Pages 56-57 The White Knight:-
Alice meets the White Knight at the seventh square then the White Knight guides Alice to the eighth square - (hmmmmm?). Alice is now a Queen and there you are, three queens all appear! As we cannot single the Red Queen out for Alice, Lewis Carroll has generously pronounced all as queens - All shall be Queens!
Pages 58-59 All Shall be Queens:-
This tune is very singable - I would challenge my student to compose a B part to it by singing or playing some phrases. Teachers, you can encourage composition of a few phrases. You can help to guide them to balance their composition to the given A Part. Your student has experienced listening and playing many tunes of PpiF Book One. Don't be surprised by their response! Some can compose at this level! For quicker students you can challenge them transposing to G or F major. They might need your guidance for fingering and the key signature. Remember that for such expansion activities at this level, just playing by sense is good enough. You can give them the notated score for confirmation if the student is ready to read the new notes later. Be very careful - avoid overloading the quicker students. This can be detrimental!
Have a beautiful day everyone! More posts to come on GAMES soon... Like in cinemas - next change, akan datang....
Tuesday, May 14, 2013
PPIF Book 1 - Storyline (2)
And the story continues...
Pg 50-51 The Game of Looking-Glass Chess
Pg 52-53 The White Pawn
Pg 54-55 The Fourth Square
Pg 56-57
Alice tells the Red Queen that she wishes to play a chess game. The Red Queen appoints her to be the pawn of the White Queen. The White Pawn goes two squares ahead - with this in mind, I composed the tune with a skip of notes Middle C - E - G. The fourth square belongs to Tweedledum and Tweedledee (aka 'my fat boys' by the Red Queen). The twins are very 'contrarywise' in everything. I have composed this tune based on this special character of the twins. I like this composition very much. I hope you will enjoy this as much as I have challenged myself to compose this tune which 'contrariwise' in notes, articulation and dynamics!
Bars 9-10 move in opposite direction to bars 1-2
Bars 11-12 move in opposite direction to bars 3-4
Bars 13-14 move in opposite direction to bars 5-6
Bar 15 moves in opposite direction to bar 7
Inevitably, I have to end on the tonic/key note.
The legato notes of Tweedledum are contradicted by Tweedledee's staccato notes.
The dynamics is also 'contrarywise' by Tweedledee!
Enjoy teachers! Please look out for pages 56-57 and pages 58-59 post coming up next!!!
Pg 50-51 The Game of Looking-Glass Chess
Pg 52-53 The White Pawn
Pg 54-55 The Fourth Square
Pg 56-57
Alice tells the Red Queen that she wishes to play a chess game. The Red Queen appoints her to be the pawn of the White Queen. The White Pawn goes two squares ahead - with this in mind, I composed the tune with a skip of notes Middle C - E - G. The fourth square belongs to Tweedledum and Tweedledee (aka 'my fat boys' by the Red Queen). The twins are very 'contrarywise' in everything. I have composed this tune based on this special character of the twins. I like this composition very much. I hope you will enjoy this as much as I have challenged myself to compose this tune which 'contrariwise' in notes, articulation and dynamics!
Bars 9-10 move in opposite direction to bars 1-2
Bars 11-12 move in opposite direction to bars 3-4
Bars 13-14 move in opposite direction to bars 5-6
Bar 15 moves in opposite direction to bar 7
Inevitably, I have to end on the tonic/key note.
The legato notes of Tweedledum are contradicted by Tweedledee's staccato notes.
The dynamics is also 'contrarywise' by Tweedledee!
Enjoy teachers! Please look out for pages 56-57 and pages 58-59 post coming up next!!!
PPIF Book 1 - Storyline...
So here's the story...
Alice has a cat named Dinah. Dinah has two kittens - black Kitty and white Snowdrop. Kitty and Snowdrop love playing together. They are best of friends. On a hot afternoon, Alice dreams that she is curious of a talking rabbit and chase after it. She falls into the rabbit hole - deeper and deeper. The student plays this tune (page 15) twice - second time to play E flat for all Es. They can describe the change of mood in their own words. Encourage them, give them confidence and guide them in their answers. Maybe some descriptive words or adjectives to help them make themselves clearer?
The Garden of Live Flowers scene is chosen at this point. I like the interaction between Alice and the flowers. With this conversation mode in mind, I hope teachers can also interact with your students making your lessons fun and interesting. A summary of the Garden of Live Flowers scene can be found on Game 1 & Game 2 on pages 60 and 61.
I shall post more on pieces other than the Flowers on the next post.....
Alice has a cat named Dinah. Dinah has two kittens - black Kitty and white Snowdrop. Kitty and Snowdrop love playing together. They are best of friends. On a hot afternoon, Alice dreams that she is curious of a talking rabbit and chase after it. She falls into the rabbit hole - deeper and deeper. The student plays this tune (page 15) twice - second time to play E flat for all Es. They can describe the change of mood in their own words. Encourage them, give them confidence and guide them in their answers. Maybe some descriptive words or adjectives to help them make themselves clearer?
The Garden of Live Flowers scene is chosen at this point. I like the interaction between Alice and the flowers. With this conversation mode in mind, I hope teachers can also interact with your students making your lessons fun and interesting. A summary of the Garden of Live Flowers scene can be found on Game 1 & Game 2 on pages 60 and 61.
I shall post more on pieces other than the Flowers on the next post.....
PPIF Book 1 - Bass Clef Notes & Page numbers...
Bass Clef notes
Page 42-43 Introducing stepwise notes G-A-B-Middle C
Page 44-45 Introducing stepwise notes Middle C, B, A, G
Page 46-47 Revising the above stepwise notes in ascending and descending order
Page 48-49 Confirming Middle C and G
Page 50-51 Confirming Middle C, G and the descending stepwise notes from Middle C with an exception of bar 12
Page 52-53 Confirming G notes with staccato articulation
Page 54-55 Revising the four bass clef notes
Page 56-57 Introducing new note, F using finger 5
Page 58 Double note playing by right hand
Page 59 Introducing new note, B in the treble clef; left hand playing and reading notes written in the treble clef
I wish the above pointers give you a clearer picture on the introduction of bass clef notes. I am ready to share more ideas if there are any further queries. Enjoy!
Page 42-43 Introducing stepwise notes G-A-B-Middle C
Page 44-45 Introducing stepwise notes Middle C, B, A, G
Page 46-47 Revising the above stepwise notes in ascending and descending order
Page 48-49 Confirming Middle C and G
Page 50-51 Confirming Middle C, G and the descending stepwise notes from Middle C with an exception of bar 12
Page 52-53 Confirming G notes with staccato articulation
Page 54-55 Revising the four bass clef notes
Page 56-57 Introducing new note, F using finger 5
Page 58 Double note playing by right hand
Page 59 Introducing new note, B in the treble clef; left hand playing and reading notes written in the treble clef
I wish the above pointers give you a clearer picture on the introduction of bass clef notes. I am ready to share more ideas if there are any further queries. Enjoy!
PPIF Book 1 - Duet Playing
Part three - Duet Playing
Hurray! Teachers, we are coming to the end of the book! The student can now have a new experience - playing duet with a friend. So far, the experience of making music has been much to do with playing duet with you. You are in control of the situation. What happens now when they play by themselves? Is it difficult to play in a steady tempo on their own? Are they having difficulties to play together OR have you instilled in your student a good sense of rhythm and pulse? You can access their sense of pulse from this activity. You can arrange some duets for them to practise and enjoy more. You can also add another part above the Primo or stretch yourself with a lower part on the Secondo. There you are a rich sound has emerged! How about adding some percussion instruments to enhance the final music ensemble arrangement? Voila, from a simple melody, you have created a rich sound for all to enjoy. May I suggest that you add this to your concert programme? Have confidence - parents enjoy their children's performance of any level! Go ahead!
Hurray! Teachers, we are coming to the end of the book! The student can now have a new experience - playing duet with a friend. So far, the experience of making music has been much to do with playing duet with you. You are in control of the situation. What happens now when they play by themselves? Is it difficult to play in a steady tempo on their own? Are they having difficulties to play together OR have you instilled in your student a good sense of rhythm and pulse? You can access their sense of pulse from this activity. You can arrange some duets for them to practise and enjoy more. You can also add another part above the Primo or stretch yourself with a lower part on the Secondo. There you are a rich sound has emerged! How about adding some percussion instruments to enhance the final music ensemble arrangement? Voila, from a simple melody, you have created a rich sound for all to enjoy. May I suggest that you add this to your concert programme? Have confidence - parents enjoy their children's performance of any level! Go ahead!
PPIF Book 1 - Left Hand playing...
Part Two - Left Hand Playing...
We move on to Part Two. Left hand plays the Middle C position. Please guide your student how to give a comfortable room for each thumb when required to play Middle C. This position is introduced so as to expand the range wider in order for the student to experience playing familiar songs eg Christmas carols, folk songs . This can be further enhanced when accompanied by the teacher. The notes of Bass Clef were first introduced as a group of four notes. Student can see the descending (Middle C, B, A and G) or ascending four notes (G, A, B and Middle C). Once the concept is understood each individual note is emphasised in the following pieces. Remember you can use the manuscript pages at the end of the book. Markings - tempo, articulation and dynamics are being introduced. Introduce and teach them once the students can already play the notes. Enjoy...
We move on to Part Two. Left hand plays the Middle C position. Please guide your student how to give a comfortable room for each thumb when required to play Middle C. This position is introduced so as to expand the range wider in order for the student to experience playing familiar songs eg Christmas carols, folk songs . This can be further enhanced when accompanied by the teacher. The notes of Bass Clef were first introduced as a group of four notes. Student can see the descending (Middle C, B, A and G) or ascending four notes (G, A, B and Middle C). Once the concept is understood each individual note is emphasised in the following pieces. Remember you can use the manuscript pages at the end of the book. Markings - tempo, articulation and dynamics are being introduced. Introduce and teach them once the students can already play the notes. Enjoy...
PPIF Book 1 - Terminology
Part One - Terminology
Your student has learned to sing, play and read Middle C to G in the treble clef; some quicker students have also played C to G (left hand) imitating the right hand by rote. Good! We have kept the quicker student interested and challenged!
Have you made the students aware of how these five notes look when written on the Treble Clef? How the notes written in ascending order - like taking a lift going up five floors? Most importantly, the student must visualise and understand the concept of written and aural (this takes some time to develop for some students) ascending notes. Also how these notes relate on the piano/keyboard - going towards the right of the keyboard (make a reference-the window or a clock of your teaching room). It is not easy for a student to understand your terminology 'going up' - 'going HIGHER'. Don't be surprised 'going higher' means lifting the hand higher off the keyboard. Don't laugh I have seen happened many times while observing classes! As teachers we have to be very observant that every word is properly understood. Higher or lower sound is a very natural terminology to music teachers but not to many new students. This is all for now - your TERMINOLOGY when used to your student!
Your student has learned to sing, play and read Middle C to G in the treble clef; some quicker students have also played C to G (left hand) imitating the right hand by rote. Good! We have kept the quicker student interested and challenged!
Have you made the students aware of how these five notes look when written on the Treble Clef? How the notes written in ascending order - like taking a lift going up five floors? Most importantly, the student must visualise and understand the concept of written and aural (this takes some time to develop for some students) ascending notes. Also how these notes relate on the piano/keyboard - going towards the right of the keyboard (make a reference-the window or a clock of your teaching room). It is not easy for a student to understand your terminology 'going up' - 'going HIGHER'. Don't be surprised 'going higher' means lifting the hand higher off the keyboard. Don't laugh I have seen happened many times while observing classes! As teachers we have to be very observant that every word is properly understood. Higher or lower sound is a very natural terminology to music teachers but not to many new students. This is all for now - your TERMINOLOGY when used to your student!
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