NOTE: This blog entry is written with the understanding that your students already know their musical alphabet and can identify the letter names of the white notes on the piano.
Although there is quite a bit of text written below, it goes very quickly (10 valuable minutes)! If you feel that you are running out of time, you can always continue with activities #3 and #4 at their next lesson. Some of my students like to talk through everything I teach them. It helps them understand the concepts and retain the information better. It does, though, add extra time onto this mini lesson so I simply cut it in half and teach the other half next time I see them.
REVIEW
You are reinforcing what was taught in the previous lesson which focused on "high/low" from a vertical perspective (up/down) to a more horizontal perspective (right/left).
Quickly review high/low from the last lesson with a follow up activity at the piano:
Vertical perspective:
-Hold up an object mid-height and have the student pick an object to place higher than (above) yours. Say the words higher and above.
-Then have them use the same object (or a different object) and place it lower than (below) yours. Say the words lower and below.
Horizontal perspective:
-Lay the piano lid down and use it as a flat surface. Lay an object on the piano lid (somewhere in the middle) and have the student place their object higher/above (to the right of your object) and then lower/below (to the left of your object).
Lift the lid:
-Have the student play Middle C on the piano.
-Play a note higher than Middle C and ask the student if the note is higher or lower than Middle C.
-Do the same with a note lower than middle C and ask the same question.
BEFORE/AFTER
Materials and Prep:-If you don't already have a magnet wand and plastic metal rimmed chips I would strongly encourage you to purchase this! I bought mine from US Toys ® Their online web address is www.cptoys.com. This particular item is from Learning Mates ™ and it's called "Magnets and Accessories" (item # 833).
-Write the musical alphabet from A to G on 3"x 5" index cards or on plain card stock and cut them out (one letter per card). Laminate them if you are able.
-Using 6 blank index cards, create 3 "after" cards and 3 "before" cards.
-Create a musical alphabet strip
-Something interesting to point with like a wand, fun looking pencil or pen, or a small flashlight that has laser precision.
First activity (teaching by example):
-Do activities one through three at a nearby table.
-Ask your student to say the musical alphabet twice with you. -Lay down the musical alphabet strip. Tape down the ends of you need to.
-Point to any letter on the strip. Ex. point to the letter "A" and say, "This is the letter A. What letter comes right after A?"
-When you say the word "after", actually point the letter that would come right after A making a very distinct gesture with your finger of moving to the right of the given note.
-Point to a different letter and ask the same question. Repeat one more time to help them commit the direction to memory.
-Repeat the activity with the word "before" making a very distinct gesture with you finger of moving to the left of the given note.
Second Activity (guided practice):-You will be using the index cards or cut up card stock with the letters A through G for this activity.
-Keep the alphabet strip on the table.
-Lay down a letter card.
-Hand the student the rest of the cards and ask them what letter would come right after your card.
-Have them lay that card down to the right of your card.
-Refer to the alphabet strip for help if the student needs it.
-Ask them what card would come before the card you laid down and have them place that card to the left of your card.
-Pick up the cards and repeat activity two more times picking a different letter name to begin with.
-It's best to repeat an activity at least three times so that the student can commit the concept/technique to memory.
Third activity: GAME (independent practice):
-Place the alphabet cards face down on the table-Place the "before" and "after" cards face down below the alphabet cards
-Have your student pick an object to point with.
-Have them pick a card from the alphabet pile and turn it face up.
-Using a plastic metal rimmed chip, have the student place the chip over the note on the alphabet strip.
-Have the student pick a card from the "before" and "after" pile.
-Using their pointer (wand, pen, pencil, flashlight, etc.) they must point to the correct note on the alphabet strip either before or after the starter note.
-I usually time my students on games to ensure that we're moving along at a good clip.
**The rule of thumb on timing games is that you need to play the game first, time yourself, and multiply your time by 3. That's how much time you should give your students. **
Final activity (Tying it all together):
-Go back to the piano.
Me: Please play middle C (student plays it).
Me: What letter name comes after middle C?
Student: D (student plays it).
Me: Is D higher or lower than middle C?
Student: Higher
Me: Please play middle C again (student plays it).
Me: What letter comes before middle C?
Student: B (student plays it).
Me: Is B higher or lower than middle C?
Student: Lower
Point out to your students that "higher" relates to "after" and "lower" relates to "before". You may also want to share with them that the words above (which means higher) and after start with the same letter and that below (which means lower) and before start with the same letter as well. This understanding is extremely important when tackling the grand staff!
NOW your students are ready to fully understand how the grand staff works in relation to the piano keys. Teaching any concept is about breaking that concept down into smaller digestible chunks for your students to easily swallow. Until next time, piano blogger signing off......
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