths and 5ths.
Also in Unit 3, sharps are introduced in a diatonic setting startingon D, and flats are introduced as blues notes. Most pieces in thesecond half of Book 2 coordinate hands playing together.
This book works very well for transfer students.
Hal Leonard Student Piano Library
Piano LessonsBook 2
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
27
1
15
19
12
13
14
13
1
5
3
1 12
13
14
15
1
Triumphantly ( =110)Phillip Keveren
Brass Fanfare
SERIES BOOKS THAT CORRELATE PAGE-BY-PAGE WITH PIANO LESSONS BOOK 2
CONCEPTSRANGE
TERMS RHYTHM AND SYMBOLSAndantinoLegatoStaccatoRitard
INTERVALS2nds 3rds 4ths 5ths
IMPROVISATIONSIN NEW POSITIONS
CDEFG GABCD
New Notes� C D E D B C D
C D E F G A B C D E F G A B C D
MIDDLE
8va
PRACTICE
and
PERFORMANCE
tempos included
on eachCD!
84
PIANO LESSONS BOOK 3
Unit 1 of Book 3 opens witheighth notes first in time,then in time. Swing eighthsare also presented in the firsthalf of the book. Folk, jazz,classical, and contemporaryselections provide studentswith an interesting variety ofrepertoire.
In the second half of Book 3, five-finger patterns and triadsin C Major, G Major, and F Major are presented, as well astheir relative minors – A Minor, E Minor, and D Minor.
Hal Leonard Student Piano Library
Piano LessonsBook 3
Barbara Kreader • Fred Kern • Phillip Keveren
CONCEPTS
4424RANGE
TERMSLocoA tempoD.S. al FineD.C. al Coda
INTERVALS6ths half-steps whole-steps
FIVE-FINGER PATTERNSC Major G Major F MajorA Minor E Minor D Minor
Hal Leonard Student Piano Library
Book 3
Barbara Kreader • Fred Kern • Phillip Keveren
Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create
Hal Leonard Student Piano Library
Book 3
Barbara Kreader • Fred Kern • Phillip Keveren
Piano SolosHal Leonard Student Piano Library
Piano TechniqueBook 3
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Hal Leonard Student Piano Library
Piano Theory WorkbookBook 3
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
SERIES BOOKS THAT CORRELATE PAGE-BY-PAGE WITH PIANO LESSONS BOOK 3
RHYTHM AND SYMBOLS
FIVE-FINGER PATTERNIMPROVISATIONS
using the six patterns listed here
4
8
Ca sey Jones, mount ed to his cab in, took his fare well tripto that prom ised land.
4
4
Ca sey Jones,
1
mount ed to his cab in;Ca sey Jones,
or ders in his hand.
52
12
Start slowly as you leave the stationWith a swing ( =110)
and build up speed gradually.
Arranged by Phillip Keveren
Words by T. Lawrence SeibertMusic by Eddie Newton
New Note E
MIDDLE
C
R.H.
D E
C
R.H.
D E
Swing eighth notes are played unevenly.
long - short long - short long - short long - short
Casey Jones
12
PRACTICE
and
PERFORMANCE
tempos included
on eachCD!
13
9
5
52 1
135
With energy ( =155)
135
135
Barbara Kreader
Hold down damper pedal throughout.
simile
New Notes A
MI
DDLE
A B C
B C
Two treble clef signs indicateboth hands play in treble clef.
Joy
45
PIANO LESSONS BOOK 4
85
5
1 3
1513
1 3
34
D.C. al Fine
4
13 1
193
1
13
5
34
12 1
5 Fine
5
Happily ( =140) 34
4
Phillip Keveren
Calypso Cat
Key of C Major
Key signature: no sharps, no flats
KEY SIGNATURE
Every piece opens with a key signature.
It identifies the scale pattern the composer
used and tells you which notes to play
sharp or flat throughout the piece.
Clap and count:
1 & 2 & 3 & 4 &1 & 2 & 3 & 4 &
1017/18
13
Book 4 expands on the relatedfive-finger patterns learned inBook 3 to introduce the scales ofC Major, A Minor, G Major, and EMinor. Chord progressions inclose position are also presentedin each of these keys.
Syncopated rhythms, syncopated pedaling and opposingarticulations between the hands create performances withstyle, color, and texture.
Hal Leonard Student Piano Library
Piano LessonsBook 4
Barbara Kreader • Fred Kern • Phillip Keveren
13
a tempo rit.
5 3 2 1
9
4 3
rit.
12
1 3 1
5
15
35
24
512
24
15 5 1
213
Slowly ( =94)1 5
2
Arranged by Fred KernAmerican
15
2
5
21 2
415 5
1 2
G F
1
All The Pretty Little Horses
27
2341/42
CONCEPTS
RANGE
TERMSAllegretto Con motoModerato GiocosoPoco PrestoVivace
INTERVALS7ths 8ths (octave)
SCALES AND CHORDPROGRESSIONS
C Major G MajorA Minor E Minor
PRIMARY TRIADSTonic Sub-dominant Dominant
Hal Leonard Student Piano Library
Book 4
Barbara Kreader • Fred Kern • Phillip Keveren
Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create
Hal Leonard Student Piano Library
Book 4
Barbara Kreader • Fred Kern • Phillip Keveren
Piano SolosHal Leonard Student Piano Library
Piano TechniqueBook 4
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Hal Leonard Student Piano Library
Piano Theory WorkbookBook 4
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
SERIES BOOKS THAT CORRELATE PAGE-BY-PAGE WITH PIANO LESSONS BOOK 4
3
RHYTHM AND SYMBOLS
RELATED KEYIMPROVISATIONS
Combining C Major with A MinorCombining G Major with E Minor
PRACTICE
and
PERFORMANCE
tempos included
on eachCD!
86
PIANO LESSONS BOOK 5
In Book 5, students are intro-duced to sixteenth notes invarious rhythm patterns.The wide variety of studentselections include 3 folk,4 jazz, 13 classical, and 8contemporary original pieces.
Scales (in both 8th and 16th-note patterns) with theircadences are presented in five major and five minor keys.Root, 1st inversion, 2nd inversion, and open position chordsfor each key center are also introduced.
Hal Leonard Student Piano Library
Piano LessonsBook 5
Barbara Kreader • Fred Kern • Phillip Keveren
®
CONCEPTS
SERIES BOOKSTHAT CORRELATE
PAGE-BY-PAGE WITHPIANO LESSONS BOOK 5
TERMS RHYTHM AND SYMBOLSAccelerando AllargandoDolce EspressivoGrazioso LeggieroMarcato MoltoMorendo PesantePortato PortamentoScherzando Sforzando ßSubito Tempo primo
SCALES WITH I-IV-I AND I-V-V7-I CADENCESC Major G Major F Major D Major B � MajorA Minor E Minor D Minor B Minor G MinorChromatic Scales
PRIMARY AND SECONDARY TRIADSRoot Position, 1st Inversion, 2nd Inversion, Open Position
CHORD QUALITIESMajor Minor Diminished Augmented
RELATED KEY IMPROVISATIONS• Developing Motives and Sequences• Creating Question and Answer Phrases• Using ABA Form
14
9 3
a tempopoco a poco cresc.
5
5
5
3
5 2
54
2 1
5 4
rit.
2 1
5 43
1
5 42
1
5
Slowly, with tenderness ( =76)
3
dolce*
Phillip Keveren
4 2 15
5
5
dim.
a tempo
molto rit.
poco rit.
5
521 2
1
21
2 1 31
* dolce - sweetly
25
=
=
DOTTED EIGHTH-
SIXTEENTH NOTE
PATTERN
Clap and count:
2137/38
A Whispered
Promise
Hal Leonard Student Piano Library
Book 5
Barbara Kreader • Fred Kern • Phillip Keveren
Piano Solos
®
Hal Leonard Student Piano Library
Piano TechniqueBook 5
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Hal Leonard Student Piano Library
Piano Theory WorkbookBook 5
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
15
A Minor Contribution
11
15
12
8
1 43 5 3 5
31
4
25 4 2 1
4 2 Fine
1 25
5
1
Moderate Swing ( =120)
25
3
45
Bill Boyd
3 4 1.2. D.C. al Fine
2
4
dim.
2
5
1
dim.
5
1 22
1221/22
PRACTICE
and
PERFORMANCE
tempos included
on eachCD!
Showcase Solos is a graded series of soloand duet repertoire for piano, includingoriginal compositions, seasonal music, andarrangements of folk and popular melodiesfor piano. Ranging from Early Elementarythrough Late Intermediate repertoire,these imaginative pieces provide excellentsupplemental material for any method,and are a perfect complement to theHal Leonard Student Piano Library.
Showcase SolosExcellent supplemental sheet music for all methods!
Excellent Material for:
� Spring Recitals
� Special Rewards
� Student Incentives
� Seasonal Enjoyment
87
88
Hal Leonard Student Piano Library
SHOWCASE SOLOS COMPOSERS
Bill Boyd
Carol Klose
Matthew Edwards
Jennifer Linn
Rosemary Barrett Byers
Christos TsitsarosMike Springer
ROSEMARY BARRETT BYERS has enjoyed a varied career as pianist, conductor, theatrical director, teacher, composer, andarranger. Since completing a Master of Music degree in piano performance at Indiana University, she has taught childrenand adults of all ages and levels in a home studio and at various colleges and universities throughout the Southeast andMidwest. Several of her original children’s musicals, including CinderElf, and The Weally Weird Wabbitt have been producedby theater companies in Tennessee and Kentucky. Other published piano compositions include Cat Tales, More Cat Tales,Clown-U-Copia, and Blues Suite.
BILL BOYD (1933-2001) played piano professionally as both a solo performer and band member in hotels, supper clubs,and private clubs in New York and Long Island. Mr. Boyd composed numerous jazz collections including the Think Jazzpiano method and the Jazz Starters series for beginners. Mr. Boyd was awarded a Master’s degree from ColumbiaUniversity and taught junior high school band and stage band in Huntington, Long Island for over 20 years. After retiringfrom teaching, Mr. Boyd devoted all his time to arranging and composing.
MATTHEW EDWARDS studied piano with Laurence Morton and Robert Weirich, and in 1999, he completed his Doctor ofMusical Arts degree in piano performance at the Peabody Conservatory of Music, under the instruction of Robert McDonald.Several of Dr. Edwards’ compositions have been performed in concert, including a recent Chicago premiere of a choral work,Christ Is Born. Currently, he is a member of the music faculties at Anne Arundel Community College, Howard CommunityCollege, and Washington Bible College. Additionally, Matthew serves as the Director of Music and Youth at the HarvesterBaptist Church in Columbia, Maryland, and maintains a private piano studio at his home.
CAROL KLOSE, an accomplished pianist, teacher, and composer, holds piano performance degrees from Rosary College andVilla Schifanoia Graduate School of Fine Arts, Italy. Formerly on the faculty of the Wisconsin College/Conservatory of Music,Milwaukee, she teaches piano privately and is a frequent adjudicator and clinician. Additional published works includeoriginal compositions in the new NGPT Allison Contemporary Piano Collection, as well as numerous solos, duets, and foliosarranged for students.
JENNIFER LINN, an accomplished performer and composer in St. Louis, Missouri, has maintained a private studio for over17 years. Her compositions have been selected for the National Federation of Music Clubs’ festival list and have beenfeatured in Keys magazine. In 1999-2000, Ms. Linn served as Visiting Lecturer in Piano Pedagogy at the University of Illinoisat Urbana-Champaign. Ms. Linn holds a B.M. and M.M. in Piano Performance from the University of Missouri-Kansas City(UMKC) Conservatory of Music.
MIKE SPRINGER maintains an active schedule as a teacher, composer/arranger, pianist and adjudicator in the Dallas, Texas area.Mr. Springer has composed and arranged extensively for piano, electronic media (MIDI), vocal ensemble, and wind ensemble.Mr. Springer is an accomplished performer in classical and jazz idioms. He has been the pianist at Cornerstone United MethodistChurch in Garland, Texas for over twelve years. Mr. Springer studied with Dr. Pamela Paul at the University of North Texas, wherehe earned his Bachelor of Music and Master of Music degrees in Piano Performance.
CHRISTOS TSITSAROS is currently Assistant Professor of Piano Pedagogy at the University of Illinois at Urbana-Champaign.The recipient of numerous scholarships and awards, Dr. Tsitsaros has appeared in recitals, chamber music concerts and assoloist in Europe and the United States. Dr. Tsitsaros holds the Diplôme Supérieur d’Execution from the École Normale deMusique de Paris, an Artist Diploma and M.M. degree from Indiana University, and a D.M.A. (piano performance) from theUniversity of Illinois. A recent CD recording of his piano compositions is available through Centaur Records, Inc.
89
Japanese Garden by Jennifer Linn 00296127
Jazz Jig by Phillip Keveren 00296128
Sledding Fun by Peggy Otwell 00296154
Ocean Breezes by Mona Rejino 00296169
Lost Treasure by Mona Rejino 00296129
Joyful Bells by Jennifer Linn 00296151
Veggie Song by Jennifer Linn 00296170
The Happy Walrus by Mike Springer 00296130
Caravan by Carol Klose 00296131
Hummingbird by Jennifer Linn 00296133
White Christmas arr. Mona Rejino 00296148
Harvest Dance by Jennifer Linn 00296152
Quick Spin In A Fast Car by Phillip Keveren 00296171
Little Bird by Carol Klose 00296172
Jump Around Rag by Bill Boyd 00296135
Castilian Dreamer by Carol Klose 00296139
Prelude To Rain by Mike Springer 00296140
Little Mazurka by Christos Tsitsaros 00296141
Smilin’ Mr. Dile by Rosemary Barrett Byers 00296143
Autumn Sunset by Mike Springer 00296150
Meaghan’s Melody by Jennifer Linn 00296173
Snap To It! by Mona Rejino 00296174
Sassy Samba by Mona Rejino 00296134
Forever In My Heart by Phillip Keveren 00296136
Gypsy Dance by Christos Tsitsaros 00296138
Salsa Picante by Carol Klose 00296142
Indigo Bay by Jennifer Linn 00296144
White Christmas arr. Phillip Keveren 00296145
Witch On The Wind by Rosemary Barrett Byers 00296149
Skater’s Dream by Carol Klose 00296153
Jesters by Christos Tsitsaros 00296175
Twilight On The Lake by Matthew Edwards 00296176
Early Elementary (Level 1) Early Intermediate (Level 4)
Intermediate (Level 5)
Late Elementary (Level 3)
Elementary (Level 2)
Showcase Solos
90
STUDENT PIANOLIBRARY
HAL LEONARD
Includes Four Ensembles:Night Shadows • Party Cat • Trumpet Man • Go For The Gold
Piano EnsemblesFour-part student ensembles with
conductor’s score and optional accompaniment
• 4 players • 2 or more pianos or electronic keyboards
LEVELONE
arranged by Phillip Keveren
Orche
stra
ted Arra
ngem
ents
avail
able
sepa
rate
lyon
CDor
GMDisk
!
Perforated pagesconveniently hole-punched for standard 3-ring binder!
LEVELONE
LEVELTWO
L
Night Shadows(by Barbara Kreader)
Party Cat(by Phillip Keveren)
Trumpet Man(Yankee Doodle)
Go For The Gold(by Phillip Keveren)
LEVELFOUR4
Carpet Ride(by Phillip Keveren)
Calypso Cat(by Phillip Keveren)
Jig(Irish Dance)
Allegrofrom Eine Kleine
Nachtmusik(by W.A. Mozart)
LEVELFIVE5
Wade In The Water(Spiritual)
A Minor Contribution(by Bill Boyd)
A Whispered Promise(by Phillip Keveren)
Gypsy Song(by Hugo Reinhold)
LEVELTHREE
Dixieland Jam(by Bill Boyd)
Scherzo(by Anton Diabelli)
Street Fair(Armenian Folk Tune)
Fresh Start(by Fred Kern)
Painted Rocking Horse(by Phillip Keveren)
Basketball Bounce(by Phillip Keveren)
Stompin’(by Bill Boyd)
Summer Evenings(Aloutte)
PianoEnsembles
Four-part student ensembles arranged byPhillip Keveren, for two or more pianos,
featuring student favorites from Books 1-5of the Hal Leonard Student Piano Library.
Orchestral Arrangementsavailable on CD or GM disk.
Each book of the Piano Ensembles series also contains a Conductor’s Scorewith optional teacher accompaniment, and suggested instrumentation for electronic keyboards.
91
Piano study doesn’t need to be lonely any more! These ensemble versions of favorite piano pieces from theHal Leonard Student Piano Library will give students the pleasure and inspiration of playing with their friends.
Each selection includes:• A conductor’s score with optionalteacher accompaniment
• Four student parts:Parts I and II for the first pianoParts III and IV for the second piano
Four players at two pianos will be able to give a full and appropriate performance of each piece, yet morecombinations of players and instruments are possible. Students can even add an orchestra!
Here are some ideas:• Use four digital pianos or electronic keyboardsthat allow students to play the suggestedinstrumentation for each part.
• Double, triple, or quadruple the student parts.
• Add the orchestral arrangement available onCD or GM disk .
• Add the optional teacher accompaniment,designed for both rehearsal and performance,by using an additional piano or keyboard.
Full orchestral arrangements, available on CD or GM disk, may be used for both performance and rehearsal:
Track 1, a full performance version, includes the four student parts recorded withsuggested instrumentation plus an instrumental accompaniment that deepens andbroadens the sound of the student ensemble.
Track 2, a rehearsal version, includes the four student parts recorded withsuggested instrumentation and a guiding rhythm track.
If students are using a keyboard that lacks a suggested sound, other voices may be substituted. For example,if an instrument does not have “Glockenspiel,” use any available similar sound, such as “Vibes” or “Marimba.”If “Oboe” is unavailable, use any similar sustaining sound, such as “Flute,” “Clarinet,” or “Strings.”
We hope you and your students will enjoy the challenges and pleasures of playing these exciting ensembles.Strike up the piano band!
1/21/2
I
II
III
IV
I
II
III
IV
Opt. Acc.
LEVELONE
LEVELTWO
L
Jingle Bells
Jolly Old Saint Nicholas
Good King Wenceslas
Away In A Manger
Go Tell It On The Mountain
We Three Kings Of Orient Are
O Come, O Come Immanuel
LEVELFOUR4Silver Bells
from the Paramount Picture The Lemon Drop Kid
Angels We Have Heard On High
Joy To The World
Parade Of The Wooden Soldiers
Hark! The Herald Angels Sing
The Holly And The Ivy
Jingle-Bell Rock
(There’s No Place Like)Home For The Holidays
A Holly Jolly Christmas
Feliz Navidad
March Of The Toys
It’s Beginning To LookLike Christmas
The Christmas Song(Chestnuts RoastingOn An Open Fire)
LEVELFIVE5
Still, Still, Still
Mary Had A Baby
I Wonder As I Wander
The Christmas Waltz
Tennessee Christmas
Toylandfrom Babes in Toyland
Mister Santa
Jingle Bell Classic
Let It Snow! Let It Snow!Let It Snow!
God Rest Ye Merry, Gentlemen
Marchfrom The Nutcracker
Dance Of TheSugar Plum Fairyfrom The Nutcracker
LEVELTHREE
WeWish YouA Merry Christmas
The First Noel
My Favorite Thingsfrom The Sound of Music
RudolphThe Red-Nosed Reindeer
O Christmas Tree
The Chipmunk Song
Carol Of The Bells
Frosty The Snow Man
Deck The Hall
We Need A Little Christmasfrom Mame
Rockin’AroundThe Christmas Tree
God Rest Ye Merry, Gentlemen
I Saw Three Ships
It Came Upon The Midnight Clear
Sing We Now Of Christmas
O Little Town Of Bethlehem
What Child Is This?
O Come, Little Children
Silent Night
Joseph Dearest, Joseph Mine
O Come, All Ye Faithful(Adeste Fidelis)
Up On The Housetop
ChristmasPiano Solos
Arranged by Fred Kern,Phillip Keveren, and Mona Rejino.
Carefully graded for all piano methods!
Instrumental Accompaniments withPractice and Performance tempos for every
piece available on CD and GM disk.
92
Includes:
Jingle Bells Away In A Manger Jolly Old Saint Nicholas Go Tell It On The Mountain Good King Wenceslas We Three Kings Of Orient Are O Come, O Come Immanuel
Christmas Piano SolosSTUDENT PIANO LIBRARY
HAL LEONARD
For All Piano MethodsLEVELONE
arranged by Fred Kern • Phillip Keveren • Mona Rejino
LEVELONE
LEVELTWO
L
It’s A Small Worldfrom Disneyland and Walt Disney World’s
It’s A Small World
The Siamese Cat SongfromWalt Disney’s Lady and the Tramp
Baby Bumblebee
John JacobJingleheimer Schmidt
Jingle Jangle Jingle(I Got Spurs)
from the Paramount PictureThe Forest Rangers
The Marvelous Toy
Let’s Go Fly A KitefromWalt Disney’s Mary Poppins
LEVELFOUR4
My Favorite Thingsfrom The Sound of Music
The Muppet Show Themefrom the Television Series
The Rainbow Connectionfrom The Muppet Movie
Cruella De VilfromWalt Disney’s 101 Dalmatians
Under The SeafromWalt Disney’s The Little Mermaid
Forrest Gump – Main Title(Feather Theme)
from the Paramount Motion PictureForrest Gump
Theme From E.T.(The Extra-Terrestrial)
from the Universal PictureE.T. (The Extra-Terrestrial)
LEVELFIVE5Star Trek –
The Next Generation®
Theme from the Paramount Television SeriesStar Trek – The Next Generation®
Can You FeelThe Love Tonight
fromWalt Disney Pictures’ The Lion King
Ob-La-Di, Ob-La-Da
Hey Jude
Mission: Impossible Themefrom the Paramount Motion Picture
Mission: Impossible
Chariots Of Firefrom Chariots of Fire
Y.M.C.A.
You’ve Got A Friend In MefromWalt Disney’s Toy Story
Candle On The WaterfromWalt Disney’s Pete’s Dragon
My Heart Will Go On(Love Theme from ‘Titanic’)
from the Paramount and Twentieth Century FoxMotion Picture Titanic
You’ll Be In My HeartfromWalt Disney Pictures’ Tarzan
TM
Castle On A Cloudfrom Les Misérables
LEVELTHREE
The Munster’s Themefrom the Television Series
Chim Chim Cher-eefromWalt Disney’s Mary Poppins
At The Hop
Baby Elephant Walkfrom the Paramount Picture Hatari!
The Glory Of Love
Yellow Submarinefrom Yellow Submarine
Raiders Marchfrom the Paramount Motion Picture
Raiders of the Lost Ark
In The Mood
Beauty And The BeastfromWalt Disney’s Beauty and the Beast
Chopsticks
Can You FeelThe Love Tonight
fromWalt Disney Pictures’ The Lion King
I’m Popeye The Sailor ManTheme from the Paramount Cartoon
Popeye the Sailor
Edelweissfrom The Sound of Music
Do-Re-Mifrom The Sound of Music
Alley Cat Song
SupercalifragilisticexpialidociousfromWalt Disney’s Mary Poppins
Give My Regards To Broadwayfrom Yankee Doodle Dandy
Happy DaysTheme from the Paramount Television Series
Happy Days
Somewhere Out Therefrom An American Tail
Be Our GuestfromWalt Disney’s Beauty and the Beast
PopularPiano Solos
Arranged by Fred Kern, Phillip Keveren,Mona Rejino, Bill Boyd, Carol Klose,
and Robert Vandall.
Carefully graded for all piano methods!
Instrumental Accompaniments withPractice and Performance tempos for every
piece available on CD and GM disk.
Includes: It’s A Small World The Siamese Cat Song John Jacob Jingleheimer Schmidt The Marvelous Toy Let’s Go Fly A Kite
Popular Piano SolosSTUDENT PIANO LIBRARY
HAL LEONARD
For All Piano MethodsLEVELONE
arranged by Bill Boyd
93
94
NOTESPELLER FORPIANO – BOOK 1Along the Music Trailwith Spike and Party Cat
Activities that help studentsuse the musical alphabet toread and write notes on thestaff.(9" x 12")
NOTESPELLER FORPIANO – BOOK 2A Visit to Piano Parkwith Spike and Party Cat
Assignments that helpstudents use the musicalalphabet to read and writenotes on the staff, identifyintervals, and write sharpsand flats.(9" x 12")
MY MUSIC JOURNALIncludes a one-year practice
planner with lessonassignments, a dictionaryof musical terms, a music
history timeline, a keyboardguide, and staff paper.
(9" x 12")
POCKET MUSICDICTIONARYThe mostcontemporarymusic dictionary onthe market!Convenientlydivided into threemain sections:The Dictionary of
Music Terms contains definitions for over2,000 musical terms; The Dictionary ofMusicians provides more than 400 briefbiographies of composers & musicians;a collection of Reference Charts givesinstant, at-a-glance summaries of theessentials of music.(4" x 51/2")
MY PRACTICE RECORDIncludes 32 weeks
of lesson assignmentsand a music dictionary.
(6" x 41/2")
SET B120 color-coded cardsto review musical terms,scales, key signatures,and chord progressionsin C, Am, G, Em, F, Dm,and rhythm patterns in2/4, 3/4, 4/4, 3/8, and 6/8.(3" x 6")
MUSIC FLASH CARDSSET A
120 color-coded cardsto review basic musicalsymbols, all notes from
low ledger C to highledger C, and rhythm
patterns in 4/4 and 3/4.(3" x 6")
HAL LEONARD STUDENT KEYBOARD GUIDEHandy reference for beginning students. The front of the guide fits behindall 88 keys of any piano, and the back of the guide is a practice keyboard.
F G A B C D E
Hal Leonard Student Piano Library
Notespeller for PianoAlong the Music Traillwith Spike and Party Cat
Book 1
by Karen Harrington
Hal Leonard Student Piano Library
Notespeller for PianoA Visit to Piano Parklwith Spike and Party Cat
Book 2
by Karen Harrington
TEACHING MATERIALSFOR ALL PIANO METHODS
95
Hal Leonard Student Piano LibraryOrder Form
____ Teacherʼs Guide & Planning Chart 00296048 $ 6.95 _____________ Piano Lessons 00296001 5.95 _____________ Piano Lessons CD 00296004 5.95 _____________ Piano Lessons Book/CD 00296177 7.95 _____________ Piano Lessons GM Disk 00296005 9.95 _____________ Piano Practice Games 00296002 5.50 _____________ Piano Technique 00296105 5.95 _____________ Piano Technique CD 00296112 5.95 _____________ Piano Technique GM Disk 00296113 9.95 _____________ Piano Solos 00296003 5.95 _____________ Piano Solos CD 00296017 5.95 _____________ Piano Solos GM Disk 00296018 9.95 _____________ Piano Theory Workbook 00296023 5.50 _____________ Notespeller for Piano 00296088 5.95 _____________ Popular Piano Solos 00296031 5.50 _____________ Popular Piano Solos CD 00296093 10.95 _____________ Popular Piano Solos GM Disk 00296094 12.95 _____________ Christmas Piano Solos 00296049 5.50 _____________ Christmas Piano Solos CD 00296081 10.95 _____________ Christmas Piano Solos GM Disk 00296101 12.95 _____________ Piano Ensembles 00296064 5.95 _____________ Piano Ensembles CD 00296073 5.95 _____________ Piano Ensembles GM Disk 00296074 9.95 _________
____ Piano Lessons 00296006 $ 5.95 _____________ Piano Lessons CD 00296009 5.95 _____________ Piano Lessons Book/CD 00296178 7.95 _____________ Piano Lessons GM Disk 00296010 9.95 _____________ Piano Practice Games 00296007 5.50 _____________ Piano Technique 00296106 5.95 _____________ Piano Technique CD 00296117 5.95 _____________ Piano Technique GM Disk 00296118 9.95 _____________ Piano Solos 00296008 5.95 _____________ Piano Solos CD 00296019 5.95 _____________ Piano Solos GM Disk 00296020 9.95 _____________ Piano Theory Workbook 00296024 5.50 _____________ Notespeller for Piano 00296089 5.95 _____________ Popular Piano Solos 00296032 5.95 _____________ Popular Piano Solos CD 00296095 10.95 _____________ Popular Piano Solos GM Disk 00296096 12.95 _____________ Christmas Piano Solos 00296050 5.95 _____________ Christmas Piano Solos CD 00296082 10.95 _____________ Christmas Piano Solos GM Disk 00296102 12.95 _____________ Piano Ensembles 00296065 5.95 _____________ Piano Ensembles CD 00296075 5.95 _____________ Piano Ensembles GM Disk 00296076 9.95 _________
____ Piano Lessons 00296011 $ 5.95 _____________ Piano Lessons CD 00296014 5.95 _____________ Piano Lessons Book/CD 00296179 7.95 _____________ Piano Lessons GM Disk 00296015 9.95 _____________ Piano Practice Games 00296012 5.50 _____________ Piano Technique 00296114 5.95 _____________ Piano Technique CD 00296119 5.95 _____________ Piano Technique GM Disk 00296120 9.95 _____________ Piano Solos 00296013 5.95 _____________ Piano Solos CD 00296021 5.95 _____________ Piano Solos GM Disk 00296022 9.95 _____________ Piano Theory Workbook 00296025 5.50 _____________ Popular Piano Solos 00296033 5.95 _____________ Popular Piano Solos CD 00296097 10.95 _____________ Popular Piano Solos GM Disk 00296098 12.95 _________
____ Christmas Piano Solos 00296051 $ 5.95 _____________ Christmas Piano Solos CD 00296083 10.95 _____________ Christmas Piano Solos GM Disk 00296103 12.95 _____________ Piano Ensembles 00296066 5.95 _____________ Piano Ensembles CD 00296077 5.95 _____________ Piano Ensembles GM Disk 00296078 9.95 _________
____ Piano Lessons 00296026 $ 5.95 _____________ Piano Lessons CD 00296029 5.95 _____________ Piano Lessons Book/CD 00296180 7.95 _____________ Piano Lessons GM Disk 00296030 9.95 _____________ Piano Practice Games 00296027 5.50 _____________ Piano Technique 00296115 5.95 _____________ Piano Technique CD 00296121 5.95 _____________ Piano Technique GM Disk 00296122 9.95 _____________ Piano Solos 00296028 5.95 _____________ Piano Solos CD 00296036 5.95 _____________ Piano Solos GM Disk 00296037 9.95 _____________ Piano Theory Workbook 00296038 5.50 _____________ Popular Piano Solos 00296053 5.95 _____________ Popular Piano Solos CD 00296099 10.95 _____________ Popular Piano Solos GM Disk 00296100 12.95 _____________ Christmas Piano Solos 00296052 5.95 _____________ Christmas Piano Solos CD 00296084 10.95 _____________ Christmas Piano Solos GM Disk 00296104 12.95 _____________ Piano Ensembles 00296067 5.95 _____________ Piano Ensembles CD 00296079 5.95 _____________ Piano Ensembles GM Disk 00296080 9.95 _________
____ Piano Lessons 00296041 $ 6.50 _____________ Piano Lessons CD 00296044 5.95 _____________ Piano Lessons Book/CD 00296181 7.95 _____________ Piano Lessons GM Disk 00296045 9.95 _____________ Piano Technique 00296116 5.95 _____________ Piano Technique CD 00296123 5.95 _____________ Piano Technique GM Disk 00296124 9.95 _____________ Piano Solos 00296043 5.95 _____________ Piano Solos CD 00296071 5.95 _____________ Piano Solos GM Disk 00296072 9.95 _____________ Piano Theory Workbook 00296042 5.95 _____________ Popular Piano Solos 00296147 6.95 _____________ Popular Piano Solos CD 00296157 10.95 _____________ Popular Piano Solos GM Disk 00296158 12.95 _____________ Christmas Piano Solos 00296146 6.95 _____________ Christmas Piano Solos CD 00296159 10.95 _____________ Christmas Piano Solos GM Disk 00296162 12.95 _____________ Piano Ensembles 00296090 5.95 _____________ Piano Ensembles CD 00296091 5.95 _____________ Piano Ensembles GM Disk 00296092 9.95 _________
____ Music Flash Cards – Set A 00296034 $ 3.95 _____________ Music Flash Cards – Set B 00296035 3.95 _____________ Achievement Stickers 00296185 2.50 _____________ My Music Journal 00296040 3.95 _____________ My Practice Record 00296046 .75 _____________ Student Keyboard Guide 00296039 1.95 _____________ Pocket Music Dictionary 00183006 4.95 _________
Book 1
Book 2
Book 3
Book 3 (cont’d)
Book 4
Book 5
Supplements
Title Item No. Retail Total Title Item No. Retail Total
CONTINUED
96
____ Japanese Garden Jennifer Linn 00296127 $2.50 _____________ Jazz Jig Phillip Keveren 00296128 2.50 _____________ Sledding Fun Peggy Otwell 00296154 2.50 _____________ Ocean Breezes Mona Rejino 00296169 2.50 _________
____ Lost Treasure Mona Rejino 00296129 $2.50 _____________ Joyful Bells Jennifer Linn 00296151 2.50 _____________ Veggie Song Jennifer Linn 00296170 2.50 _________
____ The Happy Walrus Mike Springer 00296130 $2.50 _____________ Caravan Carol Klose 00296131 2.50 _____________ Hummingbird Jennifer Linn 00296133 2.50 _____________ White Christmas Berlin/arr. Mona Rejino 00296148 3.95 _____________ Harvest Dance Jennifer Linn 00296152 2.50 _____________ Quick Spin In A Fast Car Phillip Keveren 00296171 2.50 _____________ Little Bird Carol Klose 00296172 2.50 _________
____ Jump Around Rag Bill Boyd 00296135 $2.50 _____________ Castilian Dreamer Carol Klose 00296139 2.50 _____________ Prelude To Rain Mike Springer 00296140 2.95 _____________ Little Mazurka Christos Tsitsaros 00296141 2.50 _____________ Smilinʼ Mr. Dile Rosemary Barrett Byers 00296143 2.50 _____________ Autumn Sunset Mike Springer 00296150 2.50 _____________ Meaghanʼs Melody Jennifer Linn 00296173 2.95 _____________ Snap To It! Mona Rejino 00296174 2.50 _________
____ Sassy Samba Mona Rejino 00296134 $2.95 _____________ Forever In My Heart Phillip Keveren 00296136 2.95 _____________ Gypsy Dance Christos Tsitsaros 00296138 2.50 _____________ Salsa Picante Carol Klose 00296142 2.95 _____________ Indigo Bay Jennifer Linn 00296144 2.95 _____________ White Christmas Berlin/arr. Phillip Keveren 00296145 3.95 _____________ Witch On The Wind Rosemary Barrett Byers 00296149 2.50 _____________ Skaterʼs Dream Carol Klose 00296153 2.95 _____________ Jesters Christos Tsitsaros 00296175 2.50 _____________ Twilight On The Lake Matthew Edwards 00296176 2.95 _________
Early Elementary
Elementary
Late Elementary
Early Intermediate
Intermediate
Title Composer Item No. Retail Total
Showcase Solos
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Hal Leonard Student Piano Library
Teacher’s GuidePiano Lessons Book 1
Piano Technique Book 1-5Etudes to develop physical mastery of the keyboard (Instrumental
Accompaniments optional)
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create
U.S. $6.95
ISBN 0-7935-8557-0
#73999-JGAEIiHL00296048
Book 1Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A
Book 2Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A
Book 3Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B
Book 4Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B
Book 5Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM Disk
SupplementalTeacher’s Guide & Planning ChartMy Music JournalFlash Cards Set AFlash Cards Set B
A piano method with music to please students, teachers and parents! The Hal Leonard Student Piano Library is clear, concise and carefully graded. Perfect for private and group instruction.
Hal Leonard Student Piano Library
Hal Leonard Student Piano Library
Notespeller for PianoA Visit to Piano Parkwith Spike and Party Cat
Book 2
by Karen Harrington
Hal Leonard Student Piano Library
Piano Theory WorkbookBook 3
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington
Hal Leonard Student Piano Library
Piano TechniqueBook 4
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Hal Leonard Student Piano Library
Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Book 1Piano Lessons
Hal Leonard Student Piano Library
Book 5
Barbara Kreader • Fred Kern • Phillip Keveren
Piano Solos
®
Piano Lessons 1-5Appealing music introduces new concepts
Piano Practice Games 1-4Listening, reading, and improvisation activities correlated with lessons book
Notespeller for Piano 1-2Note recognition activities
Piano Theory Workbook 1-5Written theory activities correlated with lessons book
Piano Solos 1-5Additional correlated repertoire (Instrumental Accompaniments optional)
Piano Lessons Instrumental Accompaniments 1-5Correlated audio CD or General MIDI disk for lessons and games books
Written byBarbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino
Includes:• Teaching Suggestions for Every Piece• Lesson Planning Chart• Beginner Composition Cards from Piano Practice Games Book 1