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Posts Tagged ‘Keyboard Kids’

Freebie Friday LOGOAbout six months ago I began FREEBIE FRIDAY over at PianoTeacherPress.com  Every Friday I offer a free excerpt from one of my Piano Teacher Press products.  I was recently looking over the wide variety of products that I’ve given away and I thought it should be something more widely known to my loyal readers and your piano teaching friends.

Not only do I give away a FREE excerpt each week but I provide a short commentary on the selection explaining how it can benefit a student in your studio.  To find out what we’re offering this week please click [here] on our FREEBIE FRIDAY LINK.

Here’s a smattering of what you have been missing by not being part of our FREEBIE FRIDAY GIVEAWAY!!

BK1A_00A OUTCOVER (COLOR)If you have difficulty getting the very young preschool student to read music KEYBOARD KIDS reading method may be your answer.  Our reading method introduces one music symbol at a time in a leisurely paced manner where young students are never overwhelmed.  Suzuki teachers have found KEYBOARD KIDS as a great supplement to introduce their young students into reading music notation.  I have used it for a over quarter century and it has been a great success.  One week I offered The Cool Ghoul as a FREEBIE FRIDAY GIVEAWAY.

SAMPLE - The Cool GhoulEach symbol on this page was introduced individually before The Cool Ghoul appears in their book.  … the quarter note (walk note), the rest, the bar line, the staff line, the treble and bass clef, the time signature (only the top number is given at this stage of learning), the double bar; even the fingering and the stem direction of the notes were introduced as in individual concept.

Reading is introduced to students as STEPS and SKIPS and students are given assignment pages to cement this critical reading concept into the students thinking.  This is introduced from the very beginning.  Students are taught to underC000-COLORIZED My Very First Theory Book (Cover)stand notation where reading becomes a natural process.

To help students understand STEPS and SKIPS we have My Very First Theory Book.  This book gives students exercises to help students think in steps and skips.  One FREEBIE FRIDAY I offered a page that helps student think in steps; not through notation, but through the alphabet.FF - SAMPLE The Next Letter

NOTICE:  This page gives the student the musical alphabet where “A” follows “G”.  After students gain mental facility in learning to think ahead one (musical) alphabet letter; students are given pages to help them think one step backwards.  The same exercises are repeated for skips.

These little exercise is a very good one to help students in doing simple thought exercises in basic reasoning and is one of the ways where understanding music is very beneficial for mental development.

This book provides a very good supplemental book to the KEYBOARD KIDS series of reading books.

Another week I also used The Cool Ghoul as my Freebie Friday Giveaway but this time as part of an exercise designed to build a students rhythmic skills.  This exercise is found in our Discovery Piano System – THEORY Book 1.00-FC THEORY_Middle C - COLOR Book 1  I will speak in more detail about The Discovery Piano System in a subsequent blog about our Freebie Friday program.  In THEORY Book 1 there is a section of nearly a dozen pieces that have student and teacher play in ensemble.  One player is the pianist and the other provides a rhythmic background played on a common rhythm instrument.FF - SAMPLE The COOL Ghoul

In this example the rhythm player must play on those beats where the piano player rests, almost always on beat 2.  On the first exercises of this rhythm section of THEORY Book 1 the rhythm part emphasizes the easier skill of playing on the downbeat (beat 1).  This exercises begins to develop the skill of having the student learn to feel an offbeat.  Even though the exercises are designed around simple concepts they are designed in a progressive manner where success is most easily achieved.  Students discover musical concepts in an almost seamless stream of little steps.

As I hope you can see our FREEBIE FRIDAY Giveaways not only give you free music but they give you pedagogical information where you can use the free excerpts and maybe even give you some ideas you can use in your own studio teaching.  To join our growing list of FREEBIE FRIDAY teachers go [HERE]– find the RED BUTTON that looks like the link below (which will be red and not purple) and in your correspondence write – SUBSCRIBE FREEBIE FRIDAY. FREEBIE FRIDAY BUTTONBe on the lookout for future blogs that go over all that we’ve been giving away each FREEBIE FRIDAY!!

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Animals

Monkeys, Lions and Turtles (and even Butterflies) …….. OH MY!!

Four very different creatures.  Four very different characters!!  Let’s talk about each one.

What is the character of a MONKEY?  Think of a word that describes a MONKEY?  What’s your word?

My word is PLAYFUL.

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What is the character of a LION?  What is your word that describes a LION?

My word is MAJESTIC.  This is why LIONS are known as the KING OF THE JUNGLE.

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What is the first thing that pops in your mind when thinking of a TURTLE?  What is your word?

My word is S—L—O—W.  My mom would often tell me I was as slow as a turtle.

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Finally, what one word best describes the character of a BUTTERFLY?

That one is pretty tough.  My word is FLIGHTY.  Butterflies quickly bounce from place to place.

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Music can express these same characteristics.  Music can be MAJESTIC.  Music can be SLOW.  Music can be PLAYFUL.  Music can be FLIGHTY.

You are going to hear four excerpts of music.  Listen closely to see if you can hear its characteristics.  Is it MAJESTIC?  Is it SLOW?  Is it PLAYFUL?  Is it FLIGHTY?  Which animal is best pictured by each musical example.  Are we listening to LION MUSIC or TURTLE MUSIC or MONKEY MUSIC or BUTTERFLY MUSIC?

SET ONE

Which of the four examples was MAJESTIC ….. which one was SLOW ….. which one was PLAYFUL ….. which one was FLIGHTY?

In no particular order you just heard …..

1) March from the Carnival of the Animals by Camille Saint Saens.

2) Concerto for Recorder, Oboe and Bassoon by Antonio Vivaldi.

3) Etude in G flat major by Frederic Chopin.

4) Offenbach melody from Carnival of the Animals by Camille Saint Saens.

Let’s try again with another set of musical examples!!

SET TWO

Listen to each example and ask yourself; which one of the four examples was MAJESTIC ….. which one was SLOW ….. which one was PLAYFUL ….. which one was FLIGHTY?  Are we listening to LION MUSIC or TURTLE MUSIC or MONKEY MUSIC or BUTTERFLY MUSIC?

The MAGIC of music is that it can express almost anything even without using words.  In fact, some people say music is one of the most powerful languages that humans can experience.

In no particular order you just heard …..

1) Birds from Carnival of the Animals by Camille Saint Saens.

2) Fragments for Woodwind Trio by Robert Muczynski.

3) Jupiter from the Planets by Gustav Holst.

4) Cello Sonata in D major (excerpt) by Johannes Brahms.

Thanks for listening to MR SEVERINO PRESENTS —Character in Music   and until next time — KEEP PRACTICING!!

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An Old Man In Front of A WindowLook at this picture.  What do you see?  Most people would say I see an old man.  If that was your answer you are absolutely correct.

But is that ALL that we see?  What else do we see?  Do you also see the window in back of the old man?  YES!  This picture also contains a window behind the old man.

This picture teaches us about FRONT and BACK.  The old man is in the front of the picture.  The window is in the back of the picture.

Music also has a front and a back.

What we see first in the picture we can call the FOREGROUND.

What we see next in the picture we can call the BACKGROUND.

Music also has a FOREGROUND and a BACKGROUND.

The FOREGROUND is what our ears hear most easily.

But if we listen closely we will notice other musical sounds.  These other sounds make up the BACKGROUND.

Let’s now listen to a piece of music to find the FOREGROUND and the BACKGROUND.  Let’s listen to a song by the famous composer Franz Schubert.  Franz Schubert lived 200 years ago when the United States was a very young nation.  George Washington could have seen Franz Schubert as a little baby had they lived in the same nation.  Franz Schubert was born in Austria, one of the nations of Europe.

Franz Schubert composed beautiful songs with beautiful melodies.  The song we are going to listen to is called Hedge-Roses.  Let’s listen!

What did you hear FIRST?  What was in the FRONT or in the FOREGROUND?  Did you hear the singer?

But, upon listening a little closer did you hear a different musical instrument?  Did you hear an instrument that was in the BACK, or BACKGROUND?  Did you hear the piano?

This song by Franz Schubert has a FRONT and a BACK just like the picture of — An Old Man in Front of A Window.

The next time you listen to music listen for FRONT and BACK.  Listen for the FOREGROUND part and the BACKGROUND part.  This will help you to listen to music better and you will enjoy it more.  Learn to be a GOOD LISTENER!!

Thanks for listening to MR SEVERINO PRESENTS — An Old Man in Front of a Window   and until next time — KEEP PRACTICING!!

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I would like to invite all parents with pre-school children to consider my Keyboard Kids – CYBER PIANO Program.

Between the explosion in online learning and the ever growing interest in homeschooling I’m ready to begin a pilot program that combines these two ideas where parents become the child’s first piano teacher.  Imagine yourself giving your child their first piano lessons under the guidance of an experienced piano teacher!

The concept of online education is one that’s only going to expand.  The following quote is from an article How Tech Is Changing College Life

Community college students are less digitally connected than students at four-year schools, but more and more people are making the Internet their education gateway. Twelve million students take at least one class online today — in five years, that number is projected to exceed 22 million. By 2014, analysts say, more than 3.5 million students will take all of their classes online.

If you read of the greatest musicians you will find that most began very young AND many were given their first training by one of their parents.  Mozart’s first teacher was his father.  Chopin’s first teacher was his mother.  I’ve been teaching young pre-school age children since the 80’s.  I have always been most successful when the parent accompanied the lessons to provide support and reinforce my instruction between each lesson.

I have found that many courageous home schooling parents feel confident to teach their child almost any subject EXCEPT MUSIC.  In that field they don’t feel confident.  My Keyboard Kids – CYBER PIANO Program is going to fix that.

What I am going to provide you is my Keyboard Kids Method Books 1 and 2 and My First Theory Book.  These books are geared for 4-5 year old beginners.

For an article on my Keyboard Kids go HERE. I will also provide Powerpoint presentations that accompany the Keyboard Kids Books that will give you detailed instruction on how to cover each and every page of the Keyboard Kids series.  If you don’t have Powerpoint you can obtain a free run-time version that will play Powerpoint files HERE.  Just follow the links.

Keyboard Kids – CYBER PIANO Program will also provide you, as part of the program, a weekly online consultation that you may use any way you wish.  We can use any of the free online video conferencing available; e.g. Skype.  I can A) answer any of the question you may concerning your teaching of the Keyboard Kids Curriculum OR B) I can give personal instruction to your child OR C) a combination of each.

If you’re interested in Keyboard Kids – CYBER PIANO Program and want MORE INFORMATION you can eMail me at dan@pianoteacherpress.com and if you live in the Wexford, Cranberry,Gibsonia area north of Pittsburgh call Piano Lessons PLUS at (724) 935-2840.

For more information about other exciting programs offered at Piano Lessons PLUS point your browser HERE!!  or HERE!! We not only offer piano lessons at our studio on Route 19 at 11565 Perry Highway in Wexford but we offer a variety of plans that keep your traveling down to a minimum.  Check that out HERE!! or HERE!!

Piano Lessons PLUS

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(724) 935-2840

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dan@pianoteacherpress.com

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Call TODAY

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Begin teaching your own little Mozart!!

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EXPANDING SERVICES

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Piano Lessons PLUS

In the late 80’s is when I made the jump into the world of computers.  I did a lot of reading and saw the great potential that was developing in using computers in music education.  I’ve been using computers ever since and have never looked back.

Today – a quarter of a century later – I see a new leap forward as the computer industry advances in making technology more immediately useful to educators.  The opportunities are too much to pass up.  What I can now offer students is so much more than I could when I began my professional teaching career in the late 70’s.  I can even offer a great deal more than I could when I began Severino’s Piano Keyboard Lab in 1988.  Let’s begin to explore what I can offer to piano students in this new wave of innovation.

IMPROVING EFFICIENCY AND PROFESSIONALISM IN TRADITIONAL PRIVATE LESSONS

Tablet Computers is going to bring computing to a new level usefulness.  The power that can be packed into a thin computing device the size of a book is revolutionary.  Here is how I plan to take advantage of this technology in my PRIVATE LESSONS at Severino’s Piano Lessons PLUS.  I will continue to use my innovative system of marking my students books by using highlighters to draw the student attention to my instruction.  (See “HIGHLIGHT” Your Teaching).  I will still continue to use the books and methods I’ve published through Piano Teacher Press.  I will still continue to utilize the creative music programs I developed for readying students for music lessons when I was going to schools as Dan Dan the Music Man.  I will still continue using the computer programs I designed that supplements the method books I designed in my Keyboard Kid series of books.  What I will now begin to offer is a new level and a new dimension of instruction using the newest technologies available to give you better and more creative musical instruction.

What I can now do is to made a COMPUTER NOTEBOOK for each student.  This notebook will include, among other things, mp3 files of key explanations given in my lessons.  Let’s say in a lesson there is a need for a thorough explanation of “key signatures“.  I can easily record this part of the lesson and include it in the student’s personal computer notebook.  After the lesson I can now send this is to eMail this recording TO YOU so you can review the lesson again at home.  The instruction can be reviewed for greater, more comprehensive learning.

Let’s say a little later in the lesson I assign a new composition.  Very often I would play the piece for the student.  Now I can make either an mp3 of the piece or even a video of the piece and put this directly into the student’s computer notebook.

I recently had a student learn – O What A Beautiful Morning from the musical Oklahoma.  We listened to this song on YouTube.  Now, I can put the link in the student’s computer notebook where they can listen to the piece again.  They may enjoy the piece so much they may even put it on their personal iPod.

Often at the end of a lesson I don’t always get through all the music the student prepared.  I can put a little note in the student’s notebook what we need to cover first at the next lesson.  I can put a notation into the student’s computer notebook and send it via eMail so it will not get misplaced.  I have a record and the student has the same record so there is less confusion and communication breakdowns.  Progress will gain consistency.

It is the practice of many teachers to play new assignments for their students.  What I can now do is make a video of that performance and again put it into the STUDENT NOTEBOOK.  They can now have the performance as part of their permanent record.  The student will not have to recall what they remember  from the lesson but will have live recordings and performances of the most important parts of their lessons.  This cannot help but make the piano lessons more effective.

I can also bring little inspirational quotes and easily put it in each students notebook to personalize the student’s notebook.  It will be much easier for me to get out universal messages to my students concerning recitals or auditions.  As it is now it’s easy for me to forget a family or two concerning an upcoming event.  Now it will be much easier to get my messages to parents.  This only scratches the surface to what I can do through Tablet Computers in making my studio run more efficiently and more professionally.

EXPANDING CONVENIENCE CAN MEAN LESS TRAVEL FOR YOU!!

Another emerging technology that has emerged in the past few years is that of the teleconference; the connecting of people not only aurally but visually.  Some means of doing this is Google Plus – Adobe Connect – and the popular SKYPE.  SKPYE has become a popular platform for piano teachers to connect with student for a piano lesson.  A WebCam (Web Camera) often included with laptop computers, an internet connection and SKYPE (a free download of SKYPE software HERE ) is all you need.

I know many people, both adults and children, would love to take piano lessons if only it could be made a little bit more convenient.  Severino’s Piano Lessons PLUS is going to now offer a program of study where one can, for example, take only one lesson per month at my studio and the other lessons through SKYPE.  This would be especially helpful for busy professionals wanting a self-study program.  BUT with the advent of “cyber-schools” it is being found that young children can learn just fine through this type of computer technology.  Many people are even getting college degrees learning at home with a minimum of visits to a local university.  Please call my studio at (724) 935-2840 if this program interests you.  On the table below are the basic plans I devised for my expanding service of “CYBER-PIANO LESSONS”

PLAN 1 PLAN 2  PLAN 3 PLAN 4 PLAN 5 PLAN 6
30 minute PRIVATE 30 minute  PRIVATE 45 minute PRIVATE 60 minute PRIVATE 45 minute PRIVATE 60 minute PRIVATE
20 minute SKYPE 20 minute SKYPE 20 minute SKYPE 20 minute SKYPE 20 minute SKYPE 20 minute SKYPE
20 minute SKYPE 30 minute PRIVATE 20 minute SKYPE 20 minute SKYPE 45 minute PRIVATE 60 minute PRIVATE
20 minute SKYPE 20 minute SKYPE 20 minute SKYPE 20 minute SKYPE 20 minute SKYPE 20 minute SKYPE
90 minutes  monthly 100 minutes monthly 105 minutes monthly 120 minutes monthly 130 minutes monthly 160 minutes monthly
$75.00 monthly $83.35 monthly $87.50 monthly $100.00 monthly $108.35 monthly $133.35 monthly

Some may have questions concerning the effectiveness of online piano lessons. Here is an encouraging note.  Actually, the nature of the medium gives way to increased focus and concentration.  Thus, one can more done in less time and actually costs can be contained.  This is why I designed my SKYPE lessons to be 2o minutes in length and pass that savings on to you.

American Journal of Distance Education, 24(2), 92-103. Orman, E. K. and Whitaker, J. A. (2010).

Time usage during face-to-face and synchronous distance music lessons.

This experimental study closely compares multiple aspects of applied instrumental music lessons in face-to-face and online lesson settings. Three middle school students (one saxophonist, two tubists) had lessons with a saxophone and tuba instructor respectively. Each student had a mix of face-to-face and online video lessons which were videotaped and coded for a variety of factors. When on-line lessons were compared to face to face lessons, there was a 28% increase in student playing, a 36% decrease in off-task comments by the instructor, a 28% decrease in teacher playing (modeling), and an increase in student eye contact. In the online lessons, less than 3% of the time was spent on technology issues, although audio and video quality concerns were mentioned.

THE EXPANDED SERVICE OF MUSIC LESSONS IN YOUR HOME

I mentioned that I began my teaching career by going to my student’s homes.  When I saw the great things computer technology could add to piano lessons I began to do all my teaching at my studio.  Now with the advent of the new technologies including the tablet computer I can bring a large part of that technology from my studio to YOUR HOME.  With a  piece of equipment the size of a book, and a rather thin book at that, I can again offer piano lessons as part of my expanded services.

Again, if this is the type of convenience you need please don’t hesitate to call my studio at (724) 935-2840.  CALL TODAY!!

These EXPANDED SERVICES actually only scratch the surface of the exciting options I have available to offer my students.  My first studio, Severino’s Piano Keyboard Lab, had the byline – Where Traditional Instruction Meets Modern Technology;  That byline is still true and growing at Severino’s Piano Lessons PLUS.

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Greetings!!  Welcome to this installment of Mr. Severino Presents.  I think you’ll have fun going through today’s music lesson.

Look at the picture.

What animal do you see?

The lion is known as “the King of Beasts”.  Kings and lions can be described with the word MAJESTIC.  Majestic describes things that are grand and noble or stately and dignified.

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Now what animal do you see?

Of course, we have a picture of a turtle.  Turtles do not move very fast.  In fact, because they are so slow, people may express things as being as slow as a turtle.  If you are on a trip and caught in traffic you may say a turtle is moving faster than this traffic.  We characterize turtles as being slow.  Or, maybe we could say it like this …      S___L___O___W !  !  !

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What is our next animal?

How would you describe a monkey?  Did you ever go to a zoo and observe the monkeys?  If you went to the zoo and saw the monkeys how did you react?  Did you ever see monkeys in cartoons?  Did the monkeys make you happy?  We can describe monkeys very well with the single word PLAYFUL!

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Finally, what is being described in our fourth animal card?  The butterfly!   Butterflies are a favorite part of summer.  Their beautiful colors make them very fun to watch.  A very good word to describe the butterfly is to say they are FLIGHTY.  They fly from place to place, from flower to flower. They move to each destination with grace and motion.

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We described each of our four animal creatures with a characteristic word.

Lions are MAJESTIC.

Turtles are SLOW.

Monkeys are PLAYFUL.

Butterflies are FLIGHTY.

Music also can be described with words because music also has character.

We are now going to listen to 4 examples of music that can also be said to be MAJESTIC, SLOW, PLAYFUL and FLIGHTY.  Your job is to tell me if we are listening to …

LION MUSIC (majestic)

TURTLE MUSIC (slow) 

MONKEY MUSIC (playful) or

BUTTERFLY MUSIC (flighty)

There will be two short quizzes.

QUIZ ONE will have 4 questions.  QUIZ TWO will have 4 questions.

Before beginning, print out the Character in Music QUIZ SHEET  [Click HERE]  Play each musical example.  Decide what animal creature best fits with the musical example.  Put the example number in the upper right hand corner of each creature you decide upon.  If you wish, color each animal creature on the QUIZ SHEET.

To do the second quiz print out a second copy of the Character in Music QUIZ SHEET [Click HERE]

QUIZ ONE

QUIZ ONE – EXAMPLE 1

QUIZ ONE – EXAMPLE 2

QUIZ ONE – EXAMPLE 3

QUIZ ONE – EXAMPLE 4

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QUIZ TWO

QUIZ TWO – EXAMPLE 1

QUIZ TWO – EXAMPLE 2

QUIZ TWO – EXAMPLE 3

QUIZ TWO – EXAMPLE 4

Would you like to know how you did?  Click HERE for the Character in Music ANSWER SHEET.

Listening for character in music asks us to use our imagination in ways that most of our school work does not.  Yet, this is the daily work of composers and musicians.  YOUR JOB, as a music student, is to use your imagination to best express the character that is found in every composition you perform.

Thanks for participating in Mr. Severino Presents.  ‘TILL NEXT TIMEKEEP PRACTICING!!

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Middle C Repertoire is a piano method for teaching beginning piano students.

It is also a great supplement for using with other methods as the book is simply an anthology of pieces in a progressive order.

The Middle C Repertoire Series of books grows out of my pre-school piano method — Keyboard Kids.  This pre-school method centers on the concept of teaching the student to read music as steps and skips and combines it with more traditional methods of note memorization.

In Middle C Repertoire I’ve purposely introduced musical vocabulary that immediately gives students the tools to learn to think musically about their piano studies.  After introducing several compositions using    2-4     3-4     and    4-4    time signatures we have a simple song called THEME.

With the introduction of the composition THEME a conversation can begin with your student about  themes and how composers use them to build their compositions.  As a note of interest it is at this point that I introduce my students to examples of art compositions for students to grasp on to the various musical concepts that are evoked in the titles of the compositions in the Middle C Repertoire Series.  The example I use for THEME is Peter’s Theme from Prokofiev’s Peter and the Wolf.  I thought it to be an excellent way to introduce students to the concept of theme.  Whenever Prokofiev has Peter featured in his musical story we hear Peter’s Theme.

Maybe with a recording of Peter’s Theme you could better grasp the effectiveness of using musical examples to make a teaching point.

Another departure that Middle C repertoiree Book 1 uses is that everything is in the English language.  Tempo’s are marked as Moderate Speed or Fast Speed, not Moderato or Allegro.  Loud is marked with an “L” and soft is marked with an “S”, not “f” or “p”D.C. al Fine is marked F.B. to End (from the beginning to the end).  In Middle C Repertoire Book 2 the traditional Italian language is used.  But, in this first volume students, who are often at the most elementary levels in their reading skills, are first introduced to these common markings in English.

Middle C Repertoire does not create lyrics for every composition.  Occasionally it does.  When the concept of song is introduced, then lyrics are essential.  This is another occasion when a music example is most appropriate.  Keeping with the humorous nature of I Forgot My Brain Today I introduce students to Aaron Copland’s arrangement of I Bought Me A Cat.

Since the concept of theme was introduced early in the book we can explore how these themes can be manipulated by composers.  The Theme and Variation can now be logically introduced, expanding the student’s concept of theme.  Not only does the simple piece study Theme and Variation form it also explores Time Signatures.  Each variation is based on in different key signature.  I point out to the student that the FIRST NOTE of EACH VARIATION plays the THEME TONE.  When students see this they all seem to have a “light bulb moment”.  They begin to see that music is not so mysterious and is something they can truly understand.

To finish the lesson on Theme and Variation I play Mozart’s Theme and Variations on Twinkle Twinkle Little Star.  I only play the very beginning of each variation.  I stop the recording at the end of each variation and ask the student if they can hear Mozart’s disguise of the THEME.  Most students do very well; but there are some variations that are difficult for students to follow.  I use this as a lesson that music is something that must be studied and if they put forth their best effort they will be able to understand the music of these great geniuses even better.

The composition MARCH! introduces students to eighth notes.  I have found that it’s best to introduce eighth notes as repeated notes until the rhythmic impulse is neurologically understood.  I also introduce the eighth note as a rhythmic group of THREE notes — the two eighth notes and the succeeding note.  The three note groups are marked in blue in the graphic.  Our ear naturally organizes these sounds into three notes so I think the best way to introduce the eighth note rhythm to students is in three note groups.  After the student has neurologically mastered the rhythm then the student can slowly be introduced into playing this rhythm with more complex step and skip patterns.

Middle C Repertoire also gives the student several opportunities to play the same composition in different keys.  Again, I feel this is very important because composers will often take their themes and reintroduce them in various keys.  It is important to get exposure in transposition early on because if it is delayed it becomes a bit of a struggle to learn the same music in a different key.

While students learn their compositions in Middle C Repertoire they are also learning all of the white key hand positions (five-finger scales) and chords.  They are thoroughly given exposure to various techniques they will encounter as composers manipulate their themes.

I have  been working on Middle C Repertoire for about 20 years and have been very pleased with the results.  I’ve dedicated a major part of my teaching career to the teaching of the very young student so this method is tailor-made for young students.  Most of my students playing Middle C Repertoire are in kindergarten or first grade.  The progression of materials best fit this age of student.  Through the summer of 2011 I will be making the Middle C Repertoire Method Books and accompanying Middle C Repertoire Theory Books  available for sale on at http://www.pianoteacherpress.com/


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