By Sally Hopkins - Lightning PianoSally!Hopkins! ` ... Lightning Piano Sight Reading Book 2 provides ... • Reading intervals using melodic 2nds and 3rds;

BySallyHopkins

©2013SallyHopkins

Thisedi(onfirstpublishedin2015

ISBN9-781495916427

Allrightsreserved

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Visitwww.lightningpiano.comfor

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Lightning'Piano'is#very#different#from#other#piano#methods.###The#whole,piano,is#explored#from#the#start#and#the#pace#Is#deliberately#slow.#Combining##“Kodaly”,and#Paul#Harris’#“Simultaneous,Learning”'principles,#each#new#concept/skill# is#broken#down#and#creaCvely#explored#through:################Lightning'Piano'helps'develop'happy,'confident'pianists'and'a'life6long'love'of'music.#

Lightning' Piano' is# a# collecCon# of# the#material# I#use#with#very#young#beginners,#aiming# to# grow# a" love, of, music;making#while# developing# all, the' skills" needed# to#be#a#pianist.##

By'Sally'Hopkins'

`

www.lightningpiano.com#

“I,am,en>rely,blown,away,by,your,first,book." "I"cannot"tell"you"how"much"I"admire"what"you" have" done," and"am"aghast" at" the" amount" of"work" and" thinking" that"went" into" it.”"Brian'Priestman'–'conductor.,

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By#Sally#Hopkins#

Lightning#Piano#is#very#different#from#other#piano#methods.###The#whole,piano,is#explored#from#the#start#and#the#pace#Is#deliberately#slow.#Combining##“Kodaly”,and#Paul#Harris’#“Simultaneous,Learning”#principles,#each#new#concept/skill# is#broken#down#and#creaCvely#explored#through:################Lightning#Piano#helps#develop#happy,#confident#pianists#and#a#life:long#love#of#music.#

Lightning# Piano# is# a# collecCon# of# the#material# I#use#with#very#young#beginners,#aiming# to# grow# a" love, of, music;making#while# developing# all, the# skills" needed# to#be#a#pianist.##

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“I,am,en>rely,blown,away,by,your,first,book." "I"cannot"tell"you"how"much"I"admire"what"you" have" done," and"am"aghast" at" the" amount" of"work" and" thinking" that"went" into" it.”"Brian#Priestman#–#conductor.,

Inspired) by) Paul) Harris’) “Simultaneous, Learning”! principles,) each) new) concept/skill) is)broken)down)and)crea;vely)explored)through:)))))))))))))))))

Engaging) the)musical,ear,and)auditory,memory,and) rela;ng) these) to)wri6en,nota7on,,Lightning)Piano)helps)develop)happy,,confident,pianists,and)a)lifeClong)love,of,music.)

Lightning! Piano! is) a) collec;on) of) the)material) I)use)with)very)young)beginners,)aiming) to) grow) a" love, of, music=making)while) developing) all, the! skills" needed) to)be)a)pianist.))

By!Sally!Hopkins!

`

www.lightningpiano.com)

“I,am,en7rely,blown,away,by,your,first,book." "I"cannot"tell"you"how"much"I"admire"what"you" have" done," and"am"aghast" at" the" amount" of"work" and" thinking" that"went" into" it.”"Brian!Priestman!–!conductor.,

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ThepagesofthesenotescorrespondtotherelevantpageinLightningPianoBook2.

LightningPianoSightReadingBook2provides

furtherexercisestoreinforcetheconceptslearnt.

Likeallpianocourses,learningtoreadmusicisafundamentalpartofLightningPiano.

However,Ibelieveexperimenta2on,improvisa2onandplayingbyearareequallyimportantindevelopingtruemusicianshipandthisisreflectedinthebooks. `

www.lightningpiano.com

Playingwithothersdevelopsmanyskillsandmakesplayingmorefun.ThereareprintedTeacher’sPartswhicharealsoavailableassoundfilesforpupilstoplayalongtoat:www.lightningpiano.com/.

Theeartraininggamessuggestedinthebooksandtheon-linegamespromoteauraldevelopment.

Basedonwellknownsongs&nurseryrhymes,themethodencouragespupilstosingastheyplaytopromotefluencyandphrasing.AsZoltanKodalysaid,“Everyonewholearnsaninstrumentshouldsingfirst.”

Childrenareencouragedtoperformfrommemoryfurtherencouragingperformancetechniquesandar2stry.

IntroducNon

Finally,“PuzzleTime”and“Chipmunk’sChallenge”ensurethateachnewconceptisfullyunderstoodintheoryandcanbeappliedinprac(se.AseparatetheorybookisnotnecessaryalthoughthebooksintheLightningPianoSightReadingarerecommended.

Thebooksfeature“MonkeyGames”toembedtheskillsandtechniqueslearntinlessons.Thesegamesandexercisescanbeplayed/prac(sedawayfromthepiano(egwhileinthecarorwai(ngfortea)

4

ReadingmusicbypitchdirecNon&interval:•  Allowspupilstousemanynotes•  Discourageslookingatthehands•  Facilitatesfluency&phrasing•  Simplifiestransposi(on

Intervals

PaUerns&Sequences

WriUenNotaNon&ReadingMusic

BuildingonthetechniquesandauralskillsdevelopedinBook1,Book2exploresmorecomplexpulseandrhythms(including34andes)aurallyandguidesthepupiltounderstandthewriEennota2on.

The“BalloonStave”isusedtodemonstratethecorrela2onofpitchandposi(ononthestave.ThenoteslearntinBook1(BoaomSpaceAand3C’s)arerevisedandthreenewnotesareintroduced(2G’sandD).Readingmelodic2nds(NextDoorNotes/Walkingielines&spaces)isrevisedandpupilsareintroducedtomelodic3rds(Hoppingielinetolineorspacetospace).

Book2focuseson:•  readingpitchdirec(on–samepitch,higherorlower;•  Readingintervalsusingmelodic2ndsand3rds;•  Spohngrepeatedbars/phrasesandalsosequences;and•  RecognisingBoaomSpaceA,3C’s,2G’sandDasstar(ngnotes.

Books3–5graduallyintroduceothernotesandwiderintervals(4ths,5thsetc)

TheflashcardscreatedspecificallyforLightningPianoshownotesonthegrandstaveandthesamesizeasthemusicinthebookstheyarereading.

LightningPianoSightReadingBook2buildsontheideasinthisbook,withexercisesforeverychapter.

Aboveall,aimforthepupiltohavefunexperimen(ng,growinginconfidenceandcrea(vity 5

KeyLearningObjecNves

Chapter1Walking

•  RevisingPitchDirecNon&NextDoorNotes:Lineandspaces•  RevisingBoUomSpaceAand3C’s•  Dynamics:Slurs&Accents:Revising“Octopusdrop”techniqueandfingerac(on.•  ContraryMoNon:Abriefintroduc(ontoavoidmakingsimilarmo(onmoredifficult•  Harmonic2nds

Chapter2–AllTheG’s•  RevisingTheGrandStave&pitchdirecNonieboaomofstave=lownotes•  Keyboardlayout:FindingalltheG’sonthepiano•  FindingG’sonthestave:Coun(ngupfromC&downfromA•  SimilarMoNonChapter3–Hopping•  Recognisingmelodic3rds(Hopping)aslinetolineorspacetospace•  RecognisingHarmonic3rds•  SimilarmoNonwalking&hopping•  Transposing:RevisingDoeandSew&usingpitchdirec(on

Chapter4–CounNngin3•  CounNngin34Nme:Droppingthepulsetoestablishthisnewbeat.•  HarmonisingwithDoeandSew(Tonic&Dominant):A(metoexperiment&developauralawareness•  TimeSignatures:UnderstandingthemeaningofthetopandboUomnumber

Chapter5–SplibngBeatsinHalf•  Splibngbeatsinhalf

Chapter6–AllTheD’s•  Keyboardlayout:FindingalltheD’sonthepiano•  FindingD’sonthestave:Coun(ngupfromC&downfromA•  ConsolidaNng

WilliamWhalesays:Sing while you play

Somepiecesneedtobetransposedby1octave

SerenStarsays:Share your music

GeorgeGiraffesays:Sit Correctly

OliOctopussays:Float up with dangling fingers

Drop down MaahewMolesays:

Don’t look at your hands

Starscanbeaddedtothestarchartonthebackpageonceapiecehasbeen“shared”(performed).

Theseskillsareintroducedslowlythroughthebook. 6

ThesePianimalsappearthroughoutthebooktoremindpupilsofpar(culartechniques.

Sochildrendon’thavetoreadwriaenreminders,therelevantanimalcanbecircled.

OliverOwlsays:Use round fingers & firm fingertips

FreddieFoxsays:Fingers move at knuckles & rest when not needed.

LightningLeopardsays:Change the volume

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SetthepulsePupilcounts2barsbeforeplaying

Circlesamepitchnotes.

Markmountaintops.

Markvalleys

Drawalinebetweenmelodic3rdsMarkingmusicfacilitatefasterreadingtherebyincreasingfluency

NameDoe?

NameSew?Wri(ngthenameofthetonicanddominantnotesestablisheshabitofplayingwithinkeysignature.

☐

Δ

ThesesymbolssuggestthingstodobeforeplayingtohelpwithreadingnotaNon

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Toencourageac(velisteningduring,Iencouragepupilstofillinthechartonpage7.Therearesuggestedac(vi(esforpiecesfromCarnivalOfTheAnimalsinthebook.Otherpieces,eitherchosenthemselvesorbyyou,canbeaddedanda✔or✖addedintheboxtoindicatelike/dislikeaccordingly.

MusicILike/Don’tLike

1KangaroosbySaint-SaensEncouragepupilstolistenforpairsofnextdoornotesandhigherandlowersoundsTalkabouthowthesoundsremindusofakangaroohoppingandhowsoundcanbeusedtocreatepictures.(loud,soo,slow,fast,short,long,high,lowetc

TheElephantbySaint-SaensEncouragepupiltodrop3(meontheirlapusingoctopusdrop.Talkabouthowthesoundcreatesthepictureofanelephantdancing–lowsounds34(meetc

7

TorevisereadingnextdoornotesfromCWhattodo:

•  DiscusstheshapeofthemusicieitstartsfromCandthenmovesonenoteata(meupordown

•  Discussmatchingbars1–2and5-6

•  Helppupiltomarkhighandlowpoints

•  Pupilplayswithoutlookingathands.

•  Askpupiltosingwhileyouplay

•  Encouragepupiltoplay&sing

CHAPTER1Walking

Colour• C’sblue• A’spurple

Markinghigh&lownotes(Δ&☐)aidsfluency.

Revisereadingnextdoornotes(lines&spaces)followingnoteheads(notstems). 8

Walking Step By Step

Matchingbars

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Torevisehowthetrebleandbassstavesfittogether

Whattodo:

•  Discusshowthestaveshavebeen“pulledapart”sothegapisnolongerpropor(onal.

•  Discusshowtheshapeofthemusicisthesame

•  Specialaaen(onshouldbepaidtocrossingoverfroml.h.tor.h.acrossmiddleC.(ThenoteseithersideofMiddleCieB&Dcanbeconfusing)

•  Pupilplayswithoutlookingathands.

•  Encouragepupiltoplay&sing

9

Walking Step By Step

DabovemiddleCcanbewriUenineitherclef

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AFireEngineGoingAway

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FireEngineComing

DrumRoll ADonkeyBraying

Dim. = Get Softer Cres = Get Louder

Toavoidmakingthemusiclookcluaered,fewdynamicsarewriaenonthemusicinthisbook.However,pupilsshouldbeencouragedthroughouttoadddynamics.Someliketo

writethemonthemusic

10

Tointroducehandstogetherwork&revisecorrectroundedfingeracNonfromtheknuckle.

Whattodo:

•  ReviseOctopusDrop,roundfingershape&TommyThumbfromBook1

•  ReviseFingerac(on(movingfromtheknucklesandplayingonthefinger(ps-keepingfingersrounded)

•  Markhighs&lows

•  Iden(fyrepeatmarks–discusswhichbarstoplaywhen(1,2,3,4,3,4,5,6)

•  Prac(ceexerciseonpianousingdifferentdynamics(egall ff;allpp;cresc.toend;dim.toend.

•  Encouragepupiltoprac(ceontablewhilewai(ngforteaetc.

Five Finger Frenzy Contrary Motion

11

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Writepupil’snamehere

‘ s Contrary Tune ToestablishcontrarymoNon&developimprovisaNonskills

Whattodo:

•  Helppupiltospotcontrarymo(onpassageinmusicbyaddingΔsand☐s

•  Establishpulse

•  Pupilplaysfirstlinethenaddstheirownsecondline.Encouragecrea(vitybutensurehandremainsinfivefingerposi(onwiththumbsonC’s.

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I Hear With My Little Ear

Echo Tunes TodeveloppitchrecogniNon:ThisgamebuildsonHigher/Lower/Snap.

IalwaysstartonC&onlyusenextdoornotesatthisstageieneverCtoEorDtoEetc

Whattodo:

•  Explainthatyouaregoingtoplay2notes(thefirstwillbeC)forthepupiltocopy.

•  ThepupilthenshutshiseyesorlooksawaywhileyouplayeitherC,DorC,CorC,B.

•  Thepupilthenopenstheireyesandplaysthenotesback.

•  Onceestablishedwith2notes,adda3rdnote(samepitchora2ndhigherorlower(egCCD;CDE)

•  Longerphrasescanbeusedatteacher’sdiscre(on–Igoupto8notesmaximum

Nice Or Nasty! TodevelopauralrecogniNonofharmonic2nds

Whattodo:•  Havefunallowingpupiltoexperimentplaying2notesatthesame(me.Talkaboutthedifferentsounds

andinpar(culartheclashofaharmonic2nd.

•  Explainthatyouaregoingtoplay2notesatthesame(me.Iftheyarea2nd,thepupilcansay“yuK’or“ouch”etc.Ifnot,say“lovely”or“ahh”etc

•  Thepupilthenshutshiseyesorlooksawaywhileyouplay2notesandthenresponds.

SomepupilspottheseA’s.Ifso,theycancolourthempurpletoo!

TointroducesluracNon–drop–smooth–lik!

EnsurepupilunderstandsthedifferencebetweenaslurandaNe

Whattodo:

•  ReviseOctopusDrop,roundfingershape&TommyThumbfromBook1

•  Prac(ceSlurExerciseonpiano

•  Playagainusingdifferentfingercombina(ons…1-2,2-3,3-4,4-5

•  Encouragepupiltoprac(ceontablewhilewai(ngforteaetc.

•  Thisisadifficultac(ontoachievecombiningoctopusdrop,smoothtransferofweighttoanotherfingerandoctopuslio.Slowprac(cesaying“Drop–lio–together”canhelp.

TorevisereadingnextdoornotesincontrarymoNon&harmonic2nds,&pracNseslursandaccents

Whattodo:

•  Discussdifferentwaysofaddingcolourtomusicthroughloudsandsoos(dynamics)andthewaythelengthofthenoteandthewayitis”hit”(ar(cula(on)

•  Marktheshapeofthemusictoencouragepupiltospotcontrarymo(on

•  Discussthechordsandaccentswhichtogethergivetheimpressionofacarhoo(ngit’shorn.

•  Pupilplayspiece

Two Noisy Cars!

13

Slur Exercise

TopracNceplayingbyearusingnextdoornotes,doeandsewToidenNfycommonbeginningofdominant(sew)totonic(doe/homenote)

Whattodo:

•  Explainthateachlineisplayedtwice

•  Playfirstlineonceandaskpupiltocopyitback

•  Repeatwitheachline

•  Askpupiltoplaywholepieceontheirown(ierepea(ngeachline)

•  Playasaroundbeginning2barsaoerpupil

•  LotsofothertunesbeginSewtodoeegWeWishYouAMerryChristmas,AwayInAManger,IfYou’reHappy&YouKnowIt…,AuldLangSyneetc

London’s Burning

Chipmunk’s Challenge

Torevisekeyboardgeography,repeaNngblacknotepaUern,A’sandCsandtolearntorecogniseG’s&pracNceOctopusDroptechnique

Whattodo:

•  Askques(onsabouttheblacknotestoencouragethepupiltoseethepaaern.

•  AsktopupiltoplayalltheA’sfromlowtohighandalltheC’sfromhightolow.

•  PupilcountsuptoGfromCandfindsalltheG’sfromlowtohigh

•  DiscussthenextdoornotesGandAandprac(ceplayingthemslurredfromlowtohigh.

CHAPTER2AllTheG’s

London’sBurning:Playeachlinetwice.Playasaround.Doesitsoundfinished?(HomenoteisGbutitendsonB..)

ReviseA’s&C’s;high&lownotes.Prac(cefindingG’s.PlayG-Aslurred;G-Cslurred.DiscussDoetoSewstart. 14

Balloon Games

ToestablishcorrelaNonofpitchandposiNononthegrandstave

•  Reviselines&spaces,andreadingfromboaomupetc

•  EnsurepupilcanrememberhowtofindboaomspaceAand3C’s

•  TalkaboutthemagiclineforMiddleCwhichisusuallyinvisiblebutappearswhenitisneeded.

•  Revisehigh&lowonladder/stave.Canpupilpointtothehighestline(rung),thelowestspace(gap)etc.

•  Explainhowthenotescorrelatewiththoseonthepianofor“walking”(iemelodic2nds),higher&Lower

FollowMyLeaderFromA:ShowpupilwhichAcorrelatestotheboaomspaceonthestave.Asyoumovetheballoonupordownbyamelodic2nd(nextdoornotes)thepupilplaysthecorrespondingnote.Usethismethodtofindthe3C’sand2G’s.Thisrevisestheconceptofmovingnotebynoteupordown&allowsthepupiltofindtheG’sforhimself.

Hide&SeekG’s:Movetheballoonup&downthestaveslowly,stoppingasyoupassovereachG.ThepupilplaysthecorrectGtomaketheballoonmoveagain.Asthepupilbecomesmoreconfident,makeitlessobviouswhereyouaregoingnext,some(mesgoingbacktothesamenotemorethanonce.FinallyaddBoaomSpaceA&3C’sintothegame.

TellAFriend:ThisconfirmswhetherthepupilreallydoesknowwheretheG’sareonthestave.

15

TheBalloonStaveandNoteladdersmaybephotocopiedforeducaNonalpurposesonly.

Itmaynotbeusedinotherpublica(onsorsoldwithoutwriaenconsent.

PleaseacknowledgeLightningPianowhenphotocopyingorusingthistool.

CHAPTER5THEGRANDSTAVE

EnsurepupilunderstandsthenotesarenamedAtoGfromBoaomSpaceAupwithanoteoneveryline&everyspace. 16

NoteLaddersCan pupil spot A C E G in different places

Can pupil find all the G’s

Walkr.h.2&3uptheladdersaying“line,space,line,space…”.(R.H.2onBoaomSpaceA,3onB,2onC

etc.SwapforL.H.ie3onA,2onBetc).Onanormalladderyouonlystepontherungs!

Hop3rdfingeruplinesmissingoutspaces.Hop2ndfingerupspacesmissingoutlines.

17




EnsurepupilunderstandshownotesarenamedfromBoaomSpaceAupthestavewithanoteoneverylineandeveryspace.Paypar(cularaaen(ontothespaceseithersideofMiddleCwhichdon’tlookliketheotherspaces.

18




Ensurepupilunderstandswhythestavelooksdifferentietheleoandrighthandstaveshavebeenpulledapartsothatthespacebetweenislarge.Asaresult,MiddleCisnolongerinthemiddlebuthas2possibleposi(onsandthespaceseithersideofMiddleClookdifferent.

TheflashcardshavebeencreatedspecificallyforLightningPianoFun!

Theyshownotesonthegrandstave

Theyarethesamesizeasthemusicinthebookstheyarereading.

Encourageparentstocutouttheflashcardsandregularlyplaymemorygameswiththeirchild.

Agameof“pairs”canbedownloadedfreefromthewebsite.

19

Ac(vi(es1.  Puhngthenotesinorderfromlowtohigh

2.  Choosingacardandnaming3thingswhichbeginwiththeleaer.(Chooseadifferentthemeforeachroundeganimals,vehicles,names)

1.  Gotowww.lightningpiano.comforfreeprintablegames

TolearntorecogniseGinthebassclef

Whattodo:

•  HelppupiltospotalltheG’sinthepiece

•  Circlerepeatednotes.

•  Iden(fynextdoornotesandMiddleC

•  Talkabouttherhythm

•  Establishpulse&playaway!

•  RemindpupilsthatGrumpyGlooksasthoughit’sinthetopspaceofthel.h.althoughreallythereisaBaboveit.

Colour• C’sblue• A’spurple• G’sred

Uncolourednote(E)canbefoundbynamingnotesasyouwalkupthestavefromC(CDE.BalloonStavemayhelp. 21

15G’s

Grumpy G

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TorecogniseA’s,C’sandG’sinbassclef

Whattodo:

•  Askpupilhowmanydifferentnotesareusedinthispassage(4:A,C,G,MiddleC)•  Explaintheycanuseanyfingersofanyhandtoplaythenotesandtheycanlookatthekeyboard.

•  Usinga(mer,(mehowfasttheycanplayallthenotes.•  Putastarbesidethe(metheyhaveachieved•  Iallow3aaemptsatthisexercise&thenrepeatnextlessonhopingforanimprovement!

TorevisecontrarymoNon,GrumpyGand“walking”frombasscleftotrebleclefacrossMiddleC

Whattodo:

•  HelppupiltospotthebassclefG’s,matchingbars(1-2&5-6)andcontrarymo(onpassages

•  MarkhighsΔandlows☐

•  Lookatbars3–4and7-8andiden(fywalking(nextdoor/melodic2nds)fromMiddleC


•  Talkabouttherhythm


(ForpupilswhosingthissonginFrench,drawa(ebetweenthe3rd&4thmeasureofbars1and5.)

Adddynamics–somepupilsliketowritethemin

Playasaduetmakingupalowerpartusingdoeandsew 22

On The Bridge Of Avignon

ContraryMo(on

TolearntorecogniseGinthebassclef

Whattodo:

•  HelppupiltospotalltheG’sinthepiece

•  Circlerepeatednotes;iden(fyhighs&lowsandnextdoornotes

•  Iden(fymatchingbars(5,6&7)


h h. 17G’s

TrebleGiss(llwriaeninCmajoriehomenote/doeisCeventhoughitendsonG…Doesitsoundfinished? 23

Treble G

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3 Five Finger Frenzy in Similar Motion

24

1 Turn The Taps On & Off!

2 See Saw

TointroducewristrotaNon&SimilarMoNonAswellasbeinganimportanttechniqueinitsownright,IfinditiseasiertointroducetheideaofsimilarmoNonusingthisgrossmotorskillratherthanbeginningwiththefingers(See2&3below)

Whattodo:

•  Demonstratethewristrota(onac(on&askpupiltocopyhandsseparately,thenincontrarymo(on&finallyinsimilarmo(on

•  Somepupilsfindimaginingturningataponandoffhelpful;othersthinkoftheac(onusedwhensaying“so,so”or“maybe”.

TopracNcewristrotaNoninsimilarmoNon&remindpupilsofthesoundofDoeandSew

Whattodo:

•  Demonstrate&askpupiltocopythewristrota(onac(ononthepianousingfingers1&5onC&G

•  RepeatwiththeotherhandandthenhandstogetherINSIMILARMOTION(Pupilstendtodefaulttocontrarymo(on)

•  SingDoe,Sewasyouplay

TopracNcesimilarmoNon

Whattodo:

•  Iden(fyrepeatmarks–discusswhichbarstoplaywhen(1,2,3,4,3,4,5,6)

•  Askpupiltoiden(fyhighsandlowsandstar(ngnotes

•  Playhandstogether

•  Ifpupilisstruggling,remindthemtothinkof2above.

TorecogniseC’sandG’sinTrebleclef

Whattodo:

•  Askpupilhowmanydifferentnotesareusedinthispassage(3:C,G,MiddleC)•  Explaintheycanuseanyfingersofanyhandtoplaythenotesandtheycanlookatthekeyboard.

•  Usinga(mer,(mehowfasttheycanplayallthenotes.•  Putastarbesidethe(metheyhaveachieved•  Iallow3aaemptsatthisexercise&thenrepeatnextlessonhopingforanimprovement!

ToreviseTrebleGandpracNce“walking”insimilarmoNon

Whattodo:

•  HelppupiltospottrebleG’s

•  MarkhighsΔandlows☐andrepeatednotes

•  Establishpulse&playr.h.only

•  Playagainwithl.h.(star(ngwith5onMiddleC)

•  Playwithbothhandstogetherinsimilarmo(onanoctaveapart(somepupilsliketowritel.h.notesin.)

Extraac(vity–canthepupilplaythewholetune5noteshigheriebeginningonG.Discussnewhomeandsewnote.

Playasaduetmakingupalowerpartusingdoeandsew 25

Go And Tell Aunt Dinah

Play hands together in similar motion

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TopracNcewalkingandhoppinginsimilarmoNon

Whattodo:

•  Iden(fysimilarmo(on,walking(line1)andhopping(line2)

Balloon Games Tounderstandhowmelodic2ndsand3rdsappearonmusicandtranslatedontokeyboard

•  Reviselines&spaces,walkingfingersupthenoteladdersusingr.h.3&2orl.h.2&3

•  Hopfromlinetolineusingr.h.3orl.h.2

•  Hopfromspacetospaceusingr.h.2orl.h.3

•  TalkabouthoppingoverMiddleC-themagiclineisinvisibleandthedistanceisnotpropor(onal

FollowMyLeaderFromG:

Asyoumoveballoonupordownaskpupiltoplaythenotesonthepianousinganyfinger.

•  BeginwithballoononGrumpyG.Usenextdoornotes(melodic2nds)ieWalking.Thenrepeatwithmelodic3rdsieHopping.

•  Repeat,beginningonTrebleG

InparNcularensurepupilunderstands“hopping”overMiddleC

CHAPTER3Hopping

Lines&Spaces

Drawingalinebetweenmelodic3rdsassistsfluency.Paypar(cularaaen(ontohoppingoverC(iefromBtoD)

Emphasisewalking(lines&spaces)andhopping(linetolineorspacetospace) 26

Hop With Me!

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TopracNcesimilarmoNonwalkind&hopping

Whattodo:

•  Iden(fyrepeatmarks–discusswhichbarstoplaywhen(1,2,3,4,1,2,3,4,5)

•  Askpupiltoiden(fyhighsandlows,star(ngnotesandwalkingandhopping

•  Playhandstogether

•  Repeatexercisestar(ngonG

•  Thiscanbeanopportunitytoexperimentwithstar(ngonothernotesasanintroduc(ontowhyweuseblacknotesfordifferenthomenotesandmajor/minorsounds

Five Finger Frenzy Walking & Hopping

Toestablishthesoundofhoppingaurally

Whattodo:

•  Playechotunesusingmelodic2ndsand3rds

•  AskpupiltosingHappyBirthdaywhileyouplaythetunebeginningonG

•  EncouragechildtohaveagowiththumbsonC.ThecolouredwordsindicateC’sandG’s.Pointoutthebigoctaveleap.

Happy Birthday

Lines&Spaces Δ☐? &

27

TopracNcereadingmorecomplexcombinaNonsofnotesandintervals

Whattodo:

•  Helppupiltospotthematchingbars(1–4&9–12)andbassclefG’s,

•  MarkhighsΔandlows☐andhopping

•  Comparebars5–8and13–16:iden(fywalking,hopping,bigleaptoGrumpyGandbacktoC

•  Talkabouttherhythminbars1&2

•  Establishpulse&playawayaswriaen

•  Playagainhandstogetherinsimilarmo(on

•  Tosing,playr.h.anoctavelowerbeginningonMiddleC

•  HavefunaddingalowerpartusingDoeandSewthenswapparts

•  Experimentwithr.h.playingtuneandl.h.playinga6thbelow.Iebeginningwithl.h.5onE.

ToestablishhoppingfromA’s,C’sandG’s

Whattodo:

•  Askpupiltoiden(fythefirstnoteofeachbarandthentospotthepaaern(iehoppingfromfirstnoteofthebar

•  Explainthatthepupilcanlookatthekeyboardanduseanyfingerandanyhand.(ThisisanotereadingexercisesoanyfingerfromanyhandisfinealthoughIsuggestusingl.h.531r.h.1forbars1,4&5andr.h.531l.h.1forbars2and3)

•  Usinga(mer,(mehowfasttheycanplayallthenotes.Putastarbesidethe(metheyhaveachieved•  Iallow3aaemptsatthisexercise&thenrepeatnextlessonhopingforanimprovement!

Playasaduetmakingupalowerpartusingdoeandsew.Adddynamics&phrasing:Experimentwithaddingslurs.

Bars1–4and9–12arethesamebutdifferentoctaves.Tosing,playr.h.anoctavelower,star(ngonmiddleC 28

Donkey Riding

TopracNcereadingmorecomplexnotesandintervalsincludinghoppingoverMiddleC

Whattodo:

•  Talkabouttheupbeat.(Thelastbarofline1hasbeensplittocreateamatchingupbeatonline2toaidmusicalphrasing.

•  Helppupiltospotthematchingbars(1–4&9–12)

•  Iden(fywalking,hopping(&hoppingoverMiddleC)andbassclefG’s,


•  Playhandstogetherinsimilarmo(onanoctaveapart


Colour• C’sblue• A’spurple• G’sred

Addanotea3rdhigher

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Encouragepupiltocreatesoundsfortheotherverses:ThehorngoesBeep,thewipersgoswishetc

RevisehoppingoverMiddle.Explainup-beatPlayasaduetmakingupalowerpartusingdoeandsew 29

The Wheels On The Bus

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TointroducetransposiNon–Encouragepupilnottolookatthehands(TransposiNonisfacilitatedbynotlookingatthehandonceitisinthenewposiNon)

Whattodo:•  PlayDonkeyRidingagainaperfect5thhigher(iebeginningonG).

•  Iden(fydoe&Sewnotesinnewposi(on

•  PlayTheWheelsOnTheBusaperfect4thhigher(l.h.4onC;r.h.1onF)

•  Experimentwithstar(ngonothernotesatTeacher’sDiscre(ons

(anintroduc(ontowhyweuseblacknotesfordifferenthomenotesandmajor/minorsounds)

TopracNceoctopusdroponto2fingersandmovingwholearmupmelodic2ndswithoutlooking

Whattodo:

RepeateachstageunNlitcanbedonewitheyesclosed

•  Prac(ceOctopusdroponto2&4onCandEseveral(mesun(ltechniqueiscorrect

•  Playexerciseaswriaen

•  Repeatexercisewith3&5,andfinallywith1&3

Octopus 3rds

Ensurecorrectkeystroke+handshape.Firstprac(cerepeatedchord,thenplayOctopus3rds…eyesclosed?

TransposeeachpiecetoGmajorreadingshape&interval. 30

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TopracNcesimilarmoNon

Whattodo:

•  HelppupiltospotthematchingbarsandG’s,

•  Markhopping(online2)

•  Prac(cebars1&2several(mes

•  Prac(ce2ndslineseveral(mes

•  Playaswriaen

•  Adddynamics


•  TransposetoGMajoratteacher’sdiscre(on.ThiswillrequireuseofFsharpsincetheleadingnoteisalwaysasemitonefromthetonic.SharpsandflatsareintroducedinBook3.

31

Hot Cross Buns

2barrhythm34(meusingq h h. w 32

CHAPTER4COUNTINGIN3

q q q q q q q q q q q q q q

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3 4

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5 4 2

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Echo Rhythms

TodeveloprhythmmemoryThisgameissimilartoEchoTunes.

Whattodo:

•  Talkabout(meand(me

•  Explainthatyouaregoingtodropapulsefollowedbyarhythm.Askthepupiltocopyitback.

•  Establishpulsedroppingonlap.Askpupiltojoinin.

•  Oncepupilisready,con(nuedroppingpulseforonemorebar,coun(ngaloud,andthendroponebarrhythm.

•  Con(nuecoun(ngonemorebar

•  Pupilthentriestorepeattherhythm.

•  Encouragepupiltocountaloudwithoutyou.

•  Droppingtherhythminonehand&pulseintheotherdevelopshandindependence

EncouragepupilstoplayEchoRhythmson-linewhentheygethome.

3 4

4 4 3

4

3 4

TopracNcecounNngin34Nmeandreading3rds

Whattodo:

•  Helppupiltospotthe(ednotes

•  Marksamenotesandhopping

•  AskpupiltodropthepulseonGwhileyouplaythetune

•  Discusstherhythmandhowtocountthedifferentnotelengths

•  Prac(celine2

•  Playaswriaen

•  Adddynamics

•  HavefunaddingalowerpartusingDoeandSewchordsthenswapparts

•  TransposetoGMajorieperfect5thhigher

Adddynamics;Revise(ednotesAccompanyusingchops(ckschords.Thenswap.


Row, Row, Row Your Boat

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12 3 1 2 3 123 1 23

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TopracNcereadingharmonic3rds&tobegintoharmoniseusingdoeandsewchords

Whattodo:

•  Helppupiltospotthematchingbars(1–2&3–4)andthepaaern

•  Explainthatthepupilrepeatsthe4barsmany(mes!

•  HavefunplayingtheduetaswriaenandthenmakingupadifferentTeacher’spart

•  Somepupilswillmanageturningtheharmonic3rdsintoTriadsbyaddinganothernotea3rdhigher.Wri(ngtheaddi(onalnotesonthemusichelpsassimilatethenota(on

Talkaboutusingchordstoaccompany&themostusefulchordsofDoeandSew(Tonic&Dominant) 34

Chopsticks! – A Duet!

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Tointroduceimprovisingoverdoeandsewchords

Whattodo:

•  Helppupiltospotthematchingbars(1–2&5-6)andthepaaern

•  Iden(fyrepeatmarks

•  Playasaduet:Teacherplayingthepupil’schops(ckpartonpg34;pupilplayingtheWaltzonthispage.

•  Encouragepupiltomakeupthelastline(iftheyarereallystuck,theycanrepeatthefirstlinebutmaybechangeanotehereandthere…)

•  Swapover

‘s Waltz

35

Play hands together in similar motion

TopracNcecounNngin34NmeandreadingacrossMiddleC

Whattodo:

•  Marksamepitchnotesandaskpupilifthereareanyhopsorleaps!

•  Iden(fymatchingbars(1–4&9–12)

•  Prac(cethelast4bars–walkingacrossMiddleC

•  Playaswriaen

•  Adddynamics

•  TransposetoCMajorieperfect4thhigher

•  Ifthepupilknowsthetune,theymaybeabletoplaytheMiddle8byear

•  NBAccompanyingthispiecerequiresathirdchord(Subdominant)andFsharp.Ifpupilswanttoaddanaccompaniment,itiseasiertodosowhentransposedtoCmajor.Thiscanbeanopportunitytotalkaboutblacknotesandthesub-dominantchordbutthatisfortheteachertodecideonanindividualpupilbasis.

Discussphrasing&dynamics–Somepupilsliketodrawinthephrasemarksanddynamics


Oh The Bear Went Over The Mountain

h q q h qq q w h

2 4 4 43 4 6 4

Echo Rhythms

TodeveloprhythmmemoryThisgameissimilartoEchoTunes.

Whattodo:

•  Talkabouthalfbeatnotese

•  Explainthatyouaregoingtodropapulsefollowedbyarhythm.Askthepupiltocopyitback.

•  Establishpulsedroppingonlap.Askpupiltojoinin.

•  Oncepupilisready,con(nuedroppingpulseforonemorebar,coun(ngaloud,andthendroponebarrhythmusingq e h h. w .

•  Con(nuecoun(ngonemorebar

•  Pupilthentriestorepeattherhythm.

•  Encouragepupiltocountaloudwithoutyou.

•  Droppingtherhythminonehand&pulseintheotherdevelopshandindependence

EncouragepupilstoplayEchoRhythmson-linewhentheygethome.

37

CHAPTER5SplibngBeatsInHalf

h h. 12G’se iq

Onesy, Twosy!

4 4

TodevelophandindependenceandpracNcereadingrhythmsincludinge Whattodo:

•  Askpupiltodropr.h.rhythmoffirst2barsseveral(meswhileyoudropthel.h.rhythm(pulse)

•  Askpupiltodropbothhandsatthesame(meseveral(mes

•  Askpupiltodropbothhandsatthesame(meseveral(meswitheyesclosed

•  Repeatforthesecond2bars

•  Encouragepupiltoprac(ceathomeinthecaroratthetable

TopracNcereadinge s, andiq

Whattodo:

•  Iden(fystar(ngnoteofeachbarandthepaaern(hopping)

•  Lookformatchingbarsandapaaern(4barsCchord,3barsGchord,1barCchord)

•  Droprhythmofbars1and8

•  Reviseslurac(onfromChapter1

•  Prac(cemovingfrom1stlineposi(onto2ndlineposi(onwithOctopusfloat–Iallowmypupilstolook!

•  Prac(celast2bars

•  Playaswriaen

•  Adddynamics

•  TransposetoGMajorieperfect5thhigher

EncouragepupiltomaketheirownmusicwiththesechordsIntroducepedallingatteacher’sdiscre(on

Taprhythmof1stbar&lastbar.Reviseoctopusfloat&drop&slurs–handfloatstonewposi(on. 38

Floating Bubbles

WriteinthecounNng.Matchthenotebarstothehocolate.

h ee ee 12 3-sy 4-sy

q  ee q ee 1 2-sy 3 4-sy

ee ee ee ee 1-sy2-sy 3-sy 4-sy

q q q ee 1 2 3 4-sy

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39

Walking, Hopping!

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TopracNcesimilarmoNonhoppingwithdifferentfingers

Whattodo:

•  Iden(fythepaaernwithineachbar(walking,hopping)

•  Iden(fythe2barpaaern(1notelowereach(me)

•  Askpupiltoprac(ceeachbarseveral(mesthenplayaswriaen

•  Encouragepupiltoprac(ceathomeinthecaroratthetable

TodevelophandindependenceandpracNcereadingrhythmsincludinge ,iq andNednotes

Thisexercisedevelopstheq. e rhythmaurallywhichmakesiteasiertounderstandwhenthenotaNonisintroducedinBook3

Whattodo:

•  Askpupiltodropl.h.rhythmoffirstbarwhileyoudropther.h.rhythm(pulse)

•  Repeatforsecondbarandthenbothbarsconsecu(vely

•  Askpupiltodropbothhandsatthesame(me

•  Askpupiltodropbothhandsatthesame(mewitheyesclosed

•  Repeatforthesecond2bars

TopracNcemovinginandoutofsimilarmoNonandreadingmorecomplexrhythms

Whattodo:

•  Helppupiltospotthematchingbars(1&5,2&4)anddiscusshowsimilarbars1and3are.

•  Iden(fyhopping&similarmo(on

•  Droptherhythm

•  Prac(cebar1several(mes





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Droprhythmonlapfirstifappropriate 40

Ding Dong Bell


Torevisekeyboardgeography,andtolearntorecogniseD’s&pracNceOctopusDroptechnique

Whattodo:

•  Askques(onstofindanyD,thentofindthelowestDandthehighestD.

•  AsktopupiltoplayalltheD’sfromhightolow

•  AskpupiltoplayCDwithoutlooking–cantheyrememberhowtoplayslurred

CHAPTER6AllTheD’s

41

Balloon Games

ToestablishcorrelaNonofpitchandposiNononthegrandstave

•  Reviselines&spaces,readingfromboaomupetc•  FindboaomspaceA,3C’s&2G’s•  Askpupiltofind3D’s,oneaboveeachoftheC’s.•  TalkaboutthemagiclineforMiddleCwhichisusuallyinvisiblebutappearsunderDinl.h.(Dindisguise!).

FollowMyLeaderFromC:

•  Revise“walking”(Melodic2nds):BeginwithballoononGrumpyG.Askpupiltoplaythenotewhichtheballoonison.Each(methepupilplaysthecorrespondingnote,moveballoonupordowntothenextdoornote

Hide&SeekD:Movetheballoonup&downthestaveslowly,stoppingasyoupassovereachGrumpyG,MiddleC,DoggyDorTrebleG.Thepupilplaysthecorrectnotetomaketheballoonmoveagain.

TellAFriend:AskpupiltoexplainwhereDoggyD(&DoggyDindisguise)livesonthestave.Thisconfirmswhetherthepupilreallydoesknow.

TolearntorecogniseDinthetrebleandbassclef

Whattodo:

•  HelppupiltospotalltheD’sinthepiece


•  Droptherhythminbars2and4(refertopage39ifnecessary)

•  Establishpulse&playaway!�

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Pointout(es.Taprhythmfirst 42

Doggy D

TopracNcereadingDintrebleclefandmorecomplexrhythms

Whattodo:

•  Circlerepeatednotes

•  Iden(fyhopping(includinghoppingoverC),DoggyD&similarmo(on

•  Helppupiltospotthematchingbars(1-3&7–9)anddiscussmatchingrhythm(4–6&10–12)

•  Droptherhythmofbars1–3andthelastline.

•  Explain1stand2nd(mebarsandtheorderofplay(line1,line2,line1,line3)

•  Prac(cebars1-3several(mes

•  Prac(cebar4-6several(mes


•  Playagainaperfect4thhigheriel.h.4onC

Ihaveleor.h.fingeringtoteacher.Iuse1onDinprepara(onforscaleexerciseswherel.h.2&r.h.1areusedtogetherfollowedbyl.h.1andr.h.2.ThumbsonCmaybeusedinstead

43

Kumbya

TopracNcemovinginsimilarmoNonandreadingmorecomplexnotes,intervals&rhythms

Whattodo:

•  Helppupiltospotthematchingbars(first2barsofeachline)

•  Helppupiltospotsimilari(es&differencesinthelast2barsoflines1,2and3

•  Helppupiltospotthesequence(bars11–12areonenotehigherthan9–10)

•  Iden(fyhopping&similarmo(on

•  Droptherhythm

•  Prac(cebars3-4,7-8and15-16several(meseach

•  Prac(cebars1-2several(mescoun(ngaloud



•  HavefunaddingalowerpartusingDoeandSewchordsthenswapparts

•  BeginningonDproducesminorversionofpiece.ThisisanopportunitytointroduceandexperimentwithmajorandminorsoundsandblacknotesbeforetheyareformallyintroducedinBook3.

Talkaboutbeamingofquavers,slurs&(es 44

Allegretto by Czerny

q q iq iq iq iq q q iq iq h q q h

q q ee ee ee ee q q ee ee q q q q q q

AllegreUobars1&5 AllegreUobars7,9,11&15

AllegreUobar16AllegreUobars4&8

Anopportunitytotalkaboutblacknotes,andmajorandminor.TheseareintroducedformallyinBook3

Matchingbars:1-2&5-6&13-14.2barsequence:bars9–10&11–12 45

Allegretto Continued

Chipmunks ChallengeTopracNcetransposiNon–Encouragepupilnottolookatthehands

Whattodo:•  Movehandsupaperfect5thtobeginonGthenplayagain


•  RepeatbeginningonD

•  Askthepupiltodescribehowitsounds(minor)

DemonstratehowtouseFsharptomakeitsoundmajoragain

Major&minorandblacknotesareintroducedformallyinBook3

C

G

D

G

D

A

Chipmunks ChallengeTopracNceaccompanyingwithdoe&sewchords&transposiNon

Whattodo:•  HavefunaddingalowerpartusingDoeandSewthenswapparts

•  Movehandsupaperfect4thtobeginonCthenplayagain


•  RepeatbeginningonD

•  Askthepupiltodescribehowitsounds(minor)

DemonstratehowtouseFsharptomakeitsoundmajoragain

Major&minorandblacknotesareintroducedformallyinBook3

C

G

D

G

D

A

ToconsolidatehoppingoverCtoDinthebassclef&readingDinbothclefs

Whattodo:

•  Helppupiltospotmatchingbars(first4barsofeachline)

•  Helppupiltospotsimilari(es&differencesinbars1–4&5–8

•  Iden(fyD’sinbothhands,hopping&repeatednotes

•  Prac(celast4bars

•  Talkaboutdynamics&accent



Referbacktochops(ckschordsp33&thentransposetoG

R.H.fingeringatteacher’sdiscre(on.(1&2or2&3) 46

Pop Goes The Weasle

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Whattodo:

•  Playthispiecetothepupilandthendiscusscharacter,ar(cula(on&dynamics(clapping,oleetc)

•  Helppupiltospotmatchingbars(bars1–3and8-10)

•  Helppupiltospotsimilari(es&differences:2ndlineisthesameas1stlinebutonenotelower.

•  Iden(fy2beatrestandprac(cerhythmoflast2barsofeachline.

•  Prac(se1st2notesofeachlineseveral(mes

•  Establishpulse&playawayasaduet.

•  Somepupilswillbeabletoplayasasolopiecehandstogether.

Mexican Hat Dance

matchingbars

Toconsolidateeverything!

Whattodo:

•  Helppupiltospotmatchingbars(r.h.bars1&2)

•  Discussr.h.rhythmsofbars3&6

•  Remindpupilabout1stand2nd(mebars&helppupiltoworkouttheorderofplay

•  Helppupilworkoutnotesofl.h.finalbar(apairof3rds)

•  Prac(celastlinewith1st(mebarseveral(mes

•  Prac(celastlinewith2nd(mebarseveral(mes


•  Helppupiltoworkoutasimpleleohandpart(preferablysinglenotew’sonC&G).Thepupilcanwritethisonthemusicorplaybyear

q e DoggyD’s

Prac(celastline(2nd(mebar)several(mesHelppupiltoworkoutl.h.accompaniment(doe&sew)

Explain1st&2nd(mebarsRevise(ednotes.Taprhythmofbar3 48

Jingle Bells

TorecogniseC’s,G’s&D’s

Whattodo:

•  Askpupilhowmanydifferentnotesareusedinthispassage(4:C,G,MiddleC,D)•  Usinga(mer,(mehowfasttheycanplayallthenotes.(Usinganyfingersfromeitherhand)•  Putastarbesidethe(metheyhaveachieved•  Iallow3aaemptsatthisexercise&thenrepeatnextlessonhopingforanimprovement!

Addwheelstothecars.

BoUomSpaceA&2ndSpaceC’s

GrumpyG’s

TrebleG’s

Add3moreTrebleG’sinsidetheTrebleClefs Draw3moreGrumpyG’s

AddenginesinboUomspaceA.

DoggyD’sinDisguise

DoggyD’s

Add3moreDoggyDnoses Add3moreDoggyDindisguisenoses

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Emphasiseimportanceofaccuracy 49

Joel The Elephant’s Star Chart Tunes to play from memory

introduces

A’s and E’s,

triads and melodic & harmonic 5ths,

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Thestarchartisdesignedtoencouragepupilstoplaytootherpeople.Playingtoothersatayoungagewillreapdividendslaterinlife.Italkabout“sharingatune”ratherthan“performing”.SomeNmesthebiggestchallengeisnotpersuadingthechildrentoplaybutpersuadingtheparentstospendNmelistening!Somepupilsliketoarrangeconcertsfortheirteddiesorpets!Ialwaysencouragepupilstoperformfrommemory.Performingfrommemoryfacilitatesfluencyandar(stryandisaskillwhichIliketodevelopfromday1–itismuchhardertodeveloplater.

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By Sally Hopkins - Lightning PianoSally!Hopkins! ` ... Lightning Piano Sight Reading Book 2 provides ... • Reading intervals using melodic 2nds and 3rds;

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