Hal Leonard Student Piano Library

Teacher’s Guide
Piano House Music
Includes: Piano Lessons Book 1
Teaching Suggestions
for Every Piece
Lesson Planning Chart
Beginner Composition Cards
from Piano Practice
Games Book 1

Written by
e hillip Kev Mona Rejino

www.Pianohouse.vn
 Feel The Beat!
Become aware of the heartbeat inside your body.
Feel how it beats in an even pulse. Sometimes your
heart beats fast, like when you run; sometimes it
beats slowly, like when you are asleep, but it always
beats evenly.

Rhythm In Music
Music has a pulse, too. Just like your heartbeat,
musical pulse can go fast or slow.

Clap this pulse as your teacher plays the accompaniment below three different times
at different speeds:
1) at a slow speed, 2) at a medium speed, 3) at a fast speed.

You can also play this pulse on the piano using any black key. Remember to keep
the pulse even.
Accompaniments may also be played on audio CD or General MIDI Disk.
Numbers indicate the track.

Accompaniment Repeat as necessary Last time

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

Prepare Practice Perform

Read text comparing heartbeat This activity teaches student To play pulse on the black keys,
to musical pulse. how to listen & respond. student:
*
Ask student: 1/2/3 1 1) supports first joint of each
“Where do we feel our own 1) Student claps pulse while third finger with thumb.
heartbeat?” listening to accompaniment, first
at slow, then medium, then fast
tempos.

2) Student points to each pulse 2) plays with full arm weight.

in the lesson book while
listening to accompaniment at
different speeds.

Theory Workbook * Many activities throughout this book include accompaniments that
Feel The Beat! pg. 2 can be added in the following ways:

4 2
Teacher Audio CD General MIDI Disk
4
1
 Take A Look!
As you listen to the accompaniment below, stand and sing along
with your teacher.
After the words “way down low,” play on the low black keys.
After the words “way up high,” walk around your teacher and
play on the high black keys.

1) When I look down low by my toe, 2) When I look up high in the sky,
Bugs and slugs and snails all grow. Birds and kites and planes fly by.
Way down low! Way up high!

Low High

(Play the black keys way down low.) (Play the black keys way up high.)

Accompaniment
Steady ( = 145) Kern, Keveren, Kreader

Student plays down low.

first verse 8va Repeat 4 times.

8va
second verse

Student plays up high.

Repeat 4 times.

FINGER NUMBERS
5

3 3
4 2 2 4

oncept: High and low on the keyboard Review: Musical pulse

5 1 1 5

& Sound: Playing with third fingers, supporting first joint with thumb
Playing with full arm weight, alternating hands

e Practice Perform

While standing, student plays Student sings along with T

4 2 black keys at low end of the Look. At end of first verse,
stening to Take A Look, keyboard,
Place thenwith
your hands together walks around
fingertips touching. student plays any black ke
sings lyrics of song (melody piano
Tap your 1stbench and plays black
fingers (thumbs). way down low. At end of s
Tap your 2nd fingers.
n in accompaniment). keys
Tap at fingers.
your 3rd high end of the verse, student plays any bl
Tap your 4th fingers.
keyboard.
Tap your 5th fingers. keys way up high.
dent: Tap 4s, tap 2s, tap 5s, tap 1s, tap 3s.
2
hings can you think of
6
 U
N
THE PIANO KEYBOARD I
The piano keyboard is divided into sets
of two and three black keys. T

Low High

TWO BLACK KEYS

Put your thumbs behind the first When you play the pieces
joint of your third fingers and “Climbing Up” and “Climbing
use your third fingers to play the Down” on pages 8 and 9, you
groups of two black keys. Start will play the groups of two
at the low end of the keyboard black keys as shown here.
and play higher.

NOTES Climbing Up
qQqQ Two Black Keys
Moving Up The Keyboard

œ œ œ œ
Concept: Two black keys
Notes are pictures of sounds.
Review:High High and
looklow
- er, high - er at me!
q

œ œ œ
Stems up = Right Hand (R.H.)
Stems down Q = Left Hand (L.H.)
R.H.
h & Sound: Playing hands together supporting
L.H.
third fingers with thumb

œPractice
œ œ œ
Climb - ing, climb - ing up this tree,

1)œAs shown
œ in diagram,
œ
are Perform
R.H.

student: Play this song on two

black keys with the third L.H. Student plays different sets of
w many sets of two black
finger in each hand. student plays all sets of two two black keys up and down the
do you seeItsing
on thethe
is helpful to clap and
words of a
black keys by supporting third keyboard, as teacher directs by
oard?” piece before playing it.
Remember to keep a
finger of each hand with thumb. saying, higher or lower.
steady pulse!

2) Student begins at low end of

keyboard
With accompaniment, and
student startscontinues
here: to high
end of keyboard.
With determination ( = 120)

8va
8
3
 Climbing Down
Two Black Keys
Moving Down The Keyboard

œ œ œ
Care - ful as I’m climb - ing down,

L.H.
œ œ œ œ
R.H.

œ œ œ
Low - er, low - er, touch the ground.

L.H.
œ œ œ œ
R.H.

“Climbing Up” and “Climbing Down”

can also be played as one song.

With accompaniment, student starts here:

With determination ( = 120)

8va

THREE BLACK KEYS

New Concept: Notes are pictures of sound. Review: Two black keys, going low

Touch & Sound: Alternating hands with a steady pulse

Prepare Practice Perform

Low High
Using your left hand, start in the middle1) Student
of the keyboard plays Using your right hand, start in 1)
Climbing Student
the middle may play Clim
of the keyboard
5/6
and play the 3
groups of three black keys with fingers 2-3-4
Down on keyboard and play the groups of three black keys with fingers 2-3-4
using third Down in four different octa
going down the keyboard. going up the keyboard.
tudent taps steady pulse on fingers supported by thumb. by repeating the piece and
nees, alternating hands and continuing down the keyb
inging: 2) Student plays second line of
piece one octave lower. 2) Play Climbing Up and
) left, right, left, right, left, Climbing
Play “My OwnDownSong” as one son
again, using the groups
ight, left. of three black keys.

) lyrics.
4
 L.H.

Œ
QUARTER NOTE QUARTER REST

4 3 2
q
Notes tell us how long the sounds last. Rests are pictures of silence.
A Quarter Note lasts for one pulse (beat). A Quarter Rest lasts for one pulse (beat).

When you play these pieces by

yourself, use the middle of
q q q q q q q q Œ
the keyboard. Count: “1 1 1 1” Count: “1 1 1 1”
clap clap clap clap clap clap clap rest
It is helpful to clap the rhythm
of a piece before playing it.

My Dog, Spike

œ œ œ Œ œ œ œ Œ œ œ œ œ œ œ œ Œ
Steady “Hot Cross Buns”
My dog, Spike, off to school, out to prove that he’s so cool.

L.H. 2 2 2
3 3 3 3 3
4 4 4 4 4

With accompaniment, student starts here:

Steady ( = 120)

12

R.H.

2 3 4

Concepts: Quarter note ! picture of sound Review: LH fingers 2-3-4

Quarter rest " picture of silence Three black keys
h & Sound: Moving LH fingers 2-3- 4
independently
You can play “My Dog, Spike”
and “Sorry, Spike” as one song.
pare PracticeSorry, Spike Perform

œ œ œ
Steady

Œ Œ Œ
On4 the3 piano cabinet, student3 Student plays My Dog, Sp

œ œ œ œ œ
4

œ œ œ œ œ
R.H. 4
3 3 3
8/9 5 2
finger-taps 2with LH 2while2
three black2 keys with a st
e listening to My Dog Spike, saying finger numbers. pulse.
nt: “Sor - ry, Spike! You won’t pass! Bark - ing is - n’t taught in class!”

Ask student:
oints to notesWith
and “Which notes repeat?”
sings student starts here:
accompaniment,

s. Steady ( = 120)

ps and counts rhythm. 5

13
 w
L.H. R.H.
WHOLE NOTE

4 3 2 2 3 4
A Whole Note fills the time of four quarter notes.

q q q q
w
= 4 beats
= 4 beats

Count: “1 2 3 4”
clap - hold - hold - hold

Merrily We’re Off To School

Bouncy “Mary Had A Little Lamb”

œ œ œ œ œ œ œ Œ œ œ œ Œ œ œ œ Œ
4 4 4 4 4 4 4
3 3 3 3 3
R.H. 2

Mer - ri - ly we’re off to school, off to school, off to school.

With accompaniment, student starts here:

Bouncy ( = 130)

14

w Concepts: Whole note # Review: Quarter note ! quarter

Cluster Stepping and repeating
chnique: Playing clusters with full arm weight,
keeping fingers close to the keys

epare Practice
These small black boxes are called “clusters.” Perform
Play notes together using fingers indicated.

œ œ œ Ê Ê Ê œ œ œ œ w
On the piano cabinet, student Student plays Merrily We

œ Œ
10/11Here’s 6our school bus. finger-taps
Honk! Honk! Honk!RH while
Hur -saying
ry, it won’t
To
wait.
School on three black
hile listening to Merrily We’re finger numbers. playing “honks” with a b
L.H.
To School, student:
2 2 2 2 2 sound.
3 3 3 3 3 3 3 3
4 Keep pulse steady as student
4 4 4 4

points to notes and sings continues with LH on second

ics. page.

taps and counts rhythm. 6

8va

15
 L.H. R.H.
HALF NOTE

4 3 2 2 3 4
h q q
h
= 2 beats

= 2 beats
A Half Note fills
the time of two Count: “1 2”
quarter notes. clap -hold

My Best Friend

œ œ œ œ ˙ ˙ œ œ œ œ w
“Pierrot”
Happily 4
3 3 3 3
R.H. 2 2 2 2 2 2

My best friend is
* Ad - am. We play ev - ’ry day.
Mag - gie.

œ œ œ œ ˙ ˙ œ œ œ œ w
Hey, we just got start - ed, I wish s/he could stay.

L.H.

2
3 3 3 3
4 4 4 4 4 4
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.

With accompaniment, student starts here:

Happily “So long!”
( = 120)

16
L.H. R.H.
MEASURES

q q q q q q q Œ
bar lines
Bar Lines
4 3 2 2 3 4
I Can Do It! group beats
into Measures.
measure measure

! Quarter note "

œ œ œ œ œ œ œ Œ
With confidence

Ê Ê
4 4 4 Barbara Kreader
New Concept: R.H. Half
3
2note
3 Review:
3

Whole note #
2

Touch & Sound:

I play key - board all

Playing fingers 2-3-4 independently

day long.
Ê Ê
Uh - oh, wrong notes.
œ œ ˙
I RH,
go LH,
on. and finger numbe

2 2
L.H. 3 3
4
Prepare Practice4 Perform

œ œ œ œ œOn theœ piano

œ Œcabinet, student Student plays My Best Frie
4
R.H. 4 Double Bar Line means
3 3 the end of the piece.
2

saying finger numbers.œ

œ œ œ œ œ ˙
12/13 7
finger-taps RH and LH while with energy on three black
I can do it, here’s my song. Now it’s right with no notes wrong!
While listening to My Best
Friend, student:
2
L.H. 3 3
4 4
1) points to notes and sings
yrics. With accompaniment, student starts here:
With confidence ( = 120)

2) taps and counts rhythm.

17

Ask student: 7
How many quarter notes are in
 Ó
L.H. R.H.
HALF REST

3 2 2 3 4
ΠΠ= 2 beats
A Half Rest fills
the time of two Ó = 2 beats
quarter rests.
Count: “1 2”

Let’s Get Silly! rest - rest

With excitement

œ œ œ œ œ œ œ Œ œ œ œ œ
Barbara Kreader
4
R.H. 3
2

Come play in the yard with me; laugh and twirl a -

˙
round.
Ó
L.H.

œ œ œ œ w
3
4
R.H.
3

L.H.
œ œ œ œ œ œ œ Œ
Tick - le all our fun - ny bones; fall down on the ground.

2
3
With accompaniment, student starts here:
With excitement
( = 130) 3

8va
18

L.H. R.H.

3 2 2 3 4
Night Shadows
New Concepts: Half Rest Review: All note and rest values

œ œ œ œ œ œ œ œ œ œ œ ˙
Quietly Barbara Kreader
R.H. 4 4 4 4
Playing
3 on two
3 black keys (LH)
2 Measures
3 and
3 barlines

œ œ
and three black keys (RH) Repeating notes

œ
Technique: Shad
Playing repeated
- ows, shad - ows on
notes with full bear
the wall. My
arm weight
is scared and so am I.

L.H.

Prepare Practice 2 Perform

œ
3

œ œ œ ˙ œ œ œ œ w
R.H. 4
3 3
Block out piece by playing only 2 1) Student plays lines one 2
16/17 9
the first note of each measure in three 8va, and teacher plays

˙
While listening to Let’s Get
But
whole notes.
my night light’s shin
lines two and four (or vice
- ing. We can go to sleep.
Silly, student: verse). L.H.
(After blocking piece, student
1) points to notes and sings will read3 repeated notes easily.) 2) Student plays entire piec
lyrics. With accompaniment, student starts here: with a light and bouncy tou
Quietly ( = 82)
observing all quarter rests a
2) taps and counts rhythm. half rests.
Ask student:
“How many measures are in this
With pedal

20
piece?” 8
 U
THE MUSICAL ALPHABET N
Playing on the White Keys
I
T
Music uses the first seven letters

2
of the alphabet. These letters are
used over and over to name the
white keys. Alphabet Soup
With your right-hand third finger,
play and sing the music alphabet
three times, using this rhythm:

A B C D E F G A B C D E FGA BCDE FG A B C D E F G A B C D E F G

Student part to be played by rote. Fred Kern

Steady ( = 120) 8va 15ma
Student
( )
Teacher

21

p
L.H. R.H.
M PIANO
I
D
D
4 3 2 L
E
means soft
C D E
1 2 3 Dynamic Signs tell
New Concepts: The musical alphabet Review: Steppinghowuploud or soft to
play and help create
Playing on white keys Steppingthedown
mood of the music.

Touch & Sound: Playing on the white keys with RH

third finger supporting Balloon
first joint with
Ridethumb

œ ˙ ˙
Phillip Keveren

w RH third finger, student

œ With
3
Prepare Soaring 1 Practice
2
1 Perform
2

R.H.

p
Student recites musical alphabet:

œ œ œ œ œ œ
20 11 Repeat
1) forward, A-B-C-D-E-F-G, and for plays
eyes. Alphabet Soup three times
What a
Reach - ing
2) backward, G-F-E-D-C-B-A.
day
for the
fly
heav
- ing,
- ens,
sun is in my
float - ing through the
1) While listening to Alphabet skies. : Sign
means to
while stepping up the keyboard
play the
piece again.
Soup, student points to notes and
L.H.
sings letter names three times: Extra for Experts:
2 2
4
3 A-B-C-D-E-F-G 4 3 Student starts on the highest G
Hold down the right pedal (damper pedal) throughout. and plays and sings Alphabet
With accompaniment, student starts here: 2) Locate the A Key found in Soup three times while stepping
Soaring ( = 120) R.H. the group of three black keys, down the keyboard:
1. 2.

and ask student to find other G-F-E-D-C-B-A

L.H.
A Keys all over the keyboard.
9 24
 L.H. R.H.

f
M FORTE
I
D
D
2 L
E
C D E
1 2 3
Party Cat means loud

Rockin’

œ œ œ œ œ œ
Phillip Keveren

œ œ œ œ
R.H. 3
2
1 1 1

f
Rock ’n’ roll is where it’s
L.H. ˙at for my
œ œ
fam - ’ly’s par - ty
˙
cat.

œ œ œ œ œ œ
2 2 2
R.H. 3

œ œ w
2
1 1 1

Lies a - round and sleeps all

L.H. ˙
day, rocks the
œ œ
night a - way!

2 2
With accompaniment, student starts here:
Rockin’
( = 110)

Bad cat!
25

New Concept: Forte ! Review: C D E group

Touch & Sound: Playing loudly

F G A B GROUPS
Prepare L.H.
Practice Perform

F G A B 1) Block
F G A Bout byFfinger-tapping
F G A B G A B F G A B Student A B Party Cat i
F G plays
4 3 2 114
24/25 piece in half notes, removing the strong rock rhythm, play
With your repeated
While listening to Party Cat, F G A B groups
left quarter
hand, start at the low end ofnotes.
the keyboard and play the
with individual fingers 4-3-2 -1 going up the keyboard.
repeated notes (beats 2 a
tudent: slightly softer.
2) After blocking piece, student
Now explore the keyboard,
) points to notes and sings will feel and hear playingdirection of
the F G A B groups Extra for Experts:
yrics, giving emphasis to beats FmelodyG A and B will with your right hand using
read
fingers 1-2-3-repeated
4. Also, students may impro
ne and three. notes easily. the Party Cat position wi
10
26 accompaniment (Games
 L.H. R.H.
M
I
D
D
L
E
2 3
F GA B
4 3 2 1

Undersea Voyage
Mysteriously

œ œ œ œ
Phillip Keveren
R.H. 3 3
2 2

p
œ œ ˙ œ œ w :
˙
Deep in - to the o - cean in my sub - ma - rine.
That’s the big - gest tur - tle I have ev - er seen!
L.H.

1 1
2 2
3 3
Hold down the damper pedal throughout. 4

With accompaniment, student starts here:

Mysteriously ( = 120) 1. 2.
R.H.

L.H.

28
L.H. R.H.
M
I
D
D
L
E
2 3
F GA B
4 3 2 1
Taxi Tangle
"
Œ Œ Œ Œ
New Concept: F G A B group 3 Review: Repeat sign
Phillip Keveren
Impatiently 2
Stepping down
!
R.H.

œ œ œ œ œ œ œ œ
Touch & Sound:
f Tax
Playing with a whole-note pulse
- i tan - gle on the high - way! Honk! Honk! Honk!
Piano
Honk!
Playing softly
L.H.

2 1 2 1

Œ Œ Œ Ó
4 3 4 3
Prepare Practice 3
2 Perform
R.H.

œ œ œ œ œ œ œ œ
Student practices Undersea 1) Student (or teacher)
16
27/28 Skid, bump! ’Xcuse me! Turnedthe wrong way! Honk! Honk!
Voyage, listening for smooth
Honk!
damper pedal down thro
While listening to Undersea
L.H.
transition in melody from piece.
Voyage, student: 4 3 2 1
RH
4
to3 LH.2 1

With accompaniment, student starts here: 2) Student plays each 2-

1) sways (or taps)Impatiently
whole notes.
( = 140)
phrase in one continuou
movement, creating a fe
2) points to notes and sings motion (as if a turtle we
lyrics. 29 to the bottom of the oce
11
3) taps and counts rhythm.
 U
N
44 4 = four beats fill every measure
L.H. R.H.
TIME SIGNATURE
q q q q q q h w
M

( Q ) = quarter note gets one beat

I

I
D
D
L
E Count: “1 1 1 1 1 1 1 -2 1 - 2 - 3 - 4”

T F GA B C D E
4 3 2 1 1 2 3
or “1 2 3 4 1 2 3 -4 1 - 2 - 3 - 4”

Sea (C) Song

œ œ œ œ œ œ
3 Lively
1 Fred Kern

44
œ œ
R.H.

œ œ
E E

œ œ œ œ
D D
C C

f G
A
B

G
A
B

F F

œ œ œ œ œ œ
L.H.
4

w
1

œ
1

œ
E E

œ œ
D D R.H.
R.H. C C C

B
A
G
F

L.H.
4
With accompaniment, student starts here:
Lively
( = 120)

30
L.H. R.H.
M
I
D
D
L

44
E
GA C D E
3 2 2 3 4

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: Old and
Playing in 3-note MacDonald Had A Band
4-note impulses Stepping up

œ œ œ œ
4 œ œ œ œ
With energy 4 Traditional

Ó
Prepare R.H. 2
Practice
Perform

4 œ œ
E

œ œ
D
C C
Student counts while tapping This accompaniment has
:dance”
f
Old Mac - Don - ald had a band, E - I - E - I - O.
31/32In 18his band he
RH/LH rhythm on knees. had
rhythmic
A
a
“island horn, E - I - E - I - O.
L.H. G G
While listening to Sea (C) Song, and students enjoy playi
student points to notes and sings3 (There are several good systems (C) Song in a lively tem
letter names. for teaching rhythm. Two such
With accompaniment, student starts here:presentations are included in the
1. 2.
Ask student: With energy ( = 120) blue concept box. Teachers are
“How many times do you play encouraged to use the counting
the C D E pattern?” system that works best for them.)
“How many times do you play
34
the F G A B pattern?”
“Do these patterns step up or 12
step down?”
 U
N LINES AND SPACES
I
Some notes are
written in spaces:
T Some notes are
written on lines:

4
SPACE NOTE
LINE NOTE

Music is written on a STAFF of 5 lines and 4 spaces.

w w
55 lines 44spaces

w
lines spaces

w w w
ww w
5 4
4 3
3 2
2 1
1

Line Notes
Line Notes Space Notes
Space Notes

36

HOW NOTES MOVE ON THE STAFF

REPEAT STEP
New Concepts: Line notes (2nd)

œ œ œ œ œ œ œ œ œ œ œ œ
Space notes Line to Space or Space to Line

Lines and spaces on musical staff

Stepp p
Same Line Same Space ing D ing U
own Stepp

Prepare L.H. Practice Perform

M
I
D
D
Title:______________________________
L

1) With a finger
F G Aor Cpencil, 1) You already know how to play this song.
With a you
pencil,
know itsstudent points
E

Do name?

44 œ œ œ Œ œ œ œ Œ
4 3 2
student traces picture of large to and counts five rungs on
line note and large spaceSteady
note. ladder starting from the bottom
and then points to five lines on
2) Study picture of boy and girl staff counting 1-2-3-4-5.
on the ladder and ask student:

œ œ œ Œ
L.H. 2 dow 2

œ œ œ œ
n down
down
2) Student points to and counts down

“Why does the boy’s face look four spaces between rungs on
like a line note?” ladder starting from the bottom
and then points to spaces
down
on
up
“Why does the girl’s face4look ustaff counting 1-2-3-4.
p same
same down

like a space note?”

37

13
Theory Workbook Theory Workbook Notespeller
 THE BASS CLEF SIGN ? M
(The “F” Clef) I
D
D
L
E
This sign comes from the old-fashioned letter F.

? w ww
F G A B C

This is the F line The F line passes between

the two dots of the Bass Clef sign.
You will usually play the low tones written
on the Bass Staff with your left hand. The note F is your reading guide for the
Bass Clef. You can name any note on the
Bass Staff by moving up or down from the F line.
Hide And Seek

? 44 œ œ œ Œ œ œ œ Œ œ œ œ œ w
Playfully Mona Rejino
Hide and seek! I won’t peek! Run and hide out - side.

f
L.H. 4 4

?œ œ œ Œ œ œ œ Œ œ œ œ œ ˙ ¿ Œ
I’ll find you. Need no clue. I know where you’ll hide! Boo!

2 2 (Play any F
on the piano!)

Accompaniment
Playfully ( = 120) 1. 2.

8va

38

Whenever you see this

magnifying glass, fill
in the name of the note.
New Concepts: Bass Clef Sign ! (The “F” Clef) Review: Stepping on the staff
Reading Guide F
Notes F-G-A on Bass Staff

repare Practice Perform

Title:______________________________
You already know how to play this song.
) With a pencil, student traces Student points to and identifies
Do you know its name? Student plays piece saying:
he blue F line through
Bouncy
the two first note of every measure. Fill F, up, up, rest

? 44 œ œ œ œ œ œ œ Œ œ œ œ Œ œ œ œ Œ
ots of the Bass Clef and in magnifying glasses. F, up, up, rest
hrough the entire piece of Hide A, down, down, up, up__,
nd Seek. Explain that all notes 41/42 23
f
œ œ œ œ œ œ œ œ œ œ w
n the F line are F.L.H. 2
A, down, down, rest
? œ Œ
While listening to Hide and A, down, down, rest
he F note is the reading Seek, student: F, up, up, down, down__,
uide for the Bass2 Clef. 1) points to notes and sings
lyrics. 39
) Ask student: 14
 &
THE TREBLE CLEF SIGN M
I
(The “G” Clef) D
D
L
E
This sign comes from the old-fashioned letter G. C D E F G

This is the G line. The G line passes through

the curl of the Treble Clef sign.
& www
You will usually play the high tones written
on the Treble Staff with your right hand. 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.

Oh, Gee (G)

& 44 œ œ œ Œ œ œ œ Œ œ œ œ œ w
Steady Music
MusicbybyFred
FredKern
Kern
R.H. 4 4 Words by Claire
Claire Berthold
Berthold

f Gee, oh, gee. Gee, oh, gee. Four more min - utes, please.

&œ œ œ Œ œ œ œ Œ ˙ ˙
2 2

No, not yet. Let us play one more

w
game.

Accompaniment
Steady ( = 120)

40

Hopscotch
Concepts: Treble Clef Sign ! (The “G” Clef) Review: Stepping on the staff

& 44 œ œ œ œ ˙
Bouncy

Œ œ œ œ œ œ w
Reading
R.H. 4 Guide G Mona Rejino

Notes E-F-G on Treble Staff

f Hop - scotch on the walk. I won - der who will win.
5

œ œ ˙
& œ œ œ œ Practice œ œ œ œ Perform
w
2

pare
Lines and spac - es drawn in chalk; now we can be - gin.
With a pencil, student traces Student points to and identifies Student plays piece saying:
blue G line through the curl
Accompaniment
Bouncy ( = 120)
first note of every measure. Fill G, down, down, rest
5
e Treble Clef and through in magnifying glasses. G, down, down, rest
entire piece of Oh, Gee (G). E, same, same, up, up__,
ain that all notes on the G 45/46
41
25
are G. E, up, up, rest
While listening to Oh, Gee (G), E, up, up, rest
G note is the reading student: 15 F__, same__, down__
 THE GRAND STAFF
A Musical Map

F C G

!
"

The Bass Staff and the Treble Staff together

make the GRAND STAFF, a Musical Map
that tells you which key to play.

Middle C uses the short line (ledger line)

between the Bass Staff and Treble Staff.

42
Thumbs share Middle C in this position.
L.H. R.H.
M
I
D
D
L
E
A B C D E
3 2 1 2 3
New Concepts: The Grand Staff Review: Reading guide F
Reading guide Middle C Reading guide G
Ledger line Middle C
Brace My Best Friend
44
Happily “Pierrot”

& œ ˙ ˙
1

Prepare œ œ œ Practice œ œ œ Perform

œ w
f
) With finger or? 4
My best friend is *Lind - say. We play ev - ’ry day.

4
pencil, student Student points to and names Student plays stepping warm-
oints to Bass F on the each note, ascending on the staff while following teacher’s cue
eyboard and traces the dotted starting from: 1) LH in bass clef:

&
5
ne to the F on the Grand Staff. F, up, up
1) Bass F C, down, down

?œ œ œ œ ˙ ˙ œ œ œ œ w
) Repeat activity on Treble G A, up, up
Hey, we just got start - ed. I wish she could stay.
hen on Middle C, noting the 2) to Middle C A, down, down
edger line added between the
Bass Staff and Treble Staff. 3) to Treble G 2) RH in treble clef:
3
* Fill in the name of your own friend. G, down, down
1643 C, up, up
E, down, down
 L.H. R.H.
M
I
D
D
L
E
A B C D E
3 2 1 2 3
Tambourine Tune

& 44
With spirit Folk Tune

œ ˙ ˙ œ œ œ œ w
1

fœ œ œ
?4
4
..
3

&
5

œ ˙ ˙
1

œ œ œ œ
?œ œ œ w ..
3 2

Accompaniment (Student plays one octave higher than written.)

With spirit ( = 150)
5 1. 2.

44
L.H. R.H.
M
I
D
D
L
E
GA B C D E
3 2 1 1 2 3

ew Concept: Reading melody between staves Review: Range A - E on Grand Staff

Once A Man Was
So So Mad
ouch & Sound: Passing melody between hands
4
&4 Π..
Steady Folk Tune

œ œ œ œ œ œ œ
1 1

œ œ œ
f
œ œ œ œ œ
repare Practice Performbag.
? 44 ..
1. Once a man was so so mad, he jumped in - to a pa - per
2. Pa - per bag, it was so thin, he jumped up - on a point - ed pin.

1) Draw a line connecting note 1) Student plays only first

51/52 28 3 heads so student clearly follows measures of each line 8va a
hile listening to Tambourine melody line between staves. teacher answers by playing
3. Pointed pin, it was so sharp, 5. Little kitty began to scratch, 7. Big fat pig began to tickle, 9. Bee came by and stung his chin, and
ne, student: He jumped upon an Irish harp. He jumped into a cabbage patch. He jumped upon a big dill pickle. twothemeasures
That’s of each line.
last I’ve heard of him!

2) Student writes
4. Irish harp, it was so pretty,
He jumped upon a little kitty.
names
6. Cabbage patch, it was so big,
8. Big ofso sour,
dill pickle was
He jumped upon a big fat pig.
He jumped upon a big sunflower.
(or vice versa).
taps half notes with starting notes in magnifying
mbourine or percussive
Steady
glasses.
Accompaniment (Student plays one octave higher than written.)
1-8. 2) Student
Last time reads and plays

strument. ( = 130)
entire piece in a lively temp
3) Ask student: observing repeat.
taps and counts rhythm of “How many A-B-C-D-E patterns 3

45
elody. do you play?”17
 F
L.H. R.H.
M
I
MEZZO FORTE
D
D
L
E
GA B C D E
4 3 2 1 2 3
Long, Long Ago means medium loud

& 44
Peacefully 2 Thomas Haynes Bailey

˙ œ œ
F
? 44 ˙
Tell
œ œ ˙
me the tales
œ œ
that to me were so
w
dear

4 2
5

& ˙
2

?
long,
œ œ w
long a - go,
P ˙
long,
œ œ w
long a - go.

1 1

Accompaniment (Student plays two octaves higher than written.)

Peacefully ( = 120) 5

With pedal
46

P
MEZZO PIANO

oncept: Mezzo Forte ! Review: Range G - E on the Gran

"
means medium soft

Mezzo Piano

& !"
œ œ
9 2

˙
& Sound: Playing ,

?F˙
Sing me
˙
œ œ Practice
the songs
œ œ
I de - light - ed to
w
hear

re Perform
4 2

"
1) Student points to stepping up Student reads and plays e

istening &
13
30
˙
55/56 2 3

˙ Long w
patterns, then points to stepping piece, adding dynami
to Long, down patterns throughout entire last two measures of each
udent:
?
long,
œ œ ˙
long a - piece.
go, long
œ œ ˙
a - go. P (like an echo).

ps this rhythm # $ $ 2) Student writes names of

strong pulse on beat one.
1 starting notes in magnifying
9 glasses then points
18 and names
13
 U
N SKIPS
(3rds)
I
T
On the Piano, a 3rd Space to Space
• skips a key
5 • skips a finger
• skips a letter

On the Staff, a 3rd skips a letter from either

• line to line or
• space to space

Line to Line Skip down

(3rd)

F A

Skip up
(3rd)

E G

50
L.H. R.H.
M
I
D
D
L
E
GA B C D E F G
4 3 2 1 2 3 4 5

New Concept: Skipping on the piano Review: Line notes

Skipping on the staff Space notes
3rds

Lively
Surprise Symphony

4 Œ
Joseph Haydn

& 4 œ œ œ œ œby œ With thumbs on middle C,

Prepare Practice
5 Perform (1732 - 1809)

œ œ With thirdœfinger supported

1 3 4 2

œ œ œ œ plays
F and traces the thumb, student plays skips freely student
œ
With a finger or pencil, student
? 4
4 notes:
points to the notes
path of the skipping up and down the keyboard, Πclef:
skipping warm
1) LH in bass
saying letter names: 2
F, 4skip up
1) line to line to line. C, skip down

& œ œ œ œ œ œ œ Œ œ œ Œ
5

œ
1
1) F - A - C - E -4G - B - D B, skip down

œ œ œ
2) space to space to space. A, skip up

? œ 2) RH in treble clef:
2) F - D - B - G - E - C - A

G, skip down
2 C, skip up
51 D, skip up
19
E, skip down
 L.H. R.H.
M
I
D
D
L
E
GA B C D E F
3 2 1 1 2 3 4
Skateboard
Doodle

& 44 œ œ œ œ œ œ ˙
With energy
“Yankee Doodle”
1

œ œ œ œ ˙
f
? 44
Once my broth - er sped down - town, rid - ing on his skate -
˙
board.

&
œ œ œ œ œ œ œ œ
5 1 1

˙ ˙
?
Took a curve and lost his nerve and
œ œ œ œ
turned in - to a trash can.

1 3
Accompaniment (Student plays one octave higher than written.)
5
With energy R.H. over L.H.
( = 130)

8va
52

L.H. R.H.
M TEMPO MARKS appear at the beginning of a piece.
I
D
D
They tell the mood of the piece and the speed of its
L
E musical pulse.
A B C D E These Italian tempo marks are most common:
3 2 1 2 3
Mood Speed
ew Concept: Combining steps, skips, and Review:
Adagio
Andante
Step, skip,
Seriously
Calmly
Slowlyrepeat
Walking Speed

repeats on staff Allegro

Range GQuickly
Happily
- F on the Grand
Solemn Event
Parallel thumbs B - C
4
Adagio Italo Taranta

&4 œ œ œ œ
3 3

epare
? 44
p œ œ œ œ ˙
Practice F œ œ Perform
œ œ œ œ
Student finger-taps piece slowly Student reads and plays en
61/62 33 1
and
2 deliberately,
2 saying:
1
piece with energy.
& œ up,œskipœdown,
5

1)˙ C, same, up,

hile listening to Skateboard
oodle, student:
?
˙ œ œ skip up, down,
f œ etc. œ œ œ œ ˙
points to notes and sings
ics. 1 2) Note names.
2 1
Accompaniment (Student plays one octave higher than written.)
Adagio ( = 80) 5
taps and counts rhythm.
20
55
 L.H. R.H.
M
I
D.C. (Da Capo) al Fine
D
D
L When you see this sign, return to the
E
beginning (capo) of the piece and play
GA B C D E F G
until you see the sign for the end (fine).
3 2 1 1 2 3 4 5

I Like You!
Allegro

4
Folk Tune

&4 ˙ w
Fine
Fine

˙
1

F w
? 44
I like you!
œ œ œ œ
You’re my own best friend.

& œ œ œ œ œ œ œ œ œ œ œ œ
5 2 5 5 D.C. al Fine
D.C.

? œ œ
Laugh - ing
œ œ with me when I’m hap - py, stand - ing by me when I’m crab - by,

1 1
56

L.H. R.H.
DOTTED
q q q = 3 beats
M
I
D HALF NOTE

hk
D
L

hk guide= 3Treble
E
F GA B C D
Concept: 4 3 2 1 2 3 D.C (Da Capo) al Fine Review: Reading beats
G
A Dotted Half Note Count: “1 2 3”
RangeclapG- hold- -G
fills the time of three
quarter notes.
hold on the Grand

ch & Sound: Playing each note with full arm weight

& 44 œ œ
Lively Trumpet Man “Camptown Races”
2

œ œ œ
f œ ˙ œ ˙. œ ˙.
?4
pare Practice
Trum - pet man, he plays his song. Doo wah. Perform
Doo wah.

4 Student points to each note in 1) Teacher plays line one

..
69/70 37 2
line two saying, written, and student plays
&œ œ
5

œ œ œ
le listening to I Like You!, D, same, skip, skip, two 8va.
ent points to notes and sings G, same, skip, skip,

?
s (following the Asks
).
œ ˙
D.C. usal all to D, sing
same,a skip,
- long. skip,
G, same, skip, step. ˙
Oh,
œ œ 2)withStudent
doo
wa light and bouncy
wah

.. to
reads and play
day.

keeping a steady tempo throu

(This piece features
Accompaniment (Student plays one octave higher than written.)
3 21
the G note
Lively ( = 160) ( = )
in both bass and treble
5 clef.) 1. 2.
 34 3
L.H. R.H.
M
I
TIME SIGNATURE

( Q)
D
D
L
E = three beats fill every measure
GA B C D E F G = quarter note gets one beat
3 2 1 1 2 3 4 5

Scottish Air
3
œ œ œ œ
Andante 5 Folk Tune

&4 ˙
1

F œ ˙ œ œ œ
?3
4
Slide and step and turn to the mu - sic. The

&œ ..
5

œ œ œ œ ˙.
?
bag - pipes are dron -
œ œ
ing. A
œ œ
song’s in the air.

..
2
Accompaniment (Student plays one octave higher than written.)
Andante ( = 145) 5

L.H. R.H. 59
M TIES
I
D
D
L A Tie is a curved line that connects two notes of the
E
same pitch. Hold one sound for the combined value
A B C D E F of both notes.

3
3 2 1 1 2 3
two notes = one sound

signature Of4 The Sea

w Concept: Time Pirates Review:
hkDottedhkhalf note !"
3
1 -2 - 3 tie - 2 - 3

3 4
Boldly Range: BassJanetG - Treble G
Medley
Feldman

uch & Sound: & 4Playing in time with emphasis

œ œ œ œ
1

œ
Parallel thumbs on B-C

? 43 ˙
P œ ˙ œ œ
on first beat of each measure
Sail - ing ships to far - a - way plac - es, where

epare Practice Perform

3 1

& 40 œ ˙. ˙.
5 3
1) Student plays accompaniment Student reads and plays en
75/76

œ ˙
by rote (LH-C, RH-G), and piece with a lilt, making su

?˙
hile listening to Scottish
treas Air,
- ure teacher
waits plays for
studentme!part. melody passes seamlessly
dent: one hand to the other.
2) Count 1-2-3, 1-2-3,
sways (or taps) dotted (Student
Accompaniment imagining
half plays one octave sound of Scottish
higher than written.)

es. Boldly ( = 150)

bagpipes. 5

points to notes and sings

60
ics. 22
 L.H. R.H.
M TIES
I
D
D
L A Tie is a curved line that connects two notes of the
E
same pitch. Hold one sound for the combined value
A B C D E F of both notes.
3 2 1 1 2 3
two notes = one sound

Pirates Of The Sea hk

1 -2 - 3
hk
tie - 2 - 3

& 43
Boldly Medley
Janet Feldman

œ œ œ œ
1

œ
? 43 ˙
P Sail -
œ
ing
˙
ships to far - a - way plac
œ œ
- es, where

3 1

& œ ˙. ˙.
5 3

?˙
treas -
œ
ure
˙
waits for me!

Accompaniment (Student plays one octave higher than written.)

Boldly ( = 150) 5

60

Œ
9

& ˙ œ œ œ
3

˙
œ œ œ œ ! "
w Concept: Review:
F
Tied notes Parallel thumbs on C-D

? 34
Friend or foe, we sing, Yo Ho! We’re the
Dynamic change, -
uch & Sound: Playing in time with emphasis
on first beat of each measure 1

& ˙
13 1

œ ˙ œ ˙.
epare Practice Perform

? 41 œ Œ Œ
Pi - rates of the Sea!

Block out piece by playing the Student reads and plays en

77/78 first pattern of each line: piece with a strong pulse o
1
hile listening to Pirates Of first beat of each measure,
e Sea, student:
9 13
passing the sound smoothl
A- B C -D E ____ from hand to hand.
sways (or taps) dotted half A- B C -F E ____
tes. F-E D -F E ____
61
D- C B -C A ____
points to notes and sings
23
ics. (Singing lyrics simplifies
 L.H. R.H.
M
I
D
D
L
E
F GA B C D E F G
4 3 2 1 1 2 3 4 5

Go For The Gold

4
Stately March Phillip Keveren

&4 œ ˙ ˙ œ œ œ œ œ
1 2 3

f œ
?4 œ œ œ œ œ
4
3

& œ ˙ œ œ Œ
5 1

˙ œ œ ˙ œ
? œ œ œ
3
Accompaniment (Student plays one octave higher than written.)
Stately March ( = 90) 1. 2.

62

& ˙ œ œ œ œ ˙
9 1

œ œ
Book 1œreview piece
Concept:
?œ
PNone,
œ œ Review:
˙
Range Bass F - Treble G
Dynamic change ! - "
h & Sound: Playing with full arm weight
4

Œ
13

&œ ˙ ˙ œ œ
1

œ œ Perform
˙ œ
f œ œ œ
?
are Practice

1) Student blocks out piece by 1) Student reads and p

79/80 42 3 playing these patterns in the RH: 2 and 4 8va and teacher
listening 9to Go For The 13 lines 1 and 3 (or vice ve
student: C -skip up
D -skip up 2) Student plays entire
24
ints and says notes. E -skip up a stately tempo, using fu
63