THE CONSERVATORY PIANO COURSE by Mary Hovland · 2020-01-16 · __ FIRST LESSON: Open the student’s MB to the Method section. Read aloud and play each page as directed until lesson-time

THECONSERVATORYPIANO COURSEby Mary Hovland

TEACHNIGPROCEDURESFLIP BOOK

COPYRIGHT © 2019 by THE CONSERVATORY MUSIC COMPANY, INC.P.O. BOX 203, STILLWATER MN 55028

EXPECTED PROGRESS Expected Progress is the number of lessons students will need to attend to complete a course or catch up to Grade Progress.

a. LEVEL 0: EXPECTED PER COURSE 1. Pre-Kindergarten are the year before Kindergarten, Oct the earliest. = 16 per Course. (CP’s are required for 16 expected lessons..)

2. Kindergarten are paced by start month: Sept - Oct = 14 lessons per Course. (CP’s required for 14 expected lessons.) Nov - Jan = 10 lessons per Course. (CP’s if 10 expected lessons.) Feb - March = 8 lessons per Course. April-May = 6 lessons per Course. June - Aug, going into Grade 1 = 4 lessons per Course.

3. Older late starts are paced by grade in school: Grade 1 = 4 lessons per Course. Grade 2 = 3 lessons per Course. Grade 3 and 4 = 2 lessons per Course. Grade 5 - up, or transfer with 2 years = 1 lesson per Course. (CP’s. required.)

b. LEVELS 1 - 9: EXPECTED PER COURSE 1. Regular Grade Progress means the student’s Level and grade in school match. = 8 lessons per course or 6 to catch up. 2. Late Start or Catch Up. - Division A (Levels 1 - 3). <2 Courses behind or same grade in school = 6 lessons per course. 2-5 Courses behind or 1 year behind Grade Progress = 5 lessons. 5-10 Courses behind or 2 years behind Grade Progress = 4 lessons. >10 Courses behind or 3 years behind Grade Progress = 3 lessons. - Division B (Levels 4 - 6) = minimum of 4 lessons.3. Transfers (grades 2 +), not Budding = Start one Level less than experience. - Play Lesson Lists. Complete a Progress Report after the fi rst lesson.

MIDWAY OF THE COURSE

c. LEVEL 0: MIDWAYPLAYLIST: Midway in Expected Progress, the MP and SP should be passed at F4. - Star-stamp the title right away when it is passed at F4. Keep playing-

through 1x at lessons.

LESSON LIST: Start the Lesson List when the minimum Playlist is assigned. Midway, expect to be working on Lesson 3. If the CP is required: start it midway in the Lesson List. - Write in the title in the next course’s Performance List.

d. LEVELS 1 - 9: MIDWAYPLAYLIST: Midway, the MP and DX should be passed at F4; and the SP played all at F3 or almost all. - Star-stamp the title right away when it is passed at F4.

Continue to review at lessons.

+ Students with a disability have an adjusted minimum of the MP and DX.- These students are labeled on HPro, “MP/DX”.

LESSON LIST: Start the Lesson List when the minimum Playlist is assigned. Midway, expect to be working on LESSON 3. If the CP is required, start as the Lesson List is completed. Write in the CP title in the next course’s Performance List.+ Students with excellent ability are expected to do a CP in the Lesson List and Performance List as completed.- These students are labeled on HPro, “CP”.

+ Students ahead of Grade Progress , such as Kindergarten in Level 1, are expected to do a CP in the Lesson List and Performance List as completed. - These students are labeled on HPro, “CP”.

+ Other students start the CP only if all the Lesson List and Playlist are F4.

PROGRESS BY AGE

LEVEL 2 > Course 6-7: Point to 5 important tones - Bass C - clef line F - middle C - clef line G - treble C.

> Course 8-10: Point to 9 important tones. - Low C - bottom line G - bass C - clef line F - middle C - clef line G - treble C - top line F - high C.

? Say the 5 lines above middle C. (E G B D F )

? Say the 5 lines below middle C. (A F D B G)

LEVEL 3 - LEVEL 4: Course 18

> Point to 9 important tones. (Low C - bottom line G - bass C - clef line F - middle C - clef line G - treble C - top line F - high C.)

? Say the 5 lines above middle C. (E G B D F)

? Say the 5 lines above middle C. (A F D B G)

LEVEL 4: Course 19-20

> Point to 9 important tones. (Low C - bottom line G - bass C - clef line F - middle C - clef line G - treble C - top line F - high C.)

? Say the 7 sharps in a key signature. (F C G D A E B)

? Say the 7 flats in a key signature. (B E A D G C F)

LEVELS 5-7 > Point to the order of sharp keys in 5ths. (C G D A E B F# C#)

> Point to the order of flat keys in 4ths. (C F Bb Eb Ab Db Gb Cb)



> Point to the order of sharp minor keys in 5ths. (A E B F# C# G# D# A#)

> Point to the order of flat minor keys in 4ths. (A D G C F Bb Eb Ab)



LEVEL 0 Course A:

> Find middle C with R1. . . . . Find middle C with L1. ? Is below middle C to your left or right? ? Is above middle C to your left or right?

Course B: > Point to: Low C. . . bass C. . . middle C . . . treble C. . . high C. > Find F below middle C. . . . Middle C. . . . G above middle C. > Point to: 4 keys above middle C. . . 4 keys below middle C.

Course C: > Point to: Low C. . . bass C. . . middle . . . treble C. . . high C. > Find F below middle C. . . . Middle C. . . . G above middle C. > Point to: 4 keys above F. . . . . 4 keys below G.

LEVEL 1 > Course 1: Point to: C. . . D. . . E. - Low - bass - middle - treble - high.

Course 2: Point to C. . . D. . . E. . . . F. Course 3: Point to C. . . D. . . E. . . . F. . . G Course 4: Point to C. . . D. . . E. . . . F. . . G. . .A Course 5: Point to C. . . D. . . E. . . . F. . . G. . .A . . . B

> Point to: F below middle C to G above middle C. Reverse, name G to F. > Point to 3 important tones. - Clef line F - middle C - clef line G. ? Name notes visually that are in common: B/D - A/E - G/G).

Course 5: Say 3 lines above middle C - EGB / Below middle C - AFD.

MEMORY QUESTIONS

LEVELS 8-9

__ FIRST LESSON: Open the student’s MB to the Method section. Read aloud and play each page as directed until lesson-time runs out.

__ Expected pace for the fi rst lesson by age. - PreK do through B1. / Early K to B2 . / Feb K to B3. - Date-stamp page.

Grade 1 do through B4. / Older, see chart.

__ BOOKS: Students place books on stand.,“Open your CB to the Playlist.”

__ MEMORY QUESTIONS: See Memory Questions by Course. Ask the questions while fi ling out the CB: 1) Star, initial and date attendance. 2) Star completed HW both places. 3) Highlight new HW.

__ PLACE CB open on stand so students can see the Playlist. - In Course A, play the First Playlist that has been assigned for 10 minutes and the Method portion for 20 minutes, In Course B and C, STRICTLY keep a 10-10-10 minute time-frame. - Date-stamp titles assigned in the MB and highlight titles in the CB.

__ MP SP - LL perfect. Pass mid-way. FP TE - LLperfect. Start all by mid-way.

___ PREPARE PLAYLIST titles by steps for 10 minutes. __ Step1: Play slow to prepare MENTALLY. (Omit step 1 when familiar.) 1) “Read instructions.” 2) Point slowly to visually control FIRST READING PERFECT with no mistakes and no aid of memory. Coach: “Look here, follow me, hold, wait, connect.” 3) Help strike heavy on tips for recall. Don’t sing or play along.__ Step2: Play faster to train FINGER MEMORY.IMMEDIATELY ENFORCE good habits on every note: 1) “Look up, pull and lift.” 2) Physically help fast fingering for dexterity and comprehension. Coach: “above-below, left-right. Or, tap a finger to prevent hesitating or stopping. Play along: “Listen, follow me.” Or, coach fingering to set a steady beat. 3) While play-ing, coach and enforce skills learned in Lesson List.__ Step 3: REPEAT 2x, not stopping. Fill in a box. Play STRONG without help. Having fun. Star-stamp MP DX SP passed mid-way in the CB. Star-stamp FP TE when Expected Progress is up.

LESSON LISTS 10 minutes +

___ DRILL LESSON LIST. Follow Expected Progress Chart. - In MB, date stamp each page. Date-stamp the Lesson List started on top and bottom. - Don’t assign.

__ Step1: THEORY. Do once. EXPLAIN QUICK. Ask the questions. Give answer as needed and right away ask again. Don’t explain more. (If played, do once.)

__ Step 2: Drill PATTERN(S) and PASSAGE to train skills. Do 1 2 and P, UNTIL STRONG. 1) Slow-point and help navigate on fi rst reading.2) Coach or demo technique: “Watch me. Now you.” Or, physically help. 3) Point and play along to teach rhythm: “Listen, follow me.” 4) Show comparisons to fi x, “This is wrong. This is right. This is bad. This is good.” - Right away, date-stamp in CB.

__ Step 3: Play PASSAGE AGAIN perfect. Do all patterns and passages, then go back to pass perfect: Play with SPARK, fast and strong in fi nger memory. - Right away, star-stamp passed in CB. Extend expected time as needed to pass.

__ PREVIOUS SOLO: Course C. Review from Couse B. - Highlight CB.

__ CURRENT SOLO: Courses B and C. Continue to learn. - Highlight CB.

__ CLASSIC PIECE: If required or time allows. - Date -stamp in MB. Highlight CB.

__ OTHER: Nov. -Dec., save time for Christmas. - Date-stamp in MB. Highlight CB.

END __ DISCUSS Favorite from Playlist, hardest and easiest, etc. - Recap as needed.

__ HOLD CB to report from CB to LR. - Later, copy to HPro.

__ WALK students to the door with a positive comment. Be friendly and acknowledge families, such as with a wave.

LESSON CHECKLIST: Level 0

PLAY LIST Quietly coach reminders as students play. 10 minutes + PERFORMANCE LIST Course B and C 10 minutes -

START

Follow checklist to give a good lesson every time to every student. Lesson-pace is:10-10-10

LESSON CHECKLIST: Levels 1-9 Follow checklist to give a good lesson every time to every student. Lesson-pace is:10-10-10

__ TRANSFERS: For first course, skip Playlist and prepare DX and Lesson List.

__ BOOKS: Students place books on stand, “Open your CB to the Playlist.”

__ MEMORY QUESTIONS: See Memory Questions by Course” Ask the questions while fi ling out the CB: 1) Star, initial and date attendance. 2) Star completed HW both places. 3) Highlight new HW.

__ PLACE CB open on stand so students can see the Playlist. STRICTLY keep a 10-10-10 minute time-frame. Except, skip the Lesson List and spend 20 minutes on the Playlist until the MINIMUM is strong: - Date-stamp titles assigned in the MB and highlight titles in the CB.

___ MP - All. By memory, not reading. - LL perfect. Pass mid-way. ___ DX - All. Or 16 measures week 1. All week 2. - Pass mid-way. ___ SP - All. Or parenthesis week 1 to prevent pausing. - LL perfect. Pass mid-way. ___ FP and TE - Passage. Start all by mid-way. - LL perfect

___ PREPARE PLAYLIST titles by steps for 10 minutes. __ Step1: Play slow to prepare MENTALLY. (Omit step 1 when familiar.) 1) “Name and find start.” 2) Play FIRST READING PERFECT with no mistakes and no aid of memory. Point slowly to visually control exact notes and values. Coach: “Look here, follow me, connect, hold, wait.” Coach and physically help navigate, “Slide, cross, reach, exchange.” 3) Strike heavy for recall. Don’t sing or play along.

__ Step2: Play faster to train FINGER MEMORY.IMMEDIATELY ENFORCE good habits on every note: 1) “Look up, pull and lift.” 2) Play fast for comprehension. Coach: “Note-groups, up-down, bottom-top, skipping over, long-short.” Or, tap a finger to prevent hesitating or stopping. Play along: “Listen, follow me.” 3) Coach and enforce skills learned in Lesson List.

__ Step3: REPEAT 2x, not stopping. Or 3x to fill in a box.Play STRONG without help. Having fun. Star-stamp MP DX SP passed mid-way in CB. Star-stamp FP TE when Expected Progress is up. (Mid-way for Grade Progress is 5. Expected Progress is 8.)

START

LESSON LIST 10 minutes -

___ DRILL LESSON LIST by steps for 10 minutes. Don’t start until minimum Playlist is strong. When started, usually 2 patterns can be done in 10 minutes. - In MB, date-stamp Lesson List started on top and bottom. Don’t assign.

__ Step1: THEORY. Do once. EXPLAIN QUICK. Ask the questions. Give answer as needed and right away ask again. Don’t explain more. (If played, do once.) __ Step 2: Drill PATTERN(S) and PASSAGE to train skills. Do 1 2 and P, UNTIL STRONG. 1) Slow-point and help navigate on fi rst reading.2) Coach or demo technique: “Watch me. Now you.” Or, physically help. 3) Point and play along to teach rhythm: “Listen, follow me.” 4) Show comparisons to fi x“, This is wrong. This is right. This is bad. This is good.” - Right away, date-stamp in CB.


PERFORMANCE LIST Store sheet music in back of CB. 10 minutes +

__ PREVIOUS SOLO. Choose from block I II or III to finesse 2 - 4 measures. Coach, demo, or help PERFECT technique or rhythm. - Highlight CB.

__ CURRENT SOLO. Do blocks I II or III . Recognize start and teach in SMALL BITES by memory. Pencil in date started and repeat until learned. Demo, physically help, and coach technique. Finesse for performance. - Highlight CB.

__ CLASSIC PIECE: If required or if time. - Date-stamp MB. Highlight CB.

__ OTHER: Write in current DX after passed in Playlist.- Save time to play it in PL.Nov. -Dec. save time for Christmas. - Date-stamp MB. Highlight CB.

END

__ DISCUSS Favorite from Playlist, technique reminders, etc. - Recap as needed. __ HOLD CB to report from CB to LR. - Later, copy to HPro.

__ WALK students to the door with a positive comment. Be friendly and acknowledge families, such as with a wave.

PLAY LIST Quietly coach reminders as students play. 10 minutes +

LESSON CHECK LIST: Series I II III

__ PREVIOUS SOLO. Choose to hear blocks I II or III and finesse 2 - 4 measures. Coach, demo, or help perfect technique or rhythm. - Highlight CB.

__ CURRENT SOLO. Do blocks I II or III. Read in small bites once and memorize right away. Pencil in date started and repeat until learned. Demo, physically help, coach technique. Finesse for performance. - Highlight CB..

__ SIGHT READ: Play 1x not stopping. Look up, never down. __ OTHER: Write in current DX after passed in Playlist.- Save time to play it in PL.

Nov. -Dec. save time for Christmas. - Date-stamp MB. Highlight CB.

FIRST LESSON: At the fi rst lesson of a course, play through each title on the PLAYLIST. Date-stamp in the MB and highlight in the CB. Spend 20 minutes of the fi rst lesson to assign this minimum Playlist: MP - Improvisational skill (pattern in one octave). - LL perfect. Pass mid-way.DX - Classic duet (line). - highlighted in Performance List. - Pass mid-way.SP - Compilation of well-known composers (section). - LL perfect. Pass mid-way.FP - Collection by a composer (passage). - LL perfect. Pass mid-way.TE - Hanon (passage). - LL perfect. Pass mid-way.CP1 - Choice Showpiece (section).CP2 - Choice Improvisation (theme)

PERFORMANCE LIST: Do previous and current solo. Next, dosight reading piece 1x, not stopping regardless of mistakes.; but start over if students look down, just once. Glance only for large jumps.

MIDWAY THROUGH THE COURSE:By midway, one title from the PLAYLIST should be ready to pass.

HOW TO PASS THE COURSE:1) Finish all HW. 2) Pass PLAYLIST MP SP TE CP1. 3) Pass all LESSON LISTS. 4) Sight read four pieces.5) Attend eight lessons. Use more time as needed to fi nish.

__ SIGHT PIECE: Play new sight piece. Mark the CB: 1) Star, initial and date attendance. 2) Star completed HW both places. 3) Highlight new HW.

__ SELECT: Students should select one piece they would especially like to practice at the lesson. (Except on the first lesson of a course.) - Date-stamp titles assigned in the MB and highlight titles in the CB.

PLAY LIST Quietly coach reminders as students play. 10 minutes +

___ PREPARE SELECTED for 10 minutes. Play through others. Parenthesis to temporarily omit. Expect to learn all of one title in 3 lessons.

__ Step1: Play slow to prepare MENTALLY. (Omit step 1 when familiar.) 1) “Name and find start.” 2) Play FIRST READING PERFECT with no mistakes and no aid of memory. Point slowly to visually control exact notes and values. Coach: “Look here, follow me, connect, hold, wait.” Coach and physically help navigate, “Slide, cross, reach, exchange.” 3) Strike heavy for recall. Don’t sing or play along.

__ Step2: Play faster to train FINGER MEMORY.IMMEDIATELY ENFORCE good habits on every note: 1) “Look up, pull and lift.” 2) Play fast for comprehension. Coach: “Note-groups, up-down, bottom-top, skipping over, long-short.” Or, tap a finger to prevent hesitating or stopping. Play along: “Listen, follow me.” 3) Coach and enforce skills learned in Lesson List.

__ Step3: REPEAT 2x, not stopping. Or 3x to fill in a box. Play STRONG without help. Have fun. Star-stamp two titles passed mid-way at 5. Expected at 8.

LESSON LIST 10 minutes -

___ DRILL LESSON LIST. Start if all of “First Lesson” is assigned. __ Step1: THEORY. Assign one pedagogical theory. Report done on HPro.

__ Step 2: Drill PATTERN(S) and PASSAGE to train skills. Do 1 2 and P, UNTIL STRONG. 1) Slow-point and help navigate fi rst reading. 2) Coach or demo technique: “Watch me. Now you.” Or, physically help. 3) Play along fast: “Lis-ten, follow me.” 4) To fi x, demo wrong-right or bad-good. - Right away, date-stamp in CB.


START PERFORMANCE LIST Store sheet music in back of CB. 10 minutes +

Follow checklist to give a good lesson every time to every student. Lesson-pace is:10-10-10

1. In Method Book: ___ Read each page marked Prep Example.”. Stamp once. ___ On the Lesson LIsts, read the Theory Example at the bottom of the page and play the Lesson List Passage at the top. Stamp twice top and bottom. ___ Assign songs from the Song Section in the order of the “Expected Progress Lesson Plan”. Date-stamp when songs are assigned.

2. In Course Book: ___ Highlight the HW assignment. ___ Star-stamp the weekly HW assignment when fi nished. ___ Highlight the Playlist titles when assigned. ___ Star-stamp the Playlist titles when passed. ___ Date-stamp Lesson Lists 1 2 P when learned. ___ When all the Lesson Lists are date-stamped, go back and star-stamp the passage when passed.

PACE COURSE A BY AGE.

1. PreK - 16 lessons per course: At the FIRST LESSON, read the MB to students through B1. Play and assigned PLAYLIST B1. At next lessons, follow the “Expected Progress Lesson Plan”. Assign the PLAYLIST titles labeled “First Playlist” as they are introduced in the MB. - Students at expected 16 lessons are required to learn the CPs in the LESSON LIST. If more songs are needed see the PERFORMANCE LIST.

2. Early K are 10 or 14 lessons per course: At the FIRST LESSON, read the MB through B2. Play and assign PLAYLIST B1 and B2. At next lessons, follow the “Expected Progress Lesson Plan”. Assign the PLAYLIST titles labeled “First Playlist” as they are introduced in the MB. - Students at expected 10 or 14 lessons are required to learn the CPs in the LESSON LIST. If more songs are needed see the PERFORMANCE LIST.

3. Feb-March K - expected 8 lessons per course: At the FIRST LESSON, read the MB through B3. Play and assign PLAYLIST B1 and B2. At next lessons, follow the “Expected Progress Lesson Plan”. Assign the PLAYLIST titles labeled “First Playlist” as they are introduced in the MB. - Do the CPs from the LESSON LIST if other titles are done and Expected Progress remains. For more songs see the PERFORMANCE LIST.

4. All other ages: At the FIRST LESSON, read the MB to students according to the “Expected Progress Lesson Plan”. Play and assigned PLAYLIST. - Grade 5+ and students with previous experience are required to play the CPs.

PACE COURSE B and C BY AGE. Based on age, read the MB to students following the “Expected Progress Lesson Plan”. Assign the PLAYLIST titles labeled “First Playlist” as they are introduced in the MB. Assign all the PLAYLIST titles before mid-way.

PERFORMANCE LIST FOR COURSE B and C: Write in titles.- Write in a PP the fi rst lesson of the Course B and C. Coach by letter names. - Highlight to assign by memory.- The CP is required for PreK, early K starts, and older starts. When starting a new course, write in the CP worked on from the previous course in the performance list. - Highlight it when ready to assign.

PROCEDURE CHECK LIST FOR LEVEL 0:

Expected Progress Chart: Course A

Lesson Plan: 16 weeks Assign Playlist as they are introduced.

1. Read through B1.

- Do B1 on the Playlist. - MP

2. Read and play page for B2. - DX

- Do B1 B2 on the Playlist.

3. Read and play page for B3. - L1

4. (Continue B3.) Read and play page for B4. - L2

5. (Continue B3 B4.) Read and play page for Octaves, top.

6. (Continue B3 B4.) Read and play page for Octaves, bottom.

7. (Continue B3 B4.) Read and play paragraph for S1.- SP

- Do S1 on the Playlist.

8. (Continue B3 B4.) Read and play paragraph for S2. - FP

- Do S2 on the Playlist.

9. (Continue B3 B4). Read and play page for B5. - L3

10. (Continue B3 B4 B5). Read and play page for Keys Above Middle C, top.

11. (Continue B3 B4 B5.) Read and play page for Keys Below Middle C, bottom.

12. (Cont. B3 B4 B5.) Read and play page for B6. - L4

13. (Continue B3 B4 B5 B6.) Read and page MB for B7 . - TE

14. (Continue B3 B4 B5 B6 B7.) - pass Lesson Lists

15. Pass all Lesson Lists to prepare for Course B.

16. Classic Pieces.

14 weeks

1 - 2.3.4.5.6.7.8.9.10 - 11.12.13.14. 15.16.

10 weeks

1 - 2.3.4 .5 - 6.7 - 8.9.10 - 11.12.13 - 14.15.

8 weeks

1 - 3.4- 6.7 - 8.9.10 - 11.12.13 - 14.15.

6 weeks

1 - 3.4- 6.7 - 9.10 - 11.12.13 - 15.

4 weeks

1 - 6.7 - 9.10 - 12.13 - 15.

3 weeks

1 - 9.10 - 12.13 - 15.

2 weeks

1 - 12.13 - 15.

1 week

1 - 16.

THEORY: Assign for independent study by Expected Progress. PLAYLIST: Use the fi rst 10 minutes of the lesson-time to play the titles highlighted in the Playlist. Play 2x or more. LESSON LIST: In Course A, spend the remaining 20 minutes reading the MB pages including doing the Lesson Lists.

Student(s): __________________________________________________

Expected Progress Chart: Course B

Lesson List Plan: 16 weeks Assign Playlist: MP, B1. - SP, S3. Then: FP, S4 - TE, B4.

1. Read and play paragraph for Staff Notation. - L0

2. Read and play paragraph for Grand Staff .

3. Read and play page for B8. - L1

4. Read and play page for B8 again.


6. (Continue B8 B9.) Read and play page for Note Values, top.

7. (Continue B8 B9.) Read and play page for Notes and Rests, bottom.

8. (Continue B8 B9.) Read and play page for B10. - L3

9. (Continue B8 B9.) Read and play page for B10 again.

10. (Continue B8 B9 B10.) Read and play page for B11. - L4

11. (Continue B8 B9 B10.) Read and play page for B11 again.


13. (Continue B8 B9 B10 B11.) Read and play Alphabetically G to F, top.

14. (Continue B8 B9 B10 B11.) Read and Play Analyze the Music. - pass Lesson Lists

15. Pass all Lesson Lists to prepare for Course C.

16. Classic Pieces.

THEORY: Assign for independent study by Expected Progress. PLAYLIST: Assign all the Playlist titles before mid-way. Play 2x or more for 10 minutes. LESSON LIST: Spend 10 minutes reading and playing from the Music Book. Do the FIRST PERFORMANCE in the last 10 minutes.

14 weeks

1 - 2. 3 - 4.5.6.7.8.9.10.11.12.13.14. 15.16.

10 weeks

1 - 2. 3 - 4.5.6.7.8 - 9.10. 11- 12.13 - 14.15.

8 weeks

1 - 4 .5.6.7.8 - 9.10 - 12.13 - 14.15.

6 weeks

1 - 4. 5.6 - 7.8 - 9.10 - 12.13 - 15.

4 weeks

1 - 4 .5 - 7.8 - 9.10 - 15.

3 weeks

1 - 7. 8 - 9.10 - 15.

2 weeks

1 - 9. 10 - 15.

1 week 1- 16.

Student(s): __________________________________________________

Expected Progress Chart: Course C

THEORY: Assign for independent study by Expected Progress. PLAYLIST: Assign all the Playlist titles before mid-way. Play 2x or more for 10 minutes. LESSON LIST: Spend 10 minutes reading and playing from the Music Book. Do the FIRST PERFORMANCE in the last 10 minutes.

Lesson List Plan: 16 weeks- Don’t assign. Assign Playlist: MP, B8. - SP, S7. Then: FP, S8 - TE, S15.

1. Read and play MB for B12. - L1

2. Read and play MB for B12 again.

3. (Continue B12.) Read and play page for F C and G on Staff , top.

4. (Continue B12.) Read and play page for F C and G on Staff , all.


6. (Continue B12.) Read and play page for B13 again.

7. (Continue B12.) Read and play page for B13 again.

8. (Continue B12 B13.) Read and play page for B14. - L3



11. (Continue B12 B13 B14.) Read and play page for B15. - L4



14. (Continue B12 B13 B14 B15.) Read and play page Alphabetically F to G. - pass Lesson Lists

15. Pass all Lesson Lists to prepare for Level 1.

16. Classic Pieces.

14 weeks

1 - 2.3 - 4.4.5.6.7.8.9.10.11.12.13.14. 15.16.

10 weeks

1 - 2.3 - 4.5 - 6.7.8 - 9.10.11 - 12.13.14. 15.

8 weeks

1 - 2.3 - 7.8 - 9.10. 11 - 12.13.14. 15.

6 weeks

1 - 2.3 - 7.8 - 10.11 - 13.14 .15.

4 weeks

1 - 2.3 - 7.8 - 10.11 - 15.

3 weeks

1 - 7.8 - 10.11 - 15.

2 weeks

1 - 10.11 - 15.

1 week

1 - 16.

Student(s): __________________________________________________

1. PLAYLIST: The fi rst lesson of a course, date-stamp the Playlist in the MB and highlight in the CB. ____ Play PLAYLIST titles 2x, not stopping. Fill in a repetition box if played 3x. Run-in-place for more practice. a. On the fi rst lesson of a course, use 20 minutes to assign the minimum PLAYLIST. Save 10 minutes for PERFORMANCE LIST. * MP - All by memory. DX - All by reading. (Or minimum or 16 measures on the fi rst week.) SP - All or some. (Mark by parenthesis in MB to temporarily omit as needed.) FP and TE - Do the passage that was passed in the previous Course. (Mark by X and / in MB.) b. When the minimum Playlist has been assigned, strictly pace the lesson-time 10-10-10 (Playlist, Lesson List, and Performance List).c. Show students the repetition short-cut of playing the FP and TE 3x while they are still only partially assigned.d. Pass MP DX and SP at mid-way, even if not fi nished. Mid-way is 5 for Grade Progress. - Write in DX in Performance section to keep playing.e. Pass FP and TE when Expected Progress is up, even if not fi nished. Grade Progress is 8. - Add more lessons as needed to pass the Lesson Lists. * For transfers starting in Level 1 and up, skip the Playlist on the fi rst Course and do only the DX and Lesson List.

2. LESSON LIST: Date-stamp the Lesson in the MB when it is started. Date-stamp the top and bottom, theory example and the passage..___ Start the LESSON LIST and drill 10 minutes. Except, skip the Lesson List if the minimum PLAYLIST has not been assigned. a. In the Method, quickly read the THEORY at the top of the page, once. Then, drill the PATTERN(S) and PASSAGES at the bottom of the page. Usually 2 patterns can be done per lesson, and maybe the passage. - Date-stamp the pattern(s) or passage fi nished, 1 2 or P in the CB. b. Excellent students are expected to start the CP in the Lesson List after all others are passed. - These students are labeled on HPro, “CP.c. Students with disability may start the Lesson List when only the MP/ DX are assigned. - These students are labeled on HPro, “MP/DX”.d. If the Expected Progress is up, add more lessons as needed to fi nish the LESSON LISTS.

3. PERFORMANCE LIST: Write in titles in the CB and highlight when ready to assign. Store sheet music in back of Course Book.___ Work on the PERFORMANCE LIST for 10 minutes. Teach by rote and memory in small bites.a. Play PREVIOUS SOLO at every lesson. Finish or fi nesse 2 - 4 measures. Use the music as your reference to coach, demo or help perfect technique or rhythm.b. Learn CURRENT SOLO by end (I), middle (II), and beginning (III). Do by patterns, measures, phrases, sentences, or sections. Name each starting point, but teach by memory. Pencil in date started and repeat until learned. Demo, physically help, and coach technique. Finish one block before starting another. Be certain solos are fi nessed and ready to perform on schedule. Nails must be trimmed short.c. Add the DX as OTHER that was passed in the Playlist mid-way. Save time to play it at every lesson.d. In Nov. and Dec. save time to assign a Christmas song as OTHER. Expect to learn all in 3 weeks.e. Excellent students are expected to do a Classic Piece. Add the CP studied from the previous course.

PROCEDURE CHECK LIST: Levels 1-9

1. CHECKLIST TO PASS Level 0:

___ Attended the expected number of lessons. See “Expected Progress.”

___ Four HW’s are fi nished. - All bold stars are star-stamped in the CB. For students who won’t do the homework, use one lesson-time to do it with them.

___ All PLAYLIST titles are passed with no cuts. - All titles are star-stamped F4 in the CB.

___ All LESSON LISTS 1 2 3 4 have 3 date-stamps for F3 and have been played again to pass.- All Lessons are star-stamped in the CB. - Add more lessons to Expected Progress as needed to fi nish the LESSON LISTS. - Early starts ahead of Grade Progress and Late Starts G5 + are required to do a CP in the LESSON LIST to fi nish a course. Other students start the CP only if all the Lesson List and Playlist are F4. - Do the CP if the Lesson Lists are passed early. - Students labeled “CP” have excellent ability and expected CP.

___ Give a ribbon sticker in the CB to indicate the Course is passed. Start next Course at the next lesson. - Repetitions are not required to advance.

2. CHECK LIST TO PASS Levels 1 - 9:

___ Attended the expected number of lessons. See “Expected Progress.”

___ Four HW’s are fi nished. - All bold stars must be star-stamped in the CB. For students who won’t do the homework, use one lesson-time to do it with them.

___ In the PLAYLIST the MP DX and SP are passed without cuts The FP and TE may have cuts. - All titles are star-stamped in the CB. - The MP DX and SP are passed mid-way. The FP TE are passed when Expected Progress is up. - Students with disability should learn the MP and DX. Add other titles if possible. - These students are labeled on HPro, “MP/DX.

___ All LESSON LISTS 1 2 3 4 should have 3 date-stamps and star-stamped passed. - All Lessons are date-stamped and star-stamped in the CB. - Add more time to Expected Progress as needed to fi nish the LESSON LISTS. Don’t add time to fi nish the PLAYLIST. - Students with excellent ability are intended to do a CP in the LESSON LIST. Other students start the CP only if all the Lesson List and Playlist are done.

___ Give a ribbon sticker in the CB to indicate the Course is passed. If time, start playing the next Playlist, but don’t assign until the next lesson.

- Missing repetitions should not prevent students from progressing to the next course. If this happens plan to monitor reporting better during the next course, and help by playing titles 3x at the lesson to fi ll in a box..

First reading F1 (Focus.) - Repetitions F2 (Focus. Fun.) - Ready F3 (Focus. Fun. Fluent.) Passed F4 (Focus. Fun. Fluent. Finished.) - Performance ready F5 (Focus. Fun. Fluent. Finished. Finessed.)

FINISHING THE COURSE: Levels 0-9

REPORTING - Procedures

____ NEW ASSIGNMENTS - Do as students answer memory questions.1. Record attendance at the top of the CB. - Initial, date-stamp and star attendance.2. Assign written Homework. - In the CB, highlight the weekly HW title that is assigned. Star-stamp the HW both places when it is fi nished. 3. Assign the Playlist. In the MB, date-stamp the Playlist titles that are assigned (No stars in MB.) Highlight them in the CB.

____ LESSON PROCEDURE - 10 - 10 - 101. Play the Playlist. Assign the minimum on the fi rst lesson. - Right away star-stamp in the CB. a. Pass the MP DX SP by mid-way. Pass FP TE when Expected Progress is up. - Right away star-stamp in the CB.2. Start the Lesson List after the minimum Playlist is assigned. In the MB, right away date-star the theory on the top and passage on the bottom. a. Quickly read the theory without extra explanation. Ask questions and help with answers as needed. b. Play the passage. Usually two patterns are possible per attendance. In the CB, right away date-stamp the pattern(s) and passage drilled until F3 at the lesson . c. After all Lessons are date-stamped in the CB, go back and play each passage to fi nish at F4. In the CB, right away star-stamp the passage that is passed.

____ LESSON REPORT BOOK 1. At the end of the lesson, hold the student’s CB to record the same in your Lesson Report. Use the stars and highlighting it to complete your Lesson Report. a. Indicate the HWs stars that are stamped. b. Shade in the Playlist titles that are highlighted. Or, X if they are star-stamped passed. c. Indicate the Lesson List numbers that are date-stamped. Or, X if they are star-stamped passed. d. Mark the PP step: I II III, or check if ready to perform. Indicate if music is lost and needs replacing. 2. Mark FB if students forget books, minutes tardy. Indicate books or sheet music that are needed.

____ HPro REPORT1. After lessons, use the Report Book to copy the report on HPro. Don’t use HPro on electronic devises during the lesson or between lessons.2. In the notes, indicate something about the lesson progress, goals, etc. Click needs action to request immediate help. Click needs action to order replacement books or sheet music. For example, say, “Replace Juggler”.

____ SUBSTITUTE MATERIAL 1. If the MB is forgotten, use the studio copy to play the Playlist. If a solo PP is forgotten use your solo reference book. 2. If the CB is forgotten, use the Playlist Title card to know the Playlist titles assigned. Students won’t need a reminder. Next lesson label attendance FB.

____ REVIEW WEEK: All students participate week 9 of the Term.

1. Mark THE SPECIAL Review Week attendance in the CB. It is not counted as regular attendance. - Absences for Review Week are made up only during week 9.2. Play the DX together as a duet. If the current duet is not ready, play the previous duet.3. Work on the previous and current solo. In Nov. work on the Christmas song.4. In the remaining time choose anything to play. If ready to advance to the next Course do, “Passing a Course Checklist.”


PLAYLIST ASSIGNED Working on +. Assigned ++. Passed. +++. At home rep - R.

Memory Pattern Passed mid-way. ______________________ + + + R Duet Exercise Passed mid-way. _________________________ + + + R Select Piece Passed mid-way. __________________________ + + + R Famous Piece Passed mid-way. _________________________ + + + R Technical Exercise Passed mid-way. _____________________ + + + R - Expected pace ___. Mid-way ___ Expected pace is 8 lessons per course or accelerated to catch up.

LESSON DRILLS Unfamiliar +. With reminding ++. Passed +++. Video - V

Lesson 1 Skills are trained at lessons, not assigned. _______________ + + + V Lesson 2 Skills are trained at lessons, not assigned. _______________ + + + V Lesson 3 Skills are trained at lessons, not assigned. _______________ + + + V Lesson 4 Skills are trained at lessons, not assigned. _______________ + + + V - Number of lessons attended on this course ____.

PERFORMANCE READY Maintained +. Some ++. All ++. Finessed - F

Previous Solo Choose from block. _______________________ + + + F Current Solo Learn small bites. _________________________ + + + F Classic Piece / Other /Duet From Playlist. ________________ + + + F

NEXT RECITAL PLAN: Fall - Winter - Spring - Summer. Title ______________

NEXT OUTREACH PLAN: Event _____________ Title ______________

NAME ____________________ grade___ Schedule:

LESSON ROUTINE Unfamiliar +. With reminding ++. Learned +++.

1. Familiar with Course Book to fi nd current Playlist. + + + 2. Familiar with Music Book to fi nd sections by dividers. + + + 3. Point fast to important tones. Memorize around middle C.* + + + 4. Name common notes by sight and fi ve C’s. Find unison. (Level 1) + + + 5. Recite 5 lines fast by memory. Use to name unfamiliar notes. (Level 2+) + + + 6. Play repetitions, not stopping to rest or taking your hands off the keys. + + +

READING RULES7. Look up to name the fi rst note and fi ngering. Silently get ready. + + +8. On fi rst reading, follow slow pointing for accurate notes and values. + + +9. Look up, never down at the keys while reading. Strike strong for recall.* + + +10. Play along rhythmically and gradually faster for comprehension. + + +11. Keep your head still to stay oriented. By memory, look only at one hand. + + +

TECHNIQUE RULES12. Imitate technique by watching demonstration: basic and new.* + + +13. Listen to coaching and adjust technique while playing. Sit still. + + +14. Pull lower joints strong, don’t wobble, collapse, or slip around.* + + +15. Lift from knuckles in a visible hammer action. Connect fi ngering.* + + +16. Play fast fi ngering. Keep thumbs down and arms still, don’t bounce.* + + + 17. Whole arm drop, lifting the hand and arm as one unit.* + + +18. Lift the fi ngers and arms higher to play steady and prevent jerking.* + + + * Physically help as needed.

THE CONSERVATORY - Progress Report Level _____ Course _____ Transfer video:

LEARN PLAY

PERFORM

1) Slow and exact.. 2) Fast for comprehension. 3) Strong.

First reading F1 (Focus.) - Repetitions F2 (Focus. Fun.) - Ready F3 (Focus. Fun. Fluent.) Passed F4 (Focus. Fun. Fluent. Finished.) - Performance ready F5 (Focus. Fun. Fluent. Finished. Finessed.)PLAYLIST TITLES: Level 0

COURSE A: First Playlist__ MP I Point to the White Keys, B1__ MP II. Find Two Black Keys, B2__ FP. Hot Cross Buns, S1 __ TE. Connect Fingers 2 and 3, B7

COURSE B: __ MP. Lift Whole Arm (LH to RH 1 2 3 4), B1__ SP. Lightly Row, S3__ FP. Twinkle Twinkle, S4__ TE. Lift Fingers 2 and 3, B4 __ CP. Ode to Joy, S5 __ CP. Morning, S6

COURSE C: __ MP. Fast RH Fingering, B8 __ SP. London Bridge, S7 __ FP. Mary Had a Little Lamb, S8 __ TE. Camptown Races, S15 __ CP. March, S9 __ CP. Symphony No. 1, S10

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The Playlist titles in Courses B and C are Lesson List passages that were studied in the previous Course.

In Course B and C, add pieces from First Performance titles. Add more performance pieces for students who are done with a course before the Expected Progress time expires.


COURSE 1: __ MP. Fast Left Hand Fingering , B9__ DX. Ecossaise, X1 __ SP. Sur le Pont, S11__ FP. Happy Birthday, S12 __ TE. Bugles, Bugles, B16 __ CP. Piano Concerto, S13 __ CP. Horn Concerto, S14

COURSE 2: __ MP. My Melody, M1__ DX. Etude, X3__ SP. Aloutte, A1 __ FP. The Fiddler, R5 __ TE. Two Melodies Contrary, E4 __ CP. German Dance, A2 __ CP. The Little Hedgehog, E5

COURSE 3: __ MP. Black Key Stretch, M5 __ DX. Minuet, X14 __ SP. Down by the Station, R10 __ FP. In the Hall of the Mountain King, A5 __ TE. Unison and Exchange, E7 __ CP. Walking Together, E3 __ CP. Walking, R6

COURSE 4: __ MP. Double Note Drop , M9__ DX. Contentment, X6 __ SP. Hokey Pokey, R12 __ FP. Paper of Pins, A9 __ TE. Trotting, E10 __ CP. A Jolly Dance, E12 __ CP. Chopsticks, R13

COURSE 5: __ MP. Walk Run and Stomp, M13 __ DX. An Old Dance, X7 __ SP. Folk Dance, R14 __ FP. The Cuckoo Clock, A10 __ TE. Change Octaves Unison. E13 __ CP. Russian Folk Song, A13 __ CP. Chiapanecas, R13

The Playlist titles are Lesson List passages that were studied in the previous Course. Except the Duet Exercise is from the current Course. Maintained previous and current Performance Pieces.

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COURSE 6: __ MP. Stretch Arms Crossing, M17 __ DX. Skip to My Lou, X11 __ SP. Polly Wolly Doodle, R15__ FP. Fanfare Minuet, A11 __ TE. Lovely Evening, E17 __ CP. Little Joke, A7 __ CP. Fanfare Rondeau, A12

COURSE 7: __ MP. Arch Arms Crossing, M21 __ DX. Mill on the Brook, X10 __ SP. Pop Goes the Weasel, A21 __ FP. Fire Dance, A22 __ TE. Alternating Hands, E18 __ CP. Reveille, R17 __ CP. Arkansas Traveler,m R18

COURSE 8: __ MP. Perfect Fingering, M25__ DX. Dance, X12 __ SP. Ode to Joy, A17 __ FP. British Grenadiers, R20 __ TE. Clusters in Leaps, E21 __ CP. White Choral Bells, R22 __ CP. Birch Tree, R21

COURSE 9: __ MP. Forearm Drop, Slow-Fast, M29 __ DX. Melody, X15 __ SP. Sailor’s Dance, A27 __ FP. Var. of Yankee Doodle, A28 __ TE. Connect and Spring, E22 __ CP. Chippewa Melody, R24 __ CP. Troika Ride, R23

COURSE 10: __ MP. Step High Chromatic, M33__ DX. Sur Le Pont, X13 __ SP. Royal March of the Lions, A30 __ FP. Oh, When the Saints, A32 __ TE. Chorale, E25 __ CP. Quadrille, R28 __ CP. March, R29

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PLAYLIST TITLES: Level 3

COURSE 11: __ MP. Rolling Chords, C F G, M37 __ DX. Rocking Horse, X17__ SP. In the Forest, E27 __ FP. Go Tell Aunt Rhode, A34 __ TE. Alberti Bass Ascending, E28 __ CP. A Piece of Fur Elise, A35 __ CP. Allegretto, R31

COURSE 12: __ MP. Reach and Squeeze, M41__ DX. Minuet, X18 __ SP. Entrance of the Emperor, A49 __ FP. Chimes, A54 __ TE. Reach and Snap Sixths, E30 __ CP. Dance, R35 __ CP. Melody, R34

COURSE 13: __ MP. RH Spring and Slide, M45__ DX. Singing, X19 __ SP. The Elephants, A41 __ FP. William Tell Overture, A45 __ TE. Rhythmic Wrist Toss, E32 __ CP. I Like Candied Apples, E29 __ CP. Folk Song, R39

COURSE 14: __ MP. LH Spring and Slide, M49 __ DX. Muscian on the Hill, X24 __ SP. Irish Jig, A50__ FP. Musette, A44 __ TE. Rhythmic Articulation, E37 __ CP. A Happy Time, E36 __ CP. Royal Trumpets, E35

COURSE 15: __ MP. Scales Rolling In and Out, M53__ DX. Song, X23 __ SP. Spring, A53 __ FP. Bohemian Dance, A39 __ TE. Monster, E38 __ CP. Cat and Mouse, E39 __ CP. English Dance, R42


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COURSE 16: __ MP. Connect and Pluck Thirds, M57__ DX. Child’s Play ii, X27__ SP. Theme from Rondo, A48 __ FP. Paladin, A40 __ TE. Fast Two Against One, E41 __ CP. Playing Soldiers, R49 __ CP. The Chinese Doll, R46

COURSE 17: __ MP. Piggy-back Arpeggios, M60__ DX. Allegro, X29 __ SP. Heart Song, A58 __ FP. Folk Dance, A69__ TE. Chord Progression Alberti, E45 __ CP. Closed position: Music in the Air, E49 __ CP. Jennie’s First Rondo, R53

COURSE 18: __ MP. Grace Notes Scratching, M64 __ DX. Allegretto, X23 __ SP. Papageno’s Air, A63 __ FP. Sleighing, A68 __ TE. Hanon Study, E51 __ CP. Bear Dance, R57 __ CP. L’Arabesque, R55

COURSE 19: __ MP. Wrist Staccato in Triplets __ DX. Morning Walk, X32__ SP. Listen to Mocking Bird, A61 __ FP. Taps, A72 __ TE. Tight Rope, E50 __ CP. The Bear, R59 __ CP. Street Musician, R58

COURSE 20: __ MP. Toss and Drape Chords, M73__ DX. Andante, X31__ SP. Can Can, A64

__ FP. Tortoises, A66 __ TE. Tonic Chords All Keys, E58 __ CP. German Dance, R62__ CP. Autumn Song, R54


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COURSE 21: __ MP. Spring and Pull Chords, M77__ DX. Rondino, X34 __ SP. Meadowland March, A62 __ FP. Sakura, A71 __ TE. Arpeggios Closed, E61 __ CP. Little Joke, R68 __ CP. The Clown, R66

COURSE 22: __ MP. Tremolo Open and Closed, M81__ DX. Moderato, X39__ SP. Hebrew Melody, A89 __ FP. Sunrise (2001), A83 __ TE. Open Arpeggios, E67 __ CP. The Return, R80 __ CP. Stubborn Rocking Horse, E66

COURSE 23: __ MP. Fast Inverted RH Chords, M85__ DX. Entry into Paris, X35 __ SP. Sleigh Ride, A85 __ FP. Paradise Stranger, Z78__ TE. Fast Broken Chords, E79 __ CP. Carriage Ride, E69 __ CP. Remembrance, E71

COURSE 24: __ MP. Fast Inverted LH Chords, M89__ DX. Hungarian Dance, X41 __ SP. Aria, A79, __ FP. Horn Concerto, A82 __ TE. Scale Fingering, E73 __ CP. March of the Soldiers Brave, E72__ CP. Toccatina, R74

COURSE 25: __ MP. Spring LH and RH Tap, M93__ DX. Allegro in Em, X40 __ SP. Simple Gifts, A86 __ FP. Dance, M92 __ TE. V7 Chords, A90 __ CP. A Street Organ, R73 __ CP. German Dance, R72


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COURSE 26: __ MP. Long Scale Changing Hands, M97__ DX. Dolly’s Cradle, X42__ SP. Galop, A89 __ FP. Tarantelle A81__ TE. Extensions, E81 __ CP. Tarantella, E80__ CP. The Chase, R77

COURSE 27: __ MP. Shape Legato Thirds, M101 __ DX. Saltarelle, X44__ SP. March Slav, A95__ FP. Autumn, A94__ TE. Octaves in Motion, E86 __ CP. Witch in the Forest, R83 __ CP. Idle Talk, E85

COURSE 28: __ MP. Rhythmic Octaves and Chords, M105__ DX. Scherzo, X45 __ SP. Largo, A99__ FP. Hallelujah Chorus, A102

__ TE. Primary Progression, E89 __ CP. Swaying Boughs, E90 __ CP. Enjoyment, E102

COURSE 29: __ MP. Treble Harmony, Bass Line, M109__ DX. Rondino, X47__ SP. Grand Russian March, A104 __ FP. Canon in D, A103__ TE. Octave Chord Jumps, E93 __ CP. Pomp and Circumstance, A97 __ CP. The Little Patriot, R86

COURSE 30: __ MP. Turn LH and RH Still, M113__ DX. Allegretto, X48 __ SP. Victory March, A101__ FP. Kurasta, A108__ TE. Prelude, E97 __ CP. Piece, R84 __ CP. Etude, R91


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COURSE 31: __ MP. Tap Overlapping Hands, M117 __ DX. Allegro, X50 __ SP. March of the Elephants, A107__ FP. Rage over a Lost Penny, A106__ TE. Long Arpeggios, E100 __ CP. Waltz, R93 __ CP. Invention No. 14, R94

COURSE 32: __ MP. Repeating Octave and Arpeggios, M121__ DX. March, X52__ SP. Morning, A114__ FP. Erl King, A122, __ TE. Non Legato Thirds, E103 __ CP. Spirit Waltz, R100 __ CP. Evening in Meadow, R118

COURSE 33: __ MP. Mozart Scale, M125 __ DX. Rondo I, X51__ SP. Symphony No. 5, A121__ FP. Turkish Rondo, A113

__ TE. Rhythmic Inversions , E118 __ CP. Grandfather’s Waltz, R122 __ CP. Little Fairy Tail, R113

COURSE 34: __ MP. Mozart Scale Chromatic, M129 __ DX. Rondo II, X53__ SP. Morris Dance, A117__ FP. Symphony No. 7, A119 __ TE. Fingering Combinations, E113 __ CP. Rondo, R103 __ CP. To Visit Father, R109

COURSE 35: __ MP. Mozart Scale Octaves and 3rds, M133 __ DX. Prelude, X54__ SP. Arrival of Queen of Sheba, A120__ FP. Hungarian Dance, A118 __ TE. Rhythmic Arpeggios, E116 __ CP. The Joke, R117 __ CP. Bells Ringing, R107


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COURSE 36: __ MP. Mozart Scale in Octaves __ DX. Carillon, X55__ SP. Papageno-Papagena, A115 __ FP. Carnival of Venice, A123__ TE. Various Patterns, E121 __ CP. Spinning Song, R112 __ CP. Saltarello, R120

COURSE 37: __ MP. Broken Octaves and Arpeggios __ DX. Andante, X56__ SP. Toreador Song, A132__ FP. Hall of the Mountain King, A140__ TE. Intro and March, E134 __ CP. Villanesca, R136 __ CP. Sarabande-Chaconne, R138

COURSE 38: __ MP. Mozart Scale __ DX. The Wanderer, X57__ SP. Symphony No. 40, A139 __ FP. Raymond, A136__ TE. Legato Thirds, E122 __ CP. Kukla, R146 __ CP. Arabian Dance, R153

COURSE 39: __ MP. Mozart Scale Chromatic, X53 __ DX. Study, X58__ SP. Musical Moments No. 3, A130 __ FP. Musical Moments No. 5, A131__ TE. Rolling Arpeggios, E133__ CP. The Horseman, R150__ CP. Scherzo, R137

COURSE 40: __ MP. Mozart Scale Octaves and 3rds __ DX. Study, X59__ SP. Waltz, A133 __ FP. The Metronome, A138__ TE. Melody, E130 __ CP. German Dance, R144 __ CP. Sonatina, R133


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COURSE 41: __ MP. Mozart Scale in Octaves __ DX. Song__ SP. Jamaica Farewell,__ FP. Indian Rhapsody, __ TE. Repeating Chords, E141 __ CP. Tamborine, R145 __ CP. Sonatina in D, R141

COURSE 42:__ MP. Scales with Arpeggios __ DX. Allegro Molto__ SP. House of Rising Sun, __ FP. Finlandia, __ TE. Closed Position Pattern, E144 __ CP. Marzurka, R167 __ CP. Sonata Partita, R173

COURSE 43: __ MP. Mozart Scale __ DX. Golden Wedding__ SP. Emperor Waltz I__ FP. Emperor Waltz II __ TE. Rhythmic Touch, E151 __ CP. Scene, R179 __ CP. Anita’s Dream

COURSE 44: __ MP. Mozart Scale Chromatic __ DX. Ragin Storm__ SP. Bolero, __ FP. March __ TE. Scale in Triplets __ CP. Etude-Burg __ CP. Morning Bell

COURSE 45: __ MP. Mozart Scale Octaves and 3rds __ DX. Haymakers’ Frolic__ SP. Intermezzo__ FP. Coronation March, __ TE. Continuous Crossings, __ CP. Romance __ CP. Evening Bells


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PLAYLIST TITLES: Series I

UNIT 1: __ MP. Fast Inversions Solid (HT) __ DX. Fantaisie__ SP. Kuhlau, Op. 55 No. 3. 1st Mvt. (p.29)__ FP. Bach Prelude I__ TE. Hanon No. 1, 2, 3 __ CP. Choice Showpiece (Continuous Crossing) __ CP. Choice Improv

UNIT 2:__ MP. Fast Inversion Glissando __ DX. Fantaisie__ SP. Clementi, Op.36, No. 5. 1st Mvt. (p.49)__ FP. Bach Prelude II__ TE. Hanon No. 4, 5, 6 __ CP. Choice Showpiece (Scene) __ CP. Choice Improv

UNIT 3: __ MP Arpeggio Up. Scale Down. __ DX. Fantaisie__ SP. Haydn, Finale (p.69)__ FP. Bach Prelude V__ TE. Hanon No. 7, 8, 9 __ CP. Choice Showpiece (Intermezzo) __ CP. Choice Improv

UNIT 4: __ MP. Scale Up. Arpeggio Down.__ DX. Fantaisie__ SP. Beethoven, Op.49, No. 2. 1st Mvt. (p.82)__ FP. Bach Prelude VI__ TE. Hanon No. 10, 11, 12__ CP. Choice Showpiece (Variation 18)__ CP. Choice Improv

UNIT 5: __ MP. Scale in 3rds. __ DX. Fantaisie__ SP. Schubert, Op. 120 (p.124__ FP. Bach Prelude XV__ TE. Hanon No. 13, 14, 15__ CP. Choice Showpiece (Emperor Waltz II)__ CP. Choice Improv


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The Playlist titles are Lesson List passages that were studied in the previous Course. The duet is studied for the series. Maintained previous and current Performance Pieces. Do planned choice or select your own.

TEACHING: A better way

1. Set the bench distance at the lesson so the arms are slightly extended. If the bench is too close, students will lose peripheral vision of the keys and free arm movement. Set the height so the forearms are level and parallel with the fl oor. Provide a stool as needed.

2. Compare notes visually in Level 1. In Level 2, memorize lines to use as help naming unfamiliar line notes and space notes on the staff . To teach the memorized lines, say them fast for students to mimic. Then, right away, students should say them fast without help. Say 1x at every lesson and eventually they will be locked in the student’s memory. Never look down at the keys for reference when naming notes. - Look at the keys to memorize them. First, learn all keys by octave, then as important tones. To teach the keys, say the letter and octave fast as students point. Point 1x at every lesson and eventually students will fi nd them without help.

3. The music teacher is also a reading teacher. Ask students to name the fi rst note and fi ngering and silently get ready. Then, teach reading visually by pointing slowly note-by-note at the fi rst reading. The pencil is your metronome and the means to heip students play intelligently, using their brain and not the ear or guessing. Point to preempt students from making and fi xing mistakes. Point to the notehead, not the stem. Make sure students are following you, and that you are not following them. Say, “Follow me.” While pointing, don’t smudge the music. - Insist that students look up, never down while reading and strike the keys loudly to stimulate recall. Otherwise, students will leave confused with no tactile touch or fi nger memory. To prevent looking, physically help students learn how to navigate fi ngering, and coach, “Cross, reach” etc. - Play gradually faster for comprehension and to get the meaning in context. While playing faster, state an occasional note to prevent hesitating, but don’t coach all the notes, sing along, count aloud, or write in fi nger numbers and note names to duplicate notation. - Usually the melody is learned fi rst, then the accompaniment as a duet before putting hands together. Unison is always learned hands together.

4. The music teacher is also a coach. As in athletics, teach technique by demonstration, physical help, and coaching. Physically, there are many similarities in piano playing and athletics. The hands, wrists, and arms are used all the time; and the eyes are trained where to focus. The strength of the hand, the lift of the fi ngers, the swing of the arm, the landing of heavy or light, and the control of the head and eyes have everything to do with creating a musical performance. During repetitions, never let students go on and on with wrong technique.

5. Teach beat and rhythm visually by tapping over the notehead in time. Also, coach or help students lift the fi ngers and arms higher to prevent jerking. This physical action of lifting high and suspending to drop creates a steady beat. Also, play along to stimulate students to internally play rhythmically and fast. Don’t count aloud or write counting in the music. These will cause a barrier to playing rhythmically.

6. Teach by repetition and the diff erences in students disappear. Look up, never down to prevent disorientation and confusion. Drill the Lesson List until it is in the fi nger memory is trained. In the Playlist, play each title 2x, not stopping. Play 3x to shade in a playlist box. Play along or run-in-place to add more practice as needed on a single note of group of notes. Don’t stop to explain more or to rest. Students must keep their hands on the keys while repeating and not taken them off . Play the majority of the lesson-time.- When not playing, illuminate the lesson with entertaining stories, attractive examples and similes. Many of these are found in the Music Book.

First reading F1 (Focus.) - Repetitions F2 (Focus. Fun.) - Ready F3 (Focus. Fun. Fluent.) Passed F4 (Focus. Fun. Fluent. Finished.) - Performance ready F5 (Focus. Fun. Fluent. Finished. Finessed.)WORDS FOR COACHING

CONCENTRATION: Get ready.Wait.Watch my pencil.Follow me, I’m the leader. Look up.Keep your head still.

FINGERING: Connect.Anchor.Open.Close.Reach.Squeeze.Cross.Exchange.Jump.

TOUCH:Pull (like a cat).Lift (like trotting).Strike (like a hammer).Lift, don’t push, pet, poke fl op, or hoist.Hold down to connect.Land on tips.Tap.Land.Slide.Spring. Scratch.Snap.Pluck.Slide.Hand level.Don’t bounce to avoid lifting.

RHYTHM:Long-short.Heavy-light.Two against one.

ENCOURAGING WORDS:You can do it.I know it’s hard, but it gets easier.Let me help, then you try,Keep going, don’t stop.Go-go-go.One more time.Three times and your done.Better.I like it.Good.Excellent.Great.Super.

DO THESE BASIC THINGS:-Play slowly to demonstrate. If you demonstrate too fast, students can’ see how to imitate.- Learn one section at a time. in short patterns and drills. Don’t start a new section before the previous one is strong.- Teach melody before accompaniment. Don’t add hands together before the one hand is strong. Except teach unison hands together.- Drill accompaniment at the lesson. But wait to assign it until the melody is strong.- Strike legato strong. Tap light. Don’t add general dynamics until everything else is learned.- Coach to remind students as they play, but don’t badger.

Give emotional support with encouraging words. Coach with a light-heart. Identify what is hard and what is easy. For example, say, “I know its hard, but it gets easier.” When improvement is noticeable, say, “Sounds good, right?”

First reading F1 (Focus.) - Repetitions F2 (Focus. Fun.) - Ready F3 (Focus. Fun. Fluent.) Passed F4 (Focus. Fun. Fluent. Finished.) - Performance ready F5 (Focus. Fun. Fluent. Finished. Finessed.)TEACHING BY ROTE

1. SHEET MUSIC: The sheet music is for teaching reference. It must be visible by the teacher to decide what needs work and to be consistent with coaching details. If students forget their music, use your reference book instead. The music must always be visible for accurate coaching. - Reminders for teaching technique may be written in the music such as as tap, light, toss, etc. Never write reminders for reading or have students read the music while playing. - In the music lightly pencil a date on the portion that is started, Ex. 3-23. Leave it there for a permanent record.- If students frequently forget the sheet music, indicate this problem on HPro so a reminder email can be sent. After several reminders to bring the music or if the music is lost, indicate “Lost Juggler” on HPro so it can be replaced.

2. COACH FINGERING BY ROTE: Students do not read the music except to possiblly name the first note and fingering of a starting point. Teach by rote, not notes. To teach by rote tell students the key and fi ngering on which to start. For example say, “Place R3 on bass F.” Then, say the fi ngering rhythmically in patterns. For example, “2 - 234 -2.” Learn about four measures at a time. Learn the melody fi rst before adding the accompaniment at another lesson. At the lesson students should play the accompaniment by memory as the teacher plays the melody. Then, assign hands together. Drill the notes, accents, rhythm, and touch until they locked into the muscle memory at F4. In unison, right away learn hands together. - Grade 1 students should be able to recognize keys by octaves because they have been pointing to them for theory at every lesson.- Grade 3 and up, should recognize verbal reminders for scales, intervals, and chords.

3. COACH TECHNIQUE BY DEMONSTRATION: Teach the physical movements for articulation right from the start. Students love to do physical movements and they notice an immediate improvement. Prepare ahead to feel for yourself the athletic movements you need to teach. Demonstrate technique so students can watch and imitate you. Play along to allow your hand to help you remember how to coach technique.- For all grades, pull and lift from the knuckle to keep a clean passage and to strike the key with clarity. Lift higher to prevent playing sloppy and jerky. Lift and drop the whole arm to control repeating notes and touch. Lift higher to prevent jerking. The whole arm loosens the player to play with more flouish. Give adjectives to help students understand such as tap, fl oat, drop, land, toss, arch, etc. Tap individual notes heavy or light right from the start. Don’t make dynamic changes until all else is learned.

4. REVIEW OF PROCESS:- Play slow to demonstrate. If you play too fast students can’t see how to imitate.- Drill in short patterns. To drill technique, do one note or pattern at a time.- Learn one section at a time. Don’t start a new section before the previous one is strong.- Compare patterns and sections by same and different.- Teach unison hands together, not hands alone.- Teach melody before accompaniment. Don’t add hands together before the one hand is strong.- Drill accompaniment at the lesson. Wait to assign hands together it until the melody is strong.

Eff ort F1 (Fun.) - Repetitions F2 (Fun. Focus.) - Ready F3 (Fun. Focus. Fluent.) Passed F4 (Fun. Focus. Fluent. Finished.) - Performance ready F5 (Fun. Focus. Fluent. Finished. Finessed.COMMON TEACHING ERRORS

a. READING1. Using the sayings to name the staff which are easily confused or forgotten; and there are no sayings for ledger lines!- Students easily memorize the lines above middle C (EGBDF) and below middle C (AFDBG). From the lines, name spaces alphabetically above or below. “What is the space abovel G”?

2. Giving starting points in hand position, such as C position or G position. The biggest mistake in learning to read is telling or placing the student’s hands.- Insist that student name the starting note and fi ngering. Then, place on the keys without help. Use the term position only to refer open or closed position.

3. Writing in fi nger numbers or letter names in the music for the purpose of helping students read or saving time. - By writing in duplcate notation, students are not focused on the notes moving up-down, high-lower, etc. Teach students to recall reading by touch and fi nger memory.

4. Allowing students to look up and down while reading. Only glance if the distances is over an octave. - The temptation to look at the keys is great but will cause confusion and disorientation. Students dependent on looking have to play by ear or memorize their music to play fl uently.

5. Circling or highlighting in the music will not help draw the students attention to the notation. Especially never write in the music with pen or marker.- Students do not notice reminders in the music unless they themselves wrote them in. They will not follow your reminders or learn to read better.

6. Using the theoretical terms such as steps, skips, intervals and chords for coaching reading. - To read, notes must fi rst be memorized fl uently by their visual position on the staff melodically, moving up and down. Reading notes individually is a prerequisite to analyzing in groups.

7. Allowing students to make and fi x mistakes. Control their fi rst reading intellectually by pointing note-by-note. - Preempt mistakes before they are made. Whether the note is right or wrong, the fi rst strike will be remembered. Do not allow students to play by ear or by guessing.

8. Singing or counting along as students play. - Singing along diverts the student’s attention from reading to listening and takes the brain to “la la land.” The sense of sight sees right. The ear is ofen mistaken.

TECHNIQUE1. Defi ning legato as smooth and connected emphsizes smooth rather than connected.- Legato means to connect, say hold or help hold. While legato is played smoothly, it is not the defi nition to legato. Many other technical actions are also smooth.2. Observing dynamics changes before all is learned confi dently and heavy.- Teach the articulation on individual notes fi rst, which is much more fundamental to piano touch. Over-all dynamics is easy when all else is learned.3. Playing too fast while demonstrating.- Student should be ready, “Watch me.” Play at the speed the student needs for imitation, “Now you try.”4. Neglecting basic technique of pulling the fi ngers strong and lifting from the knuckle. - Students will naturally want to pat or push the keys. These actions prevent students from playing fast, easily, and well.

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COUNTING1. Counting aloud as student play will confuse them and prevent them from internaizing the beat and fi nding their natural rhythm.- To teach rhythm, coach note values, “long-short.” Play along to cause students to chase the beat, not stopping. Also lift the fi ngers higher to prevent jerking.2. Writing counting in the music will not help students play rhythmically. Clapping or body movement are additional layers that add confusion. - Initially, tap over the notes to play rhythmically. It works perfectly. Then, play along, not stopping.

CONCENTRATION1. Letting students take hands off keys.- Students must keep their hands on the keys to prevent a ‘crash’. This simple act aids in concentration and gives students endurance.2. Pacing the lesson too slow causes the lesson to be boring and students to wonder when the time will be over.- Younger students especially need to be moved quickly to sharpen their minds. Do short periods of quick responds and short periods of rest.3. As lessons move quickly, students will not have time to ask questions or, for young students, to misbehave. - Students frequently ask questions that are irrelevant to the task, and sometimes as a distraction to avoid playing.

GENERAL1. Letting students slide on the bench.- Sit like a tree with your arms as the branches and reach high or low. Lean as needed.2. Explaining concepts that students aren’t ready to understand, such as time signatures and key signatures.- Until the bottom number changes, time signatures have no purpose. Analzye key signatures after reading is fl uent.3. Depending on practice at home to help students improve. Parents should never be expected to help.- Supervised practice at the lesson will teach students how to practice. If parents help, you will have to prepare students better so there is nothing to help with.4. Depending on natural gifts. The musical child will never learn to read and play correctly unless they learn, like everyone else, to use their brain.- Many times teachers prefer the gifted child because they are easy to teach, not realizing that they are the easiest to ruin with superfi cial training.5. Saying that students aren’t learning because they are not practicing. Telling students to work on something at home.- Everything that is learned is at the lesson by playing slowly note-by-note, and then gradually faster for comprehension. Students or parents can do this at home.

Eff ort F1 (Fun.) - Repetitions F2 (Fun. Focus.) - Ready F3 (Fun. Focus. Fluent.) Passed F4 (Fun. Focus. Fluent. Finished.) - Performance ready F5 (Fun. Focus. Fluent. Finished. Finessed.COMMON TEACHING ERRORS

First reading F1 (Focus.) - Repetitions F2 (Focus. Fun.) - Ready F3 (Focus. Fun. Fluent.) Passed F4 (Focus. Fun. Fluent. Finished.) - Performance ready F5 (Focus. Fun. Fluent. Finished. Finessed.)BEHAVIOR

1. Ignore bad behavior, but acknowledge good. If students demonstrate resistance to following direction, continue the lesson helping students accomplish results. Don’t let the student decide the outcome of their lesson. If you help students who resist, they will accomplish the same in the same amount of time as those who cooperate. For example, say, “Find middle C.” If no response show, “C is to the left of the two black keys in front of you.” If still no response, help the student point to middle C. Then, say again, “Point to middle C by yourself.” During this time, never get frustrated.

2. To get ready, students must pull their fingers strong. As needed “finger fight” to give the idea of pulling. Students will almost always laugh. Then, place the finger on the keys as it is pulling and say, “Keep pulling.”

3. When starting to play say, “Lift each finger like a hammer.” As needed, physically help lift the knuckle to give students the idea of how it feels. Say, “Now you try.” Students should start playing right away. If you pause they will lose the propulsion of the movement.

4. Students who yawn during the lesson are usually students with difficulty concentrating, not because they are tired. Yawning is a physical effort to get more oxygen. Tell students to breathe deeply and the yawning will quickly disappear.

5. For students who lay down on the bench, lay on the keys, pound the keys, yawn, etc. , say, “It is against the rules.” Young students understand rules. Some students may grab your pencil or stamper. If this happens say, “These are mine.” They will understand this too. They might also respond to, “Be nice.”

6. Even if students are crying or whining, keep them playing. The worst thing for this lesson is to adjust the outcome based on the student’s attitude or feelings. For students who disrup the lesson, find something to compliment then on at the end of the lesson.

7. Enforce good results without changing your commands, even if it is only one measure that you can manage. To make the lesson positive, students must recognize a succesful result by following directions. Otherwise, bad behavior will continue.

This is an actual example of an extremely resistant student who succeeded because of the consistant support from her parents and teacher. 1. First lesson: Cried most of the lesson. She had to be carried into the lesson and place on the bench by her dad. Main accomplishment of that lesson was keeping her in the room and manually working her fingers. Eventually stopped crying. Did not get much done.2. Second lesson: Parents dropped her off, and left. She cried for the first half of the lesson. “I ignored it and continued with my prompts from the script. She did everything, even if I had to start her hand. I made her answer my questions and play the drills. After 10 minutes, she wasn’t crying, though she was sulking a little and didn’t talk loudly. I kept her going and we finished the lesson by playing all of Lightly Row. She was able to go out to her parents and tell them she played a whole song. Successful lesson! Long way to go still, but it’s a good start.”3. Third lesson: “Another week of screaming, but I made her do everything or at least point with her fingers. She was crying so hard, so she couldn’t or didn’t speak. She stopped before the end though. Baby Steps. Dad still had to physicall pick her up and set her on the stool, then walk away. We’ll keep working.4. Fourth lesson: “Came in today with no crying. A little pouting, but very cooperative. Said finger numbers out loud, answered questions, etc. Enjoyed her lesson, I think.”5. Fifth lesson: “No crying today!!” Not fighting to come into the lesson. Very cooperative and willing to work. Seemed to have fun playing her songs. Very Good!”

Documents

THE CONSERVATORY PIANO COURSE by Mary Hovland · 2020-01-16 · __ FIRST LESSON: Open the student’s MB to the Method section. Read aloud and play each page as directed until lesson-time