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Hal Leonard Student Piano Library Teacher’s Guide Piano Lessons Book 1 Written by Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino Includes: Teaching Suggestions for Every Piece Lesson Planning Chart Beginner Composition Cards from Piano Practice Games Book 1
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Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

Mar 10, 2018

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Page 1: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

Hal Leonard Student Piano Library

Teacher’s GuidePiano Lessons Book 1

Piano Technique Book 1-5Etudes to develop physical mastery of the keyboard (Instrumental

Accompaniments optional)

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create

U.S. $6.95

ISBN 0-7935-8557-0

#73999-JGAEIiHL00296048

Book 1Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A

Book 2Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A

Book 3Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B

Book 4Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B

Book 5Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM Disk

SupplementalTeacher’s Guide & Planning ChartMy Music JournalFlash Cards Set AFlash Cards Set B

A piano method with music to please students, teachers and parents! The Hal Leonard Student Piano Library is clear, concise and carefully graded. Perfect for private and group instruction.

Hal Leonard Student Piano Library

Hal Leonard Student Piano Library

Notespeller for PianoA Visit to Piano Parkwith Spike and Party Cat

Book 2

by Karen Harrington

Hal Leonard Student Piano Library

Piano Theory WorkbookBook 3

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington

Hal Leonard Student Piano Library

Piano TechniqueBook 4

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Lessons

Hal Leonard Student Piano Library

Book 5

Barbara Kreader • Fred Kern • Phillip Keveren

Piano Solos

®

Piano Lessons 1-5Appealing music introduces new concepts

Piano Practice Games 1-4Listening, reading, and improvisation activities correlated with lessons book

Notespeller for Piano 1-2Note recognition activities

Piano Theory Workbook 1-5Written theory activities correlated with lessons book

Piano Solos 1-5Additional correlated repertoire (Instrumental Accompaniments optional)

Piano Lessons Instrumental Accompaniments 1-5Correlated audio CD or General MIDI disk for lessons and games books

Written byBarbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Includes:• Teaching Suggestions for Every Piece• Lesson Planning Chart• Beginner Composition Cards from Piano Practice Games Book 1

Page 2: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

Copyright © 1998, 2001 by HAL LEONARD CORPORATIONInternational Copyright Secured All Rights Reserved

For all works contained herein:Unauthorized copying, arranging, adapting, recording or public performance is an infringement of copyright.

Infringers are liable under the law.

Visit Hal Leonard Online atwww.halleonard.com

ISBN 0-7935-8557-0

Hal Leonard Student Piano Library

Teacher’s GuidePiano Lessons Book 1

Book One Teaching Suggestions. . . . . . . . . . . . . 4

Book One Lesson Planning Chart . . . . . . . . . . . 65

Beginner Composition Cardsfrom Piano Practice Games Book 1 . . . . . . . . 70

Author Biographies . . . . . . . . . . . . . . . . . . . . . . 81

Method Overview for Books 1-5 . . . . . . . . . . . 82

Teaching Supplements . . . . . . . . . . . . . . . . . . . . 87

Hal Leonard Student Piano LibraryOrder Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Contents

AuthorsBarbara Kreader, Fred Kern,Phillip Keveren, Mona Rejino

ConsultantsTony Caramia, Bruce Berr,

Richard Rejino

Director,Educational Keyboard Publications

Margaret Otwell

EditorJanet Medley

IllustratorFred Bell

Page 3: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

When music excites our interest and imagination,we eagerly put our hearts into learning it. The musicin the Hal Leonard Student Piano Library encouragespractice, progress, confidence, and best of all – success!Students respond with enthusiasm to the:

• variety of styles and moods• natural rhythmic flow, singable melodies and lyrics• exceptional teacher accompaniments• improvisations threaded throughout the series• Instrumental Accompaniments for every piece available

on CD or General MIDI disk.

When new concepts have an immediate application to themusic, the effort it takes to learn these skills seems worth it.Teachers appreciate the:

• realistic pacing that challenges without overwhelming• clear and concise presentation of concepts• uncluttered page lay-out that keeps the focus on the music.

The Hal LeonardStudent PianoLibrary

The Library is available in five

levels. Each level includes a

Lesson Book and several

supplementary books:

PIANO PRACTICEGAMESImaginative preparation activ-

ities to introduce pieces in the

Piano Lessons books.

PIANO THEORYWORKBOOKFun and creative assignments

that introduce the language of

music and its symbols.

PIANO SOLOSOriginal performance reper-

toire featuring 14 different

composers. Available with

instrumental accompaniments

on CD or General MIDI disk.

PIANO TECHNIQUEEtudes to develop physical

mastery of the keyboard with

optional instrumental accom-

paniments on CD or General

MIDI disk.

NOTESPELLERFOR PIANOBy Karen Harrington

Musicworksheets andgames in

astory-book format thatenhance

reading and writing skills.

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Lessons

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Practice GamesPreparation activities forlpieces in Piano Lessons • Listenl• Readl• Create

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington

Book 1Piano Theory Workbook

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Solos

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Technique

F G A B C D E

Hal Leonard Student Piano Library

Notespeller for PianoAlong the Music Traillwith Spike and Party Cat

Book 1

by Karen Harrington

Page 4: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

FOREWORD

Method books give you the materials you need, yet only the relationship between you and thestudent can bring the music to life. This Teacher’s Guide is intended to suggest possible waysto introduce and work with each piece in Piano Lessons Book 1 of the Hal Leonard StudentPiano Library.

New Concepts: highlight the new musical ideas presented in each piece

Touch & Sound: highlight the physical skills needed to create the appropriate soundand mood of each piece

Review: highlights those concepts that may need continued work

The teaching suggestions are divided into the following categories:

Each page also includes references to the coordinated activities in Piano Practice Games,Piano Theory Workbook, Piano Technique, Notespeller, Piano Solos, and Music Flash Cards.

In addition, the Lesson Planning Chart on pages 65-69 gives you an at-a-glance view of how tocoordinate all of the books and materials in Book 1 of the Hal Leonard Student Piano Library.

We hope these teaching ideas will stimulate your own unique teaching style and will help youorganize your lessons in ways that keep the pleasure of making music the first priority!

Prepare

Introduces the coordinationand rhythm of each piecebefore combining thoseaspects of the music withpitch reading.

Practice

Includes steps to learningeach piece, such as blocking,comparing phrases, andsaying note names orintervals out loud.

Perform

Includes suggestions forputting all the steps togetherto play each piece accuratelyand in the appropriate tempo,mood, and style.

Page 5: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

4

Become aware of the heartbeat inside your body.Feel how it beats in an even pulse. Sometimes yourheart beats fast, like when you run; sometimes itbeats slowly, like when you are asleep, but it alwaysbeats evenly.

Rhythm In Music

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

You can also play this pulse on the piano using any black key. Remember to keepthe pulse even.

Accompaniments may also be played on audio CD or General MIDI Disk.Numbers indicate the track.

Clap this pulse as your teacher plays the accompaniment below three different timesat different speeds:

1) at a slow speed, 2) at a medium speed, 3) at a fast speed.

Repeat as necessary Last timeAccompaniment

Feel The Beat!

4

Prepare

Read text comparing heartbeatto musical pulse.

Ask student:“Where do we feel our ownheartbeat?”

Theory WorkbookFeel The Beat! pg. 2

Perform

To play pulse on the black keys,student:

1) supports first joint of eachthird finger with thumb.

2) plays with full arm weight.

Practice

This activity teaches studenthow to listen & respond.

1) Student claps pulse whilelistening to accompaniment, firstat slow, then medium, then fasttempos.

2) Student points to each pulsein the lesson book whilelistening to accompaniment atdifferent speeds.

New Concept: Musical pulse

Touch & Sound: Clapping with large arm movement

Playing with 3rd finger, supporting first joint with thumb

Playing with full arm weight

11/2/3*

* Many activities throughout this book include accompaniments thatcan be added in the following ways:

Teacher Audio CD General MIDI Disk

24

Page 6: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

5

5

second verse

8va

Student plays up high.Repeat 4 times.

AccompanimentSteady ( = 145)

first verse 8vaStudent plays down low.Repeat 4 times.

Kern, Keveren, Kreader

As you listen to the accompaniment below, stand and sing alongwith your teacher.

After the words “way down low,” play on the low black keys.After the words “way up high,” walk around your teacher andplay on the high black keys.

1) When I look down low by my toe,Bugs and slugs and snails all grow.Way down low!

2) When I look up high in the sky,Birds and kites and planes fly by.Way up high!

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

Take A Look!

Low High

Prepare

While listening to Take A Look,student sings lyrics of song (melodyis written in accompaniment).

Ask student:“What things can you think ofthat sound high?”

“What things can you think ofthat sound low?”

Theory WorkbookHigh Or Low? pg. 3

Perform

Student sings along with Take ALook. At end of first verse,student plays any black keysway down low. At end of secondverse, student plays any blackkeys way up high.

Practice

While standing, student playsblack keys at low end of thekeyboard, then walks aroundpiano bench and plays blackkeys at high end of thekeyboard.

New Concept: High and low on the keyboard Review: Musical pulse

Touch & Sound: Playing with third fingers, supporting first joint with thumb

Playing with full arm weight, alternating hands

24

Page 7: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

6

6

FINGER NUMBERS

1

23

5

4

1

23

5

4

Place your hands together with fingertips touching.

Tap your 1st fingers (thumbs).Tap your 2nd fingers.Tap your 3rd fingers.Tap your 4th fingers.Tap your 5th fingers.

Tap 4s, tap 2s, tap 5s, tap 1s, tap 3s.

Prepare

Student counts forward, 1-2-3-4-5and backward, 5-4-3-2-1.

Theory WorkbookFinger Numbers pg. 4Number That Finger! pg. 5

Perform

1) Student places fingertips onpiano cabinet and repeats activity,keeping natural curve of hand.

2) Teacher and student maytake turns calling out andtapping specific finger numbers.

Practice

1) Student places handstogether with fingertips touchingand taps each finger severaltimes.

2) Student says finger numberswhile tapping.

NotespellerFinger Numbers pg. 2

New Concept: Finger numbers

Touch & Sound: Moving fingers independently

With fingertips touching, student feels

and sees natural curve of hand

Page 8: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

7

7

When you play the pieces“Climbing Up” and “ClimbingDown” on pages 8 and 9, youwill play the groups of twoblack keys as shown here.

TWO BLACK KEYS

Low High

UNIT

1

Put your thumbs behind the firstjoint of your third fingers anduse your third fingers to play thegroups of two black keys. Startat the low end of the keyboardand play higher.

THE PIANO KEYBOARDThe piano keyboard is divided into sets

of two and three black keys.

Prepare

Ask student:“How many sets of two blackkeys do you see on thekeyboard?”

Theory WorkbookTwo Black Keys pg. 6

Perform

Student plays different sets oftwo black keys up and down thekeyboard, as teacher directs bysaying, higher or lower.

Practice

1) As shown in diagram,student plays all sets of twoblack keys by supporting thirdfinger of each hand with thumb.

2) Student begins at low end ofkeyboard and continues to highend of keyboard.

Piano TechniqueGrandfather’s Clock pg. 4

New Concept: Two black keys Review: High and low

Touch & Sound: Playing hands together supporting

third fingers with thumb

Page 9: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

8

8

With accompaniment, student starts here:With determination ( = 120)

8va

R.H.

Climb -

œL.H.

ing,

œclimb -

œing

œup

œthis

œtree,

œ

R.H.

High -

œL.H.

er,

œhigh -

œer

œlook

œat

œme!

œ

Play this song on twoblack keys with the thirdfinger in each hand.

It is helpful to clap andsing the words of apiece before playing it.Remember to keep asteady pulse!

qQ

q Q q QNotes are pictures of sounds.

NOTES

Stems up

Stems down

= Right Hand (R.H.)

= Left Hand (L.H.)

Climbing UpTwo Black Keys

Moving Up The Keyboard

Prepare

Student taps steady pulse onknees, alternating hands andsinging:

1) right, left, right, left, right,left, right.

2) lyrics.

Perform

Student may play Climbing Upin four different octaves byrepeating the piece andcontinuing up the keyboard.

Practice

1) Student plays Climbing Upon the keyboard using thirdfingers supported by thumb.

2) Student plays second line ofpiece one octave higher.

New Concepts: Notes are pictures of sound. Review: Two black keys, going higher

Stems up = RH Right hand, left hand

Stems down = LH Steady pulse

Touch & Sound: Alternating hands with a steady pulse

��

35/6

Page 10: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

9

9

With accompaniment, student starts here:

With determination ( = 120)

8va

R.H.

Care -

œL.H.

ful

œas

œI’m

œclimb -

œing

œdown,

œ

R.H.

Low -

œL.H.

er,

œlow -

œer,

œtouch

œthe

œground.

œ“Climbing Up” and “Climbing Down”can also be played as one song.

Climbing DownTwo Black Keys

Moving Down The Keyboard

Prepare

Student taps steady pulse onknees, alternating hands andsinging:

1) left, right, left, right, left,right, left.

2) lyrics.

Perform

1) Student may play ClimbingDown in four different octavesby repeating the piece andcontinuing down the keyboard.

2) Play Climbing Up andClimbing Down as one song.

Practice

1) Student plays ClimbingDown on keyboard using thirdfingers supported by thumb.

2) Student plays second line ofpiece one octave lower.

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

Touch & Sound: Alternating hands with a steady pulse

35/6

Page 11: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

10

10

AccompanimentFlowing

( = 100)

Repeat as necessary Last time

My Own Song

With your right and left hands, chooseany groups of two black keys in theupper part of the piano.

Listen and feel the pulse as your teacherplays the accompaniment below. Whenyou are ready, play along and make upyour own song.

Have fun!

Prepare

Student taps pulse whilelistening to accompaniment.

Ask student:“Is this pulse slow, medium,or fast?”

Perform

Encourage student to play freely,using any sets of two black keysall over the keyboard.

(These improvisations giveteachers the opportunity toobserve student’s naturaltechnical ability.)

Practice

Student plays My Own Songusing any sets of two blackkeys.

New Concept: Improvising on two black keys Review: Steady pulse

High and low

Touch & Sound: Playing with a steady pulse

47

Page 12: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

11

11

Using your left hand, start in the middle of the keyboardand play the groups of three black keys with fingers 2-3-4going down the keyboard.

Using your right hand, start in the middle of the keyboardand play the groups of three black keys with fingers 2-3-4going up the keyboard.

THREE BLACK KEYS

Play “My Own Song”again, using the groupsof three black keys.

HighLow

Prepare

Ask student:“How many sets of three blackkeys do you see on thekeyboard?”

Theory WorkbookThree Black Keys pg. 7

Perform

Student plays My Own Songusing groups of three blackkeys.

Practice

Student plays:

1) LH with fingers 2-3-4 onthree black keys going down thekeyboard while saying fingernumbers.

2) RH with fingers 2-3-4 onthree black keys going up thekeyboard while saying fingernumbers.

NotespellerThe Piano Keyboard pg. 3

New Concept: Three black keys Review: Finger numbers 2-3-4

High and low

Touch & Sound: Moving LH and RH fingers 2-3-4

independently

Page 13: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

12

12

With accompaniment, student starts here:

Steady ( = 120)

My Dog, Spike

ŒRests are pictures of silence. A Quarter Rest lasts for one pulse (beat).

QUARTER REST

q“1Count: 1 1 1”

clap clap clap rest

q q q Œ

qNotes tell us how long the sounds last.A Quarter Note lasts for one pulse (beat).

QUARTER NOTE

q q q q“1Count: 1 1 1”

clap clap clap clap

When you play these pieces byyourself, use the middle ofthe keyboard.

It is helpful to clap the rhythmof a piece before playing it.

Steady

L.H. 2

Myœ3

dog,œ4

Spike,œ Œ2

offœ3

toœ4

school,œ Œ4

outœ4

toœ3

proveœ3

thatœ2

he’sœ3

soœ“Hot Cross Buns”

4

cool.œ Œ

L.H.

4 3 2

Prepare

While listening to My Dog Spike,student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

Theory WorkbookParty Cat’s Bubbles pg. 8Notes pg. 9

Perform

Student plays My Dog, Spike onthree black keys with a steadypulse.

Music Flash Cards – Set AYellow #2, #3

Practice

On the piano cabinet, studentfinger-taps with LH whilesaying finger numbers.

Ask student:“Which notes repeat?”

Practice GamesListen & Respond pg. 3Imagine & Create pgs. 4-5

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

Quarter rest picture of silence Three black keys

Touch & Sound: Moving LH fingers 2-3-4

independently

��

58/9

Page 14: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

13

13

With accompaniment, student starts here:

Steady ( = 120)

Sorry, SpikeSteady

R.H. 4

“Sor -

œ 3

ry,

œ 2

Spike!

œ Œ4

You

œ 3

won’t

œ 2

pass!

œ Œ 2

Bark -

œ2

ing

œ3

is -

œ 3

n’t

œ4

taught

œ 3

in

œ 2

class!”

œ Œ

R.H.

2 3 4

You can play “My Dog, Spike”and “Sorry, Spike” as one song.

Prepare

While listening to Sorry Spike,student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

Perform

Student plays Sorry, Spike onthree black keys.

Extra for Experts:Play My Dog, Spike andSorry, Spike as one song.Keep pulse steady as studentcontinues with RH on secondpage.

Practice

On the piano cabinet, studentfinger-taps with RH whilesaying finger numbers.

Ask student:“Which notes repeat?”

New Concepts: Quarter note Review: RH fingers 2-3-4

Quarter rest Three black keys

Touch & Sound: Moving RH fingers 2-3-4

independently

��

58/9

Page 15: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

14

14

With accompaniment, student starts here:Bouncy ( = 130)

Merrily We’re Off To School

4 3 2 2 3 4

L.H. R.H.

R.H.

Bouncy

4

Mer -

œ 3

ri -

œ 2

ly

œ3

we’re

œ4

off

œ 4

to

œ 4

school,

œ Œ 3

off

œ 3

to

œ 3

school,

œ Œ“Mary Had A Little Lamb”

4

off

œ 4

to

œ 4

school.

œ Œ

w

A Whole Note fills the time of four quarter notes.

WHOLE NOTE

= 4 beats

= 4 beats

wq q q q

Count: “1 2 3 4”

clap - hold - hold - hold

Prepare

While listening to Merrily We’reOff To School, student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

Practice Games,Listen & Respond pg. 7

Perform

Student plays Merrily We’re OffTo School on three black keys,playing “honks” with a bigsound.

Piano TechniqueLong Shadows pg. 5Music Flash Cards – Set A

Yellow #4, #11, #12

Practice

On the piano cabinet, studentfinger-taps RH while sayingfinger numbers.

Keep pulse steady as studentcontinues with LH on secondpage.

Theory WorkbookLeft Or Right? pg. 10Which Hand Plays? pg. 11

New Concepts: Whole note Review: Quarter note quarter rest

Cluster Stepping and repeating

Technique: Playing clusters with full arm weight,

keeping fingers close to the keys

� ��

610/11

Page 16: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

15

15

L.H.

Here’s

2

our

3

school

4

bus.

3

œ œ œ œ Honk!

234

Ê Honk!

234

Ê Honk!

234

Ê Œ Hur -

3

ry,

3

it

2

won’t

3

œ œ œ œ wait.

4

w

8va

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

Page 17: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

16

R.H.

Happily

2

My

œ2

best

œ2

friend

œ3

is

œ

L.H.

4

Hey,œ4

weœ4

justœ3

gotœ--

*

4

MagAd

3

gie.am.

2

start -˙3

ed,˙

2

We

œ2

play

œ3

ev -

œ3

’ry

œ

4

Iœ4

wishœ3

s/heœ3

couldœ

“Pierrot”

2

day.

w

4

stay.w

With accompaniment, student starts here:Happily

( = 120)“So long!”

Play the first line of the song with your right hand; then play the second line of the song with your left hand.*Fill in the name of your own friend.

16

L.H. R.H.

4 3 2 2 3 4

A Half Note fills the time of two quarter notes.

HALF NOTE

h h = 2 beats

q = 2 beatsq

Count: “1 2”clap-hold

My Best Friend

Prepare

While listening to My BestFriend, student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

Ask student:“How many quarter notes are inthis piece? Half notes? Wholenotes?”

Piano TechniqueLocomotion pg. 6

Perform

Student plays My Best Friendwith energy on three black keys.

Practice

On the piano cabinet, studentfinger-taps RH and LH whilesaying finger numbers.

Music Flash Cards – Set AYellow #6

New Concept: Half note Review: Quarter note

Whole note

RH, LH, and finger numbers

Touch & Sound: Playing fingers 2-3-4 independently

� ��

712/13

Page 18: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

17

R.H.

With confidence

4

I

œ 3

play

œ 2

key -œ

boardœ

allœ

3

day

œ4

long.

œ Œ 234

wrong

Ênotes.

Ê

L.H.234

Uh -Ê oh,Ê I go on.

2

œ3

œ

Barbara Kreader

4

˙R.H. 4

I

œ 3

can

œ 2

doœ

it,œ

here’sœ

3

my

œ4

song.

œ ŒNow it’s

right with

L.H.

4

œ3

œ2

œ œ no notes

wrong!

œ3

œ4

˙

Double Bar Line meansthe end of the piece.

With accompaniment, student starts here:

With confidence ( = 120)

L.H. R.H.

4 3 2 2 3 4Bar Lines group beatsinto Measures.

MEASURES

measure

bar lines

measure

q q q q q q q ŒI Can Do It!

17

Prepare

While listening to I Can Do It!,student points to notes and singslyrics.

Ask student:“How many measures are in thispiece?”

“What measures are exactly thesame?”

Practice GamesRead & Discover pg. 8

Perform

Student plays I Can Do It! usinga strong, confident tone,observing quarter rests inmeasures two and six.

Music Flash Cards – Set APink #1

Practice

On the piano cabinet, studentfinger-taps RH and LH.

(From this point on, fingernumbers for repeated notes areremoved.)

Ask student to find three notes:1) Stepping up2) Stepping down3) Repeating

NotespellerStep Up, Step Down, Or Repeatpg. 4

New Concepts: Measures, barlines, double barline Review: Clusters

Stepping up

Technique: Playing clusters with full arm weight, Stepping down

passing melody between hands

814/15

Page 19: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

18

R.H.

With excitement

4

Come

œplay

œin

œthe

œ 3

yard

œwith

œme;

œ Œ 2

laugh

œand

œtwirl

œa -

œround.

L.H.

3

˙

Barbara Kreader

Ó

TickÊÊ -

le all our

L.H.

2

œ œ œ œ fun - ny bones;

3

œ œ œ Œ

R.H.

4

fall

œdown

œon

œthe

œ 3

ground.

w

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

8va

L.H. R.H.

3 2 2 3 4A Half Rest fills the time of two quarter rests.

HALF RESTÓ Œ ŒÓ = 2 beats

= 2 beats

Count: “1 2”rest - restLet’s Get Silly!

18

Prepare

While listening to Let’s GetSilly, student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

Ask student:“How many measures are in thispiece?”

Theory WorkbookDrawing Rests pg. 12Rhythm Detective pg. 13

Perform

1) Student plays lines one andthree 8va, and teacher playslines two and four (or viceverse).

2) Student plays entire piecewith a light and bouncy touch,observing all quarter rests andhalf rests.

Piano SolosWater Lily pg. 2Mister Machine pg. 3

Practice

Block out piece by playing onlythe first note of each measure inwhole notes.

(After blocking piece, studentwill read repeated notes easily.)

Music Flash Cards – Set AYellow #7, #13, #14

New Concepts: Half Rest Review: All note and rest values

Playing on two black keys (LH) Measures and barlines

and three black keys (RH) Repeating notes

Technique: Playing repeated notes with full arm weight

916/17

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19

R.H.4

Make

œup

œjokes

œand

œ 3

cra -

œzy

œnames;

œ Œ 2

sing

œa

œfun -

œny

œsong.

L.H.3

˙ Ó

Laugh so hard that

L.H.

2

œ œ œ œ we can’t

breathe.

3

œ œ œ ŒR.H.

3

Bring

œa

œfriend

œa -

œ 2

long.

w

19

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20

L.H. R.H.

3 2 2 3 4

20

R.H.

Quietly

4

Shad -

œows,

œ 3

shad -

œ4

ows

œ 3

on

œthe

œ 2

wall.

œMy

L.H.

3

œ4

bear

œis

œscared and

2

œ œ3

so

œ4

am

œBarbara Kreader

3

I.

R.H.3

But

œmy

œ4

night

œ 3

light’s

œ 2

shin -

˙ing.

L.H.

3

˙2

We

œcan

œgo

œto

œsleep.

w

With pedal

With accompaniment, student starts here:Quietly ( = 82)

Night Shadows

Prepare

While listening to NightShadows, student:

1) sways (or taps knees) with ahalf-note pulse.

2) points to notes and singslyrics, giving slight emphasis tothe half-note pulse.

3) taps and counts rhythm.

Practice GamesListen & Respond pg. 9Read & Discover pg. 10

Perform

1) Student plays Night Shadowson two and three black keyswith a gentle tone.

2) Student plays last twomeasures gradually slower, as ifgoing to sleep.

Piano SolosWalking The Dog pg. 4

Practice

1) Draw a line connecting noteheads so that student clearlyfollows melody line betweenhands.

2) On the piano cabinet, studentfinger-taps RH and LH whilesaying finger numbers.

Theory WorkbookRhythm Composer pg. 14

NotespellerFinger Painting pg. 5

New Concept: None, Unit 1 review piece Review: All note values

Repeat, step up, step down

Touch & Sound: Passing melody smoothly between hands Measures, barlines

1018/19

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21

21

Music uses the first seven lettersof the alphabet. These letters areused over and over to name thewhite keys.

With your right-hand third finger,play and sing the music alphabetthree times, using this rhythm:

THE MUSICAL ALPHABETPlaying on the White Keys

Teacher

Student

Steady ( = 120)

(Fred Kern

8va 15ma

)Student part to be played by rote.

A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G

Alphabet Soup

UNIT

2

Prepare

Student recites musical alphabet:1) forward, A-B-C-D-E-F-G, and2) backward, G-F-E-D-C-B-A.

Theory WorkbookThe Musical Alphabet pg. 15

Perform

With RH third finger, studentplays Alphabet Soup three timeswhile stepping up the keyboard.

Extra for Experts:Student starts on the highest Gand plays and sings AlphabetSoup three times while steppingdown the keyboard:G-F-E-D-C-B-A

Piano TechniqueThe Attic Stairs pg. 8

Practice

1) While listening to AlphabetSoup, student points to notes andsings letter names three times:A-B-C-D-E-F-G

2) Locate the A Key found inthe group of three black keys,and ask student to find otherA Keys all over the keyboard.

NotespellerLet’s Have Lunch! pg. 6

New Concepts: The musical alphabet Review: Stepping up

Playing on white keys Stepping down

Touch & Sound: Playing on the white keys with RH

third finger supporting first joint with thumb

1120

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22

22

Now explore the keyboard,playing the C D E groupswith your left hand usingfingers 3-2 -1.

With your right hand, start at the low end of the keyboard and playthe C D E groups with individual fingers 1-2-3 going up the keyboard.

C D E GROUPS

C D E C D E C D E C D E C D E

C D E

321

R.H.

Prepare

1) Student locates the C Keyfound in the group of two blackkeys, then finds other C Keys allover the keyboard.

2) Student locates D Keys.

3) Student locates E Keys.

Theory WorkbookC D E Groups pg. 16

Perform

1) Starting at low end of thekeyboard, student plays C D Egroups going up the keyboardwith RH fingers 1-2-3 (playingC D E).

2) Starting at high end of thekeyboard, student plays C D Egroups going down the keyboardwith LH fingers 1-2-3 (playingE D C).

Practice

1) Student finger-taps 1-2-3 onpiano cabinet in three-noteimpulses with RH then LH.

2) Keeping natural curve ofhand, student gently lifts wristbetween repetitions.

NotespellerUnlock C D E! pg. 7

New Concept: C D E groups Review: Two black key groups

High and low

Touch & Sound: Playing C D E groups using fingers 1-2-3

First experience playing with thumb

C D E

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23

23

With your right or left hand, chooseany C D E group in the upper part ofthe piano.

Listen and feel the pulse as your teacherplays the accompaniment below. Whenyou are ready, play C D E. Experimentby playing E D C.

Mix the letters any way you want andmake up your own song.

Have fun!

Accompaniment

Flowing ( = 85)

With pedal

Repeat as necessary

My Own SongOn C D E

Prepare

Student taps quarter notes whilelistening to accompaniment.

Perform

Encourage student to improvisefreely, using any C D E groupsall over the keyboard.

Practice

With RH or LH, studentimprovises My Own Song onC D E using one or two C D Egroups.

New Concept: Improvising on C D E groups Review: C D E groups, playing thumb

Steady pulse

Touch & Sound: Playing C D E groups using fingers 1-2-3 High and low

1221

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24

24

L.H.

C

M

DDLE

1

I

R.H.

D

2

E

3

4 3 2

With accompaniment, student starts here:

Soaring ( = 120)

L.H.

R.H.1. 2.

Soaring

p WhatReach -

aing

dayfor

R.H.

1

forthe

œL.H.

4

œ3

œ2

œ

2

fly -heav -

˙3

ing,ens,

˙sun

float -is

ingin

through

1

mythe

œ

4

œ3

œ2

œ :

Phillip Keveren

2

eyes.skies.

w

Hold down the right pedal (damper pedal) throughout.

Balloon Ride

pDynamic Signs tellhow loud or soft to play and help createthe mood of the music.

PIANO

means soft

RepeatSignmeans toplay thepiece again.

Prepare

While listening to Balloon Ride,student:

1) sways (or taps) whole notes.

2) points to notes and singslyrics.

3) taps and counts rhythm.

Theory WorkbookFinding C D E On TheKeyboard pg. 17

Perform

1) Student (or teacher) holdsdamper pedal down throughoutpiece.

2) Student plays each 2-measurephrase in one continuous move-ment, creating a feeling of motion(as if a balloon were soaring away).

Extra for experts:On repeat, student plays BalloonRide one octave higher.

Music Flash Cards – Set APink #2, #3

Practice

Student practices Balloon Ride,listening for smooth transition inmelody from LH to RH.

Piano TechniqueLook At Me! pg. 9

New Concepts: C D E group, piano Review: Stepping up

Damper pedal, repeat sign

Touch & Sound: Playing softly

��

1322/23

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25

25

L.H.

1

M

DDLE

I

C

R.H.

D

2 3

E

2

R.H.

Rockin’

f

3

Rock

œ’n’

œ 2

roll

œis

œ 1

where

œit’s

œat

L.H.

2

˙1

for

œmy

œfam - ’ly’s

2

œ œ1

par -

œty

œPhillip Keveren

cat.

2

˙R.H. 3

Lies

œa -

œ 2

round

œand

œ 1

sleeps

œall

œday,

L.H.

2

˙1

rocks

œthe

œnight a -

2

œ œ1

way!

w

With accompaniment, student starts here:

( = 110)

Bad cat!

Rockin’

fFORTE

means loudParty Cat

Prepare

While listening to Party Cat,student:

1) points to notes and singslyrics, giving emphasis to beatsone and three.

2) taps and counts rhythm.

(Note: students enjoy saying“Bad cat!” at end of piece)

Practice GamesListen & Respond pgs. 11-12

Perform

Student plays Party Cat in astrong rock rhythm, playing therepeated notes (beats 2 and 4)slightly softer.

Extra for Experts:Also, students may improvise inthe Party Cat position withaccompaniment (Games pg. 13).

Practice GamesImagine & Create pgs. 13-14C D E Flash Cards pg. 15

Practice

1) Block out by finger-tappingpiece in half notes, removing therepeated quarter notes.

2) After blocking piece, studentwill feel and hear direction ofmelody and will read repeatednotes easily.

Music Flash Cards – Set APink #4

New Concept: Forte Review: C D E group

Touch & Sound: Playing loudly

1424/25

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26

26

F G A BF G A B F G A B F G A B F G A B F G A B

Now explore the keyboard,playing the F G A B groupswith your right hand usingfingers 1-2-3- 4.

With your left hand, start at the low end of the keyboard and play the F G A B groups with individual fingers 4-3-2-1 going up the keyboard.

F G A B GROUPS

1234

F G A B

L.H.

Prepare

1) Student locates the F Keyfound in the group of three blackkeys, then finds other F Keys allover the keyboard.

2) Student locates G Keys.

3) Student locates A Keys.

4) Student locates B Keys.

Theory WorkbookF G A B Groups pg. 18

Perform

1) Starting at low end of thekeyboard, student plays F G A Bgroups going up the keyboardwith RH fingers 1-2-3-4(playing F G A B).

2) Starting at high end of thekeyboard, student plays F G A Bgroups going down the keyboardwith LH fingers 1-2-3-4 (playingB A G F).

Practice

1) Finger-tap 1-2-3-4 on pianocabinet in four-note impulseswith RH then LH.

2) Keeping natural curve ofhand, student gently lifts wristbetween repetitions.

NotespellerUnlock F G A B! pg. 8

New Concept: F G A B groups Review: Three black-key groups

High and low

Touch & Sound: Playing F G A B groups using

fingers 1-2-3-4

F G A B

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27

27

Rock beat ( = 130) Last timeAccompaniment

Repeat as necessary

My Own SongOn F G A B

With your left or right hand, chooseany F G A B group in the upper part ofthe piano.

Listen and feel the pulse as your teacherplays the accompaniment below. Whenyou are ready, play F G A B. Experimentby playing B A G F.

Mix the letters any way you want andmake up your own song.

Have fun!

Prepare

Student taps half notes whilelistening to accompaniment.

Perform

Encourage student to improvisefreely, using any F G A B groupsall over the keyboard.

Extra for Experts:Student improvises by passingmelody between hands.

Practice

With RH or LH, studentimprovises My Own Song onF G A B using one F G A Bgroup.

New Concept: Improvising on F G A B groups Review: F G A B groups

Rock rhythm

Touch & Sound: Playing F G A B groups using

fingers 1-2-3-4

1526

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28

28

pR.H.

Mysteriously

3

That’sDeep

œ 2

thein -

œbig -to

gestthe

L.H.

1

œ2

œ tur -o -

tlecean

3

˙4

˙

3

Iin

œ 2

havemy

œev -sub -

erma -

1

œ2

œ :

Phillip Keveren

seen!rine.

3

wHold down the damper pedal throughout.

With accompaniment, student starts here:Mysteriously ( = 120)

R.H.

L.H.

1. 2.

4

F G

3

L.H.

A

2

B

1

R.H.

2 3

MIDDLE

Undersea Voyage

Prepare

While listening to UnderseaVoyage, student:

1) sways (or taps) whole notes.

2) points to notes and singslyrics.

3) taps and counts rhythm.

Theory WorkbookFinding F G A B On TheKeyboard pg. 19

Perform

1) Student (or teacher) holdsdamper pedal down throughoutpiece.

2) Student plays each 2-measurephrase in one continuousmovement, creating a feeling ofmotion (as if a turtle were divingto the bottom of the ocean).

Piano TechniqueMonster Under My Bed pg. 10

Practice

Student practices UnderseaVoyage, listening for smoothtransition in melody fromRH to LH.

Notespeller“You Lost What?” pg. 9

New Concept: F G A B group Review: Repeat sign

Stepping down

Touch & Sound: Playing with a whole-note pulse Piano �Playing softly

1627/28

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29

With accompaniment, student starts here:

Impatiently ( = 140)

29

4

F G

3

L.H.

A

2

B

1

R.H.

2 3

MIDDLE

fImpatiently

Tax -

i tan - gle

L.H.

4

œ3

œ2

œ1

œ on the high -

way!

4

œ3

œ2

œ1

œR.H.

23

Honk!

ŒHonk!

ŒHonk!

ΠPhillip Keveren

Honk!

Œ

Skid, bump! ’Xcuse me!

L.H.

4

œ3

œ2

œ1

œ Turned

the wrong way!

4

œ3

œ2

œ1

œR.H.

23

Honk!

ŒHonk!

ŒHonk!

Œ Ó

Taxi Tangle

Prepare

While listening to Taxi Tangle,student:

1) claps honks.

2) points to notes and singslyrics.

3) taps and counts rhythm.

Practice Games,Listen & Respond pg. 17Read & Discover pg. 18

Perform

Student plays Taxi Tangle with afull sound, using full arm weightwhen playing clusters.

Music Flash Cards – Set AYellow #15, #16

Practice

1) Students enjoy playing thehonks (beats 1 & 3) along withthe accompaniment (honks onbeats 2 & 4) and can easily hearand read the rests.

2) Practice Taxi Tangle at slowas well as fast tempos.

Practice GamesImagine & Create pgs. 19-20F G A B Flash Cards pg. 21

New Concept: None, review piece Review: F G A B groups

Forte Touch & Sound: Playing clusters with full arm weight Stepping up

Quarter rest , clusters

1729/30

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30

With accompaniment, student starts here:Lively

( = 120)

44R.H.

Lively

f

1

œ œ œ œ œ œ

L.H.4

œ œ œ œ œ œ œFred Kern

œ

R.H.

1

œ œ œ œ œ œL.H.

4

œ œ œ œ R.H.

1w

30

TIME SIGNATURE

= quarter note gets one beat

= four beats fill every measure4 4Q4( ) q q q q wq q hCount:

or“1“1

1 1 1 1 1 - 2 1 - 2 - 3 - 4”1 - 2 - 3 - 4”1 2 3 - 42 3 4

1F

L.H.

G

3 2

A C

DDLE

IM

1

B

R.H.

1

D

2

E

34

C

FG

AB

FG

AB

FG

AB

D

C

E

CD

E

CD

E

CD

E

Sea (C) Song

UNIT

3

Prepare

While listening to Sea (C) Song,student points to notes and singsletter names.

Ask student:“How many times do you playthe C D E pattern?”“How many times do you playthe F G A B pattern?”“Do these patterns step up orstep down?”

Theory WorkbookNaming Notes On TheKeyboard pg. 20

Perform

This accompaniment has arhythmic “island dance” feel,and students enjoy playing Sea(C) Song in a lively tempo.

Piano SolosQuiet Night pg. 5

Music Flash Cards – Set AYellow #9, #17

Practice

Student counts while tappingRH/LH rhythm on knees.

(There are several good systemsfor teaching rhythm. Two suchpresentations are included in theblue concept box. Teachers areencouraged to use the countingsystem that works best for them.)

NotespellerGoing Up, Going Down pg. 10

Piano TechniqueBreathe Easy pg. 12

New Concept: Time signature Review: C D E Group

Playing by letter name, not finger number F G A B Group

First experience playing on all white keys Forte Touch & Sound: Playing in 3-note and 4-note impulses Stepping up

44

1831/32

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31

31

With accompaniment, student starts here:

Steady ( = 120) 1. 2.

44 pR.H.

Steady

2

Rain,Sun,

œrain,sun,

L.H.

2

œ2

gocome

œa -on

œway.out.

2

œ2

ComeWe

œa -all

œgainwant

3

someto

œ2

œ oth -play

œ:er

and

œFolk Tune

day.shout!

2

œ

Rain, Rain, Go Away

New PositionL.H.

A

2

M

C

DDLE

2

I

R.H.

D

3

CCC

A

DC

A A A

Prepare

While listening to Rain Rain, GoAway, student:

1) taps half notes, alternatingRH and LH.

2) points to notes and singsletter names. (From this pointon, letter names for repeatednotes are removed.)

3) taps and counts rhythm.

Piano TechniquePlaying Catch pg. 13

Perform

Play Rain, Rain, Go Away with adelicate touch, imitating thesound of raindrops.

Practice

1) Draw a line connecting noteheads so student clearly followsmelody line between hands.

2) Student finger-taps pieceslowly and deliberately.

New Concept: New RH position “ C D” Review: Piano �with fingers 2-3 Repeat sign

Touch & Sound: Passing melody between hands with a Reading by letter name

slight emphasis on beats one and three

1933/34

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32

32

With accompaniment, student starts here:

With a steady beat ( = 120)

F

4

L.H.

3

G A

2 2

C

M

DD

R.H.

LE

I

D

3

44With a steady beat

fR.H.

2œL.H.

2

œ œ2œ

2

œ œ2œ œ œ

2

œ œ œNative American

œ

pR.H. 2œ

L.H.

2

œ œ œ œ œ2œ

2

œ œ œ œ :Ó

Dakota Melody

C

C C

A AG G

C C C

FG

AAA

D

A A

Prepare

While listening to DakotaMelody, student:

1) points to notes and singslyrics.

2) taps RH/ LH rhythm on drumor hard surface, observingdynamics -�.

Theory WorkbookLoud Or Soft? pg. 22

Perform

1) Student plays line one fortelike an Indian drum and teacherplays line two 8va and pianolike an Indian flute. (or viceversa).

2) Student plays entire pieceas written with a steady pulse,observing half rest.

Practice

Student finger-taps piece slowlyand deliberately. (This is student’sfirst experience reading lettersA-G-F stepping down).

Piano SolosBear Dance pgs. 6-7

New Concept: Reading step up, step down, Review: Piano �and repeat using letter names Forte

Touch & Sound: Dynamic change -� Repeat sign

Combining 3-note and 4-note impulses

2035/36

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33

33

With accompaniment, student starts here:

( = 135)With humor

F

4

L.H.

3

G A

2 2

C

M

DD

R.H.

LE

I

44 fR.H.

With humor2œ œ

L.H.

2

œ4

œ “Knock

¿- knock.”

¿ Œœ

2œ œ

3

œ œ “Who’s

¿Guatemalan

there?”

¿ Œ

2

œR.H.2œ œ

L.H.

2

œ4

œ “Knock

¿- knock.”

¿ Œœ

2œ œ

3

œ œ “Who’s

¿ :there?”

¿ Œ

4

œ

Knock on piano cabinet

C C

A A

C C

AG G

F F

FG G

Knock-Knock Joke

Prepare

1) While listening to Knock-Knock Joke, student followsscore and taps the “knock-knock” part on piano cabinet orany percussive instrument.

2) Ask student:“How is line two different fromline one?” (The last note isdifferent.)

Practice GamesListen & Respond pg. 23Read & Discover pgs. 23-24

Perform

Student plays Knock-Knock Jokeand then tells favorite knock-knock joke.

Piano SolosStomp Dance pgs. 8-9

Practice

Student plays the melody, andteacher (or another student) tapsthe “knock-knock” part.

Piano TechniquePopcorn pg. 14

New Concept: None, review piece

Touch & Sound: Skipping one finger in LH, playing 2-4-3

2137/38

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34

34

L.H.

3

G A

2 2

C

M

DD

R.H.

LE

I

D

3

E

4

With accompaniment, student starts here:With energy ( = 120) 1. 2.

44 f

With energy

R.H. 2

OldIn

œMac -his

œDon -band

œaldhe

L.H.

3

œ hadhad

aa

band,horn,œ œ œ

4

E -E -

œI -I -

œE -E -

œI -I -

œ:O.

O.

œ ÓTraditional

Old MacDonald Had A Band

C

AG

ED

G

C

Prepare

While listening to OldMacDonald Had A Band,student:

1) points to notes and singslyrics.

2) finger-taps and countsrhythm.

Theory WorkbookRhythm Jam pg. 23Step Or Repeat pg. 24

Perform

Student plays entire piece withenergy.

Practice

Teacher plays the A section andstudent plays the B section 8va.Have fun adding newinstruments!

Drum Rum-pum here.Rum-pum there...

Tuba Oom-pah here.Oom-pah there...

Flute Tweet-tweet here.Tweet-tweet there...

NotespellerFishing For Letter Names pg. 11

New Concept: None, Unit 3 review piece

2239/40

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35

35

R.H. 2

Toot

œtoot

œhere.

œToot

toot there.

L.H.

3

œ œ œ2

Toot

œtoot

œev - ’ry - where.

3

œ œ œR.H. 2

Old

œMac -

œDon -

œald

L.H.

3

œ had a band,œ œ œ4

E -

œI -

œE -

œI -

œO.

œ Ó

C

A

ED

C

G

G

G

C

G

C

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36

36

12

3

5 lines

45

w wLine Notes

w w w1

2

4 spaces

34 w w

Space Notes

w w

LINES AND SPACES

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

5 lines 4 spaces

Space NotesLine Notes

SPACE NOTE

Some notes arewritten on lines:

LINE NOTE

Some notes arewritten in spaces:

UNIT

4

Prepare

1) With a finger or pencil,student traces picture of largeline note and large space note.

2) Study picture of boy and girlon the ladder and ask student:

“Why does the boy’s face looklike a line note?”

“Why does the girl’s face looklike a space note?”

Theory WorkbookLine Note Or Space Note? pg. 25

Perform

NotespellerLine Notes And Space Notespg. 12Drawing Notes On LinesAnd Spaces pg. 13

Practice

1) With a pencil, student pointsto and counts five rungs onladder starting from the bottomand then points to five lines onstaff counting 1-2-3-4-5.

2) Student points to and countsfour spaces between rungs onladder starting from the bottomand then points to spaces onstaff counting 1-2-3-4.

Theory WorkbookNotes On Lines pg. 26Notes In Spaces pg. 27

New Concepts: Line notes

Space notes

Lines and spaces on musical staff

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37

37

œ œ œ œ œ œStepping Up

HOW NOTES MOVE ON THE STAFF

STEP(2nd)

REPEAT

Same SpaceSame Line

Line to Space or Space to Line

Stepping Down

œ œ œ œ œ œ

Steady

44L.H. 2

œ œ œ Œ2

œ œ œ Œ

4

œ œ œ œ œ œ œ Œ

Title:______________________________You already know how to play this song.

Do you know its name?G

3

L.H.

A

2

M

C

DDLE

I

F

4

samesameup

up

downdown

down

down

down

down

Prepare

With a pencil, student points toexample of repeating notessaying:

1) same-line-line.2) same-space-space.

Student points to example ofstepping notes saying:

1) step-ping down.2) step-ping up.

Theory WorkbookHow Notes Move pg. 28Up, Down, Or Repeat pg. 29

Perform

1) Student places LH fingers4-3-2 on F-G-A and playsmystery song by direction,not by letter name.

2) Student recognizes song asMy Dog Spike (Hot Cross Buns)and writes title above score.

Music Flash Cards – Set AWhite #35, #36, #37, #38

Practice

Student points to notes inmystery song saying:

2, down, down, rest2, down, down, rest4, same, up, same,up, down, down, rest

NotespellerLine Up The Flags! pg. 14

New Concept: How notes move on the staff Review: Musical staff

Line notes, space notes

Repeating, stepping

My Dog Spike (pg.12)

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38

? 44Playfully

fL.H. 4

Hideœ andœ seek!œ Œ4

Iœ won’tœ peek!œ Œ Runœ andœ hideœ out -œMona Rejino

side.w

?2

I’llœ findœ you.œ Œ2

Needœ noœ clue.œ Œ Iœ knowœ whereœ you’llœ hide!˙ Boo!¿ Œ(Play any Fon the piano!)

38

The note F is your reading guide for theBass Clef. You can name any note on the Bass Staff by moving up or down from the F line.

The F line passes betweenthe two dots of the Bass Clef sign.

This is the F line ? wwF G A B C

MIDDLE

w

Hide And Seek

THE BASS CLEF SIGN(The “F” Clef)

This sign comes from the old-fashioned letter F.

?

You will usually play the low tones writtenon the Bass Staff with your left hand.

AccompanimentPlayfully ( = 120)

8va

2.1.

Prepare

1) With a pencil, student tracesthe blue F line through the twodots of the Bass Clef andthrough the entire piece of Hideand Seek. Explain that all noteson the F line are F.

The F note is the readingguide for the Bass Clef.

2) Ask student:“How many F notes are in thissong? G notes? A Notes?”

Practice GamesRead & Discover pg. 25

Theory WorkbookThe Bass Clef pg. 30

Perform

Student plays piece saying:F, up, up, restF, up, up, restA, down, down, up, up__,

A, down, down, restA, down, down, restF, up, up, down, down__, Boo!

Practice GamesImagine & Create pgs. 26-27

Music Flash Cards – Set APink #5, White #11, #12, #13

Practice

Student points to and identifiesfirst note of every measure. Fillin magnifying glasses.

While listening to Hide andSeek, student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

Piano TechniqueHot Sand Hop pg. 16Molding Clay pg. 17

New Concepts: Bass Clef Sign (The “F” Clef) Review: Stepping on the staff

Reading Guide F

Notes F-G-A on Bass Staff

2341/42

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39

? 44Bouncy

L.H.f 2

œ œ œ œ œ œ œ Œ œ œ œ Œ œ œ œ Œ?

2

œ œ œ œ œ œ œ Œ œ œ œ œ w39

Title:______________________________You already know how to play this song.

Do you know its name?

Whenever you see thismagnifying glass, fillin the name of the note.

Prepare

Help the detective solve thismystery.

Tell student:“You already know how to playthis song. Let’s figure out thetitle by following these clues!”

Theory WorkbookNotes On The Bass Staff pg. 31

Perform

1) Student reads and plays entirepiece.

2) Student recognizes piece asMerrily We’re Off To School(Mary Had A Little Lamb) andwrites title above score.

NotespellerA Tall Tale pg. 17Bass Clef Notes F G A pg. 18

Practice

Clue #1:“What are the note names belowthe magnifying glasses?”(Write them in.)

Clue #2:Where are the stepping notes?

Clue #3:Where are the repeated notes?

Clue #4:“Where do you place your LH?”

NotespellerDrawing The Bass Clef Signpg. 15Fishes Full Of F Notes pg. 16

New Concept: None, review piece for bass clef Review: Reading guide F

Bass clef notes F G A

Merrily We’re Off To School

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40

& 44R.H.

Steady

f

4

Gee,

œoh,

œgee.

œ Œ 4

Gee,

œoh,

œgee.

œ ŒFour

œmore

œmin -

œutes,

œplease.

w

&2

No,

œnot

œyet.

œ Œ 2

Let

œus

œplay

œ Œone more

˙game.

w

Words by Claire BertholdMusic by Fred Kern

40

Oh, Gee (G)

The note G is your reading guide for the Treble Clef. You can name any note on the Treble Staff by moving up or down from the G line.

& wThe G line passes throughthe curl of the Treble Clef sign.

This is the G line.

C D E F G

MIDDLE

ww

AccompanimentSteady ( = 120)

THE TREBLE CLEF SIGN(The “G” Clef)

This sign comes from the old-fashioned letter G.

&

You will usually play the high tones writtenon the Treble Staff with your right hand.

Music by Fred KernWords by Claire Berthold

Prepare

1) With a pencil, student tracesthe blue G line through the curlof the Treble Clef and throughthe entire piece of Oh, Gee (G).Explain that all notes on the Gline are G.

The G note is the readingguide for the Treble Clef.

2) Ask student:“How many G notes are in thissong? F notes? E notes?”

Practice GamesRead & Discover pg. 29

Theory WorkbookTreble Clef Sign pg. 32

Perform

Student plays piece saying:G, down, down, restG, down, down, restE, same, same, up, up__,

E, up, up, restE, up, up, restF__, same__, down__

Practice GamesImagine & Create pgs. 30-31

Music Flash Cards – Set APink #6, White #17, #18, #19

Practice

Student points to and identifiesfirst note of every measure. Fillin magnifying glasses.

While listening to Oh, Gee (G),student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

Piano TechniqueSneaky Footsteps pg. 18Fingerpainting pg. 19

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

Reading Guide G

Notes E-F-G on Treble Staff

2545/46

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41

& 44Bouncy

f

R.H. 4

Hop-

œscotch

œon

œthe

œwalk.

˙ ŒI

œwon -

œder

œwho

œwill

œwin.

w

&5

2

Lines

œand

œspac -

œes

œdrawn

œin

œchalk;

˙now

œwe

œcan

œbe -

œgin.

w

Mona Rejino

41

Hopscotch

Accompaniment

Bouncy ( = 120) 5

Prepare

While listening to Hopscotch,student:

1) points to notes and singslyrics. (Singing lyrics simplifiestricky rhythm in secondmeasure.)

2) taps and counts rhythm.

Theory WorkbookNotes On The Treble Staff pg. 33

Piano SolosHoward H. Hippo pgs. 10-11

Perform

Student reads and plays entirepiece.

NotespellerMeet Peggy And Gus pg. 21Treble Clef Notes E F Gpg. 22

Practice

1) Student blocks out piece byplaying only notes on first andthird beats.G F E -G F E -E F G FG F E -

2) After blocking piece, studentwill easily read repeated notes.

NotespellerDrawing The Treble Clef Signpg. 19Gloves Full Of G Notes pg. 20

New Concept: None, review piece for treble clef Review: Reading guide G

Treble clef notes E F G

Touch & Sound: Playing repeated notes with down-up

motion of wrist

2647/48

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42

C GF

The Bass Staff and the Treble Staff together make the GRAND STAFF, a Musical Mapthat tells you which key to play. Middle C uses the short line (ledger line) between the Bass Staff and Treble Staff.

§ê

42

THE GRAND STAFFA Musical Map

Prepare

1) With finger or pencil, studentpoints to Bass F on thekeyboard and traces the dottedline to the F on the Grand Staff.

2) Repeat activity on Treble Gthen onMiddle C, noting theledger line added between theBass Staff and Treble Staff.

Theory WorkbookThe Grand Staff – A MusicalMap pg. 34

Perform

Student plays stepping warm-upwhile following teacher’s cue,1) LH in bass clef:F, up, upC, down, downA, up, upA, down, down

2) RH in treble clef:G, down, downC, up, upE, down, downE, up, up

Practice

Student points to and nameseach note, ascending on the staffstarting from:

1) Bass F

2) toMiddle C

3) to Treble G

Music Flash Cards – Set AWhite #14, #15, #16

New Concepts: The Grand Staff Review: Reading guide F

Reading guide Middle C Reading guide G

Ledger line Middle C

Brace

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43

&?

44

445

f

Happily

1

My

œbest

œfriend

œis

œ*Lind -

˙say.

˙We

œplay

œev -

œ’ry

œday.

w

&?

3

Hey,œ weœ justœ gotœ start -˙ ed.˙ Iœ wishœ sheœ couldœ stay.w* Fill in the name of your own friend.

“Pierrot”

43

Thumbs share Middle C in this position.

A

3

L.H.

B2

M

C

DDLE

I

1

R.H.

D

2

E

3

My Best Friend

Prepare

While listening to My BestFriend, student:

1) points to notes and singslyrics, adding name of student’sown best friend.

2) taps and counts rhythm.

NotespellerHiking Up And Down pg. 23

Perform

Student reads and plays My BestFriend saying:

RH in treble clef:C, same, same, up, up__, down__,C, same, up, same, down__

LH in bass clef:A, same, same, up, up__, down__,A, same, up, same, down__

Piano SolosWishful Thinking pgs. 12-13

Practice

The Middle C note is thereading guide for My BestFriend.

1) Student plays 5-note alphabetforward A-B-C-D-E andbackward E-D-C-B-A.

2) Student writes starting notesin magnifying glasses.

Ask student: “How are lines 1and 2 the same?”

Piano TechniqueOn The Balance Beam pg. 20

New Concept: Notes B-C-D on the Grand Staff Review: My Best Friend (pg. 16)

Shared thumbs in Middle C Repeating

Stepping

2749/50

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44

&?

44

44

1

œ œf

With spirit

53

œ œ ˙ ˙ œ œ œ œ w

&?

1

œ œ3

œ œ ˙ ˙ œ œ œ2

œ w....

Folk Tune

44

Accompaniment (Student plays one octave higher than written.)

With spirit ( = 150)1. 2.5

A

3

L.H.

B

2

M

C

DDLE

I

1

R.H.

D

2

E

3 Tambourine Tune

Prepare

While listening to TambourineTune, student:

1) taps half notes withtambourine or percussiveinstrument.

2) taps and counts rhythm ofmelody.

Practice GamesListen & Respond pg. 33Read & Discover pg. 34

Perform

1) Student plays only first twomeasures of each line 8va andteacher answers by playing lasttwo measures of each line.(or vice versa).

2) Student reads and playsentire piece in a lively tempo,observing repeat.

Piano SolosToes In The Sand (withimprovisation on A B C D E)pgs. 14-15

Practice

1) Draw a line connecting noteheads so student clearly followsmelody line between staves.

2) Student writes names ofstarting notes in magnifyingglasses.

3) Ask student:“How many A-B-C-D-E patternsdo you play?”

Theory WorkbookNotes Above And BelowMiddle C pg. 35

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

Touch & Sound: Passing melody between hands

2851/52

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45

A

3

L.H.

B2

M

C

DDLE

I

1

R.H.

D

2

E

3

G

1

&?

44

441.2.

Steady

f

1

OncePa -

œa

per

œmanbag,

œwasit

3

œ sowas

soso

mad,thin,

heheœ œ œ œ

1

jumpedjumped

œin -up -

œtoon

œaa

œFolk Tune

pa -point -

œpered

œbag.pin.

œ Œ ..

..3. Pointed pin, it was so sharp,

He jumped upon an Irish harp.

4. Irish harp, it was so pretty,He jumped upon a little kitty.

7. Big fat pig began to tickle,He jumped upon a big dill pickle.

8. Big dill pickle was so sour,He jumped upon a big sunflower.

9. Bee came by and stung his chin, andThat’s the last I’ve heard of him!

5. Little kitty began to scratch,He jumped into a cabbage patch.

6. Cabbage patch, it was so big,He jumped upon a big fat pig.

Once A Man WasSo So Mad

Accompaniment (Student plays one octave higher than written.)Steady 1-8.

3

Last time( = 130)

45

Prepare

Read through all lyrics of OnceA Man Was So So Mad togetherwith student.

Theory WorkbookThe Grand Staff Garden pg. 36

Perform

Student reads and plays piecewith a steady bounce.

(The nonsense text is fun andwill motivate student to keep asteady pulse when melodypasses between RH and LH.)

Piano TechniqueStar To Star pg. 21

Practice

While listening to Once A ManWas So So Mad, student finger-taps RH/LH on piano cabinet.

NotespellerStepping Stones pg. 24Where Is That Cat? pg. 25

New Concept: Parallel thumb position on Review: Range G - E on Grand Staff

Grand Staff

Touch & Sound: Passing melody between hands

2953/54

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46

&?

44

44

Peacefully

F4

Tell˙ meœ theœ tales˙ thatœ toœ2

me were

œThomas Haynes Bailey

so

œ

2

dearw

&?

52

long,˙

1

longœ a -œ go,w P1

long,˙ longœ a -œ go.w

G

4

A

L.H.

3

B

2

M

C

DDLE

I

1

R.H.

D

2

E

3

Accompaniment (Student plays two octaves higher than written.)Peacefully ( = 120)

With pedal

5

FMEZZO FORTE

means medium loudLong, Long Ago

46

Prepare

While listening to Long, LongAgo, student:

1) claps this rhythmwith a strong pulse on beat one.

2) points to notes and singslyrics, observing new and dynamic markings.

3) taps and counts rhythm.

Theory WorkbookFrom Soft To Loud pg. 37

Music Flash Cards – Set APink #7, #8, Yellow #18, #19

Perform

Student reads and plays entirepiece, adding dynamic inlast two measures of each page(like an echo).

Piano SolosWhistling Tune pgs. 16-17Struttin’ pg. 18

Practice

1) Student points to stepping uppatterns, then points to steppingdown patterns throughout entirepiece.

2) Student writes names ofstarting notes in magnifyingglasses then points and namesnotes in line one.

3) Student plays line one andfinds another line with exactlythe same notes.

Practice GamesRead & Discover pg. 35Imagine & Create pg. 35

New Concept: Mezzo Forte Review: Range G - E on the Grand Staff

Mezzo Piano Touch & Sound: Playing ,

� � �

3055/56

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47

47

PMEZZO PIANO

means medium soft

9 13

&?F

9

4

Sing˙ meœ theœ songs˙ Iœ -deœ2

light -

˙ed

œto

œ

2

hearw

&?

132

long,

˙

1

longœ a -œ go,˙ longœ a -œ P

3

˙go.˙

w

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48

48

Accompaniment (Student plays one octave higher than written.)Playfully ( = 180) 5

G

3

A

L.H.

2

B

1

M

C

DDLE

I

1

R.H.

D

2

E

3

&?

44

44P

Playfully1

No -

œbod -

˙y

œknows

˙the

3

˙ trou -

œble I’m

œin.

Ó

&?

5 1

No -

œbod -

˙y

œknows

˙but

3

˙ my friend˙ ˙ An - drew.

˙ ˙

Barbara Kreader

Nobody Knows The Trouble I’m In

Prepare

While listening to NobodyKnows The Trouble I’m In,student:

1) taps this rhythmgiving the half notes extraemphasis.

2) points to notes and singslyrics, including name ofstudent’s own best friend.

Practice GamesListen & Respond pg. 36

Music Flash Cards – Set AYellow #20, #21

Perform

1) Student reads and plays entirepiece, bouncing the wrist lightlyon the first repeated note, andleaning firmly into the next note.

2) Student plays last line,observing quarter rests.

Piano TechniqueWho Could It Be? pg. 23

Piano SolosOld Saw pg. 19

Practice

1) Draw a line connecting allnote heads so student clearlyfollows melody line betweenstaves.

2) Ask student:“How many times does the RHplay C-C-D-E?”

3) While listening toaccompaniment, student readsfrom the score and plays eachC-C-D-E pattern.

Practice GamesRead & Discover pg. 37

NotespellerSafety Rules pg. 26

New Concept: None, Unit 4 review piece Review: Range G - E on the Grand Staff

Parallel thumbs B - C

Touch & Sound: Playing syncopated rhythm with , full weight of the whole arm

3157/58

� � � �

� � � �

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49

49

9 13

&?

91

He

œsaw me

œspill

˙a˙ car -

œton of

œjuice!

w

&?

13

F

3

Quick!

œ ŒLet’s

œ Œ clean

œ Œit

œ Œup!

œ ŒPœ Œ

œ Œ Ó

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50

50

SKIPS(3rds)

Skip up(3rd)

Skip down(3rd)

F A

E G

On the Piano, a 3rd• skips a key• skips a finger• skips a letter

On the Staff, a 3rd skips a letter from either• line to line or• space to space

UNIT

5

Line to Line

Space to Space

Prepare

With a finger or pencil, studentpoints to the notes and traces thepath of the skipping notes:

1) line to line to line.

2) space to space to space.

Theory WorkbookSkips (3rds) pg. 38

Perform

With thumbs on middle C,student plays skipping warm-up:1) LH in bass clef:

F, skip upC, skip downB, skip downA, skip up

2) RH in treble clef:G, skip downC, skip upD, skip upE, skip down

Practice

With third finger supported bythumb, student plays skips freelyup and down the keyboard,saying letter names:

1) F - A - C - E - G - B - D

2) F - D - B - G - E - C - A

Music Flash Cards – Set AWhite #39, #40

New Concept: Skipping on the piano Review: Line notes

Skipping on the staff Space notes

3rds

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51

51

G

4

A

L.H.

3

B

2

M

C

DDLE

I

1

D

2

R.H.

E

3

F

4

G

5

&?

44

44

Lively

F

1

œ œ3

œ œ5

œ œ œ Œ 4

œ œ2

œ œ2

œ(1732 - 1809)

œ

Joseph Haydn

4

œ Œ

&?

51

œ œ œ œ œ œ œ Œ 4

œ œ2

œ œ œ œ œ Œ

Surprise Symphony

Prepare

Student points to each notesaying:

C, same, skip up, same, skip up,same, skip down, restF, same, skip down, same, skipdown, same, skip down, restC, same, skip up, same, skip up,same, skip down, restF, skip down, skip down, skipdown,C, skip up, skip down, rest

Theory WorkbookSteps, Skips, And RepeatedNotes pg. 39

Perform

Student reads and plays SurpriseSymphony with a steady bounce.

NotespellerSkipping On The Staff pg. 27

Piano SolosBy The River’s Edge pgs. 20-21

Practice

Block out piece by playing onlynotes on first and third beats.C E G EF D B GC E G EF B C -

(After blocking piece, studentwill easily read repeated notes.)

Practice GamesListen & Respond pg. 38Read & Discover pg. 39

New Concept: Skipping up Review: Range G - G on the Grand Staff

Skipping down New Concept: Playing repeated notes with a down-up

motion of the wrist

3259/60

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52

&?

44

44f

With energy1

Onceœ

myœ

broth -

œer

œspedœ

downÊÊ-

œtown,

˙rid -œ

ingœ

on

œhis

œ“Yankee Doodle”

skate -˙

board.

1

˙

&?

5 1

Tookœ

curve

œand

œlost

œhis

œnerve

œandœ

1

turnedœ3

in -œ toœ aœ1

trash can.

G

3

L.H.

A

2

B

1

M

C

DDLE

I

1

R.H.

D

2

E

3

F

4

Accompaniment (Student plays one octave higher than written.)With energy

5R.H. over L.H.

8va

( = 130)

SkateboardDoodle

52

Prepare

While listening to SkateboardDoodle, student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

NotespellerAn Adventure On The Riverpgs. 28-29

Perform

Student reads and plays entirepiece with energy.

Practice

Student finger-taps piece slowlyand deliberately, saying:

1) C, same, up, up, skip down,skip up, down, etc.

2) Note names.

Piano TechniquePing Pong, Anyone? pgs. 24-25On My Way pg. 26

New Concept: Combining steps, skips, and Review: Step, skip, repeat

repeats on staff Range G - F on the Grand Staff

Parallel thumbs B - C

3361/62

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53

53

Accompaniment (Student plays one octave higher than written.)Smoothly ( = 120)

With pedal

1. 2.

5

G

3

L.H.

A

2

B

1

M

C

DDLE

I

1

R.H.

D

2

E

3

&?

44

44f

Smoothly

1

˙2

˙ œ œ ˙1

œ œ œ œSpiritual

3

w

&?

5 1

œ œ2

œ œ œ œ ˙1

œ œ œ œ w....

Let Me Fly!

Prepare

While listening to Let Me Fly!,student:

1) sways (or taps) half notes.

2) taps and counts rhythm.

Piano TechniqueDreaming And Drifting pg. 28

Perform

1) Student reads and plays onlyfirst two measures of each line8va and teacher answers byplaying last two measures ofeach line. (or vice verse).

2) Student plays entire piecesmoothly.

Practice

1) Draw a line connecting noteheads so student clearly followsmelody line between staves.

2) Student writes names ofstarting notes in magnifyingglasses.

3) Ask student:“How are the first two measuresof each line similar?”

New Concept: None, review piece Review: Step, skip, repeat

Range G - E on the Grand Staff

Touch & Sound: Passing melody smoothly between Parallel thumbs B - C

hands

3463/64

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54

&?

44

44

Heroic March

f

4

ing

œthrough

œ1

the

œ-

4

Glidœ heav -

˙ens; won -

4

der where we

œ œ œ

4

œ

Phillip Keveren

are?

w

&?

5 4

ga -

œlac -

œtic

œ

4

Greatœ trav -

˙’lers,

˙1

ing

œfor

œa

œ-

4

searchœ star.

w ....

4

F G

3

L.H.

A

2

B

1

M

C

DDLE

I

1

R.H.

D

2

E

3

F

4

Accompaniment (Student plays one octave higher than written.)Heroic March ( = 120)

3 3 3

3

3 3 3 1.3

2.

3

35

Star Quest

54

Prepare

While listening to Star Quest,student:

1) points to notes and singslyrics.

2) taps and counts rhythm

Ask student:“What other measures areexactly like the first?”

Theory WorkbookMore Steps pg. 40More Skips pg. 41

Perform

Student plays entire piece with afull sound.

Practice

Student reads and plays onlyfirst two measures of each line8va and teacher answers byplaying last two measures ofeach line. (or vice verse).

(This piece features the F notein both bass and treble clef.)

New Concept: None, review piece Review: Reading guide Bass F

Range F - F on the Grand Staff

Touch & Sound: Playing 4th fingers with full arm weight

3565/66

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55

&?

44

44

Adagio

p3

œ œ

1

œ œ œ œ ˙ F

3

œ œ

1

œ œ œ œ

Italo Taranta

œ œ

&?f

5

1

˙ œ œ2

˙2

œ2

œ œ œ1

œ œ œ œ ˙

A

L.H.

3

B

2

M

C

DDLE

I

1

R.H.

D

2

E

3

Adagio AndanteAllegro

MoodSeriously Calmly Happily

Speed Slowly Walking Speed Quickly

TEMPO MARKS appear at the beginning of a piece. They tell the mood of the piece and the speed of its musical pulse.

These Italian tempo marks are most common:

Accompaniment (Student plays one octave higher than written.)

Adagio ( = 80) 5

Solemn Event

55

Prepare

While listening to Solemn Event,student:

1) points and says notes.

2) taps and counts rhythm

Ask student:“What other measures are similarto the first two?”

Practice GamesRead & Discover pg. 40

Perform

Student reads and plays entirepiece slowly and smoothly,making sure melody passesseamlessly from one hand to theother.

Music Flash Cards – Set APink #9, #10, #11

Practice

Read text describing tempomarks. Discuss the mood andspeed of this piece, observinghow the dynamics build fromsoft to loud.

(This is the student’s firstexperience playing threedifferent dynamic levels.)

Theory WorkbookUp To Tempo! pg. 42

New Concept: Italian Tempo Marks: Review: Dynamics � - - Adagio, Andante, Allegro A-B-C-D-E on the Grand Staff

Touch & Sound: Passing melody smoothly between

hands at a slow tempo

3667/68

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56

&?

44

44F

Allegro

1

I like you!

w

3

You’reœ myœ ownœ bestœ

Fine

Folk Tune

friend.w

&?

5 2

Laugh -

œing

œ

1

withœ meœ

5

when

œI’m

œhap -

œpy,œ

stand -

œing

œ

1

byœ meœ

5

when

œI’m

œcrab -

œby,

œD.C. al Fine

G

3

L.H.

A

2

B

1

M

C

DDLE

I

1

D

2

R.H.

E

3

F

4

G

5

D.C. (Da Capo) al Fine

When you see this sign, return to the beginning (capo) of the piece and play until you see the sign for the end (fine).

I Like You!

D.C. al Fine

Fine

56

Prepare

While listening to I Like You!,student points to notes and singslyrics (following the D.C. alFine).

Music Flash Cards – Set APink, #12

Perform

1) Teacher plays line one wherewritten, and student plays linetwo 8va.

2) Student reads and plays piecewith a light and bouncy touch,keeping a steady tempo throughout.

Piano SolosThe Wild Rest pgs. 22-23

Practice

Student points to each note inline two saying,D, same, skip, skip,G, same, skip, skip,D, same, skip, skip,G, same, skip, step.

(This piece features the G notein both bass and treble clef.)

Piano TechniqueHappy Heart pg. 29

New Concept: D.C (Da Capo) al Fine Review: Reading guide Treble G

Range G - G on the Grand Staff

Touch & Sound: Playing each note with full arm weight

3769/70

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57

57

G

4

A

L.H.

3B2

M

C

DDLE

I

1

D

1

E

R.H.

2

F

3

G

4

Accompaniment (Student plays one octave higher than written.)Lively 6

( = 150)

&?

44

44

Lively

F2

Run -

œning,

œskip -

œping,

œjump -

œing, and

œhop -

œping,

˙and

œ-

1

hum

œming,

œsing -

œing,

œflip -

œping,

˙and

œ

&?

6 3

flop -

œping.

˙I’m

œhap - py

2

to

œbe

œ

1

œ œ *El -

œlie, I’m

œEl -

œlie. I’m

œhap - py to be

4

œ œ œ œ me!w

Czechoslovakian

Just Being Me!

*Fill in your own name.

Prepare

While listening to Happy To BeMe!, student:

1) taps this rhythmgiving the first note extraemphasis.

2) point to notes and sing lyrics,including student’s own name.(Singing lyrics simplifies trickyrhythm.)

Practice GamesListen & Respond pg. 41

Perform

Student reads and plays entirepiece with a lively tempo, lettingthe wrist bounce lightly on the �notes, and leaning firmly intothe � notes.

NotespellerRafting Down The Riverpg. 30

Practice

Student blocks out piece byplaying these patterns withparallel thumbs on C-D:

G F - F G F__F E - E F E__E D - D E D__

Practice GamesRead & Discover pgs. 41-43

New Concept: Parallel thumbs on C-D Review: Syncopated rhythm

Touch & Sound: Playing each note with full arm weight

� � � � �� � �

3871/72

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58

58

&?

44

44f

Lively2

Trum -

œpet

œman, he

œ

2

œ plays

œhis

œsong.˙ Doo wah.

œ ˙ . Doo wah.œ

“Camptown Races”

˙.

&?

5

Asks

œus

œall to

œœ sing

œa -

œlong.˙ Oh, doo wah˙ œ œ day.

w

..

..

4

F

3

G

L.H.

2

A

1

B

M

2

C

DDLE

I

R.H.

3

D

Accompaniment (Student plays one octave higher than written.)

Lively ( = 160) ( = )3

5 1. 2.

Trumpet Man

hkA Dotted Half Note fills the time of three quarter notes.

DOTTEDHALF NOTE

= 3 beatshkq = 3 beatsq q

Count: “1 2 3”clap - hold - hold

Prepare

While listening to Trumpet Man,student:

1) points to notes and singslyrics.

2) taps and counts rhythm.

Ask student:How many dotted half notes arein this piece? Quarter notes?Half notes? Whole notes?

Theory WorkbookThe Dotted Half Note pg. 43

Perform

Student reads and plays piece ina lively tempo, observing repeat.

(This is student’s first experienceplaying along with a “swing”accompaniment.)

Piano SolosMoving Away pgs. 24-25

Practice

On piano cabinet, student finger-taps RH and LH while saying:

1) C, same, skip down, skip up,up, down, skip down, etc.

2) Note names.

Music Flash Cards – Set AYellow #8, #22, #23

New Concept: Dotted half note Review: Range F-D

Shared thumbs on B

� �

3973/74

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59

&?

43

43F

Andante1

Slide˙

andœ

step and

œturn

œ5

to

œthe

œmu -

œsic.œ

Folk Tune

The

œ

&?

5

bag -

œpipes

œareœ

-dronœ

2

ing.œ Aœ theœ

song’sœ inœ air.

. ..

..

59

TIME SIGNATURE

= quarter note gets one beat

= three beats fill every measure3 3Q4( )G

3

L.H.

A

2

B

1

M

C

DDLE

1

I

D

2

R.H.

E

3 4

F G

5

Accompaniment (Student plays one octave higher than written.)

Andante ( = 145) 5

Scottish Air

Prepare

While listening to Scottish Air,student:

1) sways (or taps) dotted halfnotes.

2) points to notes and singslyrics.

3) taps and counts rhythm.

Music Flash Cards – Set AYellow #10, #24, #25

NotespellerThings We Found Along TheMusic Trail pg. 31

Perform

Student reads and plays entirepiece with a lilt, making suremelody passes seamlessly fromone hand to the other.

Piano SolosThe Step Waltz pgs. 26-27

Practice

1) Student plays accompanimentby rote (LH-C, RH-G), andteacher plays student part.

2) Count 1-2-3, 1-2-3,imagining sound of Scottishbagpipes.

Theory Workbook3/4 or 4/4? pg. 44

Piano TechniqueWaterslide pgs. 30-31

New Concept: Time signature Review: Dotted half note

Range: Bass G - Treble G

Touch & Sound: Playing in time with emphasis Parallel thumbs on B-C

on first beat of each measure

� �3434

4075/76

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60

60

&?

43

43P

Boldly

Sail - ing

3

˙ œ ships

1

to

œ˙ far -

œa -

œway

œplac -

œes,

Janet Feldman

where

1

œ œ

&? treas - ure

5

˙ œ waits

3

for

œ˙ me!

˙. ˙.

Accompaniment (Student plays one octave higher than written.)

Boldly ( = 150) 5

A

3

L.H.

B

2

M

C

DDLE

I

1

D

1

R.H.

E

2

F

3

TIES

A Tie is a curved line that connects two notes of the same pitch. Hold one sound for the combined value of both notes.

two notes = one sound

1 - 2 - 3 tie - 2 - 3hk hkPirates Of The Sea

Prepare

While listening to Pirates OfThe Sea, student:

1) sways (or taps) dotted halfnotes.

2) points to notes and singslyrics. (Singing lyrics simplifiestricky rhythm in line 3.)

3) taps and counts rhythm.

Practice GamesListen & Respond pg. 45

Music Flash Cards – Set APink #13 Yellow #26, #27

Perform

Student reads and plays entirepiece with a strong pulse on thefirst beat of each measure, whilepassing the sound smoothlyfrom hand to hand.

Piano SolosSleepy Time pgs. 28-29

Practice

Block out piece by playing thefirst pattern of each line:

A - B C - D E ____A - B C - F E ____F - E D - F E ____D - C B - C A ____

Theory WorkbookRhythm Jam pg. 45All Tied Up pg. 46

New Concept: Tied notes Review: Parallel thumbs on C-D

Dynamic change, - Touch & Sound: Playing in time with emphasis

on first beat of each measure

4177/78

Janet Medley

34

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61

61

9 13

&?

9

F

3

Friend

˙or

œfoe,

˙we

œ Œsing,

œYo

1

œ Ho! We’re

theœ œ œ

&?

13 1

Pi -

˙rates

1

œ of the˙ œ Sea!˙. œ Œ Œ

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4279/80

62

62

4

F G

3

L.H.

A

2B1

M

C

DDLE

I

1

D

2

R.H.

E

3 4

F G

5

Accompaniment (Student plays one octave higher than written.)

Stately March ( = 90) 1. 2.

&?

44

44

Stately March

f

1

œ ˙3

œ2

œ ˙œ

3

œ œ œ œPhillip Keveren

œ œ œ œ

&?

5 1

œ ˙

3

œ œ ˙œ

œ œ œœ ˙ œ Œ

Go For The Gold

Prepare

While listening to Go For TheGold, student:

1) points and says notes.

2) counts while tapping RH/LHrhythm on knees.

Practice GamesListen & Respond pgs. 46-47

Theory WorkbookRelay Review pg. 47

Perform

1) Student reads and plays lines2 and 4 8va and teacher playslines 1 and 3 (or vice verse).

2) Student plays entire piece ina stately tempo, using full weightof the arm in the forte sections.

Practice GamesImagine & Create pg. 48

Piano SolosHard As A Rock pgs. 30-31

Practice

1) Student blocks out piece byplaying these patterns in the RH:

C -skip upD -skip upE -skip up

2) Ask Student:

“What note does the LH play inlines 1, 2, and 4?”

NotespellerCampfire Memories pg. 32

Piano TechniqueReady To Go pg. 32

New Concept: None, Book 1 review piece Review: Range Bass F - Treble G

Dynamic change - - Touch & Sound: Playing with full arm weight

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63

63

9 13

&? P

9

4

œ œ œ œ1

œ œ ˙ œ œ œ œ ˙˙

&?f

131

œ ˙

3

œœ ˙

œœ œ œ

œ ˙ œ Œ

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64

Cut-out may be fitted over student’s shirt button.

Page 66: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

The Hal LeonardStudent Piano LibraryLessonPlanning Chart pgs. 66-69This Lesson Planning Chart divides Book 1 of theHal Leonard Student Piano Library into 32 Learning Modules.

• Younger students may average one module per week.• Older students may average two modules per week.

BeginnerComposition Cards pgs. 70-80As featured in Piano Practice Games Book 1.

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Lessons

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Practice GamesPreparation activities forlpieces in Piano Lessons • Listenl• Readl• Create

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington

Book 1Piano Theory Workbook

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Solos

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Technique

F G A B C D E

Hal Leonard Student Piano Library

Notespeller for PianoAlong the Music Traillwith Spike and Party Cat

Book 1

by Karen Harrington

65

120 cards for any beginning music student

SET A

Notes

Rhythm Patterns

Symbols

Page 67: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

66

UNIT 1Module 1 Module 2 Module 3 Module 4 Module 5

UNIT 2Module 6 Module 7 Module 8

BOOKONE

Feel the Beat!pg. 4Take a Look!pg. 5Finger Numbers/Two Black Keyspgs. 6-7Climbing Up/Climbing Downpgs. 8-9

My Own Song/Three Black Keyspgs. 10-11My Dog, Spike/Sorry, Spikepgs. 12-13Piano Gamespg. 3

Merrily We’reOff To Schoolpgs. 14-15Piano Gamespg. 7

My Best Friendpg. 16

Piano Gamespgs. 4-5

I Can Do It!pg. 17Piano Gamespg. 8

Let’s Get Sillypgs. 18-19

Night Shadowspg. 20Piano Gamespgs. 9-10

Alphabet Souppg. 21CDE Groupspg. 22My Own Songon CDEpg. 23

Balloon Ridepg. 24Party Catpg. 25Piano Gamespgs. 11-12

FGAB Groupspg. 26My Own Songon FGABpg. 27

Set A –Yellow#2, quarter note#3, quarter rest

Set A –Yellow#4, whole note#6, half note

#11, rhythm#12, half note

Set A – Pink#1, double barSet A –Yellow#7, half rest

#13, rhythm#14, rhythm

Set A – Pink#2, repeat sign#3, piano#4, forte

Water Lilypg. 2

Mister Machinepg. 3

Walking the Dogpg. 4

Finger Numberspg. 2

The PianoKeyboardpg. 3

Step Up,Step Down,or Repeatpg. 4

Finger Paintingpg. 5

Let’s Have Lunch!pg. 6Unlock CDE!pg. 7

Unlock FGAB!pg. 8

Grandfather’s Clockpg. 4

Long Shadowspg. 5

Locomotionpg. 6

The Attic Stairspg. 8

Look At Me!pg. 9

Feel the Beat!pg. 2High or Low?pg. 3Finger Numberspgs. 4-5

Two and ThreeBlack Keyspgs. 6-7Party Cat’s Bubblespg. 8Notespg. 9

Left or Right?pg. 10Which Hand Plays?pg. 11

Drawing Restspg. 12Rhythm Detectivepg. 13

Rhythm Composerpg. 14

The MusicalAlphabetpg. 15CDE Groupspg. 16

Finding CDE onthe Keyboardpg. 17

FGAB Groupspg. 18

PIANOLESSONS&GAMES

THEORY

TECHNIQUE

NOTESPELLER

SOLOS

FLASHCARDS

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67

Module 9UNIT 3

Module 10 Module 11 Module 12UNIT 4

Module 13 Module 14 Module 15 Module 16

Piano Gamespgs. 13-15

Undersea Voyagepg. 28Taxi Tanglepg. 29Piano Gamespgs. 17-18

Sea (C) Songpg. 30Rain, Rain, Go Awaypg. 31

Dakota Melodypg. 32

Piano Gamespgs. 19-21

Knock-Knock Jokepg. 33Piano Gamespgs. 23-24

Old MacDonaldHad a Bandpgs. 34-35

Lines and Spacespg. 36

How Notes Movepg. 37

Hide and Seekpg. 38Piano Gamespg. 25

Piano Gamespgs. 26-27

DoYou KnowThis Song?pg. 39

Set A –Yellow#15, rhythm#16, rhythm

Set A –Yellow#9, quarter note#3, quarter rest

Set A –White#35, repeat#36, step step#37, step repeat#38, step up,

step down

Set A – Pink#5, bass clefSet A –Yellow#11, bass “F”#12, bass “G”#13, bass “A”

Quiet Nightpg. 5

Bear Dancepgs. 6-7

Stomp Dancepgs. 8-9

“You Lost What?”pg. 9

Going Up,Going Downpg. 10

Fishing forLetter Namespg. 11

Line Notes andSpace Notespg. 12Drawing Notes onLines and Spacespg. 13

Line Up the Flags!pg. 14

Drawing theBass Clef Signpg. 15Fishes Full ofF Notespg. 16

A Tall Talepg. 17Bass Clef NotesFGApg. 18

Monster UnderMy Bedpg. 10

Breathe Easypg. 12

Playing Catchpg. 13

Popcornpg. 14

Hot Sand Hoppg. 16

Molding Claypg. 17

Finding FGAB onthe Keyboardpg. 19

Naming Notes onthe Keyboardpgs. 20-21

Loud or Soft?pg. 22

Rhythm Jampg. 23Step or Repeatpg. 24

Line Note orSpace Note?pg. 25Notes on Linespg. 26Notes in Spacespg. 27

How Notes Movepg. 28Up, Down, orRepeatpg. 29

The Bass Clef(F Clef)pg. 30

Notes on theBass Staffpg. 31

BOOKONE

PIANOLESSONS&GAMES

THEORY

TECHNIQUE

NOTESPELLER

SOLOS

FLASHCARDS

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68

Module 17 Module 18 Module 19 Module 20 Module 21 Module 22UNIT 5

Module 23 Module 24BOOKONE

Oh, Gee (G)pg. 40Piano Gamespg. 29

Piano Gamespgs. 30-31

Hopscotchpg. 41

The Grand Staffpg. 42My Best Friendpg. 43

Tambourine Tunepg. 44Piano Gamespg. 33

Once a ManWasSo So Madpg. 45

Piano Gamespg. 34

Long, Long Agopgs. 46-47Piano Gamespg. 35

Nobody Knowsthe Trouble …pgs. 48-49Piano Gamespg. 36

Skips (3rds)pg. 50Surprise Symphonypg. 51Piano Gamespgs. 38-39

Piano Gamespg. 37

Skateboard Doodlepg. 52Let Me Fly!pg. 53

Set A – Pink#6, treble clef#3, quarter restSet A –White#17, treble “E”#18, treble “F”#19, treble “G”

Set A –White#14, bass “B”#15, middle “B”#16, treble “B”

Set A – Pink#7, mezzo forte#8, mezzo piano

Set A –Yellow#18, rhythm#19, rhythm

Set A –Yellow#20, rhythm#21, rhythm

Set A –White#39, skip up,

skip down#40, skip step,

step skip

Howard H. Hippopgs. 10-11

Wishful Thinkingpgs. 12-13

Toes in the Sandpgs. 14-15

Whistling Tunepgs. 16-17Struttin’pg. 18

Old Sawpg. 19

Drawing theTreble Clef Signpg. 19Gloves Full ofG Notespg. 20

Meet Peggyand Guspg. 21Treble Clef NotesEFGpg. 22

Hiking Upand Downpg. 23

Stepping Stonespg. 24Where is That Cat?pg. 25

Safety Rulespg. 26

Skipping onthe Staffpg. 27

An Adventureon the Riverpgs. 28-29

Sneaky Footstepspg. 18

Fingerpaintingpg. 19

On the BalanceBeampg. 20

Star to Starpg. 21

Who Could It Be?pg. 23

Ping Pong, Anyone?pgs. 24-25

On MyWaypg. 26

Treble Clef Sign(G Clef)pg. 32

Notes on theTreble Staffpg. 33

The Grand Staff –A Musical Mappg. 34

Notes Above andBelow Middle Cpg. 35The Grand StaffGardenpg. 36

From Soft to Loudpg. 37

Skips (3rds)pg. 38Steps, Skips, andRepeated Notespg. 39

PIANOLESSONS&GAMES

THEORY

TECHNIQUE

NOTESPELLER

SOLOS

FLASHCARDS

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69

Module 25 Module 26 Module 27 Module 28 Module 29 Module 30 Module 31 Module 32

Star Questpg. 54Solemn Eventpg. 55Piano Gamespg. 40

I Like You!pg. 56

Just Being Me!pg. 57Piano Gamespgs. 41-43

Trumpet Manpg. 58

Scottish Airpg. 59

Pirates of the Seapgs. 60-61Piano Gamespg. 45

Go for the Goldpgs. 62-63Piano Gamespgs. 46-47

Piano Gamespg. 48

Set A – Pink#9, adagio

#10, andante#11, allegro

Set A – Pink#12, D.C. al Fine

Set A –Yellow#8, dotted half note

#22, rhythm#23, rhythm

Set A –Yellow#10, 3/4 time#24, rhythm#25, rhythm

Set A – Pink#13, tieSet A –Yellow#26, rhythm#27, rhythm

By the River’s Edgepgs. 20-21

TheWild Restpgs. 22-23

Moving Awaypgs. 24-25

The StepWaltzpgs. 26-27

Sleepy Timepgs. 28-29

Hard as a Rockpgs. 30-31

Rafting Downthe Riverpg. 30

ThingsWe FoundAlong the MusicTrailpg. 31

Campfire Memoriespg. 32

Dreaming andDriftingpg. 28

Happy Heartpg. 29

Waterslidepgs. 30-31

Ready to Gopg. 32

More Stepspg. 40More Skipspg. 41Up to Tempo!pg. 42

The DottedHalf Notepg. 43

3/4 or 4/4?pg. 44

Rhythm Jampg. 45All Tied Uppg. 46

Relay Racepg. 47

BOOKONE

PIANOLESSONS&GAMES

THEORY

TECHNIQUE

NOTESPELLER

SOLOS

FLASHCARDS

Page 71: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

L.H.

4 3 2

70

The following Composition Flash Card Activitiesare featured in Piano Practice Games Book 1.

* Compose a piece on three black keys!

1. Cut out the cards on page 71 and arrange them on your music rack in any order you wish.

2. Place your left hand in this positionand play your new piece.

3. Experiment with arranging the cardsin different orders to make other pieces.

4. Give your favorite piece a title and save it by taping it on a piece of cardboard.

At your lesson, your teacher can play along with the accompaniment below.

* Compose a piece on white keys!

1. Cut out the CDE cards on page 73 and write the name of each key in the box on the back.

2. Arrange the cards on the music rack of your piano in any order you wish.

3. Place your right hand on any CDE group and play your new piece.

4. Experiment with arranging the cards in different orders to make other pieces.

5. Give your favorite piece a title and save it by taping it on a piece of cardboard.

Repeat the same composition activity using FGAB cards on page 75, placing left hand on any FGAB group.

* Compose a piece on the staff!

1. Cut out the Bass Clef FGA cards on page 77 and write the name of each musical symbol on the back.Make a two-measure piece.

• Begin with the bass clef sign and add the time signature.

• Arrange the notes and rests in any order you wish.

• Use the card with the bar line to group the beats into measures.Add the card with the double bar line at the end of the piece.

2. Experiment with arranging the cards in different orders to make other pieces.

3. Give your favorite piece a title and save it by taping it on a piece of cardboard.

Repeat the same composition activity using Treble Clef EFG cards on page 79.

AccompanimentSteady

Repeat as necessary Last time

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Practice GamesPreparation activities forlpieces in Piano Lessons • Listenl• Read• Create

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71

THREE BLACK KEYS

L.H.

2

L.H.

3

L.H.

4

L.H.

2

L.H.

3

L.H.

4

L.H.

4

L.H.

4

L.H.

3

L.H.

2

Page 73: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

72

Page 74: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

73

CDE WHITE KEY GROUPS

Page 75: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

74

Page 76: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

75

FGAB WHITE KEY GROUPS

Page 77: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

76

Page 78: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

77

THE BASS CLEF (with the F line reading guide)

Bass note

Bass note

Bass note

Bass note

Bass note

Bass note

Page 79: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

78

_______ Line_______ Rest_______ Rest

Bass note _______ _______ SignatureBass note _______

Bass note _______

Bass note _______ Bass note _______ _______ Clef

Bass note _______ Double _______

Page 80: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

79

THE TREBLE CLEF (with the G line reading guide)

Treble note

Treble note

Treble note Treble note

Treble note

Treble note

Page 81: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

80

_______ Rest _______ Rest _______ Line

Treble note _______

Treble note _______

Treble note _______ Treble note _______ _______ Clef

Treble note _______ Double _______

Treble note _______ _______ Signature

Page 82: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

81

Hal Leonard Student Piano Library

AUTHORS

BARBARA KREADER has given workshops throughout the United States, Canada, New Zealand, Australia, Asia, and theUnited Kingdom. She maintains a private studio in Evanston, Illinois, where she teaches 45 students. Ms. Kreader is theeditor for the Parent/Teacher/Child department of Keyboard Companion and is a frequent contributor to Clavier magazine.In the summer months, she is Program Director for the Junior Student Seminars at Rocky Ridge Music Center in Estes Park,Colorado. Ms. Kreader holds a M.M. in piano performance from Northwestern University.

FRED KERN is Professor of Music and a specialist in piano education at the University of North Texas in Denton where heis Coordinator of Keyboard Skills and Music Fundamentals. Widely known as a clinician, author, teacher, composer andarranger, he has published five texts and two methods on piano instruction. Dr. Kern holds graduate degrees in pianoperformance, music education, and piano pedagogy from Illinois Wesleyan, Northwestern University, and the University ofNorthern Colorado. He is certified as a Master Teacher through MTNA.

PHILLIP KEVEREN, a multi-talented keyboard artist and composer, has composed original works in a variety of genres frompiano solo to symphonic orchestra. His original piano collections include New Piano Impressions and Presto Scherzo, andhis popular arrangements are featured in The Phillip Keveren Series. Mr. Keveren gives over 50 concerts and workshopsyearly in the United States, Canada, Europe and Asia. He is a contributing composer to the Hal Leonard Showcase SolosSeries, and creates all the orchestrated CD/General MIDI accompaniments for the Hal Leonard Student Piano Library.

MONA REJINO, an accomplished pianist, teacher, and composer, has maintained an independent piano studio inCarrollton, Texas from 1983 to the present. She is an active adjudicator and performer in the Dallas area and teaches atThe Hockaday School. Ms. Rejino has conducted numerous workshops across the United States, and is a contributingcomposer to the Hal Leonard Showcase Solos Series. Ms. Rejino holds a Bachelor of Music degree from West Texas StateUniversity, and a M.M. degree in piano performance from The University of North Texas where she studied with JosephBanowetz.

KAREN HARRINGTON is an independent piano teacher from Tulsa, Oklahoma where she maintains a studio of more than fortystudents. She has taught piano for over nineteen years, and is active as an adjudicator and clinician as well. A nationallycertified teacher through MTNA, she is a past president of both the Tulsa Accredited Music Teachers Association and theNortheast District of Oklahoma Music Teachers Association. Karen has also served as Secretary and President of the SouthCentral Division of MTNA. She holds a BME degree from the University of Oklahoma where she studied piano with Celia MaeBryant. Ms. Harrington produces her own theory games through her company, Music Games ’N Things.

MARGARET OTWELL brings an impressive combination of performing and teaching experience to her role as Director ofEducational Keyboard Publications at Hal Leonard. She began teaching during her undergraduate studies at Catholic Universityin Washington, DC, and has maintained an independent piano studio for over twenty-five years. An active member of MTNAsince 1978, she is a past president of the Northern Virginia Music Teachers Association. Peggy has served on faculties of theUniversity of Maryland Eastern Shore, American University Preparatory Department, and George Mason University. She hasgiven lecture-recitals, workshops and master classes, and has appeared in solo and chamber music performances throughoutthe USA and in Europe. Peggy was awarded a DMA degree in piano performance from the University of Maryland, where shestudied piano and pedagogy with renowned teachers Stewart Gordon, Thomas Schumacher, and Nelita True.

Fred Kern,Method Author,

Series Arranger/Composer

Phillip Keveren,Method Author,

Series Arranger/Composer

Mona Rejino,Method Author,

Series Arranger/ComposerBarbara Kreader,Method Author

Margaret Otwell,Director of EducationalKeyboard Publications

Karen Harrington,Notespeller Author,

Theory Books Co-Author

Page 83: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Lessons

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano SolosHal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington

Book 1Piano Theory WorkbookHal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Technique

36

12

3

5 lines

45 w w

Line Notes

w w w1

2

4 spaces

34 w w

Space Notes

w w

LINES AND SPACES

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

5 lines

4 spaces

Space Notes

Line Notes

SPACE NOTESome notes are

written on lines:

LINE NOTE

Some notes are

written in spaces:

UNIT

4

58

&?

44

44f

Lively2

Trum -

œpet

œman, he

œ2

œ plays

œhis

œsong.˙ Doo wah.œ ˙. Doo wah.œ

“Camptown Races”

˙.&?

5

Asks

œus

œall to

œœ sing

œa -

œlong.˙ Oh,

doo wah˙ œ œ day.w..

..

4F

3

G

L.H.

2

A

1B

M

2

C

DDLE

I

R.H.

3

D

Accompaniment (Student plays one octave higher than written.)Lively ( = 160) ( = )

3

5

1.2.

Trumpet Man

hkA Dotted Half Notefills the time of threequarter notes.

DOTTEDHALF NOTE

= 3 beats

hk q= 3 beats

q qCount: “1 2 3”clap-hold- hold

PIANO LESSONS BOOK 1

From the very first lessons in Book 1, students are makingmusic as they explore the piano keyboard through funimprovisation pieces called My Own Song. The beginningof the book introduces finger numbers, the black-key andwhite-key groups, and basic rhythm patterns.

Directional reading is taught first by finger number, thenby note name, and then by interval (step, skip, and repeat).Once the students are introduced to the staff, they learnreading guides Bass F and Treble G and read by intervalin several different hand positions.

SERIES BOOKS THAT CORRELATE PAGE-BY-PAGE WITH PIANO LESSONS BOOK 1

CONCEPTSRANGE

TERMS RHYTHM AND SYMBOLSAdagioAndanteAllegroD.C. al Fine

INTERVALLIC READINGStep, Skip, and Repeat

IMPROVISATIONS ANDKEYBOARD EXPLORATION

Black Key Groups CDE Groups FGAB Groups

The F note is your reading guide for the Bass or F Clef ( )?

The G note is your reading guide

for the Treble or G Clef ( )&

Middle C is your reading guide for the notes between the Treble and Bass Clefs.

? w

F G A B C

MIDDLE

& ww

D E F G

PRACTICE

and

PERFORMANCE

tempos included

on eachCD!

82

Page 84: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

PIANO LESSONS BOOK 2

83

Hal Leonard Student Piano Library

Book 2

Barbara Kreader • Fred Kern • Phillip Keveren

Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create

Hal Leonard Student Piano Library

Book 2

Barbara Kreader • Fred Kern • Phillip Keveren

Piano SolosHal Leonard Student Piano Library

Piano TechniqueBook 2

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Hal Leonard Student Piano Library

Piano Theory WorkbookBook 2

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington

3

9

Hear

5

thebell

chime.

What isthe

hour?

BigBen

tellstime

upin

thetower.

Steady ( =120)

Hold down damper

3

1

2

Traditional

1

pedal throughout.

Remember, TIES

A Tie is a curved line that connects two notes

of the same pitch. Hold one sound for the

combined value of both notes.

Big Ben

9

Book 2 opens with a newMy Own Song improvisationon CDEFG. Unit 1 introducesphrasing and legato touch, andalso presents harmonic 2ndsand 3rds with staccato touch.The following two units arededicated to the introductionof 4ths and 5ths.

Also in Unit 3, sharps are introduced in a diatonic setting startingon D, and flats are introduced as blues notes. Most pieces in thesecond half of Book 2 coordinate hands playing together.

This book works very well for transfer students.

Hal Leonard Student Piano Library

Piano LessonsBook 2

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

27

1

15

19

12

13

14

13

1

5

3

1 12

13

14

15

1

Triumphantly ( =110)Phillip Keveren

Brass Fanfare

SERIES BOOKS THAT CORRELATE PAGE-BY-PAGE WITH PIANO LESSONS BOOK 2

CONCEPTSRANGE

TERMS RHYTHM AND SYMBOLSAndantinoLegatoStaccatoRitard

INTERVALS2nds 3rds 4ths 5ths

IMPROVISATIONSIN NEW POSITIONS

CDEFG GABCD

New Notes� C D E D B C D

C D E F G A B C D E F G A B C D

MIDDLE

8va

PRACTICE

and

PERFORMANCE

tempos included

on eachCD!

Page 85: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

84

PIANO LESSONS BOOK 3

Unit 1 of Book 3 opens witheighth notes first in time,then in time. Swing eighthsare also presented in the firsthalf of the book. Folk, jazz,classical, and contemporaryselections provide studentswith an interesting variety ofrepertoire.

In the second half of Book 3, five-finger patterns and triadsin C Major, G Major, and F Major are presented, as well astheir relative minors – A Minor, E Minor, and D Minor.

Hal Leonard Student Piano Library

Piano LessonsBook 3

Barbara Kreader • Fred Kern • Phillip Keveren

CONCEPTS

4424RANGE

TERMSLocoA tempoD.S. al FineD.C. al Coda

INTERVALS6ths half-steps whole-steps

FIVE-FINGER PATTERNSC Major G Major F MajorA Minor E Minor D Minor

Hal Leonard Student Piano Library

Book 3

Barbara Kreader • Fred Kern • Phillip Keveren

Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create

Hal Leonard Student Piano Library

Book 3

Barbara Kreader • Fred Kern • Phillip Keveren

Piano SolosHal Leonard Student Piano Library

Piano TechniqueBook 3

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Hal Leonard Student Piano Library

Piano Theory WorkbookBook 3

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington

SERIES BOOKS THAT CORRELATE PAGE-BY-PAGE WITH PIANO LESSONS BOOK 3

RHYTHM AND SYMBOLS

FIVE-FINGER PATTERNIMPROVISATIONS

using the six patterns listed here

4

8

Ca sey Jones, mount ed to his cab in, took his fare well tripto that prom ised land.

4

4

Ca sey Jones,

1

mount ed to his cab in;Ca sey Jones,

or ders in his hand.

52

12

Start slowly as you leave the stationWith a swing ( =110)

and build up speed gradually.

Arranged by Phillip Keveren

Words by T. Lawrence SeibertMusic by Eddie Newton

New Note E

MIDDLE

C

R.H.

D E

C

R.H.

D E

Swing eighth notes are played unevenly.

long - short long - short long - short long - short

Casey Jones

12

PRACTICE

and

PERFORMANCE

tempos included

on eachCD!

13

9

5

52 1

135

With energy ( =155)

135

135

Barbara Kreader

Hold down damper pedal throughout.

simile

New Notes A

MI

DDLE

A B C

B C

Two treble clef signs indicateboth hands play in treble clef.

Joy

45

Page 86: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

PIANO LESSONS BOOK 4

85

5

1 3

1513

1 3

34

D.C. al Fine

4

13 1

193

1

13

5

34

12 1

5 Fine

5

Happily ( =140) 34

4

Phillip Keveren

Calypso Cat

Key of C Major

Key signature: no sharps, no flats

KEY SIGNATURE

Every piece opens with a key signature.

It identifies the scale pattern the composer

used and tells you which notes to play

sharp or flat throughout the piece.

Clap and count:

1 & 2 & 3 & 4 &1 & 2 & 3 & 4 &

1017/18

13

Book 4 expands on the relatedfive-finger patterns learned inBook 3 to introduce the scales ofC Major, A Minor, G Major, and EMinor. Chord progressions inclose position are also presentedin each of these keys.

Syncopated rhythms, syncopated pedaling and opposingarticulations between the hands create performances withstyle, color, and texture.

Hal Leonard Student Piano Library

Piano LessonsBook 4

Barbara Kreader • Fred Kern • Phillip Keveren

13

a tempo rit.

5 3 2 1

9

4 3

rit.

12

1 3 1

5

15

35

24

512

24

15 5 1

213

Slowly ( =94)1 5

2

Arranged by Fred KernAmerican

15

2

5

21 2

415 5

1 2

G F

1

All The Pretty Little Horses

27

2341/42

CONCEPTS

RANGE

TERMSAllegretto Con motoModerato GiocosoPoco PrestoVivace

INTERVALS7ths 8ths (octave)

SCALES AND CHORDPROGRESSIONS

C Major G MajorA Minor E Minor

PRIMARY TRIADSTonic Sub-dominant Dominant

Hal Leonard Student Piano Library

Book 4

Barbara Kreader • Fred Kern • Phillip Keveren

Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create

Hal Leonard Student Piano Library

Book 4

Barbara Kreader • Fred Kern • Phillip Keveren

Piano SolosHal Leonard Student Piano Library

Piano TechniqueBook 4

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Hal Leonard Student Piano Library

Piano Theory WorkbookBook 4

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington

SERIES BOOKS THAT CORRELATE PAGE-BY-PAGE WITH PIANO LESSONS BOOK 4

3

RHYTHM AND SYMBOLS

RELATED KEYIMPROVISATIONS

Combining C Major with A MinorCombining G Major with E Minor

PRACTICE

and

PERFORMANCE

tempos included

on eachCD!

Page 87: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

86

PIANO LESSONS BOOK 5

In Book 5, students are intro-duced to sixteenth notes invarious rhythm patterns.The wide variety of studentselections include 3 folk,4 jazz, 13 classical, and 8contemporary original pieces.

Scales (in both 8th and 16th-note patterns) with theircadences are presented in five major and five minor keys.Root, 1st inversion, 2nd inversion, and open position chordsfor each key center are also introduced.

Hal Leonard Student Piano Library

Piano LessonsBook 5

Barbara Kreader • Fred Kern • Phillip Keveren

®

CONCEPTS

SERIES BOOKSTHAT CORRELATE

PAGE-BY-PAGE WITHPIANO LESSONS BOOK 5

TERMS RHYTHM AND SYMBOLSAccelerando AllargandoDolce EspressivoGrazioso LeggieroMarcato MoltoMorendo PesantePortato PortamentoScherzando Sforzando ßSubito Tempo primo

SCALES WITH I-IV-I AND I-V-V7-I CADENCESC Major G Major F Major D Major B � MajorA Minor E Minor D Minor B Minor G MinorChromatic Scales

PRIMARY AND SECONDARY TRIADSRoot Position, 1st Inversion, 2nd Inversion, Open Position

CHORD QUALITIESMajor Minor Diminished Augmented

RELATED KEY IMPROVISATIONS• Developing Motives and Sequences• Creating Question and Answer Phrases• Using ABA Form

14

9 3

a tempopoco a poco cresc.

5

5

5

3

5 2

54

2 1

5 4

rit.

2 1

5 43

1

5 42

1

5

Slowly, with tenderness ( =76)

3

dolce*

Phillip Keveren

4 2 15

5

5

dim.

a tempo

molto rit.

poco rit.

5

521 2

1

21

2 1 31

* dolce - sweetly

25

=

=

DOTTED EIGHTH-

SIXTEENTH NOTE

PATTERN

Clap and count:

2137/38

A Whispered

Promise

Hal Leonard Student Piano Library

Book 5

Barbara Kreader • Fred Kern • Phillip Keveren

Piano Solos

®

Hal Leonard Student Piano Library

Piano TechniqueBook 5

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Hal Leonard Student Piano Library

Piano Theory WorkbookBook 5

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington

15

A Minor Contribution

11

15

12

8

1 43 5 3 5

31

4

25 4 2 1

4 2 Fine

1 25

5

1

Moderate Swing ( =120)

25

3

45

Bill Boyd

3 4 1.2. D.C. al Fine

2

4

dim.

2

5

1

dim.

5

1 22

1221/22

PRACTICE

and

PERFORMANCE

tempos included

on eachCD!

Page 88: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

Showcase Solos is a graded series of soloand duet repertoire for piano, includingoriginal compositions, seasonal music, andarrangements of folk and popular melodiesfor piano. Ranging from Early Elementarythrough Late Intermediate repertoire,these imaginative pieces provide excellentsupplemental material for any method,and are a perfect complement to theHal Leonard Student Piano Library.

Showcase SolosExcellent supplemental sheet music for all methods!

Excellent Material for:

� Spring Recitals

� Special Rewards

� Student Incentives

� Seasonal Enjoyment

87

Page 89: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

88

Hal Leonard Student Piano Library

SHOWCASE SOLOS COMPOSERS

Bill Boyd

Carol Klose

Matthew Edwards

Jennifer Linn

Rosemary Barrett Byers

Christos TsitsarosMike Springer

ROSEMARY BARRETT BYERS has enjoyed a varied career as pianist, conductor, theatrical director, teacher, composer, andarranger. Since completing a Master of Music degree in piano performance at Indiana University, she has taught childrenand adults of all ages and levels in a home studio and at various colleges and universities throughout the Southeast andMidwest. Several of her original children’s musicals, including CinderElf, and The Weally Weird Wabbitt have been producedby theater companies in Tennessee and Kentucky. Other published piano compositions include Cat Tales, More Cat Tales,Clown-U-Copia, and Blues Suite.

BILL BOYD (1933-2001) played piano professionally as both a solo performer and band member in hotels, supper clubs,and private clubs in New York and Long Island. Mr. Boyd composed numerous jazz collections including the Think Jazzpiano method and the Jazz Starters series for beginners. Mr. Boyd was awarded a Master’s degree from ColumbiaUniversity and taught junior high school band and stage band in Huntington, Long Island for over 20 years. After retiringfrom teaching, Mr. Boyd devoted all his time to arranging and composing.

MATTHEW EDWARDS studied piano with Laurence Morton and Robert Weirich, and in 1999, he completed his Doctor ofMusical Arts degree in piano performance at the Peabody Conservatory of Music, under the instruction of Robert McDonald.Several of Dr. Edwards’ compositions have been performed in concert, including a recent Chicago premiere of a choral work,Christ Is Born. Currently, he is a member of the music faculties at Anne Arundel Community College, Howard CommunityCollege, and Washington Bible College. Additionally, Matthew serves as the Director of Music and Youth at the HarvesterBaptist Church in Columbia, Maryland, and maintains a private piano studio at his home.

CAROL KLOSE, an accomplished pianist, teacher, and composer, holds piano performance degrees from Rosary College andVilla Schifanoia Graduate School of Fine Arts, Italy. Formerly on the faculty of the Wisconsin College/Conservatory of Music,Milwaukee, she teaches piano privately and is a frequent adjudicator and clinician. Additional published works includeoriginal compositions in the new NGPT Allison Contemporary Piano Collection, as well as numerous solos, duets, and foliosarranged for students.

JENNIFER LINN, an accomplished performer and composer in St. Louis, Missouri, has maintained a private studio for over17 years. Her compositions have been selected for the National Federation of Music Clubs’ festival list and have beenfeatured in Keys magazine. In 1999-2000, Ms. Linn served as Visiting Lecturer in Piano Pedagogy at the University of Illinoisat Urbana-Champaign. Ms. Linn holds a B.M. and M.M. in Piano Performance from the University of Missouri-Kansas City(UMKC) Conservatory of Music.

MIKE SPRINGER maintains an active schedule as a teacher, composer/arranger, pianist and adjudicator in the Dallas, Texas area.Mr. Springer has composed and arranged extensively for piano, electronic media (MIDI), vocal ensemble, and wind ensemble.Mr. Springer is an accomplished performer in classical and jazz idioms. He has been the pianist at Cornerstone United MethodistChurch in Garland, Texas for over twelve years. Mr. Springer studied with Dr. Pamela Paul at the University of North Texas, wherehe earned his Bachelor of Music and Master of Music degrees in Piano Performance.

CHRISTOS TSITSAROS is currently Assistant Professor of Piano Pedagogy at the University of Illinois at Urbana-Champaign.The recipient of numerous scholarships and awards, Dr. Tsitsaros has appeared in recitals, chamber music concerts and assoloist in Europe and the United States. Dr. Tsitsaros holds the Diplôme Supérieur d’Execution from the École Normale deMusique de Paris, an Artist Diploma and M.M. degree from Indiana University, and a D.M.A. (piano performance) from theUniversity of Illinois. A recent CD recording of his piano compositions is available through Centaur Records, Inc.

Page 90: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

89

Japanese Garden by Jennifer Linn 00296127

Jazz Jig by Phillip Keveren 00296128

Sledding Fun by Peggy Otwell 00296154

Ocean Breezes by Mona Rejino 00296169

Lost Treasure by Mona Rejino 00296129

Joyful Bells by Jennifer Linn 00296151

Veggie Song by Jennifer Linn 00296170

The Happy Walrus by Mike Springer 00296130

Caravan by Carol Klose 00296131

Hummingbird by Jennifer Linn 00296133

White Christmas arr. Mona Rejino 00296148

Harvest Dance by Jennifer Linn 00296152

Quick Spin In A Fast Car by Phillip Keveren 00296171

Little Bird by Carol Klose 00296172

Jump Around Rag by Bill Boyd 00296135

Castilian Dreamer by Carol Klose 00296139

Prelude To Rain by Mike Springer 00296140

Little Mazurka by Christos Tsitsaros 00296141

Smilin’ Mr. Dile by Rosemary Barrett Byers 00296143

Autumn Sunset by Mike Springer 00296150

Meaghan’s Melody by Jennifer Linn 00296173

Snap To It! by Mona Rejino 00296174

Sassy Samba by Mona Rejino 00296134

Forever In My Heart by Phillip Keveren 00296136

Gypsy Dance by Christos Tsitsaros 00296138

Salsa Picante by Carol Klose 00296142

Indigo Bay by Jennifer Linn 00296144

White Christmas arr. Phillip Keveren 00296145

Witch On The Wind by Rosemary Barrett Byers 00296149

Skater’s Dream by Carol Klose 00296153

Jesters by Christos Tsitsaros 00296175

Twilight On The Lake by Matthew Edwards 00296176

Early Elementary (Level 1) Early Intermediate (Level 4)

Intermediate (Level 5)

Late Elementary (Level 3)

Elementary (Level 2)

Showcase Solos

Page 91: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

90

STUDENT PIANOLIBRARY

HAL LEONARD

Includes Four Ensembles:Night Shadows • Party Cat • Trumpet Man • Go For The Gold

Piano EnsemblesFour-part student ensembles with

conductor’s score and optional accompaniment

• 4 players • 2 or more pianos or electronic keyboards

LEVELONE

arranged by Phillip Keveren

Orche

stra

ted Arra

ngem

ents

avail

able

sepa

rate

lyon

CDor

GMDisk

!

Perforated pagesconveniently hole-punched for standard 3-ring binder!

LEVELONE

LEVELTWO

L

Night Shadows(by Barbara Kreader)

Party Cat(by Phillip Keveren)

Trumpet Man(Yankee Doodle)

Go For The Gold(by Phillip Keveren)

LEVELFOUR4

Carpet Ride(by Phillip Keveren)

Calypso Cat(by Phillip Keveren)

Jig(Irish Dance)

Allegrofrom Eine Kleine

Nachtmusik(by W.A. Mozart)

LEVELFIVE5

Wade In The Water(Spiritual)

A Minor Contribution(by Bill Boyd)

A Whispered Promise(by Phillip Keveren)

Gypsy Song(by Hugo Reinhold)

LEVELTHREE

Dixieland Jam(by Bill Boyd)

Scherzo(by Anton Diabelli)

Street Fair(Armenian Folk Tune)

Fresh Start(by Fred Kern)

Painted Rocking Horse(by Phillip Keveren)

Basketball Bounce(by Phillip Keveren)

Stompin’(by Bill Boyd)

Summer Evenings(Aloutte)

PianoEnsembles

Four-part student ensembles arranged byPhillip Keveren, for two or more pianos,

featuring student favorites from Books 1-5of the Hal Leonard Student Piano Library.

Orchestral Arrangementsavailable on CD or GM disk.

Each book of the Piano Ensembles series also contains a Conductor’s Scorewith optional teacher accompaniment, and suggested instrumentation for electronic keyboards.

Page 92: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

91

Piano study doesn’t need to be lonely any more! These ensemble versions of favorite piano pieces from theHal Leonard Student Piano Library will give students the pleasure and inspiration of playing with their friends.

Each selection includes:• A conductor’s score with optionalteacher accompaniment

• Four student parts:Parts I and II for the first pianoParts III and IV for the second piano

Four players at two pianos will be able to give a full and appropriate performance of each piece, yet morecombinations of players and instruments are possible. Students can even add an orchestra!

Here are some ideas:• Use four digital pianos or electronic keyboardsthat allow students to play the suggestedinstrumentation for each part.

• Double, triple, or quadruple the student parts.

• Add the orchestral arrangement available onCD or GM disk .

• Add the optional teacher accompaniment,designed for both rehearsal and performance,by using an additional piano or keyboard.

Full orchestral arrangements, available on CD or GM disk, may be used for both performance and rehearsal:

Track 1, a full performance version, includes the four student parts recorded withsuggested instrumentation plus an instrumental accompaniment that deepens andbroadens the sound of the student ensemble.

Track 2, a rehearsal version, includes the four student parts recorded withsuggested instrumentation and a guiding rhythm track.

If students are using a keyboard that lacks a suggested sound, other voices may be substituted. For example,if an instrument does not have “Glockenspiel,” use any available similar sound, such as “Vibes” or “Marimba.”If “Oboe” is unavailable, use any similar sustaining sound, such as “Flute,” “Clarinet,” or “Strings.”

We hope you and your students will enjoy the challenges and pleasures of playing these exciting ensembles.Strike up the piano band!

1/21/2

I

II

III

IV

I

II

III

IV

Opt. Acc.

Page 93: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

LEVELONE

LEVELTWO

L

Jingle Bells

Jolly Old Saint Nicholas

Good King Wenceslas

Away In A Manger

Go Tell It On The Mountain

We Three Kings Of Orient Are

O Come, O Come Immanuel

LEVELFOUR4Silver Bells

from the Paramount Picture The Lemon Drop Kid

Angels We Have Heard On High

Joy To The World

Parade Of The Wooden Soldiers

Hark! The Herald Angels Sing

The Holly And The Ivy

Jingle-Bell Rock

(There’s No Place Like)Home For The Holidays

A Holly Jolly Christmas

Feliz Navidad

March Of The Toys

It’s Beginning To LookLike Christmas

The Christmas Song(Chestnuts RoastingOn An Open Fire)

LEVELFIVE5

Still, Still, Still

Mary Had A Baby

I Wonder As I Wander

The Christmas Waltz

Tennessee Christmas

Toylandfrom Babes in Toyland

Mister Santa

Jingle Bell Classic

Let It Snow! Let It Snow!Let It Snow!

God Rest Ye Merry, Gentlemen

Marchfrom The Nutcracker

Dance Of TheSugar Plum Fairyfrom The Nutcracker

LEVELTHREE

WeWish YouA Merry Christmas

The First Noel

My Favorite Thingsfrom The Sound of Music

RudolphThe Red-Nosed Reindeer

O Christmas Tree

The Chipmunk Song

Carol Of The Bells

Frosty The Snow Man

Deck The Hall

We Need A Little Christmasfrom Mame

Rockin’AroundThe Christmas Tree

God Rest Ye Merry, Gentlemen

I Saw Three Ships

It Came Upon The Midnight Clear

Sing We Now Of Christmas

O Little Town Of Bethlehem

What Child Is This?

O Come, Little Children

Silent Night

Joseph Dearest, Joseph Mine

O Come, All Ye Faithful(Adeste Fidelis)

Up On The Housetop

ChristmasPiano Solos

Arranged by Fred Kern,Phillip Keveren, and Mona Rejino.

Carefully graded for all piano methods!

Instrumental Accompaniments withPractice and Performance tempos for every

piece available on CD and GM disk.

92

Includes:

Jingle Bells Away In A Manger Jolly Old Saint Nicholas Go Tell It On The Mountain Good King Wenceslas We Three Kings Of Orient Are O Come, O Come Immanuel

Christmas Piano SolosSTUDENT PIANO LIBRARY

HAL LEONARD

For All Piano MethodsLEVELONE

arranged by Fred Kern • Phillip Keveren • Mona Rejino

Page 94: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

LEVELONE

LEVELTWO

L

It’s A Small Worldfrom Disneyland and Walt Disney World’s

It’s A Small World

The Siamese Cat SongfromWalt Disney’s Lady and the Tramp

Baby Bumblebee

John JacobJingleheimer Schmidt

Jingle Jangle Jingle(I Got Spurs)

from the Paramount PictureThe Forest Rangers

The Marvelous Toy

Let’s Go Fly A KitefromWalt Disney’s Mary Poppins

LEVELFOUR4

My Favorite Thingsfrom The Sound of Music

The Muppet Show Themefrom the Television Series

The Rainbow Connectionfrom The Muppet Movie

Cruella De VilfromWalt Disney’s 101 Dalmatians

Under The SeafromWalt Disney’s The Little Mermaid

Forrest Gump – Main Title(Feather Theme)

from the Paramount Motion PictureForrest Gump

Theme From E.T.(The Extra-Terrestrial)

from the Universal PictureE.T. (The Extra-Terrestrial)

LEVELFIVE5Star Trek –

The Next Generation®

Theme from the Paramount Television SeriesStar Trek – The Next Generation®

Can You FeelThe Love Tonight

fromWalt Disney Pictures’ The Lion King

Ob-La-Di, Ob-La-Da

Hey Jude

Mission: Impossible Themefrom the Paramount Motion Picture

Mission: Impossible

Chariots Of Firefrom Chariots of Fire

Y.M.C.A.

You’ve Got A Friend In MefromWalt Disney’s Toy Story

Candle On The WaterfromWalt Disney’s Pete’s Dragon

My Heart Will Go On(Love Theme from ‘Titanic’)

from the Paramount and Twentieth Century FoxMotion Picture Titanic

You’ll Be In My HeartfromWalt Disney Pictures’ Tarzan

TM

Castle On A Cloudfrom Les Misérables

LEVELTHREE

The Munster’s Themefrom the Television Series

Chim Chim Cher-eefromWalt Disney’s Mary Poppins

At The Hop

Baby Elephant Walkfrom the Paramount Picture Hatari!

The Glory Of Love

Yellow Submarinefrom Yellow Submarine

Raiders Marchfrom the Paramount Motion Picture

Raiders of the Lost Ark

In The Mood

Beauty And The BeastfromWalt Disney’s Beauty and the Beast

Chopsticks

Can You FeelThe Love Tonight

fromWalt Disney Pictures’ The Lion King

I’m Popeye The Sailor ManTheme from the Paramount Cartoon

Popeye the Sailor

Edelweissfrom The Sound of Music

Do-Re-Mifrom The Sound of Music

Alley Cat Song

SupercalifragilisticexpialidociousfromWalt Disney’s Mary Poppins

Give My Regards To Broadwayfrom Yankee Doodle Dandy

Happy DaysTheme from the Paramount Television Series

Happy Days

Somewhere Out Therefrom An American Tail

Be Our GuestfromWalt Disney’s Beauty and the Beast

PopularPiano Solos

Arranged by Fred Kern, Phillip Keveren,Mona Rejino, Bill Boyd, Carol Klose,

and Robert Vandall.

Carefully graded for all piano methods!

Instrumental Accompaniments withPractice and Performance tempos for every

piece available on CD and GM disk.

Includes: It’s A Small World The Siamese Cat Song John Jacob Jingleheimer Schmidt The Marvelous Toy Let’s Go Fly A Kite

Popular Piano SolosSTUDENT PIANO LIBRARY

HAL LEONARD

For All Piano MethodsLEVELONE

arranged by Bill Boyd

93

Page 95: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

94

NOTESPELLER FORPIANO – BOOK 1Along the Music Trailwith Spike and Party Cat

Activities that help studentsuse the musical alphabet toread and write notes on thestaff.(9" x 12")

NOTESPELLER FORPIANO – BOOK 2A Visit to Piano Parkwith Spike and Party Cat

Assignments that helpstudents use the musicalalphabet to read and writenotes on the staff, identifyintervals, and write sharpsand flats.(9" x 12")

MY MUSIC JOURNALIncludes a one-year practice

planner with lessonassignments, a dictionaryof musical terms, a music

history timeline, a keyboardguide, and staff paper.

(9" x 12")

POCKET MUSICDICTIONARYThe mostcontemporarymusic dictionary onthe market!Convenientlydivided into threemain sections:The Dictionary of

Music Terms contains definitions for over2,000 musical terms; The Dictionary ofMusicians provides more than 400 briefbiographies of composers & musicians;a collection of Reference Charts givesinstant, at-a-glance summaries of theessentials of music.(4" x 51/2")

MY PRACTICE RECORDIncludes 32 weeks

of lesson assignmentsand a music dictionary.

(6" x 41/2")

SET B120 color-coded cardsto review musical terms,scales, key signatures,and chord progressionsin C, Am, G, Em, F, Dm,and rhythm patterns in2/4, 3/4, 4/4, 3/8, and 6/8.(3" x 6")

MUSIC FLASH CARDSSET A

120 color-coded cardsto review basic musicalsymbols, all notes from

low ledger C to highledger C, and rhythm

patterns in 4/4 and 3/4.(3" x 6")

HAL LEONARD STUDENT KEYBOARD GUIDEHandy reference for beginning students. The front of the guide fits behindall 88 keys of any piano, and the back of the guide is a practice keyboard.

F G A B C D E

Hal Leonard Student Piano Library

Notespeller for PianoAlong the Music Traillwith Spike and Party Cat

Book 1

by Karen Harrington

Hal Leonard Student Piano Library

Notespeller for PianoA Visit to Piano Parklwith Spike and Party Cat

Book 2

by Karen Harrington

TEACHING MATERIALSFOR ALL PIANO METHODS

Page 96: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

95

Hal Leonard Student Piano LibraryOrder Form

____ Teacherʼs Guide & Planning Chart 00296048 $ 6.95 _____________ Piano Lessons 00296001 5.95 _____________ Piano Lessons CD 00296004 5.95 _____________ Piano Lessons Book/CD 00296177 7.95 _____________ Piano Lessons GM Disk 00296005 9.95 _____________ Piano Practice Games 00296002 5.50 _____________ Piano Technique 00296105 5.95 _____________ Piano Technique CD 00296112 5.95 _____________ Piano Technique GM Disk 00296113 9.95 _____________ Piano Solos 00296003 5.95 _____________ Piano Solos CD 00296017 5.95 _____________ Piano Solos GM Disk 00296018 9.95 _____________ Piano Theory Workbook 00296023 5.50 _____________ Notespeller for Piano 00296088 5.95 _____________ Popular Piano Solos 00296031 5.50 _____________ Popular Piano Solos CD 00296093 10.95 _____________ Popular Piano Solos GM Disk 00296094 12.95 _____________ Christmas Piano Solos 00296049 5.50 _____________ Christmas Piano Solos CD 00296081 10.95 _____________ Christmas Piano Solos GM Disk 00296101 12.95 _____________ Piano Ensembles 00296064 5.95 _____________ Piano Ensembles CD 00296073 5.95 _____________ Piano Ensembles GM Disk 00296074 9.95 _________

____ Piano Lessons 00296006 $ 5.95 _____________ Piano Lessons CD 00296009 5.95 _____________ Piano Lessons Book/CD 00296178 7.95 _____________ Piano Lessons GM Disk 00296010 9.95 _____________ Piano Practice Games 00296007 5.50 _____________ Piano Technique 00296106 5.95 _____________ Piano Technique CD 00296117 5.95 _____________ Piano Technique GM Disk 00296118 9.95 _____________ Piano Solos 00296008 5.95 _____________ Piano Solos CD 00296019 5.95 _____________ Piano Solos GM Disk 00296020 9.95 _____________ Piano Theory Workbook 00296024 5.50 _____________ Notespeller for Piano 00296089 5.95 _____________ Popular Piano Solos 00296032 5.95 _____________ Popular Piano Solos CD 00296095 10.95 _____________ Popular Piano Solos GM Disk 00296096 12.95 _____________ Christmas Piano Solos 00296050 5.95 _____________ Christmas Piano Solos CD 00296082 10.95 _____________ Christmas Piano Solos GM Disk 00296102 12.95 _____________ Piano Ensembles 00296065 5.95 _____________ Piano Ensembles CD 00296075 5.95 _____________ Piano Ensembles GM Disk 00296076 9.95 _________

____ Piano Lessons 00296011 $ 5.95 _____________ Piano Lessons CD 00296014 5.95 _____________ Piano Lessons Book/CD 00296179 7.95 _____________ Piano Lessons GM Disk 00296015 9.95 _____________ Piano Practice Games 00296012 5.50 _____________ Piano Technique 00296114 5.95 _____________ Piano Technique CD 00296119 5.95 _____________ Piano Technique GM Disk 00296120 9.95 _____________ Piano Solos 00296013 5.95 _____________ Piano Solos CD 00296021 5.95 _____________ Piano Solos GM Disk 00296022 9.95 _____________ Piano Theory Workbook 00296025 5.50 _____________ Popular Piano Solos 00296033 5.95 _____________ Popular Piano Solos CD 00296097 10.95 _____________ Popular Piano Solos GM Disk 00296098 12.95 _________

____ Christmas Piano Solos 00296051 $ 5.95 _____________ Christmas Piano Solos CD 00296083 10.95 _____________ Christmas Piano Solos GM Disk 00296103 12.95 _____________ Piano Ensembles 00296066 5.95 _____________ Piano Ensembles CD 00296077 5.95 _____________ Piano Ensembles GM Disk 00296078 9.95 _________

____ Piano Lessons 00296026 $ 5.95 _____________ Piano Lessons CD 00296029 5.95 _____________ Piano Lessons Book/CD 00296180 7.95 _____________ Piano Lessons GM Disk 00296030 9.95 _____________ Piano Practice Games 00296027 5.50 _____________ Piano Technique 00296115 5.95 _____________ Piano Technique CD 00296121 5.95 _____________ Piano Technique GM Disk 00296122 9.95 _____________ Piano Solos 00296028 5.95 _____________ Piano Solos CD 00296036 5.95 _____________ Piano Solos GM Disk 00296037 9.95 _____________ Piano Theory Workbook 00296038 5.50 _____________ Popular Piano Solos 00296053 5.95 _____________ Popular Piano Solos CD 00296099 10.95 _____________ Popular Piano Solos GM Disk 00296100 12.95 _____________ Christmas Piano Solos 00296052 5.95 _____________ Christmas Piano Solos CD 00296084 10.95 _____________ Christmas Piano Solos GM Disk 00296104 12.95 _____________ Piano Ensembles 00296067 5.95 _____________ Piano Ensembles CD 00296079 5.95 _____________ Piano Ensembles GM Disk 00296080 9.95 _________

____ Piano Lessons 00296041 $ 6.50 _____________ Piano Lessons CD 00296044 5.95 _____________ Piano Lessons Book/CD 00296181 7.95 _____________ Piano Lessons GM Disk 00296045 9.95 _____________ Piano Technique 00296116 5.95 _____________ Piano Technique CD 00296123 5.95 _____________ Piano Technique GM Disk 00296124 9.95 _____________ Piano Solos 00296043 5.95 _____________ Piano Solos CD 00296071 5.95 _____________ Piano Solos GM Disk 00296072 9.95 _____________ Piano Theory Workbook 00296042 5.95 _____________ Popular Piano Solos 00296147 6.95 _____________ Popular Piano Solos CD 00296157 10.95 _____________ Popular Piano Solos GM Disk 00296158 12.95 _____________ Christmas Piano Solos 00296146 6.95 _____________ Christmas Piano Solos CD 00296159 10.95 _____________ Christmas Piano Solos GM Disk 00296162 12.95 _____________ Piano Ensembles 00296090 5.95 _____________ Piano Ensembles CD 00296091 5.95 _____________ Piano Ensembles GM Disk 00296092 9.95 _________

____ Music Flash Cards – Set A 00296034 $ 3.95 _____________ Music Flash Cards – Set B 00296035 3.95 _____________ Achievement Stickers 00296185 2.50 _____________ My Music Journal 00296040 3.95 _____________ My Practice Record 00296046 .75 _____________ Student Keyboard Guide 00296039 1.95 _____________ Pocket Music Dictionary 00183006 4.95 _________

Book 1

Book 2

Book 3

Book 3 (cont’d)

Book 4

Book 5

Supplements

Title Item No. Retail Total Title Item No. Retail Total

CONTINUED

Page 97: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

96

____ Japanese Garden Jennifer Linn 00296127 $2.50 _____________ Jazz Jig Phillip Keveren 00296128 2.50 _____________ Sledding Fun Peggy Otwell 00296154 2.50 _____________ Ocean Breezes Mona Rejino 00296169 2.50 _________

____ Lost Treasure Mona Rejino 00296129 $2.50 _____________ Joyful Bells Jennifer Linn 00296151 2.50 _____________ Veggie Song Jennifer Linn 00296170 2.50 _________

____ The Happy Walrus Mike Springer 00296130 $2.50 _____________ Caravan Carol Klose 00296131 2.50 _____________ Hummingbird Jennifer Linn 00296133 2.50 _____________ White Christmas Berlin/arr. Mona Rejino 00296148 3.95 _____________ Harvest Dance Jennifer Linn 00296152 2.50 _____________ Quick Spin In A Fast Car Phillip Keveren 00296171 2.50 _____________ Little Bird Carol Klose 00296172 2.50 _________

____ Jump Around Rag Bill Boyd 00296135 $2.50 _____________ Castilian Dreamer Carol Klose 00296139 2.50 _____________ Prelude To Rain Mike Springer 00296140 2.95 _____________ Little Mazurka Christos Tsitsaros 00296141 2.50 _____________ Smilinʼ Mr. Dile Rosemary Barrett Byers 00296143 2.50 _____________ Autumn Sunset Mike Springer 00296150 2.50 _____________ Meaghanʼs Melody Jennifer Linn 00296173 2.95 _____________ Snap To It! Mona Rejino 00296174 2.50 _________

____ Sassy Samba Mona Rejino 00296134 $2.95 _____________ Forever In My Heart Phillip Keveren 00296136 2.95 _____________ Gypsy Dance Christos Tsitsaros 00296138 2.50 _____________ Salsa Picante Carol Klose 00296142 2.95 _____________ Indigo Bay Jennifer Linn 00296144 2.95 _____________ White Christmas Berlin/arr. Phillip Keveren 00296145 3.95 _____________ Witch On The Wind Rosemary Barrett Byers 00296149 2.50 _____________ Skaterʼs Dream Carol Klose 00296153 2.95 _____________ Jesters Christos Tsitsaros 00296175 2.50 _____________ Twilight On The Lake Matthew Edwards 00296176 2.95 _________

Early Elementary

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Early Intermediate

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Page 98: Piano Lessons Book 1 Teacher's Guide (Hal Leonard) Lessons Book 1 Teacher's Guide (Hal Leonard)

Hal Leonard Student Piano Library

Teacher’s GuidePiano Lessons Book 1

Piano Technique Book 1-5Etudes to develop physical mastery of the keyboard (Instrumental

Accompaniments optional)

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Practice GamesPreparation activities forpieces in Piano Lessons• Listen• Read• Create

U.S. $6.95

ISBN 0-7935-8557-0

#73999-JGAEIiHL00296048

Book 1Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A

Book 2Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskNotespeller for PianoFlash Cards Set A

Book 3Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B

Book 4Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Practice GamesPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM DiskFlash Cards Set B

Book 5Piano LessonsPiano Lessons CDPiano Lessons GM DiskPiano Technique BookPiano Technique CDPiano Technique GM DiskPiano Theory WorkbookPiano SolosPiano Solos CDPiano Solos GM Disk

SupplementalTeacher’s Guide & Planning ChartMy Music JournalFlash Cards Set AFlash Cards Set B

A piano method with music to please students, teachers and parents! The Hal Leonard Student Piano Library is clear, concise and carefully graded. Perfect for private and group instruction.

Hal Leonard Student Piano Library

Hal Leonard Student Piano Library

Notespeller for PianoA Visit to Piano Parkwith Spike and Party Cat

Book 2

by Karen Harrington

Hal Leonard Student Piano Library

Piano Theory WorkbookBook 3

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino • Karen Harrington

Hal Leonard Student Piano Library

Piano TechniqueBook 4

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Hal Leonard Student Piano Library

Barbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Book 1Piano Lessons

Hal Leonard Student Piano Library

Book 5

Barbara Kreader • Fred Kern • Phillip Keveren

Piano Solos

®

Piano Lessons 1-5Appealing music introduces new concepts

Piano Practice Games 1-4Listening, reading, and improvisation activities correlated with lessons book

Notespeller for Piano 1-2Note recognition activities

Piano Theory Workbook 1-5Written theory activities correlated with lessons book

Piano Solos 1-5Additional correlated repertoire (Instrumental Accompaniments optional)

Piano Lessons Instrumental Accompaniments 1-5Correlated audio CD or General MIDI disk for lessons and games books

Written byBarbara Kreader • Fred Kern • Phillip Keveren • Mona Rejino

Includes:• Teaching Suggestions for Every Piece• Lesson Planning Chart• Beginner Composition Cards from Piano Practice Games Book 1