Time To Begin: A Plan for Musical Growth

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Time To Begin
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A PLAN FOR MUSICALGROWTH
BY FRANCES CLARK ANO LOUISE GOSS
Time To Begin
@
Copyright @ 1955, 1960, 1973 Summy-Birchard Music, a division 01 Summy-Birchard Inc.
Ali rights reserved Printed in U.SA
ISBN 0-87487-120-4
Summy-BirchardInc.
exclusively distributed by
Warner Bros. Publications lnc.
15800 N.W. 48th Avenue
Miarni, Florida 33014
Any dupllcation, adaptation or arrangement of the compositions
contained in this collection requires the written consent of the Publisher.
No part of this book may be photocopied or reproduced in any way without permission.
Unauthorized uses are an infringement of the U.S. Copyright Act and are punishable by Law.
PREFACE
We owe an enormous debt of gratitude to our students and staff at
the New School for Music Study who were the inspiration and prov-
ing ground for the new Music Tree series. In addition we express deep
appreciation to teachers and students around the world, toa numer-
ous to list here, whose experiences with former editions and sugges-
tions for the new series have been invaluable.
Special thanks must be expressed to our colleagues who have de-
voted long hours to a study of the manuscripts in various phases of
their preparation, especially to Mary Gae George, Roger Grove,
John O'Brien, and Elvina Truman Pearce.
Music from former editions that has proved best, both pedagogical-
ly and musically, has been retained in the new series; composers
represented include Sarah Louise Dittenhaver, Jon George, Louise
Goss, David Kraehenbuehl, John LaMontaine, Marion McArtor and
Lynn Freeman Olson.
A special paragraph must be devoted to our appreciation, admira-
tion and affection for Jon George. The large quantity of exception-
ai and delightful new music in The Music T.r_e~is the result of years
of happy collaboration with him. Hehas worked endlessly to create
music that combines the strictest pedagogical demands of this plan
for musical growth with the highest musical standards.
It is our hope that The Music Tree will provide for teachers the
same high adventure in teaching we have experienced, and that stu-
dents everywhere will share with our students the excitement of this
new adventure in learning.
Frances Clark and Louise Goss
2
~1 Discoveries: higher, lower, J. J
Take Off
Landing
ln a Canoe
Using What YouHave Discovered
ln a Garden
lnchworm
Circus Clown
Spaee Ship
Rhythm Reading
Written and Creative Work
Discoveries: p. f and repeated notes
A Secret
Street Fair
On the Bleachers
Using What Vou Have Discovered
Halloween
Wiggleworm
Bluebird
After the Climb
Rhythm Reading
Written and Creative Work
Discoveries:_. 8va
Drifting
Kites
Climbing
Using What You Have Discovered
TheSchumanns
Summer Clouds
Summer Storm
TechnicalWarm-Ups
RhythmReading
Writtenand CreativeWork
~
4 Discoveries: J, 2nds· Stargazers
.. Naptime
Winter Night
Using What You Have Discovered
Seout Day
Thunderstorm
Goldfish
Clocks
Firej/y
Technical Warm-Ups
Rhythm Reading
Written and Creative Work
Discovery: 3rds
Snowfall
Shells
Using What You Have Discovered
Kitehen Raid
Parade
CONTENTS
20
21
22
23
24
24
25
25
26
27
28
28
29
29
30
30
31
32
32
33
34
34
35
35
4
5
6
Ranch Mail
Dinosaurs
Marching Band
Technical Warm-Ups
Rhythm Reading
Written and Creative Work.
~
6 Discovery: time signatures.. Croeodile
· · SnakeCharmer
Centipede
Using What You Have Discovered
Pumpkin Eater
Tree House
Murmuring Brook
Rocket Ship
Technical Warm-Ups
Rhythm
Written and Creative Work
..
~
7 Discovery: 4ths
.. RailroadCrossing
.. NoisyNeighbors
Using What You Have Discovered
Ship Ahoy!
..Oui"
Trapeze Artist
Skating
Circus in Town
Technical Warm-Úps
Rhythm
Written and Creative Work
46
46
47
47
48
48
49
50
50
51
36
36
37
38
38
397
8
8
9
10
11
40
40
40
12
13
14
41
42
42
43
44
44
45
15
16
16
17
18
19
..
~
8..... Discoveries:o. 5ths
Pussy Willows 52
Oh. My! 53
Leapfrog 53
Using What You Have Discovered
Square Dance 54
BedtÍlne 55
Gyp~Camp 55
Technical Warm-Ups 56
Rhythm 56
Written and Creative Work 57
Discoveries: " i . ledger lines, grand staff
Bass Staff ~ 58
Treble Staff 59
Musie Box. Top 60
Music Box. Top 61
Using What You Have Discovered
Lying A wake 62
Cadence 62
Technical Warm-Ups 63
Rhythm 63
Written and Creative Work 64
..
~
9
...
...
3
UNIT ONE r
DISCOVERIES
1. Learning about Higher
Play all the pieces in this unit on the groups
of two black keys.
Play i with left hand, J with right hand.
Use the middle finger of each hand.
..
When notes LOOK higher,
they SOUND higher, and
you PLAY higher on the keyboard.
......
Take OffL R
~ ~
llll1llJ
J big
I
air - lin - er,
Get a - board the
(Student)
Get a r
(Teacher) - board the
marcatof 1.....--
big air - lin - er,
high - er, high - er.
up we're climb- ing,
up we're climb- ing, high - er, high - er.
r r rr
4
2. Learning about Lower
When notes LOOK lower,
they SOUND lower, and
you PLAY lower on the keyboard.
_I _ ,....-____
Landing
I
Now the trip is
i J i J
aI - most o - ver,
i J i J
down we're glid - ing,
i J i J
low - er, low - er.
marcata
Now ' the trip is aI - most o - ver, down we're glid - ing, er,
r
er.
(Student)
" 5
3. Learning about J and J
L R
~ ~
llllmJ
~- d.
I
Cross-ing the lake
......
A half note
sounds as long as
two quarter notes
HALF NOTE
'W:':'I"":"J,-,"o'X""~;A...,..f
O:Jo:'.{...;~ .: i.:..~~;...i.:i-
~.;.;,'~.~;(,.~ ..' - ~-~~ ,~
QUARTER NOTES
In a Canoe
in a ca - noe,
Cross-ing the lake
(Student)
6
in a ca - noe.
pad -dling a - long
watch-ing the view.
pad- dling a - long watch-ing the view.
USING WHAT VOU HAVE DISCOVERED
Before p/aying each piece:
1. Think what the piece is about and how you want it to sound.
2. Swing and say the words with a strong rhythmic pulse-
one full arm swing for each J
two full arm swings for each d
3. Find the position on the keyboard and practice the moves.
Will you move up or down?
How many different groups of black keys will you play?
In a Garden
J i J i d I
and the love - ly bird - bath.
J i d I
See the wind - ing foot - path,
(Student)
See the wind - foot - path, and the lave - ly bird - bath.
(Teacher)p J J J
r r f I r
7
i J
Inch - worm hunch your
" .
..,. ---
lnchworm*
I
d
back up,
i
J J
. I'
stretch and
Circus Clown
J i J i d
Cir - cus c10wn is
(Studellt)
(Teacher)
sempres,taccatof
Cir - cus c10wn is
10ts of fun,
take the
I
d
slack up.
10ts of fun,
laughs and jokes with
r
J i J I
r
ev - 'ry one.
i r
laughs and jokes with ev - 'ry one.
8
*The accompaniment for "lnchworm" is at the bottom of page 9.
Space Ship
L R
~ ~
llll1llJ
an - y old place!
you could end up
f1y - ing through space,
J F
Rush - ing a - long,
(Student)
Rush-ing
(Teacher)f-
r
a - long, f1y - ing through spacc,
r
-- ---
with pedal r
lnch - worm hunch your
(Teacher) I Jlegato P ~....
back up, stretch and take thc slack up.
9
you could end up an - y old place!- --.....
---...:
r r r
8fJa
j
Rhythm
In each ofthe followingrhymes, set a strong rhythmic pulse:
Under the notes make a
dash for each pulse:
for notes that last 2 pulses
(The first rhyme is started to show you how).
Swing and say the words to the rhythm of the notes-
one full arm swing for each pulse.
go up? go down? begin with R? begin with L?
use four groups of black keys? use two groups of black keys?
are made entirely of the rhythm pattern: J J J J?
JJJJJJ? JJJJJJJ?tO
Bel/s New Kite
J J J J J J J J J J J J J J J
Ding dong,ding dong, bells will say, Tug- ging the string, up in the sky.-----
J JJ J J J J J J J J J- J J J
Wake up, wake up, it is day! First winds of spring, také it so high!"
Jack andJill
J J J J J J J J
Jack and Jill ran up the hill to
J J J J J J
Fetch a pail of wa - ter.
J J J J J J J J
Jack fell down and broke his crown and
J J J J J J
Jill carne turnb-ling af - ter!
H ow many pieces in this unit:
Learning aboul lhe Keyboard
Circle ali the groups of 2 black keys up the keyboard.
lllJ
On your piano, find and play alI the groups of 2 black keys.
Circle ali the groups of 3 black keys down the keyboard.
On your piano, find and play alI the groups of 3 black keys.
Write the number for each finger,
starting with number 'I for each thumb.
'I tLearning Finger Numbers
Make some pieces of your own . . .
Use the groups of 2 black keys.
Your pieces could be about "A Frog Jumping," "Rain Faliing,"
"An Elevator" or whatever you like!
Write the names of your pieces here:
11
p P is the abbreviation for piano,
the Italian word for soft.
.
..; t
f
4
4
.
~
~
4
~
I
UNIT TWO f
DISCOVERIES
1. Learning about P
80FT
A Secret
i J i d
tip - toe 50 l'll hear.up 011
J
i J i d
Whi5 - per 50ft - ly m my ear,
(Student)
p
Whis- per soft - Iy in my ear, up on tip. toe so 1'11 bear.
(Teacher)
pp
12
2. Learning about f
__ _1:__
f f is the abbreviation for forte,
the Italian word for loud.LOUD -
L R
~ ~
llllll1J
Street Fair
~
f~
Con - cer
i J i J F
ti - na play - ing loud
makes a hit with ali the crowd.
(Student)
Con-cer - ti - na play - ing loud, makes a hit with alI the crowd.
(Teacher)
13
3. Learning about Repeated Notes
~ J
f
Climb - ing up,
(Student)
f
Climb-ing up,
(TeJ1cher)
f
14
On the Bleachers
J J
row by row.
J J
f
see the show.
8va- - - - - - - - - - - - - .,
J J I
From the top we'lI see the show.
J J
I' I'
From the top we'll
J J
I
row by row.
USING WHAT VOU HAVE DISCOVERED
Before playing each piece:
1. Think what the piece is about and how you want it to sound.
2. Practice the rhythm: I
Under the notes make a dash for each pulse (~ or d).
Swing and say the words to the rhythm of the notes-
one full arm swing for each pulse.
3. Find the positioo 00 the keyboard and practice the moves.
Will you move up or down?
How many different groups af black keys will you play?
Halloween
J J
:>
Jack - o - lan - terns grin, bold and bright. Ghostsand gob- lins roam
(Student)
1(-
in the ni~
.
p
15
... I F F
J J
. bold and bright.
J.J
f _ lan _ tem, gnn,. Jack - o
I Fpr I'
the nighí.gob - lins roam inGhosts and
L R
~ ~
llllll!J
Wiggle'worm*
I J i J
Wig - gle - worm, fat and long,
i J I
J J-
I
now yau're here, now you're gane.
with pedal
*The accompaniment for "Wiggleworm" is at the bottom of page 17.
16
L R Bluebird
lll!lllJ
d J d
Ia i
d J
up sa high and free.
pFa " I
Blue - bird, in the tree,
(Student) J J J
,
p
Blue - bird, in the trce, up so high and free.
- I 1--- I
(Teacher)
After the Climb
L R
lWrnJ
fra ~
Run and jump
d
down the hill.
J
I' I
Care - fuI you don't
I I' I
take a spill !
(Teacher)
r r
spill!jump down thc hill.
I
Cace - fuI you don't take a
8va ~
(Student)
17
Rhythm
Point to each note and count with a strong rhythmic pulse:
for every J say "I" for every d say"I-2"
J J d J J d J J J J d
1 1 1-2 1 1 1-2
H ow many pieces in this unit:
are marked p ? f? both f and p ?
are played with finger 2? finger 3?
use repeated notes? are made entirely of the rhythm pattern:
J J J J J? J J J J J .J J J?
use four groups of black keys? use two groups of black keys?
18
ln each of the following rhymes, set a strong rhythmic pulse:
Under the notes make a dash for each pulse ( J or J ).
Swing and say the words to the rhythm of the notes-
one fullarm swingfor eachpulse.
BobbyShafto Snowbound
J J J J J J J J J J J J
Bob . by Shaf . to's gone to sea, Sit . ting by the fire,
J J J J J J J J J J
Sil . ver buck . les on his knee. keep . ing wann.
J J J J J J J J J J J J
He'll come back and mar . ry me, Wait . ing for the end
J J J J J J J J J
Hand-some Bob. by Shaf - to! of the stonn.
CIDIEIFIGIAIBICIDIEIFIGIAIBICIDIE
Learning the Names ofthe Whi!e Keys c, D, E
Circle all the groups of 2 black keys-
then write C,D, E on the white keys that touch them.
With your right hand 3rd finger, play C-D-E up 3 octaves.
With your left hand 3rd finger, play E-D-C down 3 octaves.
Now turn back to Uni! 1:
Mark each piece for p .
Play "Take Off" and "Landing," this time on white keys-C and D.
Play "In a Canoe," this time on white keys-D and E.
Play each piece p or f as you marked it.
Point and count the rhythm of"ln a Garden" and "Space Ship."
M ake some pieces of your own . . .
Use the groups of 3 black keys and f, p and repeated notes.
Your piecescouldbe about "A Woodpecker," "Clocks Ticking,"
"Elephants Dancing" or whatever you like!
Write the namesofyour pieceshere:
19
UNIT THREE.~
DISCOVERIES
1. Learning about ~ :IDZII
~
Notes within a slur
belong together-play them
as smoothly as possible.
Drifting
rrJ
Gen - tly roIl, lit - tle boat, ~
i i
on and on, bob and float.
{
r i r i
20
'I I I -
tJ
1\ ,. P ,
tJ '- ./' ., -- --- -='"'-
Gen- tly roll. lit . tle boato on and on. bob and fIoat.
(StudentJ p I ----- J./'"
Kites
L
J Rm
JJ\
JJ\ 'way up r
I~ dip and I. ~ \ liv,
)~ in lli, L.
See lli 6em fly
(Student)
8va ,I
,8va--- I
~~
21
fi I 1-- T'--,
-
.......... - -
tJ f
. I I
f
See them f1y in the sky, dip and dive , 'way up high.
(Teacher) - ./" ã-.
I V
............. 3--" P*
mf -
:
2. Learningabout 8va
- ~' "'"
Bva is an abbreviation for OCTAVE.
Written above notes it
means to play the notes
one octave higher.
Written be/ow notes it
means to play the notes
one octave lower.
"""
(Student) f .J
E - ven when I'm up a tree, all the birds \ook down on me.
(Teacher) mf
22
L R Climbing
J J
lmlllJ
Bva------,
J J J J J J
f ia I' I' I' I' I' I I
8va_ _ _ _ _ _ ...J
E - ven when I'm up a tree, alI the birds Iook down on me.
USING WHAT VOU HAVE DISCOVERED
Before playing each piece:
1. Think what the piece is about and how you want it to sound.
How many parts are there?
Which parts are alike? Which parts are different?
2. Practice the rhythm:
Under the notes make a dash for each pulse.
Swing and say the words to the rhythm of the notes.
3. Find the position and practice any moves.
The Schumanns
L R
n ~
lll11llJ
~ J ~JJ ~~ ~ /..
PÍa ~. i i i i i i
Clar - a played, alI day long, alI of Rob - ert's fin - est songs.
(Student)
23
Look - ing
Summer Clouds
800 ,
i i i i
at a sum -mer sky, c10uds are by.
Qui - et night,
P
Look-ing at a
(Teacher)
P.P
(Student)
(Teacher) ~i - et, nift, I
legato PP..i .. .Ji. ..
24
drift - ing gent- ly
Summer Storm
~ ~J~ ~
i i fi i i i8M ~
all a - sleep; thun - der rum - bles, loud and deep!
8~a ,
I
sum-mer sky, c10uds are gent - Iy by.
J.
alI
fi
thun- der rum - bles,
i
loud and deep!a - sleep;
,
t t
Warm-upsfor daiIypractice-first on l!!Jthen on l!!J
. t t
31 2
With right hand play U in 3 different octaves going up.
With left hand play rt in 3 different octaves going down.
13 2
How many pieces in this unit:
use p ?
8va higher ?
f? both p andf?
8va lower? 8va higher and lower?
begin with
25
Rhythm
In each of the following rhymes, set a strong rhythmic pulse:
Under the notes make a dash for each pulse.
Swing and say the words to the rhythm of the notes.
Grasshoppers FunnyBug
J J J J J J J J J
Grass- hop - pers hop - ping What's that crawl- ing
J J J j J J J j
O - ver the prai - rie; on the rug?
J J J J J J J J J
When they are hun - gry, Such a fun - ny
J J J J J J J J
Fann - ers be war - y! look - ing bug!
G IA I B I C I D I E I F I GlA I B I c I D I E I F I GTA I gJ
Learning the Names ofthe. White Keys F, G, A, B
Circle all the groups of 3 black keys -
then write F, G, A, B on the white keys that touch them.
With your right hand 3rd finger, play F-G-A up 3 octaves.
With your left hand 3rd finger, play B-A-G down 30ctaves.
Reviewing C, D, E
Writeall the C's on this keyboard. Then play all the C's on your piano.
Write all the D's on this keyboard. Then play all the D's on your piano.
Write all the E's on this keyboard. Then play all the E's on your piano.
Now turn back to Unit 2:
Play "On the Bleachers," this time on white keys-F and A.
Play "Halloween," this time on white keys-G and B.
Point and count the rhythm of "Bluebird" and "Wiggleworm."
M ake some pieces of your own . . . on white keys, using s/urs.
Your pieces could be about "Balloons," "Sailing," "Butterflies"
or whatever you like! Write the names of your pieces here:
26
UNIT FOUR .~
DISCOVERIES
1. Learning about d.
L R
J n
lllf1llJ
A dotted half note
sounds as long as
three quarter notes
DOTTED HALF NOTE
d~
J" J J
Stargazers
8fJa-- -~ - - - - -=-=- - - ---,
III
Ly- ing out-side on a warmsum-mernight,watchingthe stars is an end-less de- light.
ing out - side on a warrn sum - mer night,
pp leggiero
8oa ,
the stars is an end - less de - light.
r r - r rr
.
.- - ,
27
2. Learning about lntervals
The highness or lownessof sound is called PITCH.
The difference in pitch between any two tones is called an INTERVAL.
An interval on the keyboard is the distance between any two keys.
Lines and spaces make it easy to read intervals-to teU the exact
distance between one key and another.
3. The lnterval of a 2nd
r
2nds on white keys:
lmJfrom one white key to
the very next white key ..
2nds written on lines and spaces look like this:
o Q UNE SPACE
OR Q O SPACE LINE-
Here are some pieces using 2nds. /
... o"
The letter
names the
flrst notei
Please qui - et, go to sleep.
Now play ""Naptime" again, beginning on E.
Winter Night
The letter
names the
flrst notei .
wind is blow - ing, alI tne night through.
Now play "Winter Night" again, beginning on C.
28
USING WHAT VOU HAVE DISCOVERED
Before playing each piece, see practice suggestions on page 23.
Seout Day
8va- - - - -..,
Smart- ly
8va _ _ _ _ -1
lift - ing ,_. up their feet, scouts are march - ing down the street.
Thunderstorm
8va_ - _ _ _ _ _ _ _ _ _ ~..J
Hear the thun - der crash and roar! I could fall right through the fioor!
i ~ 1
(Teacher) u __ __ _u ___u__u u ___ _ _ ~8va-u _
non legato
Smart - Iy lift
(Student)
ing up their feet, scouts are mareh -ing down the
"-~street.r
f
8va 8va 8va
29
.., f
.. r fi r .. ..
f
Hear the thun - der erash and roar! I eouId falI right through the fioor!
(Teacher) . - n . .- .- - f') . .-
.
mf marcato
... .... ... ... PG.
Point and count the rhythm of "Stargazers" and "Firetly."
Make some pieces ofyour own . . . using 3rds.
Your pieces can be about whatever you like. Write their names here:
39
.
UNIT SIX .~
DISCOVERY: Learning about Time Signatures
The time signature at the beginning of a piece
shows how many pulses there are in each I MEASURE I
and the kind of note that stands for one pulse.
The last measureof a pieceendswith a DOUBLE BAR II
TIME SIGNATURE
4: = pulses in a measure
~ = one pulse
Crocodile
.;
4) F~
f '2 .
I the blgSee ero - eo - dile, wad - ing there in the Nile.
Now play "Crocodile" again, beginning on c.
Snake Charmer
mis- take. It eould-n't be a fake.
Now play "Snake Charmer" again, beginning on B.
Centipede
5) C
i .l 12
When you have so man -y feet, Is it hard to eross the street?
Now play "Centipede" again, beginning on G.
40
USING WHAT YOU HAVE DISCOVERED
Before playing each piece:
1. Think what the pieceis about and how you want it to sound.
Which parts are alike? Which parts are different?
2. Practice the rhythm:
Study the time signature.
Point and count.
Swing and say the words.
3. Find the position and practice any moves.
Pumpkin Eater Y L/L}
er, Pet - er, pump-kin eat - er, could-n't keep his wife, they tell.
So he put her in a pump-kin, there he kept her ver - y well.
(Student) fI. 112.
f
Pet -er, Pct - er, pump-kin eat - er, could-n't keep his wife, they tell.
So he pu t her in a pump - kin, there he kept her ver - y well.
(Teacher)
m
41
Tree H ouse
8va ~
Ham -m'ring, alI day Iong! Build a tree house high and strong!
Murmuring Brook
- mur - ing brook, wan - d'ring a - Iong,
Whis - p'ring soft - Iy an end - Iess song.
(Studenl)
Ham-m'ring,
(Teacher)
Build a tree house high and strong!
>
>
r
42
1\
. ..
tJ P r r r r r i r
Mur-mur - ing brook, wan-d'ring a - long, Whis - p'ring soft-Iy an end - less song.
-- ,...--.. ---... .-- b.. - ....---.... -.
: .
pp
II
: . . . .. . . .
Rocket Ship
WIaU
L R
\..,\L\
J J
i i
x rrd
should be there this
to the moon;
f r f
Hcrc we go
,
81Ja--- -- :d.'
to the moon; should bc there this ar - ter - noon!
>
>
43
d
I I'
af - ter- noon!
Warm-ups for daily practice
21 3, I
With right hand play G~ in 3 different octaves going up.
~
With left hand play A~ in 3 different octaves going down.2 3
Rhythm
In each of the following rhythms:
Study the time signature.
Swing and count two measures with a strong rhythmic pulse
before you point and count the rhythm.
J J IJ J J IJ J J Id. I
J I d J IJ J J I d. II
2.
j
4) d J J I d J J IJ J J J Id d I
JJd IJJd IJJJJIJJdl1
H ow many pieces in this unit:
havethetimesignature: r? r ?
use d. ? are made entirely of 2nds?
5
i ?
are made entirely of 3rds? of 2nds and 3rds?
44
lntervals
Write the name ofthe key a 3rd above each key that is checked.
Write the name of the key a 3rd befow each key that is checked.
Write the 3rd above each note:
Write the 3rd befow each note:
Mark all the 3rds with this sign À
3
How many are line-line 3rds'? space-space 3rds'?
Now turn back to Unit 5:
Play "Dinosaurs," this time on G, A, B.
Make some pieces ofyour own . . . on white keys
Use one (or both) ofthese rhythm patterns:
J I J J IJ J J I J. II
J J IJ J J IJ J J J IJ d II
Write the names of your pieces here:
45
.
UNITSEVEN,.
DISCOVERY: The lnterval of a 4th
4ths on white keys IIIII
skip two white keys: ~
4ths written on lines and spaces look like this:
~ x '*
o SPACE
LlNE-
)( x G- LINE-o SPACEOR
Here are some pieces using 4ths.
Railroad Crossing
and look! outStop and look! Watch
Now play "Railroad Crossing" again, beginning on G.
Noisy Neighbors
for trains!
3) C
r f
Why must
2 P f
shout? Can't you whis - per? What's ityou
46
Now play "Noisy Neighbors" again, beginning on F.
.
a - bout?
USING WHAT VOU HAVE DISCOVERED
Before playing each piece, see practice suggestions on page 41.
Ship Ahoy!
a - hoy! Ship a - hoy! Let's go sail - mg a - hoy!
a - hoy! Ship a - hoy! Out be - yond the farth - est buoy.
"Oui"
6)
i Pl4
France is a coun-try a - cross the sea. When they mean "yes" what they say is "oui."
(Student)
(Teacher)
a coun- try a - cross the sea. Whcn they mean "yes" what thcy say is "oui."
P
with pedal
47
Trapeze Artist
81Ja-- - - - -- i
3 13
Dar- ing young man on the f1y- ing tra-peze, floats through the air with the greatest of ease.
Skating
81Ja l
4
.
a ov -er the ice. No oth - er mo - tion is quite so nice!
p
(Student)
Dar-ing young man on the
(Teacher)
p. r
;>
a - long, ov - er thc ice. No oth- er mo . tion is quite so nice!
48
fIoats through thc air with the great-est or ease.
J-;- ----
r- . r r- r
Circus in Town
Cir - cus com - ing
J J
(Student)
8va ,
I
f
- cus com - ing down the street! A
J J n
big pa - rade is
L R
J J d
Isuch a treat!
big pa - rade is such a treat!
49
Warm-ups for daily practice
2,31 J
With right hand play G~ in 3 different octaves going up.
With left hand play B@= in 3 different octaves going down.234
Rhythm
Add the time signature to each of the rhythms below.
Swing and count.
Point and count.
1. J J J I J J J I d J Id. II
J J J J IJ J d IJ J J J Id d2.
Add measure bars and ending bar to each of the rhythms below.
Swing and count.
Point and count.
3. r> J J J d J J J J d.
4. r> d d J J d J J J J J J d
How many pieces in this uni!:
are made entirely of 4ths? af 2nds and 4ths ?
have the time signature:
2
j?
3
j?
50
II
6 ?
j'
lntervals
Check the key a 4th above each key that is named.
Check the key a 4th below each key that is named.
Trace the note a 4th above each note:
.........
Trace the note a 4th below each note:
Write 2 under all the 2nds, 4 under all the 4ths.
2 Lj-
Mark all the 4ths with this sign A
Now turn back to Unit 6:
Play "Pumpkin Eater," this time beginning on G.
Play "Tree House," this time beginning on C.
Play "Murmuring Brook," this time beginning on A.
Make some pieces ofyour own . . . using 4ths.
Your pieces could be about "Fog Horns," "Factory Whistle," "Train Coming,"
or whatever you like. Write the names ofyour pieces here:
51
.
UNIT EIGHT :t.
DISCOVERIES
1. Learning about O
WHOLE NOTE
A whole note
lasts as long as
four quarter notes
Pussy Willows
Puss- y wil - lows can't me - ow, dog - wood does not bark.
8va i ,. I
.2
look pret - ty an - y - how, grow- ing in the park.
(Student) (8va2nd time only)
wil - lows can't me - OW,
pret - ty an. y - how,
dog - wood does not
grow- ing in tbe
bark.
park.
(Teacher) t
p
52
2. The lnterval of a 5th
Sths on white keys
skip three white keys:
Sths written on lines and spaces look like this:
. 10 o SPACE
(SPACE)
SPACE
LlNE-
t .J t t qJ t J .J t J t t
"1"
Warm-ups for daily practice
~With right hand play B in 3 different octaves going up.
With left hand play F ~ in 3 different octaves going down.4 3 2
Rhythm
Point and count.
Tap and count (notes above the line are for right hand,
notes below the line are for left hand).
H ow many pieces in this uni/:
use J.? (,")?
havethe time signature: r?
are made entirelyof 5ths?
8va- - -, higher?
3 ?
i.
8va_ _..J Iower?
5
j?
of 5ths and 2nds?
lnterva/s
Check the key a 5th above each key that is named.
Check the key a 5th below each key that is named.
56
J J JJJ J J J.
I i j. j i iii
J J JJJJ JJJ O
iiF O I F iiii
Trace the note a 5th above each note:
,--,'.. -,
Trace the note a 5th below each note:
,_..'
Write 3 under ali the 3rds, 5 under alI the 5ths.
3 5
Write the name ofthe key a 4th above each key that is checked.
Write the name ofthe key a 4th below each key that is checked.
Write the note a 4th above each note:
Write the note a 4th below each note:
Now turn back to Unit 7:
Play "Ship Ahoy!" this time beginning on D.
Play "Trapeze Artist," this time beginning on C.
Make some pieces ofyour own . . . using Sths and O
Your piecescouldbe about "ChineseGongs," "lndian Drums"
or whateveryou like. Write the namesofyour pieceshere:
57
.
UNIT NINE.:t.
DISCOVERIES
1. Learning about ?
Five lines with an F CLEF ( 9: ) are called the BASS STAFF.
The F clefis the musical sign for a special F on the keyboard.
It names this line F
Every note on the F line is
the F below the C in the
middle of the keyboard. Bass Mlddle
Bass Staff
2
f Play -ing in F right down to
2
C.
There is noth - ing it, as you can see!
[ ~ = ~ ] In time signatures from here on, li standsforJ
58
2. Learning about
Five !ines with a G CLEF ( ~ ) are calIed the TREBLE STAFF.
The G def is the musical sign for a special G on the keyboard.
It names this line G .
Every note on the G line is
the G above the C in the
middle ofthe keyboard.
....
L~ruJl1!~mlllJ
Middle Treble
Treble Sta!!
in the Tre - ble Staff from G right up to c.
will find the Tre - ble Staff is eas- y as can be!
59
3. Learning about Ledger Lines
Short lines above or below a staff are called LEDGER UNES.
Ledger lines are used to write notes above or below the statT.
down a 5th
TREBLE STAFF
ledger-lIne notes
Music Box
3. 2
p rrrr r
Pret -ty blue box that was sent from France. Lift up the lid and en - joy the dance.
ledger-lIne notes
up a 5th
C D E
-e-.n-0-
BASS STAFF
x
Top
J.
'3 2
f Twirl it a -round and give it a spin.
.
If it keeps spin-ning may-be we'll win!
60
1'1
.I I / ........ 1/ "
... , I \ I ,
" .. .-I - - - - -
\: L - . - - . - . - - .
@.
When the TREBLE STAFF and the
BASS STAFF are connected, they
form the GRAND (large) STAFF.
GRAND
STAFF
Treble G
4. Learning about the Grand Staff
Mlddle C
Bass F
Here are the twa pieces fram page 60, this time written an the Grand StafL
Music Box
2 3
Top
3 2
(Teacher)t r--tPP _. "4 J 1. J .! J.
sempre legato
Pret- ty blue box that was sent from France. Lift up the lid and en - joy the dance.
p r r r r rrr r
a - round and give it a spin. If we'U win!
(Student)f
61
- - -- -, - ./ ......... "....- -- ;--......,-I / I ""'- / T ......
6 , "' I "I,#f/Ià. - - - \ -' ..-I - '\'-'lI - .. - "'" . \ - .. - - . T
P Pret-ty blue box that was
sentfrom France.Lift up the lid and en- joy the dan'ce.
"..-- S-. .. .. 5--.r-8.'
.I
....
-
f . 3
... , --- ............ .- -.........
,, " ./ "- /' "
I..f... (/ -6.
/' - "'
-6- -(7 · - ... \
{ fTwirl it a-round and
give it a spin. If it keeps spin - ning may-be we'll win!
&;;.,. .- - .- .- .. - - - - -.- .. , :- :- :- - r- I"'"' r-
.I I
I I
USING WHAT YOU HAVE DISCOVERED
Before playing these pieces, see practice suggestions on page 54.
Lying A wake
8va-- --.,
2
Cadence
2
2
(Student)
f r i irr
foot-steps in the park.
i i r p
Foot-stcps in the street,
(Teacher) .
Foot-steps ev - 'ry- where. Ech- o in thc dark.
;
Read- y now
(Teacher)
to fm - ish the book! Won-der how the next one will look!
f
62
2 /' I"--- / /" :I. / I / '\. / "I 1/ 'I
, I / \ I I I
" - -.- 1_\ - - "" -' -I, II .c. - - -- I - - -- - -- -- "-
@. f Footsteps in the street,
.
footsteps in the park. Footsteps ev-'ry-where. Ech-o in the dark.
{
.. .. .-.fT .. . .19-IP . ". !T
C't,..l I..... t
I
.... .c.
" -- ---
... /' ......... ......... ............
'!'IIIIr. / " /1 "
11. / \ / I "
(....
\ I .. ..
{
f Read-y now to
fin - ish the book! Won-derhow the next one will look?!
,. - - - -- - - - ---.... - - r- . t-o'" - - r- - r-
I .c. -
Warm-upsfor daily practice
With right hand play in 3 different octaves going up.
With left hand play in 3 different octaves going down.
284
Rhythm
Tap and count hands separately; then hands together.
How many pieces in this uni/:
are writtenon treble staff? bass staff? grand staff?
begin on Bass F? Treble G? Middle C?
lntervals
Write the name ofthe key a 5th above each key that is checked.
Write the name ofthe key a 5th beloweach key that is checked.
63
JJJ d J JJJ d- d J d J JJJ d-
I- l- I- p- p- po p- p-
o o o o o o o o
iiii ii, iiii o , ii , ii FI o
j
Write the note a 5th above each note:
Write the note a 5th below each note:
.-
Mark alI the 3rds, 4ths, and 5ths.
", I,
Trace:
,,,,
I
I
I,,
I,