Professional Documents
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C C C
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permission in writing from the publisher.
Copyright 2006 Steeple House Publications PO Box 152247 San Diego, CA 92195
How to use this manual
Have fun!
Contents:
Pages 1 and 2:
Depending on the age and learning capability of your child, you will either
spend no time on these two pages, or an extensive amount of time.
Most children no matter the age will plainly see that there are black keys
and white keys.
Help your student recognize and locate the groups of two black keys on your
piano or keyboard.
Pages 3 and 4:
Once your student can distinguish between groups of two and three black
keys, then finding C becomes easier. Tips:
1. Find and play all the C’s together by finding the groups of 2 black keys
first and talking through it: Example..“Here is a group of two black keys,
where is the C?”
2. How fast can you find all the C’s? (Time it against your students best
time.)
3. Ask child to place a small object (like candy or beans) on each C and
for every one that is correct, he gets to keep it. You take a turn and
purposely make mistakes and have your students correct you.
4. Ask child to find all the C’s with their thumb. (Right hand only for now.)
You will see your student form their fingers into a fist with the thumb free to
use on C. Correct his formation by asking your student to open their hands so
that you can see all their fingers. As they play all the C’s, don’t worry
about how the other fingers are positioned as long as they are not curled into
a fist.
As you can see, this list can go on and on. Come up with your own tips and
tricks. You know your child, you know how to make him understand.
Working with small children presents lots of challenges and patience is going
to be a virtue!
Teacher’s Guide - Level 1 - Right Hand Book - Page 3
Pages 5 and 6:
These pages show the right hand position with the thumb placed on C.
When your child places his hand in this position, you may wonder if
this is ever going to work.. trust me, I have taught this to literally hundreds
of tiny hands. It is true, it takes A LOT of coordination just to place
their fingers in the right place, then it takes A LOT of concentration for
a young child to keep the fingers in place. Don’t worry too much about
getting it right. Be happy if they can place their thumb on the C and if the
other fingers naturally fall in place, consider that a HUGE bonus. If they
don’t, then you will be doing some coaching while they are practicing songs.
Recommended Activities:
Pages 7 - 10:
Pages 8-10 are for you and your student to create songs together.
I would recommend only using C, 2 and 3 for students 4 and under.
I like to tell my students to pretend there is glue on their fingers and that
their fingers are stuck to the keys. Children love pretending!
Teacher’s Guide - Level 1 - Right Hand Book- Page 5
Pages 11 - 12:
Young children can create rhythm by knowing how long to hold a note when
they play it.
Page 11 shows a quarter note above each C. As you play this, you will
say the words “play and” with each C.
When you play the 4 C’s, you will have said out loud:
“Play and play and play and play and”
Sounds complicated? It’s really not. This is actually easier to teach the
children than finding the correct position or keeping eyes on the music.
Teacher’s Guide - Level 1 - Right Hand Book - Page 6
Pages 13 - 15:
What to expect:
This is pretty easy for 6 year olds and older. A little challenging for 5 year
olds, and 4 and under needs a lot of coaching.
Teacher’s Guide - Level 1 - Right Hand Book - Page 7
Pages 16 - 18:
These pages continue with all the same concepts, however, number 5 will
be replaced with G.
Tip:
Praise every step of the way, every time a song is completed..even when
a mistake is made, praise how well they corrected it.
Provide small incentives for each time a song is repeated. Example: Keep
a small jar on the piano (like a baby food jar) and every time a song is
repeated put a penny in it. When it is full, use the money to buy a favorite
treat or gift. Be creative! You are the parent, you know better than anyone
what motivates your child.
Teacher’s Guide - Level 1 - Right Hand Book - Page 8
Pages 19-22:
3 is replaced by E.
Counting (saying “play and” or “play and hold it”) should be a habit
at this point. If it is not, then you might not have been consistent in
counting aloud with your child. Even if the counting is not steady,
developing the habit of counting is still very important.
Note: Counting is an intregal part of learning a new song whether you are a
beginner or an advanced musician.
Teacher’s Guide - Level 1 - Right Hand Book - Page 9
Pages 23-24:
2 is replaced by D.
If you haven’t already, this is a good time to introduce the left hand book.
The right hand should be getting very comfortable with it’s new task.
Adding the left hand at this point will add some variety and a new
reason to practice.
If you feel that your child is not ready for the left hand, that’s OK.
Wait until you feel it’s time.
Once you start the left hand book, practice will include practicing
out of both books. The right hand book will be completed before the
left hand book is completed. At the end of the left hand book, your
child will be playing with both hands simultaneously! Doesn’t seem possible
at this point, but I’ve done it hundreds of times with these young students.
They really can do it, and so can you!
Teacher’s Guide - Level 1 - Right Hand Book - Page 10
Pages 25-27:
Introducing the whole note. The whole note receives the count:
“play and hold it extra longer”.
New word: Measures. Measures are the boxes that divide the music.
On page 27, there are 8 measures. The first measure contains two notes,
the second measure contains one note. The 4th measure contains four notes
and the last measure contains one note.
I will start to refer to measures during instruction so you can quickly locate
notes.
Teacher’s Guide - Level 1 - Right Hand Book- Page 11
Page 28
Tip: I strongly recommend that you add this “count without playing”
technique to your practice sessions.
Point and count aloud through the song a couple times without playing it.
Pages 29-30:
You should have already started the left hand book and are about
half way through it.
Teacher’s Guide - Level 1 - Right Hand Book - Page 13
quarter notes
half notes
whole notes
treble clef
measures
C position
rhythm
keys
Middle C