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Les diagrammes suivants illustrent !a m^Thode. 1 2 3 1 2 3 4 5 6 MICROCOPY RESOIUTION TEST CHART ^Nbl and ISO TEST CHART No . 1.0 I.I 1.25 1^ |2.8 12.5 Hi " ■"■■ 1^ Urn 2.2 t m 2.0 1. 1 1.8 1.4 1.6 == ^ APPLIED IM/^GE I =1 I65J Eosl Mam SI'Mt r-= Rochester, New York 14609 USA ■= '6) *&2 - 0300 - Phone = 6) 288 - 598V - Fo« :''^!l^''r.' ti *;tfi a'f: »-,';:;7i ' r:«»t:f»;i^it ihi' Ciiv >.( 1. h. -.1 th<- P iJ Iki il W. Whst ii' year itnitnt I't AKriciilliirc. OlIaw.T. TO fHE fEACHER 1 > II I Kiiul c'f^.Mtcii Miisii. Moth Oil ailll'^ at iiKMc t'nan merely imparliii},' knowleiluv . I In iKirinonlous dev elo|iinonl of the child llirouL;li its naUiral love tor inu-no ot tlu- liindaniental pnnciplcs ol iIk- Kindergarten is. ||,,,| ••(•|,ild,,.,i learn by doinj;;" and ytni uill (iiid ilii^ principle mulerlMti;,'- i-ver\ lesson in the series | h.-y love i.^ ho doin-. and trom each accomplisI,i„^ i,,,- hinis^.lt voui^s irue development. Ihe simple ilhist rations, plays, and snjLf^res- lions -i\,.n in these lessons neeil not Ih' arhitrariiv adiicred to. They are au e\anipi.> ol one u.i\ m which a U'sson ma\ be taken u]-.. I'iaLJi t.aeluT •'hould nse her own indiv idualiix in ori-lnaiin- and .ippiyintr illustrations lo, lu is^lt. li„, ,.,.,,-^^, .,^',^, -,y taken to retain the Kinder-arUMi ■ .tiiu-nees. \'or ex.-imple, in Innldin- v^ifts. Imu'Ih^I's 1.,\v ,;ilk io, dielated scLpu'iiee, \ix-,- in^ontion, and prol^lcnis, in lliis order. Tlu' applieation ol this |au uill bo seen II' llie notalion l.-ssoiis \\ Ju're ihe , hildron build as dielal.'d, tiun inxent lor ihenisdves; and [hv piobKMiis .iru -i\cn in the tappin- exercises and in l-'l:iyin- (Ml the piano tor the children lo ilhisirate. Another sequence \on will see exemplified is. doin-, learnin--. delinin-. also the principle oi uorkin- ''■'"" ^viiluMit, in, and Irom within, out, as laid .\oK\n by l-'ru'bel in his educational laws tor the ilex elopmenl o( selt-acti\ it\ . Ihe material is iinended lun t'ov instruction only, hut lor re-arran-ement, re-adiusinieni and re- I HI I ll IP \ \\ 1^ 1 M W Ml riliMI iiMistriii lion, to .illow itu' I'liild scope for his creative onpoiiiinity to exprex"* his own seif-activitv, nui I'OIK'i'ptioils ,(iul (.IcsiL^lls. I Ik- iil.a sliDiiliI lie },'^raspoU l)eU)iv ilu' ii.iiiu is •;i\i.n. I'lipils should he familiari/eil wilii new wonis In licaiiiii' liuin i iiHMtod .iijain .ini I iK'ir pro[ IlT I'lMHK'iI ion. ii.'si'iil Init oHi- sirp at t inu .iij.iin in in ii.L'ular ><.'t.un.'iu\', si'o th.it iMtli rlnlil iiiKUTstatuls it up tlioi ou;.,^!!) botoic anotJK-i is iiit roi.luci.'i.l. 'I'aki i'ai.1) piiini in \\\c j^natosi pii>sibIo \afiet\ o\' \\ ays. One prosenlalioii iil a point ma\ lioip '•onu' ihililren, while aiu>tlier illustration may appeal iiKne tonit-ilv to ehildi./n ilillerentlv eonstituted. StU(.l\ ai.ai ihiul 111 \our \enieinbei that lacli aiul every one is entitled to tluiroui^li M). I ry to arraiii^^e your classes iir \our instr, K-ssons o that ilu >re baekuard or retiriiu'' iiildien inav not H- o\ eisii.ulow fi or more ■H-a- ot the latter b >it i\ I i>nes, I. or tlK relartleii lluisi. hriijhter proi^-^ress slower in kMiniii' \ e\er \ lekl lo diseouraiienienl , nd illow a eliild to be (.liscoura;. It 1- )f ih reatest mipoiianee tt his ab'litx t 1 overeonie tlu a ehild conlidenee iHieulties that max in h: ua\. Do not show annovanee at failures, but patieii lb prudently _<;i\e turther assista nee il le point is niasteretl. Constant re \ lew iiu ll le oni\' means keepiiii,-- what has been acquired fresh in th e mem- KiNnERCAK ri'N Mrsic re;iu rcviow, y tor u^j wIkmi '\ie\v, iL'vicw. M ui\ o tor. \ llu iiorolo!' J anifs ai ul sons^s li;i\-i.' hecn aiian-oJ uiili ilii-> object . ami iiia\ lie taken at the coniniciu-eiiienl or elosc o\ a lesion. Have your les>on prepared aiul the niater'al reaviv .■lor e voLir ela^s whok- time aiui attention ni. tainin;' iheni. issenililes, so that \our X' ^!c\otei.l to enter- isoi'i.li.-r I- 'alal to all "ood teach! there- ore do not perniii it. \! ow ir..'evioni, the utnic>st ireeLlom, ni oral expressuM) or j^l.i that it 1.10.-S not lI .•neiMle uilo ikm- aiul tontuMon. lesstin-. iioiiiu Ik- coni.HK -o t:ial ,'hild Innisel a nieiiiher o\ hoiUK to ri ■.pect, it' a class \\liosc ri; :ht> I" will lie e woaia iia\e Ins own respected. W itli the si!n:-i'icit\' o: the le arrani siMlLIs tlu \ariet\ ( M material -nns as , the p lei'ein le.'.sini;' nut iiies. aiKl with the Kunii,'- svmpatln ol' the teacher as an attractive power, the Kindertrarten .M nsic V. ourse canno! lail to be a s iiccess. li. W", \V. KINDERGARTEN MUSIC The Hulda Wcstman Method. LESSON 1 INTRODUCTION TO THE STAFF vS ii o \v iIk lililfLMi ;i piciX' I. ■<[ imisii." and as tlioni to (.loscribo what thc\' see. '.xplaiii to thorn that iliev rom< to learn what all tliis printed iiiusie means, as it tells us what to pla\- on the ]iiano, \ iilin. etc, or what to sinj^. W'iiat aie the lont^est tiiinL;'s you sec? (lanes), the (.'hiklren count the lines, the other StatT; all have five aeher Piinit whhe C ount the hues on ines. Mention tV etiuent l\' e\erv SiatV has tU e lines. Ciiv e eaen i ni Id at liiK without nanie; ave tlieni plaee it \ertiea!ly, then horizontally. W lien wa\' i.U'' the li it the nn run (hvi eaeh amither line atul let them place as in tiie music with a space between. Review tirst line, ■tnd line, second line, tirsi line; then add another line, ]■ ■(iMntinij aiKl I mm! ierin< each eacn thi lU KiM)i:k(;.\K-ri:.\ Mi Mr f^nirth And fiflh lin.-s i„ iho same nay. Rev'ew ilu- liNo lines in eacli Sialf. asMn,:^ tlio children to point lo diitaloJ lines. To vary the exercise take Kindergarten plays, Mich a>, say. a scjuirrel dropped nuts on tlie third line; children point where they tell: leaves dropped >^" the first line, children point; similarly uith Munv, rain, etc. Have individual and simnltaneo.rs work. ^i-'tther i;p. then rebuild the StafI, a-ain rcvieu-in- bv n.unber. Xotice the spaces. C'ount and review in similar manner to linos. Kinder- garten plays, where raindrops teli. etc. Children point with one hand to lines, with the other to spaces. Review on the St.afTs of the other music ni.iterial, blackboard. Notation IJoard, etc. fhildren collect lines b\- dictation. H:K-oar,t-e children to search in music at liome to see if all StatVs have five lines ;,nd four spaces. AUDITiON Hlindtv.ld each child in turn. Teacher stands and sin.-s i„ ,.,ny p,.,,-, ol the room and children find lier by rollowin- the sound. Sound wood. -lass. metal, etc.; children distiii>^,iishini,'. TnK Hilda Whsim.w Mi; i hop I I LESSON 2 LINES OF THE TREBLE STAFF R I \ li-.W pro\unis lesson black "'oari or \oIat It Kill l> il, teacher pointiii''-, cliililrei en namini;- bv nimiber, individuallv and sinuil- taneously tile lines o ats ha\ini 111 them tile iia mes o ihe'I' re II I e Staff, eiistribute in proper orLlei but with the names turned down. While building- the Staff on the tabl e, luimber accordmij: to iiosition. C"hi rcn close eye>, teacher place a Treble L'let on ach cliil lI's Stall in correct posit ioi C luldreii oixii eves and find the (.'let'. Repeat til naiiu that Kn .'bl. like n I) O \ (.HI ;now anvtiimi;' Out utliiie with the hiiijer, W iicli line iIilI \ ou cros^ iiuist The T re hi Clef -^ix I S till name to that hiu uv\) It o\er and find its name, ((i r Trebk Clef i N sometimes called the t -'t. t hiklren nam e secoiKl line Ci I'lxpl plai'i that a StatV with a Tr r renie urn the first L'l el IS cal Trebk aff. hue aiKi tiiul its name. impress the name' the lii les tind t;"iris names to correspond with the letters K (Kdie), (i (Cert taie sure c.a Idr.. n know lirsi aiu 12 KiNDrRC-.AIv'lIA- Ml sir sjco.-u! liii.'s ( !•; ami (i ) '.ore tuiiiuiu: 'li c iliird ! i!i cpiKK'clion w iih 1-; aiiJ (.;, and il; c;i ""■II H- Similarly wiili Uttli line, |-". R \ C \ I c \\ tlioroimhli ;n liit'lVrom w ;i\'s, as. Mt r rchiv tlirow i^i.it an apple, liertie G. cauii-JU it. C'hik point to lino iiamjj. I Kiiitl orL^aMeti [il,i\ >essiL' b. t-aii:;lii ihc nuxr. enc\) 1 In iiK c; I'jn Ui.' Li- n. ;!k'T lie f arc 1 I chl flcf^ m IJK centre ol ll;e t;i l^K h i^lvcn ijai her Iuk ibe 'I'reble St.ifV plaeiHi,'- il m proper posiliiMi. above. Gatlur \ip and rebuild b\- dielat anU rehmid Ke\iew as ion. Hoes \ mir iinithei' k 'low \ ini when \inir br Is III I'll . urn the n i; :s 1)1 II lines (.low II ani. it you know them witli tb.eir back tur.'ied. .\i.;am re\iew, teacher asking,'- 1 children nointiii". tarn lines. Collect ines b\ dictation. I- ncoiirai'e tlu :liik reii to Iraw the Trebl St.aiy and v'lef at home, wi-iti names on the lines. nd brin'_'- next da\ , Searcli for Tr^ enie ."5 tafV and Clef a. 1 lome. Re\iew from the \otation i>o,ird r iries, lirst ;i\ im lames oi' simple uuestioiis, then mori diRlcLlt. Tin: llri.PA \\'i:stm.\n Mhthop i^ AUDITION Ri'view previous k'sson. C'liiklrcii c'.oso tlicir oyes iind piiim in tlu' tliroclion nt' iho ti.',iclK'r'> siiii^iiii;". Icttini^- tile fiiis^'er t'ollow t lie >cniiKl as tiic tcaclier cliaiij^es lier position. Review sound-- oi I'bjeets. Listen to soumis initsii.ie antl inside; sound ot winii : bteathiiii^" exercises. LESSON 3 NAMES OF SPACES, TREBLE STAFF RK\ii:w names ot" lines from memor\'. Repeat riiynie from memory. tjuestion eaeli child on the names oi" lines. ria\ with Treble Stall hoard, \isitini^-, etc. At tables i;l\e tlie cliiklren the \\\<.' lines oi' the 'I'reble Staff with naiy.es, and the Treble Clef, and let them build the Treble Staff. Review a.c- cordin-- to sui^i^'-eslions ui tlie last lesson. Turn names down; short review, as where nul.^ fell, etc. Crive tlie space cards one ai .i time. Children tiiul tiie spaces and place the cards when i,M\ en, with the names u|->. .Sui,''i,'-est ^^irb' n.ames for the spaces. '4 KlMMvKCAK UN MlSIT KoviL'w l:i-t and sl'i.-imuI space hjforc Ljlviiii,-- tlic tli::\l. I\c\ic\v each o\d one with the new ones till all are t^nveii. Re\iew aeLorJiiii^- id suj^'-'^'-estionN in previmis lessons, where rain teil, apples, ele. Take out the -paees, replace, teacher naniiiii;, ehiklren pointint,--. lake out, replace h\ Jictatit>n. Re\ iew loi^ether and iiuiividiially, t^ivini,-- special attention to the backward children. Children name and point as directed i\v the teacher. I'urn names down. C'hil- dreii point as teacher names. Teacher number, children point. Rhvme, ••-. Ci. I^. I). F. When we use the 'Ireble Clef. In the spaces you will see, F. A, c, i;. I ell the children that ladies that sini,-- from ilie Treble .Staff play the Treble .Staff with the rii^dit hand. Vo associate the ri^-ht hand with the Treble Stalf have them point to it with the rii,dit hand. Have them point to lines ,uid sp.aces one at a time, and teacher play the one indicated on the piano. Children will thus see that tiie lines and spaces oi the Staff correspond with the sounds on the piano. Ciather material by plays, as directed. Play buildin- Staff with lines and spaces on the Staff Till Hm.ha Wi'^iMAN Miiiioi> 15 board, (i.-mie, " We'll lUiiUl a Stall. " Sec Kinder- ^Mrlcii Music Songs. AUDITION Talk about ditleietit sounds, loud aiul si'lt; siiii; long' aiKJ sluMt, high and low sounds, \or contrasts, chiitii'-'n distinguishing. Souiul the bugle- call ; soldiers going and coming. Fasten to mhwuK around theni. Hrealhing, sipping, exhaling. LESSON 4 LEGER LINES ABOVE THE TREBLE STAFF PLAY building the stall" with the Treble St;itT- boari.1. Ciive the children individual questions about the Treble Staff, ami prii\e correciness by the hoard. Song, "We'll liuild a Staff.'" .\t the tables give the children the fue lines of the Treble Staff and ha\ e them place the lines in proper position. Place Clef. Short review. Turn names doun, ask wlure Bessie H. lixes. etc. On the piani> show the children \)o\\ high the Treble Staff tells \ ou to plav, explaining and questioning. Then play higher sotuids. .\sk what we would need for these hiijher souikIs. Children I() KiMM'KllAK I IN Ml sU thus si.'o the necessity for more lines above the Stall'. Lines placeil liii^'i tell us to |">lay liii;h sounds, l-'.xplain l.Oi^er Lines. Ciive tii'st LeL;er Line above uitli name turneJ iKu'. n, then seeonil Lei^er Line, leaelu'r numbering;, chihlren poiiitini^. I'urn uji names, review to^^ether am.! ini.li\ iJuallv. I ;ikc iitl lines, replaee, turn names tlovvn; rev iev\' toi^etlu'i' and iiuliv i luallv. i-'irsi line above, \, NL's. treble's apple tree; (' . ehestni;! tree Rv'vievv in as manv \vavs as piissible. Notice spaees, piaee card spaees m with the n.ames up, (i anii I!; Ci, ;;ari.len. iiee Hew out ot" the L;art.len. Take out, repl.aee, turn Jtnvn. l\oviev\- spaees, then spaces ami lines combined. I'ake ot'l LeL,''er Lines and spaces, rejilaciuL,'' bv >.licta- lion. Teacher name, children pt>inl. 'i urn all down and review. (.iather up by dict.ition. Rev ie\v IriMU the .StalV board, i.;"ivi:ii;- the child- ren the Le;.,r^'r Lines and spaces aln'v^ ihe'I'reble St.atV ami have the children place them on the bi^ard. On the bhivkboard draw the Lei.^er Lines, and children point as the teacUei' n.nnes lines and spaces. AUDITION Review bell sounds, hlL^h :i;}{] low, etc.; hii^h souiuliiii,^ bell, low sounilin;,;' bell. Sinnul on piano ii very hii,di sound and a very low sound (bells), I'lii Hilda Wisiman Million 17 clillclrL'ii IP liirn ilisi iiii^ui'-liin^- which i-- tlic hi^h souiul ;i!ul uhicli iIk' Knv. calling' th^'iii hij^h lu'll aiul lou iH'U. Ureal liiiii^', sippini^', lilouinij' c.inJIo^. cti'. Review siiuiuls. LESSON 5 PASTING, TREBLE STAFF Ri;\ii-:\\ prcxiou.s lesson. (.iaine, buiK'ini;' the StalV, soiii^', etc. Ouestioii each child about the 'IVeble Siatf. tii\e the children papers printed witli the Treble C'lel and short lines. IIa\e the names stamped on i^niin paper. Children paste the names on the lines and sp.-iees. lake home. Game of lines and spaces played with lari^e cards ha\in!.;" on lliem the names o\' the lines antl spaces. L ollec'. the cards as liii'ecled. AUDITION Give each child tests o\' h\'^h and lou smuuls, cliildren distin^■aishinL,^ Hreathin;;, hlowini;, train sounds, etc. iS KlNDI \;,.\,i]y\ Ml LESSON 6 LINES OF RASS STAFF I J' ^N ^rnu. of lin.s ;nul spacos oMhcT.vhl,. 1 Si.iir. R..vicu-n.„nL-,>M linos .-md .p.-uv- uir 1,- oul material. 'IVH d,iKl,v„ M,.. TreM,. Stat] h:,. -ono o„ a visit and uv will ti.nv nlay ur h a 'K'w Staff. Tako slat !i,u-s of ,h, I^-.ss Sr.dT uiih na.ncs onlhcn^:uu\ dist rih,,,, i„ p,,>p.,- o-dor. hu, uitl, ,1k- names -urnoddoun. C\n,nt Hn.s to s.v if ,h„v are five. fhildrci cK-so ,Ik!,- ..vcs. w:,,\wr place JJass C-!ef on each Staff. Open eves. Dcscnb, ,1,, new Clef. Cive t'.ame. \otice Mr Mass's eves uhieh H-ay they tar.t. Kass Staff tells n,en what sounds to sinu;-, and shows „. uhere to plav on the piano uiih the left hand. iMnd whieh line iheHa.ss Clef .Tosses titosi (4). Tnrn line over and f,nd its name, (F). Th.e Has. Clef is sometimes ealied the I- Clof. T.ike up each point in the I^ass Staff in a similar manner to the Treble Staff, teaching each point thorou.^-hly. and in sequence. Children point ^vi.i.lhe left hand always to associate the left hand with the IJa.ss Staff. Till 111 I i> \ \\'i-.-.i.\i.\N Ml I iu't> 11) (i;itlii.-r liiK-. I'\ (.licl.ilioii. L'si.' bovs' naiiK"-. Kliyiiu-. (.. li, I). 1", A. When uitli Ml. I).i>- \\ c pla_\ . AUDITION SiMiiuU iiii^h aiul K'W in sllj^htU closer coM- tr.isi. I iuii\ iel'Uil iiiK'slions. HrfatliiiiL;, 'pippin;,''. Iiain aiul ^U'ain -ouiuK ; Inmimini; souik!, riMiiK: (.">; iIkh '^ini; C"> tn simple souiui'- within ca'>\ ran-jx- oi \oicc. LESSON 7 SPACES OF BASS STAFF KKVIKW oi-i tlu' Stad luiarcl v.hat tlio cliildren lia\c already loarneil. Name lines o!' ihe Hass Stat! liiM'i niemiM'\ . l\e\ie\v, without tiiaterial, lines aiul sj^aees, lA-i^ei I/nies and spaces ol the I reble Sla.'L L'se am pla\s to secure correct answ ers. At tables i,''i\-e ch'ldreii liiK-s o( the Hass SiaiV aiul review in similar manner to Treble StatT. (live Hass space cai\is, aiul teach as in the Treble space Jo Kivpi KM. \K 1 1.\ Ml srr lesson. I\i\ii."\\ til -si ,iiul si^oiul sp,a\', brl,)ri- L:i\in^ iIk- ihjul, oil- 'I".iko on;, roplaio, liim o\or, IMiiit, naino, to->.'l Iut ami iiullv iduallv . (latluT up luus ami spaios, rearrani,'-e, poini with ilu- left ''■"I'l- I oIK'it by iliitatii'ii .trui put a\'a\. fard i,Mnu' \.\nc> and spaci.'s o\ llu' Hass Slal], ai-i\irdin^ vi K nKkM\,Mr*n.'ii iniisi.- ;^'-anic. AUDITION IIil;!) and Kn\ sounds in sli-hil\ iloscr i-ivi- tiast, Lhildron disi inwulshinu; hi-li ln>in low. Hl^II sDiinds, (.■hildii.-n dis :M-uish sounds ot the 'I roble and l>ass Siatls. jiiwithin- . llunlmlIl^,^ siii^^iiii; O ( round O. I LESSON 8 LEGER LINES. BASS STAFF I^iw uiih !lu' Stall Hoard. Treble and Hass conibined. Review in \.irious wavs. Sinind the first line on the I'.ass StatT, sho\\ini,>- ehiUlren where it is jilaved on the piano. Tlien pla_\- lower sounds, showini^-, as a.bo\e tlie Treble, tiie iieeessity for more linos below the Hass for tlie lower sounds. Teach I.Ci^ei Lines below the Hass Till III MM \\i ^ I \i \\ Ml 1 'ion J I Staff siniilarl\ to the lesson i m ilu- I.'.-L;or I.iius ab.nf tlu I Ii'lMc. (il\ I lltU-s (.) f llu st.iir. plarmi na-ius up, ro\n.'W. 1 uni iliuv n, ■ivi- I ci^er aiu-» wit li n.iiiK's >.Kn\ n. n.'\ ii.'\\ h\ po-^iliim. N'anu's wo a lui r I.' \ !«.■'. V urn naiiK'- Si.'\ oral I lauli pla\ -^ HI III I I- !j c r I a 11 (.• s lovvn. inliaHliK'c ^paii's. Ni nK'> iin, review as c with l.c lirocli-'d unlil tiio iliikli<.'n ato laiTiiliar Lin OS ani.1 spaoi" 'I'd holp mcnuii\ diuv n lulward's icllai LiiK's I'- aiul paros !•■ aiul l>. C'olloit niati-riai hv Jitl at ion. laiiK' oi one L hild 'oait htu's ,nul '-pai.vs with iari^o cards, Idren jjuossinu: which lino awa\, cliili or a space lias j^one. AUDITION I'rcathiiiL;- exercises, iioUiin^; hroatli, drum, hiiimiiiiiiL;, siiii^ini; L>. Hii,"'' •'"'■' ''^^^ sounds in closL'r contrast, ciiilJrcn disiiiii^- lishinL;. LESSON 9 CONNECTION OF BASS AND TREBLE STAFFS / > I \ia Hoard 1,^11110 as (.iiroMed, lines aiul spaces V ^ i,^oin_L;' out to plav. etc. Ouestion. children lookini,'' at the Stall'. Ouestion, without ma- terial. Lead the children to notice the siiace 22 KlMM-.l^r.AlvliiX Mis;, bctucL'H tlK' Ti-ebk' Siall' ;inLl the Hass. I^xjilaiii the Sta!] as usclI year- as^w ami ihc reasuii lor cliaiii;-- iii;;' It. At tablev; i,>-i\e the eliiklreii lines ami fief oi' tlie Bass Stall, lirst line ami C'lel o\ the Irehle StalT. Phu-e Ihem, leaving;- spaee ix'tween Treble aiul !!ass .•arJ. Review ami turn the names clown. c;ive the ehikbvi middle C", with the name down. Show liie ehiUIren how l,e-er Lines above the r-ass and helow the Treble StalT are made. Turn cner middh' C' ; it is tile lirst I.e-er Line above the Hass and the first belou the Treble Stall'. lake a siiort re\iew o\' sexeral Lei^er Lines abine the Bass Staff, then several below, .'. k the children to n.ime other e"s. uive spaces above and below middle C. Ke\iew thorou-id\. \ames down. re\ie\\. Names out. replace; point, name. Take out and replace b\ dictation. L.itiier material. AUDrnoN Bell sounds. !•:, (, i^-. t'hildren sinirint,- "hii.;h"t<) hi-h sound, and "low" to low sound. Ths:^ lami the hi-h and low sound. Then tli.stini,'-uish. Review breathin- and ,sin-in-- e\- ercise.s. Till llrii'X W'l-siMw Miinon LESSON 10 PASTING, RASS STAFF c iiii.iiKi:\ cIuiom.' wli itl line tlic\ \\ i>h to pl.iv witli I'artls, i->;iss ov 1 rcnic Si.itr. Sontrs tor tlie Stafl. O U'JStlOll till hiltlron iiKli- \ii.iu;ill\' on the liiK's aiui spacer. Paste tile names ol the lities and • 'aces of th e bass Statr ;ieeot'um<'' to !■ kindergarten principles Keep up tlieir interest h\ (.lUesticMis on music and previous lessons. AUDITION •)reat hins^', liuniniini,'', siiii^iiii children listen to s ininds o\ jiell ■.111 piano; iiiijii aiKl low o sill" thorn. L ; siiiL^nnt;' Dist itii-uisn hi-h or n\.'" Repeat rh_\ nie.s. LESSON U REVIEW B^■ ri.A^s and questiiinint; i^'ive a t.hiir(ini4li re- view ol' all the lines and spaces o\' the Treble and ii.iss SiatVs. \t the tables pla\- with name squares and table siatV (oilcloil, ), mtioduciiii^r soiiij, "Mrs. Treble s^ave a Part\."' 24 KiMn:Ki..\K 1 IN MiMi.- t'hiMicii plACc Larcls ;i^ iliroctci.1. I'lacc C'l.l" on tlv. Slat] to aid iiKMiu' ■I"urii nanus down. C'all lot i^irls at Mrs. '['u'lilc's parly and lake ihcm lionie. Wlicn all arc placed at the back o( t.dMe i;ive extra (.1 .,id A a> the> will he leLiuired tor Iiass. Ch,in-e the C'let" and pla_\ " Mr. Mass' Tartv." Boys cotne and place squares a^ directed. Review names, lurn down, cai' for bo\ s. ti.ither up h\ dictation. Chiluren clioose a i^amc to p!a\ . AUDITION Hreathin;.;', luitiiniinL;-, siiii^ini;-. dtst in-uisliin<; alter sin-iiiM hioh and low oi' V., (i, I'. Tiien i..;ive sounds irrei^-ulariy. Show the children middle C" Oil the ni.mti. LESSON 12 THE KEYBOARD Ri \ II w lines and spaces by any i;-ame. I'lav ".Mrs. Irebie's |\irt\ " with the SlaiT Hoard, etc. Place the Kiiuleri^arten kevboard on the tables. I,et t'ne children describe it, noticini^' black ke_\s aiul white keys. Hlack key tamilv separate; Tiiic llri.DA \\'i;si.\iAN Miuuv)!) , hitc ki.'\- t'liniilv altoijctlior. t'hildrcn point to d llcr- nt U c\s as 1. lii'cct'-'i.l. In position. KciiiomliLT niii.! I'"ind it oi) their ke\ Iniaii-l. I' a\s ot piantiiu lowers, boat ell. p lac in 11 I ;i 1), vMi ilie ko\- -iiuarcs I Ml llu :c^■s as tln-oelcd, with name- pcisiiion. I) n\n, piiiiitinu;' to sqiiai'cs th ireet ehiUhcn to liirn oxer the names niiit;' tl; b\ letter' ve\ lew siimiltanetuish tnd iiidividaiallv, ke oir. ake aee, review Ul'il names down, ehilUreii r>oiii I while the teacher nam I'lace names in trout ol ke\s. eai.lier name. liKireii point to ke\ s. lndi\ii.lual and simultaneoii-' aiisu eriiu ace sci'.iares at tin :iid oi piano, point ai,''ain, ii.iiiie j^iosition. Cialher tl le SI.] u. ires b\- i-lictatioi 1^ .iint aiu name ayain. Cs, K's, at home. I'hikhen i^o to piano and tind all tlie 'I\'ll the chikireii to lind tliese ke\ s AUDITION Sins;' bells ol C, 1^, .md Ci, closer contrasts. C'hildren siiii;' hi..listir.i.;uishiiii;. Hrealhiiii; exercises. 26 KlMllKl.AKTKN Ml Sli LESSON I 3 KEYBOARD, COMPLETED RhviKu Stair by Kindc-arlon phus. R^viou previous lesson on tlio piano. Let each child piok out the keys learned in tite last lesson, lirst one at a time, then tuo at a time. At the tables review on keyboards the kevs Kvirned last day. Review thorou-hly. l-rcn,i the known keys direet the children tc -ce name s.juares on the new keys with names .J ,i„wn (l\ F, A), learnin- p.^^ition ot' the names hv direction ol the teacher. Question e.ach child on the position o( the names. Turn the squares over, iindin- names and namm- flowers to correspond. Teacher -ive the position, children name. TluMi children point while teacher names. Take oi]\ replace, introducing^ play., pointin- and n.iming; names down, point and name ; squares in front of Keys, children point to key.s ; squares at end of keyboard ; review a-ain. Collect by dictation. Children find P, F. .\. on the piano. Prop crumbs, etc. Birds, etc. Finding; C and i-. (, and B, etc., in combination. Tin: III i.n\ \Vi:srM\\ Mi riion 2~ AUDITION IJroatliini;", luiiniiiiiii;, C', I'"., Ci; tlu-n sini^niiLT C') to e'. !■;, ami ('.. Lot cliilJroi, loll the hii^h and low ot the--e >oiiik1s, played irroi,''ulai'ly, as I'',, Ci, L" ; (., f, !•:. () LESSON 14 TREBLE STAFF AND KEYBOARD riisiiON childron on tlio StalL lookiiiL: ,it t ic Stair Bo; Fhen without material. Lot ."hildi'on Inui \'ai'ious l.w keys o\ the keyboard (two octa\es). i-"rom middle (.' lines and spaces are more e.isilo louiu: 1 on the piano. Place middle C Lei/er Line ow kevboard ;is directed. I'rom tiie StafT -'8 KiNPi Ki. \K n \ Ml '^ic no;ii\l ^how the i-liilLli'L'n !Ik' |-nisni,>i) o' miJilk- C" in 10 lat liMl to Ilu r.'blo Statr. Sliow lliat H botwcon iniLldk' (.' aiul llu- fir,! line o\ tlio stal'!'. Lot tlio LliilJroii liii.l I') 01 i!k k 'x Iviic-il no\! lo C' ' lIKl U llOI'i 111 pl:i\ t! lii 1 1 Hi. (ii\ I lliki ron tlu' liist lino (skit uitii iiatno), and k'l thoni pkuo it .Iiero thv.' I"ir>t 1 1110 i> iila\> I): •-■; Miiiikiii\ trom \otation Hoaril ami .'\noaril lor tho other liiu ciiik clnlilfcii piaciiii;' as ilirccl l\o\io\v lines well, pointing;-, naming;- hv nimiker o! line, tiirnini^-nanies ckiu 1:, t akin l,"" oil' aiul repilaciiii^. l'"inJ tho relation t>l' all tho linos to niiddlo L' l\-l first aho\o I nkkile I' ■to, ) iUv oil, i\'plaoo b\- tiiotalion, pointini^'. toj^othor ami iiKii\'iduall\-. Let eaoll oliikl liiul lines ol' tho 'rieb'e Staff on iho piano. l--irst liiidinLr middle C", then tiio lines of the Staff iVoni it. l\e\io\v on tho k'0\boards a;4Min, then push tho lines baok a little wav. Find paoo' A-k t 10 I' hikl i\'n w l5on lool' at the StalT what lines bet ween tho f:rst and okiiii soooii . lines ( tii'st sjiaoe I between first and spaoo oar.t kovb 'Oi'oiKl lines. "iiul ail till >pa o spaces aiul plaoo nanios therooii. lines, Shi-irt lea\- review on spaces, then itlu up ll iiiij the s paces to enipliasize their pi-isition. Review spaces in relation to 111 ddlo C Individual Till llrin\ WisiMAN M' riuMi 29 I0\ lOU . •I'akc olV. rcpl.ico. in similar inaiiiiLT to lines. C'ollcct In- i.lii.i:i!ioii. Lot cacii ciiiiii iiKl wlioi'c lo pi I}' ilie space? on the piano. l.aili, in turn, liiul linos and spaces I'n tlu' piano. 'I'oachor point tii ililloront linos <.n\ llio piano, oliikli-oii toll tlio nunibor nf the lino. Spaces taken sinn'arly. i'lay Stall and keyboard i,'ame. Arranij^e children in a row, oacii rejiresontinLT a line or space of the Treble StalT, and w hen called each plays her souikI o\i the jiiano. l'aicoiua'''e the children to tind thoso at home ,ind play, AUDITION I\e\'ie\\' previous \oice lossims. Siiiij' sounds 1 t' bolls. Sini^ (.". 1^, Ci, then hum i ikI low o\ K, (i, L", etc. I. loll hi-h LESSON 15 BASS STAFF AND KEYBOARD Wiii'N the children ha\o roxiowed the Treble Statr on the piano, arrani^^o them cliilJren iIk-v know vvliere lo pl.i\ the Treble SiaH' vvitli tlie rij^ht hand. W l,,-,i uill we p!a\ Willi the ieli:- (Hass Stall' ) At the tables place 1 he iiiii.klle C at the ris^ht- hand side of tlie keyboard. Hy direction children lind where to play the r,rst line ol the I'.ass Staff (on tiie second Ci below middle f. ) Place Hass lines as directed in Lesson ij. rnul.Mi^^ relationship o\ all lines to middle C. Then Introduce spaces. Review thoroughly. C oliect materia! by dictation. Children play lines and spaces o{' the I'.ass Slafl, :ind wlien called plav their sound on the piani^ AUDITION fveview sounds. Sm- hi-h ,uid low sounds o\ *■'• '■-• '"i^i ^■. to O. the.i luini. Distin-uish bv somid hi-ii and low heijs. Hisi i,,.. ulsh Treble and li.iss sounds iMi the piano. liii 111 1 ii A \\ I - 1 M w Ml 1 HOD LESSON 16 TABLE STAFF AND KEYBOARD G ■^ \ M i: k 111! It" 'I'rchlc and 11 St. ill'. ri\ iiiL cicii I key te> placL' in posilUMi. ». Ill Idr CM wlieii awav t'roin tho kovboarJ toll ulu-ri to a\ tho lines and snaco II. P 1 .d'k' Siatl .iiul ki.'\lioaid on the tables. 'uu the Treble Clef at th e end ol the t.ible as a uiide to th e eliiuiren Idi I ten with Liises pla\' i,''aiue apiMv m; lel Stall ti' the k t\ hoai\l irst II niiikl'e e' n line t o ijuiile the chiklren. Pl.ik dise" on the Si.dl, then anoilier on llie ke\ boai\l. ^ho\\■iIll'' where liie lin^ or sp.iee uouKl be pl;i\ei.l on the fiano. I' the ri-ht h.ind. l\e\er.se. plaein ilisc on the ke\b ),ird, tiieii on the staiV. R in \arKHis positions. KxchaiiLre Treble C"k for r.ass Clef, nl; IClIli middle C at the other ei.d oi the ke\ 1 HI, III. pl.iy the i^ Treble Siatl ;ime a-ain. s.e\ers e c.iscs as 1 n tlu Chil t.!ren ciOse their e\es. eaener place a disc (in the Stall. L'hiklren open e\ es and place their disc on corresponding position on tlu '\ - H'aru l\e\erse, tea. icr plilCIIli,'' i-ll sc on tlu keyboiird, children on the Staff. Repeat. 3^ KlNOICKC. AK- I I \ Ml «ili' Collect m.ilcri.il. Kiicoiiraj^'o children lo con- tinue liiuiini; lines aiul spaces at lionu. AUDITION Hreathin-,', sintjini,'. as in previous lessons. Sin- C> to C, !•;, (,. L-. acklin- the octave. Play slowly until ihe ehiklron can ihink the sound. Di.s- tin^niish hif^ii and low. LESSON 17 WHOLE, HALF, AND QUARTER, A PREPARATION FOR VALUE OF NOTES h-^i\ii w by Slat] ;ind keyboard i^'anie. At tlu- ^ tables talk .about difTerent kitid, ot -tores. W'iiicii stori.' uoidd the_\ like lo pl,i\ bos; f Wo will play the store where the_\' sell apples. What must we keeji .apples in? (.Measures.! liivethe children e.ieh three colored slat lines, directni- them to make two measures. .Sin- the son-- and the i^ame o\- '".Xpples Ripe." 'jell the children they must remember to have .always the s.aine amount in each measure. Children buy whole .-ipples (lar-e discsj, tVom the teacher, placin- in niea- fes, thus. I CJ ' ^ ' • Slunv the childrei .Mie ajiple divided inti^ halves. Talk of the relation o( a half Tin; IliiHA Wf.stm.w Mi iiu^n U-> a \\ hol\.'. l-^xt.hiiiii;c uitii llic cliildrcn iov one wliolc, ami place in mi.'asiircs, (__) I P D |- '■•^- fhaiii^c tlif DiliLi- whole lor luo haU'csJ [)[)/) D • Show anoUici ;ipplc dividcil into Ljiiartcrs. Show liow m,in\ i|ii;irtcrs in oik- li.til. ijiu-siion iiulivitlu- .illy. Kxchans^o owe halt' lor two i.|u;irtL'i s, .hkI plai.\'. [) 17 r7 D D I ■ ^;-r''i'i cxchau},'c aiul place, 'D U u\ D [7 C7' Oui'^-tioii thoroiiu;hl\ on wholes, iialves and ipiiarlers. I,.'t children excliani,'e with each ollur. I';xclian!,^e with leaclur unill children a.i;ain have |0 | O | I'a^te Liuninied i.iisc--, two inehes in (.liatneter, representing; apple> in measures. Cii\e lines cut from j^uninu'i-l paper tor measures. Chiithen arr.iiiLre accortlinij to tasle. AUDITION Mii^di and low- ot L . !■,, (i, (. . accentin;,; hii,di and low siiuiuls. Sine sv'iinds ol bell-. I' LESSON 18 EIGHTHS Ri-:\ii-u Stall' .-md ke;. boarJ L;-ame. Ouestion on the Stall", liow m.-m^ A'--, C""s, etc.? Repeat the J^lay of store, qiiestioniiiL;' the children c)\ wholes, hahes and tjuarters. Then 34 KiSDI Ki. \|; M N \[l >,lv ijiiestion without material. I)i;.u pkmmucs I / I '^" 'Ik' pliiiii p.irl i>t fhc blackboarJ ami kt the diilur>.!) till liiomwith wholes, halves or quarters. Review. HI l,.,,! a uIk^Io apple and f,'avo away half, how iniuh u>m.M I have left ? etc. tiive the chilcireii the lines af,'aiii aiul make measures as i„ previous lesson. R.'.iKnibor lo have aluaxs the s,,nie amount in eadi m.'asnre. Sinir '^ont,'- .mcl sell applet. l-:xchani,rc. Sh.nv an apple divided into eitrht parts. C hikli.-ii count tlK' pieces, tindint: lunv many t, o .tre in a quarier. ahalf. ., whole. Wi,cn anvihini^ is divided into ei-ht .'qual parts. ,..uh part is ealk'd an eijjhth. I'xehani^e from two whole .ipple-, till ea.h ''•■''^ ' D ^ M i [7 r/ / KNchanije with each other. lixeh.m-e with te.uher until the two wholes are -m^-S in t!ie Mieisures. AUDITION >m-m- c") to one sound, to the oet.ave, and down the seale. lii-h and low oi C. I-:, Ci, C. I'm lit I n \ W'l'MM.w Ml i iuii> J.I LESSON I 9 RYTHMIC GAMES 1^1 vii:\v games of lines and spaces, Stall Hoard, \ or any i,'an)c iK^vikJ lo keep previous lessons in mind. I\cvii.'u liahcs, quar!(.T>. and eiylilli.s. l.iUv I'l svikliors, i.'\ on stop utiL-n niai\ hint;', horses trotting. l.cl oliiklr^n ;il.iv soUli^is ami horses, imitatinL; the slop anil trot uilh tiioii lini'ois oi\ llu' talik'. I'liiklron cl^iso their eyes, and di>- lini^iilsh horses or s^kliors as tiio teacher beats. I I'acli soul;, " Ik'at the 1 inie ri'i^ether. " Heal (inio countiii;.^ i , _• ; i, _•, ^ ; i, j, ;, 4 ; 1, -, v 4. 5, 6 ; i^ivini; tiei.'i>.lci.i accent. 'ro-i.l:',y we u ill beat time \o tnir (.[uarters, liaives, etc. (.ti\e lines lur measures. In llie tiist measiiie place four quarters, ;••' . in^;' one cinmi and iMie beat for each. Boat toj^'ether, then each child beat. In the secoiul measure I want two pieces, wh.-u must lhe> be? lH.d^es.) Place. |l7 L7 [7 [7 j [) H I ■ Heal to<;ethcr, hoklini; hand til! \ 011 count two i'oi each halt'. Let each chiki ha\e its turn. Rearran^'e in as mritiy w.iys as j-ii-Nsible and beat. Ciive a whole aiul see who can beat lor it. Children arratit^-'e measures as the\' wish, and beat am.! count their i 1= Kin ni;Ki..\K I t-x M I --li mvn. rcachor jrive problems of tapping;, .uul children arranj.-e in measures. Gather material in dictation. AUDITION Hreathitii,'-, luimniinu;-, siiii^in!^'- C, 10, ci. C. Give souiuls irrei^ulaily. Hi^r], ;i„j i^,^^. LESSON 20 NOTES Ri;viK\v rhythms, .Staff and keyboard -anie. Riddles on h.t'oes. t|uarters and eii^hiliN. It I had whole apple and -ave you ou^- halt, how many qiiarter> \\ouk\ I have left ? etc. (ii\e each child a ijuestion. (live line-> to make measures. j'l.iee whole apple m the first measure. Children beat and count tor It. In the second measure p'lce this whole note. The whole note t,vts as many beat.s and coiuits as the whole apple. | Q | ^ Beat and count, toi,'ether. "jui indivitiuallw CJive the teacher the whole apple, how manv halves will she i^I^e you for it? (Two.) D \ <^ ■ ^eat and count. If a whole note is TnK Hilda \Vi;si M.\> M r. rnon the sair.o as a whole ajiple, what ltes. Heat witli one hand, then the other, the i both lo-ether, accenting'. Rearran-e j J • • J J [ O J | I>eat. Rearrange II * J cJ | J J d | Beat |d J Jl J J J|* Jd J •1 o Beat, together and indi\ iduall_\ . liive special atten- tion to the backward children. Children invent measures. Teacher give tapping problems, from simple to complex. Draw notes .n the black- hoard, time sign.atures, etc. lell tile children to search at home for half, quarter, and whole notes. See how man\ * time sis4 atures they c:in find. l lather notes by dictation. AUDITION Hreathini^, etc. Sing up the scale o[ C". Tell the children :i little boy went t"or ,i walk and sail"- a song, c d e c d e f. accenting the sound at which he stopped. Children lir.d the -.ounds .^n the piano and play. I'm: Hilda W'estm.vn Mkiiud 39 LESSON 21 EIGHTH NOTES R i:\ h:w time in several ua\s on the black hoar 1 I'iil a Hue with notes. I eaNiiii/ out llu liar Inu •Mental tiivisioii ot time. Children nut bar 1; nes in correct positions. Ch iklren compose tiieasures oii the bi ard. Teacher five probl ems of lappin;^ without material, dive each child a test. (iive b.ir lines, calling them bar lines, and •hil- dren mak ke measures. Cuv: th e eh Iklren cnu 4 tellin!'' them to pi, ice it wiiere it uill tell us u h;it : in c i o\ notes we nuist use. "h anoll KM 4 where it will tell ho w m.uiv o f t lese notes to beat md count. PI. two iialf noti n the first measure, nd tour quarter notes m the • eeonU tiet th e ans'Aers from the childi en. >ea; and count together, and individuallv. Rearr; io, beat and count ini;e as in lesson I* J J J ! J J J I) o vou rem en lb er the quart i-r app! II o\'. many eii^hths were in each? (T eiirhth notes will there II ie in .1 quarter noti. ow main ( 1 wo. ) lal. ike \vat the firs' qu.arli^r note in each m easure, and ^ubstitiM^' tWi ■iitli notes. .\ ssist b\' ;(>untmi 40 KlXnKKilAKTKN- Ml'SIC onc-oii, Jwo-oo, tliiee-of, t"ou-or (•1 J cl|J/#«rclJ|.Be:it, togethci. aiui indiviclually. Re:irran-fe in several ways, boat with riirlit hatui. with left iia.ul, with hotli IkiikIs.}/ J^ J^ J^J |c) Jl |JiljVw|J J].U JJ JJ|JJJ Review as nvacii as po-;sIble with each chilJ. Invention o*: measures, each child heai ind eounl their ou n. Teaciier o-jve problems of tappin-, children placini^- •loies in measures. Collect ma- terial by dictation. C'liildreii compose measures on blackboard. Tell the children to \ook in nni-ic at home t'or 4 -4 time, and beat it throus^h to see it' it is rii^hi. F'ind ei-hth notes. See if the bar linos are in proper places. AUDITION Boy went tor a longer walk, san<,^ a lon-er sonj,'. .Accent last sound, Breathini,^ Sounds in ■feneral. Tin-; Hi iiv\ Wisiman Muinon 4» LESSON 12 TIME R H \ 1 I , \V tmu .•iskinif lunv lUM cs 111 Olli n:tl iiolc, oi: many ciuarter rhth, 11 1 one quartor, etc. I) law a number ol llOtl on llie I loarii in tmu aiul ehikli'en tlraw in t!u ar lines. M en;al luision o! time. C'liilclren compose a tew measures m\ ilie 1-ioard, usinir ei; rhth notes. A sK ehik tliird li!-.e, second liiii. r<:\^ to name notes placed o\\ ihe c. i'^ach child a v|uestion. (ii\ I e cnildii'ii bar liiu l1 time sisjn.-ituri placiii!,,'- 4 s as directi Lliildi\:i close e\es aiul accoruiiu to meamin 4 to a t1 pen e\e- leacnei' crian"-es tli e upper plain the meaning; ot t mu measui'i W lai no; av be placed in the first liree quarter notes. V ace not I W want to plai. two not; tl le second measuri wliat must tliev be ? i vearraiii^-e 1^ J J ■ J J JlJ J accen'mi,''. !•: Heat. Beat. xcnam lirst quarter note in each measure I'or two eii;!uh iioti S N \ Beat, tOi^ether, and individually, in ^J^J! many wavs. ,8 \earrantre .- >eat. ace the halt' note back and notes. Heat h ive two quarter ^ ^ ^JN"^.' J 42 K(m-h:ki.\imi:\ Misif HI variety of u.-.ys. Childtvn invent nieasnres. ivAchcv luMt probieuis in lappin-, cl.iklren place notes in measure^, namin- the notes as tliey put 'Hem in. Collect notes by dictation. Free use ot 'lie hiackboarc!. AUDITION Children sin-- up and down the scale o{ i m;iior. Then play, boy uent for a walk and came home a.i^-ain, c d e f f e d c, etc.. endin- where they commenced. Children reproducing on piano. LESSON 2 3 REVIEW BY PASThNG C> i\ !■: tlie children Treble .StalV sheets stair.ped -* I time, tour half notes, tour .juarter notes and bar lines on -unmied r.-.per. (."hildren cut tiio notes out and atran^^e in measures before pa. tin-. Tlien phu before takin- home. Before dis- persing play any -ame the children may choose. AUDITION Rep'-oilucticvi of simple sounds on the piano. Hoy went w.ilkin- and came home, c d e f - a, and a i^- t e d c, accentin.:^ reuu-ninij- sound. TiiK llri.DA \Vi;siM.\N Miiiuin 43 LESSON 24 TIME R i; \- 1 1: w time on t!io hi;u-kho;i--i.l. .Mi.'iil;il ii\isioii of tiiiK. Cor.ipositio!!. .\Ieiital c om- position. (i vo test of tappini,' witlioul material. Sii^^^'-estion for blackboarLl, tiraw n:iv lines nJ partially fill th e measures, c :hiki uren completuii At the tabl es '■'ive llK hiklr. en three bar I askiiiiT I'or ll leir use an^l me.imn^. C live ir Miies, time, :liil ilren ex pi; immi ri le lower (iieaniii;^^ of upper and lou^r 4 also says that each quarter note must ha\e a beat. G live tour quarter notes and erne Hal noti irrani-e m measures • uk! b .it lOi^^eliier, -.ind iiKli\ id- II o\v many eij,^hth notes must 1 t;i\e \ou for .1 half note ? (Four.) lixch; uiLTe and beat JSSSJ i mdi\uhial eountuii d atin;. Plac Children all the noles at the b.iek of tlie tabl close their eves. S in the tim e su cure. r o, acher exch.ui len e\ es ani ■ 4 for ind !^ imu O ucstion an .1 ex plaui meanmi I'lace three eij^hth noles in the first measure, -.ind beat toi^ether, and individually. Place two notes in the second measure, 1^ J'J'JIJ J\ all. Rearranire and beat, -^ mi f\ Beat,, each and ! ^ ^ f^ mi ml J 44 MNDKKl-.AKTtX MlSR- CliildroM invent measures. Teacher -ive problems oi tappin-. Give tests of tapplii-j vviilunil material. Gather material hv dictation. Hoard exer. ses i„ time. .Search .it heme for "^ time. 6 AUDITION Sir "i^- up .HTd down the scale to various vowel sounds. Tlun play, boy went tor a lon-er walk ^'Ki came home, children reprodircin- on the piano. LESSON 2 5 R ;\i!:u W .i\ s. TIME tune on the bl, i^'kboard in niain ('ive tests iappini^- in !mu Hiiiunit material. .\t the tables s^nve the children bar lines, ^ u:u.- sij^natiuv. four ei^^hth notes and onv qiMrler note. Lc! tliem arran-e tuo measures (or themselves und beat their own. Ask what the :^ means, wh.at the S me.uis. Tel! them you will nov. i^iv.. tlu-m ;, (, to place instead of the ;,. .\1! place the b and tell wh.at it means. See if they can till one n-.easure will, their notes. ,\sk how many will they now coun;. i K... many .i-hih notes in one qu.arter note? etc S. -T ^ h 1 M 'J8 ^ W ml W ^ - 'I'm I Inn \ Wi m man Mi i miM) n.'.-ii t ot^ftiuT si^.\oi;il tinio, tlu'ii iiul!\i<.lii;ill\-. iM.'.iiraiiij'e llJiUJ M l^oat .iiul count. Rcvi^'U iIuii('ul:1i1v. riac-L' tlio last two oii^litli notes at the back, aiui ij^ivo one quattor note in tlu-ir placoJ|> J J^ J^ J I . Heat. What kinj oi i'o!e will you L;i\e tor tuii quaiter notes y (A hall note.) Place ijuirter notes at the back and i,n\ e children a half note. Heat and count. tiive one quarter note lor two ei-hth notesjl J J J J| J J J J'jlJeat, reviewini; thorou;.,''lil V. .\rranL;e the notes in two measures, j J J J J | •i J «) J|| lieat and count. Review. C h'idren compose measures and beat thc'rown. Te.icher j^^ive problems of tappini,^ simple to complex. Hiackbo.utl wink, it lime permits. AUDITION Children stand around the pi.ino. J^reathin"- exercises. Sounds. Sinj,^ I", I-:, and then C, (i. Children see where it is played on the piano, namiiii,'- as they sini,^. Listen to the piano, sini; C, I-., and then C, (i, then come to the piano and plav the sounds, liive each child several tests. 46 KiMiiKCAK 1 1:\ Mi-si(.- LESSON 2b PASTING: g TIME 1)1 :vii;\\ any previous work to lidp the chilJrcii V keep in miiKl wiiat they have learned. Give them Bass Staff sheets stamped with ^ sii:iiaturL-. Revieu names of lines and spaces o^ the Statr. Let eaeli child tell uhai notes they may put in a measure. Give five ei-hth notes and two quarter notes. t liildreii cut out, .-irrani^-e and thei\ paste. l'Ia> tlie:r o\\ ii nuisic. AUDITION Children sin- C. I'!, ,uid f, (i, watchin- where it is played. Then IJ.ien. uilhout lookin-. and pla\- what they hear. Revieu' hreathiiK', etr. LESSON 2 7 DOTTED NOTES Ri Vii-:w by playin- o-ame, or blackboard work. At the tables -ive the children bar lines, askinj,-- their use. Give ;i whole note, askinj;- lun\ in.iny halves, quarters, and ei-luh notes there are in it. See that each child has .a question. The llriDA WisiMAN M I I lion What is half ol a wli olf iiuif .- 1 A liail note.) Give a half note aiul have them phice it on top of the whole note, addinj,' half of a whole note to itself. They will see that notes thus placed would not sh o\v that a half not e was added lo a whole note, so wh en th ev u.int to a .Id lialf o\ a note to itsell' tlicv plac e a dot after ilic note. .\l! place a cardboanl dot alter .\sk each child what the dot add I ho whole note. s to the w hole note. Beat, countinj^ one Ix'at for a qiiarter note. Place hall note in second measure, askinj,--, what is half of .1 hall note:-' (Ouarter note.) \dd in similar manner .as \\hole note, at am expl.iinini,-- the dot. Atid eiu:iith io uiiarter noli aiul explain tlu Let lat-ij each child tell what a Uot adds to each notv Pl: ICi notes ;ind dots ;it the 1 iac ol tlu t.;\i time sii/nature. ice ;i whole note in the first measiin ■ ^nd a halt luit e in the second. II o\\ can w e add a (.|iiai!er ti (Dot.) Place dot. W lat do \\ I .till neei note. PI ace. O d. J ;i half note ? (Ouarter Heat and count, testiiiir each chi Plac e who! not I h.ac a I id j:fi\e h.ilf and quarter note in the first me.isure. 11 ou manv Myht s will complete the measuri (Two.) ice, beat and count. lak vc out two eiirhth notes. 4S KlNDEKt.AKTKS Mt Sli Place quarter note before half iuul aM a Jot lo the quarter, askinj- what the Uot adtls to the quarter note, i An .ij^hili note.) Place the eii,'hth note, thusjj J. -T J I J ol I . „,..,t ,,„j ^.^;^,„j^ iisiuj,' "and" for eij,'hth note. Review tliorou-hlv. Kxchan},re|< J J.j'lJ J| . Rcarranj-e an J heat Give two quarters lor one haltjj J J J, J1 p J.l. Be.- It. t'hanue ^•'••^JJiJ.Jl. Test each child. invention oi' measures. Problems ol tapping', simple to complex, introducirii,- thv Jot m as man\ combinations as possible. Searcii at home tor dots. AUDITION Children sin- C\ !•;, (,. and f, (,. |;. narnin- uhile sin-in-. Thon Hsici, and r.produco on llie piano. Hum C, 1-:, (;. and f. (,, K. Review. R LESSON 28 DOTTED NOTES IN I TIME ■^1 \ MU on bta.khoard dotted i.otes in '^ finie, placiii- liitlerenl ixinds of doited notes oi bo;n\!, -et eacli child ex 1 the plain the nic-iiiin'-" o. .several. Write a number ot' notes on the bo.ird in .J lime, and let the children pba'c the b.ir lines. 1 III 111 I n \ Ul SI MAN Ml TMOn 49 Question each LliilJ on dotted notes. W'liat does a ili't at lor a halt note add to the haU note? How nian\ tjuatteis in a dotted lialt note y etc. Ciive tappint,' problems without material. Tell ilio (.hiid-en we will now tind how to heat dotteil notes in nine l>i\e jj tune and bar lines. And let eaeh child tell what they mav place in each measure. Give two i|Liailei and two ei^'hth notes. Ask how we could aild the tlrst eii^hth note to the first quarter. i-]x 'ain dol aj,>-ain. (iive a dot to be placeii in the measure instead of the eij^hth note. |-| «!• •' •!'. Heat, individual work.'^. ^J J.l Heat. In the second ineasnre place a half note. How many ei<,diths are in it ? (Four. ) Heatj^ •' «/ J. I" \>BEA7 '' >^'^' ^'■'"^''^ '^'"' ''"-' Hi'^'fter note m the second measure, what could vou put in its place? (Dot.) ("live dot, place and beat.l^ mi ^ J. cJ» ( together and individuall\ . Give two more eighth notes for invention. Problems ot tapping. AUDITION Children sing C, E, G, and C, G, K, and then reproduce on the piano. Children sing up and down the scale, using different vowel sounds. so KivPKKc, \icri:\ Misrc LESSON 29 NOTATION BOARD c JJ Trohk- Si air. ot provioii>< lcs>t)i)v;. I-!a '-^ aru ilo, halt', quarlor, and eiLilifh not OS, l.!OtS, lmo> an^ tnr,o sii/nal' iro. Hi root tlu hild ron whori to plaot thv tinu siijaiatu ro, uppor and Knvor 4, loiti 'i;^- thoni toll what kind ani.1 hou n^in\- no! OS niav bo nla >-o>.i m oaof nioasuii Lot oaoh ohild fill a nioa suro. plaomi,-- in iust what ihoy wish. U'hon all havo linishod 1 child boat throui-h. \ el one imo linos aiu spaces; name notes, oxplamnii^- that tho not IS tri\ on tho sa nio name as tho 1 me or space upon which it is piai Lot child ron iio to tl notes. Children le piano and play some o'i the remove notes as directed. If" time permits, chaiii^'-e time s li^Miatiire and itnont now measures, 15eat, name and road tl le music. Tui-. Ihi.DA \\'i:si.\i.\.\ M I. IHi-!i AUDITION Children sino, f. C. E ■ C. e\ (i. I.is.cn a.ul rcpyo^lucc on iho piano. Review other co.nhinations, ^'-. C-, i:. I,. a:Ki f. t,. H. IJrcaihiui^ exercises. LESSON 3 RESTS: WHOLE /vND HALF vS II OK 1 re\ lew ot i.nventuMi of measur uooJeii notes on Xot, I'.-- with it ion 1^1. At il le ihles '--ise li; re\ lew in< sijjnaturi. • lin If es anu tun e' si^niature, uc pla ee oni\ the first ineasure, \\liat one note in It nuist It be ? ( W loie note. ) Uive whole noti pl.u-e. beat. 'K tile ehiUlren ahout tlie lon-est walk thev ever took. W \ ou iik I lal do o to take after a 1 onis wal rest.) W he,i ie reaehei tired and Ih. o second measure w luij e note was wanted a rest. Cli ildren c\o 'I e.iclier place cardboard w! se exes. lole rest in second measure. Position, C1 pen eyes niu iiescrihe whol rest. belov\ fourth 1 Kxpl iiie ; color, -reen. restful. plam how to It il eat iiie rest. ■>eat both m easures tovetl lor ;i!Ki ind,:\iduall\- ■^evetai Imie 1 ti S iveverse. puttin; lost in the first 52 KlNDFRGARTF \ Mf: measure, and beat. Explain that \vl whole bar rest. It two notes are must thev be? (Halt u>le .est means ;iven for \\\i ole note, w hat notes ) R emember whole rest rested s o \on .vm:Kt;Aivii:s Misic LESSON 32 QUARTER AND EIGHTH RESTS R \ii:\\" on \oi iiion Hoar u whol ^' .•inu lialr t\ sts. I)i\iJ,," oiY on the hlack hoard in noa- ures containing- uhoU m.l h :ih' Iho tabk rests. At ,''i\e bar 1 inos and tunc si-nal 11 ro. Sav wo arc iitiw ;'oini; to (ind if il lore aro an rests mJ h \ more o\v to heat th o:ii. (ii\e 1 two eighth not wo ijiiarler and OS, and cliiiuien ar ani^^e thcin as tl wisli, and heat t! ie\ leir own nieas arrange it tliti- I J i J J easures. I lien all ■!eat toirether ■nid individuallv, ri.^hi hand. left hand, ho.h hand^ "ind the last Muarier note and t ik o it out. Instead ot a wliole note ue used a wiiole rest instead ol a haU' luMe we Used a I instead of a quarter note what lalf rest. \ icsi slun \ IMl (O ow, ;i\' Uu.'irler rest.) Kyes elosed, teacher nl ice rest, c") ciescrihe. It says, •• I know how Ion- I I do n.it need to K^ok at t! oiit.'IO jVJ^ ■>en eyes ;ind can i'est, sii le time sii^r,,;,^,^^. ^., |-|^j He.at. I \earr>-'at, l\earr.ini,--e and heat. I'll, n I I.l).\ Wi.; •>IM\\ .M|.;iiioi) 33 Let chllj I'l;'!! arraiu >-' '■> measiin 'IVO l.ippilli J/Ji piohleiiis with Ljuartor rest. Rcarr,nii,v m.jasuro[| * * «l J I [-^.,,, g.i.stlon ahout r.s,.. F;„j ,,,0 firs, ei^^luh uow. ^-vc)^;„h rest lor,:. Ki^htl, rest is aiu avs alVaiJ l.ou,llros, ,00 Ion., so he keeps looking. tti,eti,.e. '-'..rran^e the .neasure and heat. I.uent measures and heat. Tapping prohk^ns. usin^- eighth rest, tlien quarter and ei-hth rest. AUDITION ■'^'"- *^"' '■• ^''' ^'' "K.>hnm. c;ive tests uith eon,bina,ions. and ehUdren plas them on the piano. LESSON 33 PASl-ING, QUARTER AND EIGHTH RESTS R i-v.rav any previous uork. liive Stat]' sheets stamped uith ; time, tuo eighth rests, ti'ree eij^hth notes, one quarter note. ..nd one quarter rest. fhikiren eut out. arrange, and na.te. Beat their own nie.isure throui.;h. Board work when p.astin.t;- is fmished. 56 KiM)i:[u-,.\iMi:\ Mfsic AUDITION Sin- f. K. (;. c\ tlici luitn. Ciivc eacli child fomhliritioii of annuls ;.n.l let Uicni reproJuco tVori piano. LESSON 34 INTERVALS FAOR review draw a nutnlvr ot rests and notes on the hoard in J time, cinldren divide into measures. From the chart review wliat tiie various time sii;„atu.vs mean. Review names of keys on piano. At the tables have the keyboards and review names oi' kex s. Kves closed and fhu! keys. Tell the children they are now i^o'iui:: for a walk on tlie keyboard. Place both pointer iin-ers on C, keep the left one there to tell where we started from. Then say second step, and children move rii^ht fln-vr to I), third step to i-:, etc. Fin-ers o>i C a-ain. .\1I say as the ri-hi lin-er moves, "second step from C is to I), third to F. fourth to !• , etc. Re\ie\v in a.n order. .\nother n.ime (ov siep i> intei\ai. so instead o( sayin- step we will s:.y interval. Review, tind third Tiii; Hn.DA \Vi- SI. MAN .MhlllOI 57 mtorv.il from C lourlh int«.T\;il tViMn C", ot c, nieii- lioiiiiii mtorv ;il rL'uuciitlv as pi V>sl bl. iiiimhcr o( th Jl u- c intLT\al is two >v,oi\' than tiic 1< c\> bet y^cn. I.ot cliil uion liiul fitul tho t iifti up from C dilT H eri.'nl iiitci'val AM car tl 10 piano soun thi interval. T oai.-lior plays tiiii. lie (■ aiul lull ron s!iiw- the inter\- 11, usmj^'- ili(_. \vori.l> OIK', third. All i ind the fifth interval (Vom inidtlL' C' listen to the t->! 111(1 snii/ It. the third, then the fifth, ehildren tell which i siiil; the fifth, t leii TeacI ler yive ear tests and s souiulei Place lingers on C and C" octave. Hear the piano siHi; it. Chlldr en sint; a third, a lifih. oc ta\ I Chil dren listen to tl le sounds. dist aiKl pi, Tak uuniLsh ice di' cs on keyboard t'or intervah intin,-. Then down bv half stops. \o\v he.ir the piano sin- up lialf steps ; now down half steps. C'hildron point lo C, teaeher |il;iy C'. Children point i^-iiin^;- up h.df stop at ;i time, teaeher pla> half steps. Down in similar m.aiiner. When a lillle boy lies down ;is low .is lie ean, how do you sa\ he is iyin.-.^ (1) ^vn Hat. ) Repo.at. down tl.it. Tin; Ml in\ \\',,i\i\s Mi: i n,,,, 59 If ho rises up .|iiiv-kl\, luuv Jo wo say he -ot up:-- (L'p sliarp ) Repeat, up sliarp. F>leviexv by motion ol hands. Repeat, up sliarp au.l cIoam 11, i, fVe.juenllv. l'p sharp, from auv ke> is Just liaU' step up. All lind !•', up sharp Irom l- ; e", up ^1,;,,-,, Oom f, ete , lo hiaek k-^ys lirst. Re^ievv ihorou-hly, then t.ake lip sharp Irom li and I! In i^oin.^r up sharp from any key you earrv the n inij up. When you -o up sharp from F, you call the up o,w I- sharp. \|| HnJ .\ sharp, l-" sharp. Ci sh.arp. etc.; then without lindin.- the uiiite one lirst. Hear the pi.ano sin;.^- up sliarp. Strike C, C sharp, etc. Children find F. F sharp, teacher sonnds. Children sin- up sharp from ditlerent keys, usuii,-- the words. " up sharp." Xow wo know where to pl.iy sharp and lio'v it sounds, so we will see iunv :t is written in music. Show a red sh.arp (wooden.) .\sk if they ever saw them in the music. Search tor sliarps in music at home. Let the children place sh.arps on lines or spaces of the Treble and Bass Staff, and then play them. Teach fl.its in a similar manner. Hands show- in- up sharp ;md down llal. I'ind down Hal trom bo Ki.\m:K'(, AIM i:\ Mi ^u clitTori-'iit koys. t.> bl.uls oiks first, tlifii iron) C to C Hat, I' to I'" tlai. Iiuiiv iilu.il ijiu'stioiis. I.isU'ii to llio sound of down ll:it ; sin- down n.it and then up sharp, ili- tin-Misliinu: down Hat irom u|> sharp. Wo know how to pla\ a flat and how it sounds, unw wc will se^' hou tho\- arc written in music, shou a blue Hat, askin- if thov hi\e soon thoni in music. t;i\c each a tl.it, let tliem place on the hoard and play as it tells ihem. Review on the keyhoard, .isklni,^ for combin.itions, as .\ flat, ,uid C sharp, etc. AUDITION .Ml siiii^f l", 1-:. I., e". then hum. Give tests of combinations. C, ('., I!, C ; C, (.", 11, V. ; C. K. t', (i ; L, (j, L, h. Let cliildren reproduce on piano. LESSON 36 WHOLE TONES AND HALF TONES T3':vii;\v lesson on sharps and tl its, children Xv Hiidiny them on the piano. Give each a sliarp to place on the board, and then let thorn play it on the piano. Give each a Hat to place Tin: lliii)\ Wi-,iM.\N Ml iiion 6 1 ami pl;iy. (.'hikircii disiinj^'^uish soiiiul o( up >>Ii.irp troin i.linvii Hat. At the tables i^nve musical riddles. .\iiollier name hn C sharp .■- (I) \].>{.\ |-\.f (.-, I-:, i;, ;,,,j ^-^ ^,_ |.;_ cliikhvn namin- the sounds. 'IIk.v will h,.,p„u. s., '••"nlli..r uith ih.. sounJs thai they .-an hoUi then, .„ 'nir».l aiul naiiii.' tht'iJi. LESSON 3 7 SCALE AND CHORD OF C MAJOR PAKOM piano rovicu l,all tonc^ and uholo tones, noli.ln- tliat a whole tone ha- two half tones in it. I-eaeher ask where will a half or uiu^le tone he up or down from an\ ke\ . Children thinic and then a-is.v,.,-. Riddles, another name lor C sharp, ete. IKnv mar.y ehildreii ever climbed , Ladder? \\ o have a ladder here which j^oes up .and down hv h.df s;ep>, jiist like the piano. .Wnv, 1 am -oin- tv'. put some new steps in this ladder. Teacher huild scale o( C major will, the scale bl.vks. .Seeini: llial they show whole s;ep, whole step, half step, whole step, whole step, whole step, half step. Children 'ill III MM \\ 1 -I \| \N Ml 1 iKin rcivat , (uhoK.), ,. ,. ._;. ,. ,, ,, ._/ ^^ .^^^ notion^. that i-.u-h whole slop .-oiTriins two li.tlf stop.. H,,vo e;K-h oliiUl topoat i , i , ' . , i , i , i i., NVcnilJ voii like to li.ivo a l.uiJor oaoh ^ {;i\o each a soalo l^iiilJor and oi-lit hlooks. I.,., tliom expoiintont for a wlillo, aiul iIum, hv Ji.iation IniilJ 'lu' soalc of C major, roaJln- In si,.ps ;,„,] h,,i, •-icps, to-otlioi- aiul inJi\ iJnallv. I.ct caih ohild road tlio lotlors opposite i.j blocks, whioh tolls us whoro to pl.ay tlio so.il. oi C major. Ask ihoni to road iho soalo of C ni.ijor. Wo will now pkuooiirdisos on koslviards whoro tho soalo hulldor tolls LIS. Road tVo:n iho luiildor ,,,ui place ^n-oon di SOS on tlio ko\s n.aniod. I'Laoo tbo h:Mlder ■ It tho haok .and ro.ad tho scaio of C ni.ijor tron, tho keyboard. ^-hildron notieo whore the I.,, If slops come. All road the so ale, then each oiiild read. Rciii(V,o blocks ,ind build liie sc;i!o .ii,Min. C major. Lot us i,ear tho tune that C m.ijor m., dies to. Let each child pla\ it on the pi.ino. if a door were locked how would you open it ? (With a key.) Well, a keynote is the first note of .he scale, .and it unlocks the scale and tells you where to play the rest. The kovnote of C major is C. Kach place a yellow disc for keynote. .Ml take off discs and place ihem on a-ain a.s the piano nl.avs. 64 wi.\m;Kr..\Kii-\ Mrsic Docs I lie iiiajor\ liorso t;iko as short st til e maior (No, lie jiiinps. ; I will tell eps as \oii where he jimips ; from the hrst step to the third interval to f'le tifth interval, tot! le oci.ive from the kevnoti H c jumps to the eliord oi' C niaior I eave on the ehord major .im! ake of] t lie other discs. Leave oi\ C. The third int erv a I IS to: (K Tl le fifth to-' (C all l-ietueeii. And the octave to? (C.) 'I .ii > \ ot.'Uion Hoard. l-:xpl plain that C major has no sharps or flats tor k ev si^Miature. When the kev sii,Miature lias no sharps or flats you play in the scale ot" C major. Let e.ich child play in turn the scale and ot C" maior. chord Search in music .at home tor a piece that has no sharps or flats at the bej,Mnnin<;. It says, play in the key of C major. AUDITION Sinj,' C, !•:. i;, C. Sin- to O. Hum. sinj,^ to n.ime. dive tests of C, K, C, ; C, G, E ; C, K, C ; t , (i, C , and let tliein name the sounds. Till: Ihi.DA \\"i:-rM\\ A ll-l IkM) LESSON 38 SCALE OF (i MAIOR R i:\'i i:u' on tli >-' i'':aiio til o scale ami ciiord ol t." "lajiii-, (IDC clillJ, Ilie cluv-J. !ila\ mur iIk' seal >-■, aiiotiicr lM.'\K'\'. ■\ si^iiatiiii M- ilu SC.k' of C iiiajor, Al i1k' tab cs lri>rn tlic i\ ^' nuisl juni!-! up to I K" filih intcrwii ol 1 IK' i>iu sea! r t or sliarn ^iowii tor Hat scales. CiiiLh-,.;, t,,,j I"! sea! I. lip- iC.) I'ia.o tlK- _u-llou disc ti 'lotc and take oiY all the oil I'ld 'he tilth interval K're lor tlu 111 'crs. 1.1 major will bt o nanu- ol our ik'w sc.iK i-: >>i->l;iin red tor si larps on the scale bulk and nou a block opposite a red one will teil U' t( play sharp, and op] Hat. losue a blue one we mast pj; Keinenijier how ue build th e s;ei\ whole step, h.iit' st e major seaK hoi ilep, will e[\ \v,K>ie sii^.p, V p. v. noie step, halt sti W lat scale d o we w;uit plav to-d. ((i major.) Place the lirs! hlo. opposite I,. Then build In i 'II i ^ 11- II: ■111 1 laiut silk I . I GG KlM>KR(..\K I IN Mlslf willi tliL' block'^ ; iijadini; i, i, ' ., i, i, i, ' . su-ps, to scL' if riLiht. 'I'lun rcMii t'v Iclicis whii^-h toll U'- uIkto to pla_\ the •~i.'ak' of (I iiiajor. Read tOi^cliicr, then each child rcai.1. Arc there any sharps? (C>iie.) What is its name? ( 1-". sh.irp. ) In the key o\' (i ni.ijor e\er\- tinie you come tt^ !• vim !^ia\ !•' shai|-i insieai.!. Place discs on ihe kevboaiLl whei-e the scale builders te'l \ou. (live a red disc for the sharp, l^lace scale b>iikiers bick. Read the scale of ll major from the keyboard se\era! times toj^'et lu-r, then each chiki read. 'lake oti', replace, name, read 1-iy i. i. 'j, i, i, i. i _. siep> to see il ri-lu. Ivepeat, the key oi' li m.-ijor has one sharp and tliat is i- . Read, name, play on the pii.nui the scale oi (i major. I ell Iiow to lind w heiL' 'he m.iior's horse jumps to the choi'd o\ i; majoi'. Vo first, \o third, to lifth inier\-als, ii)oct,i\e. !.e;i\e discs on tor the chori.1 of (i major. Read the chord toi^ether, then each cliiki reatl. Ilear it' tiie cluMii oi' (.i major souikIs the -;ime as the choi'd oi' C' ma|or. I'lach cliild pl.a\- the choid oi li major. Reail the cliortl. 'i'ake oil' ilist's, repla..!.'. Now we know where to. pla.\ the scale ot Ci major and liow it siMinds, so we v.i!l see how the printed music lells us to play in the key oi li major? Tin: Hilda Whmm.w .Mkiiiod 67 I low many sharps aiv there in ll,e key of G major :-- (One.) And thai is? (F.) So as to remind us tliey place an K sharp lor the key si-^naluie o\ C, in.'ior. Children plaee the sharp in the proper plaee on the hoard. Repeat, the key sii^nature lor C. major is one sharp. F. Children find some F's on tlie Stair to play sharp. Ciather material. Children play the scale and chord ol Ci major. Search at hojne for key oiC, major, always one sliar[v I'\ AUDITION S)n- c". F, (., C. Sin- to O, then hum, the-i siiii,' to name. C.ive tests of C, F, C; C, G, C, *-.'-. I'. ; C , C , Ci. Children namint,'-. LESSON 39 PASTING : SCALE OF G MAJOR Ri;vii.;u- scales of C and C, major on Notation Board, placin;,- key sii,Miature. Cive Hass Staf] sheets stamped with key sii,niature of G maj>>r; eleven whole notes and one red one. 68 KiMiKki. \l^• 1 1-\ Mrsir \rr;ini;e aiui pasic stale o( Ci inaior, with Hk' rcJ OIK' on iIk' same lino a^ llie sharp. I'asto itar line aiul iIk'H tlu' cluird of ti major. Piav bcl'orc i,''ointj hoiiK'. LESSON 40 SCALE OF D MAJOR C-\ i\ i; !->iHiks stamped with tlio koy si-naiiiro of Ji li major. Lot tiio ohildroii diaw in soaie aiul ohord o( (• major. T.ii^o up oaeh point as \n ios^.m ^S. Xotioo tlio now shai ^"'. Lmphasi/o I ho name ot tho soalo. ropoatin;^' it wiionc\ or possili'c. Koynoto. Two sharps, 1-" and L Chord. Sounds ot scalo aiui oliori.1. Koy sii^'na'.uro. l']\or\ !■" and C sharp. Ro\iow oaoh point thoroiiu;hK-. '^oarch at homo for soalo o( I) major, olc. AUDITION C'hildron sini,' to O. thon hum. tnon hv nanie, C, I:, (i, C. (ii\o pro\ ious tests. Then t', \], Ci, C; C, C, Ci, !■:, -ivini; four simple sou:u!s, and ehildren name tiiom. llll IltlUA Wi:sl\lA\ MlWllOK (KJ LESSON 4 1 SCALE OF A MAJOR Ri.\ n-.u s.-;,k. oi I) ni.ijor i,, 1-ook.s. Take up e.-K-ll pi<;il! ;is il, tiu' pre\MUS lessons. \e\v sh.n-p Key o( A niajor has three sharps, '■ , (- ■ ('<. Re\ lew th(M-oi:i^hl\-. ArniTioN As in the previous lesson. C", I-, c;, e': namir.- *-'. !•:. t', e- ; C", (.-. i;. I-;, after heariii- tlie sounds. LESSON 42 C PASTING: A MAJOR Ai\'i-; Hass Slat] sheets siaiiined Willi sharps, .J '•• f, (. : --ive whole notes, eii,riu hjaek ;uid iour red. !o each child. I'asie scale and chord, pasting tiie red notes on the sa.ne line a.id spaces as the sharps. |'|a_v before -oin- home. AUDITION Tests as hetore. Sin,:^- C. i:, G, C. Listen to and then name C, H, G, C ; C, C, (., V. ; C. K, C, G. i I 70 i\iNm:Ki, aik n n Misk LESSON 43 REVIEW r|A^i<': tiK' sw-.ilo- uiih sluup^. i<.'\io\viiii;- In inanv J, \\,L_\s. A iiiajoi- in lii-olo. On tlu- IMack- bo.ird i-c\ic\\ iho ko_\- ^ij^nat iiro lor each •-cak', ilnIJi\'n dra v\ iiii^-- tlK-m in. |-",i|- -M.-aii.'s o[ I". 1^ A. placing sharp- in ]ir,ip,M- position. I.cl oai-li chiLl Jiaw them, iisln;^- rod eravon. 'rurii baelit. IniU's, p!;;, it. Tako ^^ri\Iis.-,. l\i.';iLl tlu' ^.-■Ic aiul llic t'lum.!. l\L'\ii.'\\ \\o\\ tli^- priiilt-J niu'-ii.- tclN. us to jM.iv. In the scale oi \-' niaio;- uo ha\e one lla: aiul iliai is 1!. L lii'.ilreii piaLC tlal iMi ;rL' boaru. l-.\i.i\ |; i^, jMaM'J ll 1;. I'ia_\ stak' aiul ihoal on liie piano. Seai\-|i tor ird. Notes required, ele\en black, one blue. PIa_\' scale Itciore ili^inu; home. rilK III IDA W'l.MMW M I I IMi) /.I AUDITION Mac-khoarJ. C'hll.lr.n sin- C, !•:. ;,:Ki C. I,, uAmuv^ Nou.uls, ;],,.:, vMit;,,- il:,.,,-, on ;!,.• iMackl^o.irJ. LESSON 46 SCALE OF R FLAT MAIOR Ri-.\ ii:u in books ilK. .,■;,!,. ,,f [: „,,.,J„,.. [i,^^.^. 'li^' key si-nalur.' sta;n|vJ ia \hv hooks t'liildr.ai wi-ii.. i„ tl,,. no'.cs. makin- ail li's Muo. Pkicc key o( I- major on ihc ke;, boaiJ anJ ti-Kl the now s.-alo. fount Jo-,vn to ll,o Utth into.Nal i^': tlK' new kovnolc. 'lake up each pouit ,-,s rn Ilioprvvlous icssoiis. nuiklin- the scale. Rcadin-, nolicin- th,. neu Hat. Place on keyboards. Read. Take<.ir. Replace. Read. Play on the piano, l-ind the cliord. Read the choid. I^lav diord Xauie chord and -cale without material. Ke\ sli^n.ilure for the scale oi 1! Hal major. AUDITION Sin-(\ H, C. i;. Then C". i-, (1; f, li. K. Children listen to those sounds on the piano, and uritc on the board the sounds thev hear. 74 kiMM k'l, \|v I 1 \ Ml -,K LESSON 47 SCALE OF E FLAT MAJOR R\ \ n w s,mI(.. .,(■ n n.it m-AJor in h^^oks .nul >Mi the l^l;ukboarJ. ilax.^ tiu. key sii^nal.iiv stamped 111 i!u' bcnW.v. ehi'divn .Ir.iu in the note-, leniembeiiii- i!k' hhie Hats. I'laee on ke\hoat\U the seale of 1) Oat uiaj t. I''inj keynote oi the neu s, ul,-. !!iiikl -eale of I-! 11." n,ai..r. R^aJ. Xamc. I'kue dises „n tlie ke.v boards. Read, take olT, repl.u-e. Read, pkiv . name. Kind the ehord. i'k.v. R,.,,,!. |,„p,,,,^ the ke> si-naiure. Rex ievv Con, eliart. (iather iiiatenaL Re\ ieu seal aiul choid, ii.aniiMij -.miA pkivini; uiili.xit inate'-i.ik Seareh at lionie foi ke_\ ot' V. 11,,! niajor. AUDITION ehildren sin.; f, !•;, (, ; t', C, I-. Ti,^.,, |,^i^,„ te tile sOLiiivls and w lite on tiie i-'o.ird. 1 111 III 1 M', \\| ..l\i A-. M I. I II. )|) / .•» LESSON 48 PASTING : SCALE OF E FLAT MAJOR C-MVK T,vbl. Stair slu^.i M.nnp.J ui,h Uoy I -i.i^na.ur. o( l- ll.u ,n;„or. \o,rs rvq.n'ivJ. tivo hlaL-k aiKl scvoii blue. .isic a> AUDITION ^i"^ C-. I-:, (i ; C-. C.,,. Li.,..,, totlK- son.Kk •"•^' ^^'■'^' 'I'^'n on tlu. board. R..^ icu previous •'".litlon oxcrdscs ot uritin.^ ,1,. sounds. Thou '""-'Hiu.v neu sounds in combination will, tiicni. LESSON 49 REVIEW IN books rex iou scale of I: flat major, and troni tile books review key si^^Miatures ot all scales I'.'viu.i^- flats. Revieu- keynotes, chords, etc. Fron, the charts rcMcvv key si;.^natures. etc.. how tlK-N know the scale and what the key sij^nature l^lls them. On the iahleStafr review scales with Hats. I'lace Clef and key sij,M,ature in position. With Ki\i>iKo.\KTi;\ Ml -u ilisL-. i hiU!i Lii |M,n\' scales on tlio ShiiT, mu' ,it a tii'U". \, lining;, lU'lloin!^' l1,ii, pl.iviii!^. Oi) tlic lilackho.trJ tliiklrcn draw ko\ si;^Mia- tures. placo in the kcynotos. Iroin ilu- tliaii lot llio childroii play various scales. Ki.'\ icu Siali and keyboard i^ames. Clinice o( i,'aines. AUDI riON SimiikIs C'. !•;, ii ; (. , d. (.' tflO sinillds llii.-\ Ikmp. Ive\ iou picv ious oxoroiscs-. t. tllldli'li W ll!c LESSON 50 CHROMATIC SCALE NATURALS H\\i tiu' k^'vlnviid at tiu' tank's. i.,\w -ach oiiild tij^dit l;i'i.'oii disos. tiv^' liliio and ti\e I'o^l d'sis. (ii.'iuTal k^'xhoaid rc\!i.'\v. Ro\io\v A, A tlat ; !!, H Hat; otf. Point with two lin^ors \o an\ two ko\ s, as, e" sharp and I) sliarp ; A sliarpi and (.' sliarp. 1 1 wo oall tlio hkiok ko\s sharps and ilats, what ■-liall wo oall tiio uiiiio i th.. C'hronKUi. s.-alc o( f. \amc and point >'P Iron, C- toe- o.tavo. l>ia.v discs on ih.. Chro- nr.iWc s.-a!e o!' f. usin;^ .-^-.vn o,.cs on the naturals and red ones on the sliarps. Road. Xanio. C\>inin-dovvn ue always say, ••down Hat", so plaec hluo dises behnul the red when namin- down. I--'H. ehild name up, and down. Pj; y the seale ■ind hear how it sounds. Write on ;he hoard the miisie of the Ihro- niatic seale. IJuild other ChvomAUc sealos cm, the l hoards in the same w.ay. \ame. Plav on the piano. I 78 KlMUNCAIMIA Ml s(( AUDITION Si.i.LT *■ • I-. li. C. liivo sitnpic 'csts (It t", !•', *•'• *■'• '"" '^'- ^^ 1-^ I.'. ^hilJiL-n wrilin- iIk-ii on iIk' lio.iid. LESSON 5 1 TIE AND SLUR POSITION OF WRIST. ARM, AND FINGERS R i:\ii\v 111 1-iopks ("hrom.itk- st-.ilc, usi;i- ted ■ iiul bhio [XMuils, \anu- C'hroinatii- sra!o wnlu'iit iiialeri.il. Ila\c I he '{"able Si ,.,i\i:i llu' tablos. (,u,. tl,,- .hikhcii h.ir liiu's, * tinio 4 sii^naluros, loui' .|iiari vr noil's aiult\\,> iialt note's. I.^'l oiuii arran-c incasuros and tc.it ilu-ir own. I Ikmi all aira.ii^o lour qiiarUT iidi^'s in the list bar ail on the same lino or ^pae^. It" \ era li.ui two si, on pieces ..,|- strin- aiul tied tlieni lo-etluT, it would make o.ne uvi-- pieee. In mn>ic >oii mav tie two notes !o-etlierand make them as one lon^^- note, Imh !lie\ must e oil the san.e liiu W will tie tt le titst two not es m ttu hist measure and make th em as Ion:; as one liall IliMv V aee this (earijlioai u ) lU' i>\ei" Ilu lirsi and second note. W leii we tx'at tin . u, ill li.u e to 1 111 III 1,1. \ \\i siMA.N .Minion 79 --i "olcs iihis,,;.,.. .h,IJ,vn ivalin^ and .ounl- '"■- '• '-•'• -- •>. I'l.i.v thi. ,i.. ov.v ihe s.vond ••"'^' "'ircl not.. i;,a, ancUount. I'lac. ,i. over ''"■•^l ^Mui loMrtl,.!* J J J J f cJ J I 11k- li.- tako. no no;u-.. ol bar li,u v It .-an '"' "'" '•'■^' "^^'^' ^^' •■'"- -n.asur. ,o il,. tirs, ot "'^' "^•^^'- '^^" ">^'>- •>"'^' Ih;^^. !lK' .anu- l,„. or ^'--- •>-it J J J JIJ^JI . „..,_, -un.. 1- * J J J J|J-^( _ ,.^,^^, ^_,^^, loaiit. "'"^"■^"^- '"' "^' Pi'-'HO. I..t t|.„M„ j,uh;c from tl>c sounJ uhKh not., aro ,i.d, ^U,,:,,^ ,„ ,,,^ ,,^ •lIKi lolllHi: wIkti- Ilu.y put it. •\'ou pla.-c wnn- „otc. on dilKivn' lin.-s anJ ■^Paccs, n.-uv ,hi. .,,„, ^,,^,. ,,,^.,,_ .,.|^^^ ^^^^^ -iN-^ plav ,l,.s. not... as ,t ,,,,, ,,„, ,,.^, lis.eni,.^ ''' 'Ih' oti,cr. and lolloun.i^ Jl.v.tiv alter. h says pl.av sinoothl;, a.ul .-onnc.-lodl v. Pla.-c tlu' slur in I Ik. Urst measure .an 'Ul 'he I:e in ll then re\er' ll.' seeoni.1 I) faw notes on the hl.-iel lcareh at iionu I'^i- tie and shu'. Tead correct position of pi.i} iuLT I he piano. •■""I'l, unst, and lipsj-or 1 tin s \UK'n 8o KiXDi;w»;.\uii:\ Misic AUDITION Chiliiicii sill- I', !■;, I,, t'. l.;\o toslN of f, !•;, (i, C ; I. , Ci, \-.. C ; (.', (' . C<. \'. ; ui iIumh uriic on iIk' bo.iril iIk' s miikU tli^'s Ikmi. l! an\ hcsitau- lot ll'.v-in iiiiiK lirsl a;iil tlit-ii ufilc. LESSON 52 F, FF : P, F-'P 1-w I \ II w oil hl,K-'k!''iMi\l 1;l' :i'k1 --hii. I.i't the \^ pi;ini> \u\] tilt' i.iiili-ii\'ii wluTi.' W' phuf iho lu' .iikI ■.'nil. At ill.- l.iblcN i^ise l.ippinu,^ piv'hU'iiis, i^int;' the til- :iik1 --lin'. Now lisii.'!) to tlu- pi;i:ni wliili' it Ii.lls us a iku stoi'v ti'-i.lay. (Piav liMiJh I I.isioii r.ou to this story. i Plax sol'ti}.) hu' uiill^Mi imisik' U'lis us when to play Knulh, .aiul wIumi to I'iay solilv. It s.i\s " jijay t'orto," which iikmiis IoulI. _/ sfuiiis lor lorto. Plu'o this (i-an.llioai\l I I'oitw' e\prfssioii mark :a i1k' lic;;innin^ o! the' llrsi iiK-asur^' al^'^ni.' the siatl. Listen to tllv' jiiaiio pla\ il. I'lace loili' at tin.' bei^'inninu;- ol thi- sii-.,iiul iiiimsuiw Listen to the piano pia\ torto. Listen aj^ain wliile llie piano plays sottly. lo pla\ "piano" means lo pla\' solt. /* stands tiir piaiuv I'laie /> alnne the liist measure and Tm; Uri.PA \\'i;sim.\n Mkihoh 81 ./ aho\i- tlu- second. I'';iy. Rescrso, ai^aiii and .i^Min, iiieiiiiiMiiiii; ilie iiaine trct-itiL-mly. Hold /> and / in your hands and piacc .ibcvc tlu' liist measure wliai the piano tolls you. j I'lay /, llien />, tJKMi /, then /).) I-;,uh child a turn. Sonieliu' s u.' want to plav louder than ''■"■'^■- ' ' -'!• (I'l;i> //.) To pla_\ t'orli>sinio means to pl.iy \ery loud. lii\e another f'. V.\. plain />: Repj.it llu-name. I'l.iee //abo\e the second me : ,ure. then above the lir-i measure, i-le. Now il \\c want to pl.iv solter ;han "piano" we nu:st pi.iv pi.uiissimo. /

/> .ilnne the second, menlioi'in- ilie names ;is olten as p>issible. Hold the expression marks in the hand ;ind nl.ice above the lirst rne.isuie what the pi.mo tells them. C.jve te.is ol // ;ind ,»*-/.. .dlouin-- each '-"'lil'-' ■' '^irii. Let them i,-ll what ihev have placed m e.ich measnte n- lU'der to impress liio name, collect b\ dicl.uion. l,i\e.i lew .piesi ,-ns trom the iliaii. \\ risi exercise's ui|_;i..iher .tnd s^'par.itdy. I'p and down, ri-h; and lei I. Se.irch at home lor // and //>. Hz KlMIK Rf. \ K IK V M I 'SIC AUDITION Siiii^ C', I-".. (<. C. liivo toMs t>i C", I"., (i, I." ; C", f. C, C ; (.', Ci. 1'., *. ; *.', C, !•:. (> ; c", I"., C, ll; etc., vhilJ'on uriliiii^ iIk- ^ouiuls tlicy Iumi. R i . \ : I LESSON 53 COMPOSITION OF MUSIC v oil liie lM;iLkbo;ii\l ■* ti-iio, pi.ii-ini,' III ilic li.ir nil t"-. In ilicir biiok> ha\ i time si'Miatufe siaiiipei,!, and lot eliildren etini|Hise nie.r^ires. When einiipleteJ lei tlieni piaee in a tie aiul a ^lut. i.isien lill ilie piano tell'. \oa wliat to place vuer the tir^t measure. (/)). cHer the Neeoiul measure. (,/'/'•! 'ihirJ me.isLiie. ( /'. ) l-"uni-tli. i // ■ ) l->-'l ihcni name what tliev lii\e piae';d above eaeii measure. l-'ini,^ei exercises, opi.'iiinij' and closinLr with aiiiis in ^liilerenl positions. ^nii AUDITION (.', i;, (;. C'. (li\e tests. Listen and write oi\ board. l'la\ lest ot /' or //. /> or //>. (.'hildreii indicatii-.u; on the hoard. Ill in I ii\ Wi -,1 \i \N M I I HoD 83 LESSON 54 DIM. AND CRES. I^u\i iiN|. uiisi aiul tiiii^vr- o \ .• i\- ;->.•-, . i.^i^vtlur ■ ^nd nuiixidiially. .Spi\Mj ilio hands ,.:, iIk l.ilMi-, l<,i.p kniu'kk's Llowri, i.lr,iv\- up tinMcis. Rcxiow /; /), //. /,/,, (,i,^. yy^^od^'n expression marks •iiui lot ehiklren pkuc tluTii on the boaul ;is they are MskeJ tor tlie one that ^axs play suM pl.ivve;\ hnul.ei.. Sin- • • I.utle Hands Can l''eel.-' Il.'iuls hehind, and _-i\e express, o,-, niaiks. I.^i tliem leel and name. At la'oles i;,\,. har lines, ;* tinu^ signature, '"^' ''■'''• '^^^' H'-.n-ler and (our ei-hti; not.s. l.iMen 10 the piano and tell uheiher Hie teaeher plavs //; />/^y c-r^\ Review thorou-hK. N'x^v listen and hear u hat the piaiu> telK .^''"- I'l.iy C'reseendo. To play Cres. means to j^lay -raduall\ louder and louder. Hold up tl-.e OxpressK.n mark (eardboard.) When vour nu.uth is .-losed how do you sin- ? (.SoMi\.) jl v ini koep openin- ,1 wider and wider, how do ^ ou sin- .-^ (l.ouder and louder.) Ixeir. ■mher openin- the mouth v\ iiiei and wld.r lets more sousul out. I'Liee ihi lirst measure. Ask I lis mark o.er tlu' or Its nanu th I' aee one dvi e second measure. li.ie!) chii d tell w hat it m eans. ^ % 84 KlNPI'Kr. \N HA Ml -.li. I Soiul out tlK' mhiikI. ) l\o\ii.'U' b\ lioltliiii,'' up, cti.., iiK-nt ii'iiirL; llu- 11. mu' wlioii piis-^ilM^-. Tho pi.iiu) lias siUiK'i liiii;^- else to tell \ini. Listen. (I'l.iv l^iinimieiulo. t;r,n.iii.ill\ solier iiihI softer.) 1 o p!,i\ I)im. ine.iiis to pl:i\ i;i .n.hi.ill\ stiliiT atul setter. I'.xplain about the mouth 1.,'Ta (.ill ally elosiiiL;'. ,^IIr=^-- — I'laee expression niai'k o\i.T the lii si iiieasme. I lieii use '"'*•'•-—— , -^ l\e\ iiw . .M ike I'oth (. les. Mike I'imIi I)i:ii. keversc. chiKlreii iia't'inL,"" whuh tlu'N li.i\e in eaeli measure. riaei in tlu' li;st nieasuie what the i">iaiui tells \oii. (!'l,i\ I res.) In llie seeouvl measure. \V\:\\ Dim.) I'iaiii' tell " ^ ~~~' ' — — -.._ -:T »■ hiklreii place un.l n.ime. I ' i : 1 . 1 1 <^ i -r— — 2 • >."hili.iren place anJ ii.uiie. 1 her|_^^_____— "^ — , aiul '*""- — ^ Re\ iew i>n liu' .Notation lloaiil anil vhart. I'.\|ilain that lhe\" are also wrilleii C'res. .iiu! Mmi. l-'iiiLTe'r txereises lor all the riiiL^ias. haml and iiiuixiiluai inii^'ors. (."tn the t.ibie, pressing; the knui kk's lIowu l-'iiiLli-'rs like h.immers. AUDITION W ritln;.^ ,iiu eombina'.iiMis iii C . I',, li. C" Sini;inL; C. 1). V. ; i.. I), c , uit! pr ions sinini.ls ' "I 111 I |.\ Wl M\|\N Ml iiuil) «5 LESSON 55 COMPOSITION OF MUSIC Divrni: .n..;,MMv> on the hoard. Compose '"^••'^'■'^^■'^ ''" '1>^' 1^'Mrd. In tlu'ir hooks l';'\f ;;• time sj:;„atiire stampeJ. fliildreii OMnpose nuMsures and lot the piano I.!' (Ikm,, ulial expression n.arks lo pi,, ,„.,., ,|,^.,„ i-^^, A Z^. ./;//; and3^--.__^ ,„. ,.,„,^„.^,„ '■■■■•'^vi.t- in .uul nan,in^ uitat ihex ^u'.^ c unlten I'ver eaeh UKMsm-o. l-'iiii'er exereises, as helore. Kolhii- lin,^ers. AUDITION C-o.nhlnatlons of C', !■:. (,, C, with expressions ^■tvs. and i)u,!, Children write u hat ihev hear. ^ • ''• '■' ' '■-• ''• ^'^ Teaeher lell a short storx ot ilie lite ot i5ach. R LESSON 56 REPEAT. D.C. FINE 1 \ii n on the .Vot.ation Hoard what Dim. •"Hi errs. mean. \ame hy leelin-. .\sk 'lien> to plaee on the ho.ird something th.it SHVs play soller and M'lier ; somethitii,^ ihat 86 KiMM \n,\K 1 1 N M;Mr pt;i\- IoiuUt .iiul loiuUr. I'l;i\ tor iluiii .iiul let tlu'in ull uIkmIki' \ iiii ,iro plaxiiiL; i)iin. iir C'lc^. \l t.ibli"^ '-T'vo b;ir I'lio-, ' linu- sii^ri.iliiri.', Ii>iii i.|n.iiU'f aiiil li>iii v.'iu;lilii noli.-'~. Vm.ipl,'!.' in iiu'.i^ii: i.'s .iiul iMi.li iliilil heal ihcii own. I lien .'11 .u-,-an^o:|| ^ J J jJiJ Jj Look at SOUK' iliiM's ImnI iiu-.isuic aiul U-il iIkmii \ on will pl.i\ It toi- iIk'mi. Ijstcn aiul lu'ar liovv it is plavoJ. I Play oiui.'. ) Now, listen ai^ain. (Play twice.) When ihi-;, li,i\e I\i'.i!k1 that it was I'^IaVwvl twi>.L-, explain th.it tc[ie.it nii'ans to plav it :i!^ain. Two dots phue^l a! the ^ ad ol the lirst uKMsuie will 'ell us to fejieat il. I'l.ua ;lie dots in the second atul tliM\! spa^e, aiul all Iv.al the ine.isines. Call atti'iitivMi to the repeat iiid all beat aL;ain- Place the repeat Jots at the eiul ol the second treasure. i-".\plain ili.it we nn;st lepeat tiotn the beu;innlnL;. Now we want lo repe.it the si.\ond ine.isui\' with. Mil 1 ejicil iiu,' tile tiisi, so these ilots s.i\ , ;_;o b.iv k to do;s like tile; so ,i! tile bep^inniiii,-" Ol \oiir second nieasuie place these repe.it ilots, also in the second and third sp.iee. ISe.it, repeat- \\)Li the second nu'asure. 7 • « ^ :'« « « « «*l I'.xjil.iin thai soiiietiiiKs when we are very tar >.lo\\ii in out niiisic it wants us U) i;o b.ick to the ' "I 111 I l'\ Wl SIM W Ml I Urn '^^-'""'"- '^' ^^ -^--^ .-M)aC-,.,n.. Take on, >''-■ '•^•P->' clo.s ,,ul pla.v I), f. a> ,lu- .,ul ot ^»'"' musK-. I!.., ,,i,„ l>, f.,,.p...,i„, ,,,„, ,,,, '"-. nu.asnrc. af,.,- .;,..Mn^ Ivuk „, ,1,, Iv^M.n.in:, ■■'' "■ ^- ''''^' "^' 'l'^'" ^^^• Pl.ua Fuu' u lur. u'!^ '""^' ''"'^''- '-"- "K'^M,., (inisl, |,,,v. \,,u Ivat "■-■'^",.s, i.wctl,.,- and inJixlJnallv. I.., ,l„al,,„ ^•^Plain iiK.min- of i>. c'. and I'i,,,.. I'i^^' tapp,,,-^ ,..s,., duiJru. pia.-in^ uhal Is '•'PP-^I ^.i^o R,p,,,, ,,s,. ..„ tiK. pianP. S.arJ, '" "'>-i.a> l,o,n. lorD.C.Fnu.. K.p.at. Fin^vr ■'^^■p.iral.- iIk' lin^vrs „! oiu' 111.' ""-^■'■^ "' "'^' '"'HM- ha.ul K.tu...n iIkm,,. Slrotiliin- L'XfivisL-s, hanci ''•iii^ aiKi sliori s!.-ps. pi\'ssLd uii the laiilc, AUDITION f^ovieu- intorNals, ,„ ,|,i,j, ,^, p,,,,, ,^, ^,^.,^^^^_ '■I'il^i'vn distinguishing i„ ,„, ,,,,,,,_ i.^.^j^^^^ ^witini^- on tho hoard C. K. (;. C. Sin^ C, I). K," I', in caMiihination antl w riU'. 88 KlXOEKliAK- I I \ Ml -K LESSON 57 COMPOSITION OF MUSIC ^ Im'.iiJ, iliildicn vNpl.iiiiiuu; I Ik- nuMuiiu; ot i.-.ull. ri.l\ iho I^.IIIK- 0\ '• I.Mlk' II.HUI-. lU'u Opi.li." I'liiMti'ii toi'liiiL,'' uli.il Is placc'il 111 iheii h.iiuK ,iiu! tlu'ii t;-llinj4 its h.iiik' :iik! ln^.•,lnill^^ l^ii iIk' bl.ivkhiiaul compose incisures in ^ time. Ill iIk-It hiHiks V. impose lueasme^ 1'. ' time, usintj llie e\pres>i,in m.iiks ot' J). C'., Urpeal, iik! I'"iii,\ Let tlieni e\|il,iiii the ineanini; iit each. l-'ini,'er exeieises. UoIHii;^' the ti:ii;ef-, stieteh kiHukle-^ (.low 11 iMi till t.iMe. \ arloiis tinker niovenieiits. Short story ol llaiuie!. Review any pre\ioiis work, .is st.ilV, ke\ho'an.l, notes, ete. AUDITION ixeeieu writ'iiu; on the bo.iri.1 .in\- eoiiibinat ii>ns ot (.', !•;, li, t'. lii\e tests .111 the intervals, to third, to tilth, to oetave, eliiklreii i.listini^uishini,''. Take aiiv other souiuls in the kev tor nuisie vvriliiii:. "I "' ' "\ \'. . ^1 U\\ Ml IM.M> 89 LESSON 58 PAUSE STACCATO I >iMi.u 'n,,,, ,lu. Jurt tlK-variou- expression IV "^■"•!<- '■•""^' ''I (.■.•!i,u: HMiks ol oxpres. -i"n. nc.Us, sharps, |l.,ts. etc. C-|iildrcn rl.u.. osprovsion marks on the hoard as dircUeJ. '-lliM^- tlu.irm.a„in^. At th.-iaMos ^i,,b;,, ,i,„^ '" "'^1^^'' ' ■'^•^' l'^^^''-- I- I'ivo O.K. half „oK., 10,,"^ H'-M,'., anJ lo„r oi.i^^hth nou^s ,0 ....H, d,ilj. C'hiichvn II, s( plac-c K-r 1 homselves, Hum, all P';'-"-||jJjJUJj^J! „.,. ,o,.th.r. '•'^'^'" '^' "'^' P'-'"^' P!''.^m;^ ,h.. h,s, „„.as„ro. ''''"•'• P^'"-i"^ "" >!,. s.vo.ul ,u>to.l C-hilJ,vn ii,ul "''^' ""^' "'^" '^ ''-!^1 l^'",^^'.- than its ,..al valuo. l^"s. says, l,olJ ,hc note K„,,^vr than i,s ,val ^••'!ac. I'lae-o a pans,- ov.-r the second „ote and --■!- .hild h.at. n.u, „,, .,,„,, ^,^^.^ ^j^„^^^,^^^ "^^'-••nd Ival. Hold ,h. pans. ,„,!,. hand and 1-' ;plaiii staccato means play shorter than tiie real \ah:e. Phtce staccato tlots o\er ihc tii'st ani.1 secoia.! nole-^ ani.1 beat ; over the seci.ini.1 ;'ik1 tliirtl, arai heat ; cner the tliiril aiul loiuth. an«.l bea*. Staccato in tile Inst measure ani.1 pause in the second measui'e ani.1 I e it. l,et the cliiklrcn j^lace staccito and pati^e, then heal their own. Let the piano tell th.eni whetlier to place staccato or pause iii their music. l'"ini.I pau'-e an^l staccato on the chart. Collect materia! b_\' LJictation. I\e\ie\v lniu;'er exercises, as if plavin^'' the piano, but on the table iov the control ot in(.'i\ii.iua! lingers. AUDITION Intervals in ke\ > u iilelx dilTerent, a-- C", h", I"), .■\ flat, :tc., strikinj..; the chord so as to aciiuaint the ear with tlio ni.'w key. Teacher play a tiieloi.l\ , chili-iren write on the board. Stor\- oi' Mo/art. Tii;; Hiin\ \\ i.-. i man .Mi:iiioi) qi LESSON 59 COMPOSITION OF MUSIC RI-: V I !•: \v pr'j\ ioiisly li'arnod expression marks from ihe eliarts. C'lw te^ts cil' tap|Mnir, usiiii^- stacea'.o aiul pause. I'lace on N'ota- tatioii lioaicl pau'-e aiul staceato. I'ianci iiulieate any expression, eliiklren iilace. In llieir Inniks, stainpe^l ^ time, ehiklren eompose measures. 1 eaelier jila}- piano with emphatie expression, anei eliilJren write in marks inclieatei.1. l"in;_;er exei'eises, uTeneral review. Speeial preparation tor instrumental lessons hx re\iew of Stafl Hoard, keyboard ^^ame, etc. AUDITION huervals in ditTerent key. Sini,' intervals in C. \\ rite any two in combination. Short storv of I'eethoxen. LESSON 60 RALLENTANDO AND ACCELLARANDO () wavs. \ the \otation Iioard re\ iew marks of expres- sion, (lame of feeliiii;-. Review from the ciiart dilVerent expression m.arks in se\eral At the tables trive bar lijies, , time siL-na- 92 Kinim:iu-.akii:n- Mi .su- ture, two lialt" iiotL's ;ind 'amr quailcr iiotfs. Let them place a-, tlvyuisli aiui boat. Tlifii all plaC'.- I* J J i J 1 J J I . i.ea.t and -uni. Hear the piano pla\ yowr iiim-'c in -Tiict tmie. (.■JiilJieii beat while the piano pI:'-> ■•• N'o^v- 'i^l'^'''" a--ain. ria\ Rail, in s'roni;- contnist, >-o that the ear will readily detect it. I-et the children tell how it wa. plaN-in,:;. ((iradually slower.) Ralleii- tando means, play -raduidly slower. I'l.ace this Rail. ni:irk over the lirst niea-^nre, then o\er the second measure, .-iskin-" the children uhat mark is over the lirst me:t-ure or over the second measure. Let the children place where they wish and beat their own niusic. IMace measures |} J d c^ \ J d A\. Tlien listen ;ind pl.ace Rail, where the piano tells them. l-;ach child tellinL,-- what tlie_\- have placed, so that lhe\- will le.irn the name. \ow place Rail, in the second measure and lis'.en to find it the piano makes any chani^'e in the lirst measure. I'lay iirst in strict time. Now, listen aL,Min. Play .\ccel. Children dislin-uish. .Xccell^'.r.mdo savs, ijuicken the time, play i^-raduall}' taster. Place .\ccel. m:irk in the hrst measure. Let each child beat, .\ccel. and R:dl. Place Rail, in the first measure :ind .\ccel. in the •-econd. Heat. The Hi i.n.\ Wusiman Mkihod 93 Children pl;ux' a^ tln.'\ wish and heat. Place Rail, al tho back of the tabic and let ihe piano tell which measure should ha\e Accel. Children place mark und explain. Hold .\ccel. and Rail, in the hand and place in the music whichever the piano tells. (ii\e several tests, children p! iciiii^' and i^nviiiLT name ot expression mark. Searcli in music at home lor Rail, and .\ccel. I-"inL;er exercises. Cieneral review ot all, and individual fms,'ers, slowly, tjuickly, etc. Re\ iew as much as po-^sible. AUDITION Re\ iew ;ui\' previous wtirk, naminLf sounds, writiui; on the board. Intervals, etc. Short story ot Sclumiann. It would be advisable to trive ;in extra lesson tor ihorouirh revijw. ADDITIONAL LESSONS IN these lessons is embodied all that is necessarv for a vouni,'- child to know before commenciiii,^ instrumental practice. They should applv this knowledife practically before other ideas are pre- sented to them. Hut if a te.icher has a class 94 KlM>l Ist.AK 1 IN Mr>u' oi older cliildivn, or unu'-ually brii^lit ones, wlio can L\ni.r the course in ic^s ih.in si\t\ Icsscmis, or it tlic teacher havini^- i;ained experience in the work tuuls slie can combine siMiie ol the lesson>, similar plans inav be adopted in i,''ivini,'- additional lessons on sixteenth notes, other Major Scales, Minor Scales, otlier expression marks, or they may take simple piano work. In taking,' up sixteenth notes the children may be allowed to cut discs tVom paper (usint,'- tliose supplied as patterns) and cut them into sixteen parts, studviiii,'' the sarious relations, as with halves, cpiarters and eii^diths. SuHicient insnuction can be L;iven from the blackboard, in their j^raclice hooks, and b\- pastiiii^\ The Minoi Scales can be built on the Scale [)uilder and taus^-ht similarly to Major Scales, beini^' careful to make clear the chant^'e in position and number o\ the half tones. Tiiey can be further illustrated on the Notation Hoard and blackboard, in tiieir practice books, and by pastmg-. Thi: Hilda Wksi.m.w Mkiiiou