Creative Technology Institutes of America Copyright © 2007 CTIA Music Group

Senior Author/Composer/Program DevelopmentPatti Windes-BridgesGeneral Music Specialist K-8, MIDI SpecialistCave Creek, Arizona

Composer/Arranger/Sequencer/Program DevelopmentDr. James FaulconerPresidential Professor Emeritus of MusicRetired Chair, Department of Music TechnologyThe University of Oklahoma

Contributing WriterDr. Andrea MarkowitzMusicologist, Piano InstructorCave Creek, Arizona

EXECUTIVE EDITORMarcia HillOklahoma City, Oklahoma

EDITORAndrea MarkowitzCave Creek, Arizona

COVER DESIGNEvie HoustonTulsa, Oklahoma

BOOK DESIGNJulia Patterson, Write/DesignPhoenix, Arizona

Primary - Book 3

MIDI for KidsKeyboard

All rights reserved.1 2 3 4 5 6 7 8 9

MIDI for Kids

Table of Contents - Book 3

Program Overview / Philosophy .......................................2

Notes to Parents - Using the Manual................................3

Lesson 1 “Three-Note Shuffle” ...................................5 Activity Sheets.........................................6-7

Lesson 2 “Old Blue”....................................................9 Activity Sheets.....................................10-11

Lesson 3 “We’re Boppin’ Boogie” .............................13 Activity Sheets.....................................14-15

Lesson 4 “Monday’s Splinter” (poem).......................17 Activity Sheets.....................................18-19

Lesson 5 “Percussion Pie” (listening map) ...............21 Activity Sheets.....................................22-23

1

Table of Contents

Lesson 6 “Chopsticks” ........................................... 25 Activity Sheets ...................................26-27

Lesson 7 “I Have a Car”.......................................... 29 Activity Sheets ...................................30-31

Lesson 8 Symphony No. 5, Mvt. Iby Beethoven .......................................... 33

Activity Sheets (listening maps) .........34-35

Lesson 9 “My Sore Toe Don’t Hurt No Mo’!” ........... 37 Activity Sheets ...................................38-39

LESSON 10 “Mr. Bo Diddly”” ....................................... 41Activity Sheets ..................................42-43

Glossary .................................................................44

MIDI for KIDS

Philosophy

2

The MIDI for KIDS ProGrAM CAN BE USED AS PrIMArY or SUPPLEMENTArY INSTrUCTIoN for:

• Private or Class Keyboard Studios• After-School MIDI Programs

• Music Classes in Elementary or Home Schools

LEVELS of INSTrUCTIoN INCLUDE:

PRIMARY 1st Year Books 1-2 (Grades 1-3) 2nd Year Books 3-4 (Grades 1-3) JR. BEGINNER 1st Year Books 1-2 (Grades 3-6) 2nd Year Books 3-4 (Grades 3-6)

MIDI FOR KIDS is an innovative music curriculum that teaches children keyboard playing skills, improvisation, composition, ensemble playing, and basic and intermediate music concepts. Instruction focuses on teaching music skills through ear-training, improvisation and note reading, musical problem solving, cross-curricular education, and the use of MIDI technology. Based on contemporary research on the importance of interdisciplinary education, our program also provides an environment in which musical concepts are generalized and reinforced through parallel concepts in other subjects.

Parental support and encouragement is an essential part of MIDI FOR KIDS instruction. Home practice with parents, once or twice a week, reinforces class learning and gives children another outlet for self-expression and creativity. Although MIDI FOR KIDS instruction can take place concurrently with traditional private piano or other instrument instruction, it is not intended to replace these experiences.

The goals of MIDI FOR KIDS are for children to become proficient at improvising, composing and playing music; for children to develop an “I-can-figure-this-out” attitude toward musical learning and learning in general; and for children to achieve a higher level of musical skill, literacy and understanding. MIDI FOR KIDS is devoted to developing student confidence in their ability to succeed intellectually and artistically.

CURRICULUM FOCUS - PRIMARY BOOKS 3 - 4

Each MIDI FOR KIDS Primary Keyboard Book is used as a “companion book” to a Piano Method book. While the Piano Method book focuses on playing techniques, literature, and reading music notation, MIDI FOR KIDS focuses on training children to play by ear as well as by notation, improvise rhythmic and melodic patterns, read chord symbols, generalize musical concepts through cross-curricular activities, and create parts to play in ensembles. Due to a unique approach to improvisation, the MIDI FOR KIDS books teach a few note values, “blue” notes, and chord reading, before the corresponding Piano Methods. Used together, these books blend general music activities, keyboard instruction, technololgy, and a variety of techniques for playing by ear. In Book 3, students learn to create melodic motives, play root-tone bass and full chords, and they learn to record a sequence. In Book 4, students continue to improvise patterns, play a variety of accompaniments, and build recording skills. In both books, children use a digital keyboard to learn about different instrument “Voices,” create boom-chuck percussion, improvised melodies, and fun sound effects. All of these experiences help to give children a broader range of musical understanding and performance.

COMPACT DISKS

The accompanying compact disks for each Book include: 1) Audio recordings (vocals and instrumentals) of each musical selection; 2) Standard MIDI Files (SMF) of each musical selection: 3) Prepared versions for Roland MT sequencer file players, and disk-drive keyboards, and 4) Yamaha DGX or YPG Files of each musical selection. All Standard MIDI File (SMF) MIDI sequences are provided in Type “O” and Type “1” with corresponding folders titled “SMF Type O” and “SMF Type 1.” Generally, • Use Audio recordings in any standard CD player. • Use Type “O” SMF’s in disk-drive keyboards and other dedicated sequencers. • Use Type “1” SMF’s for computer sequencing software. • Use MT-Type file formats for Roland MT sequencer file players, and disk-drive keyboards. • Use DGX or YPG-Type file formats for Yamaha DGX and YPG keyboards.

NoTES To PArENTS / STUDENTS

Using the Manual

Icons pictured in the lessons are quick, visual references for listening selections, keyboard pitches to play, fingering, notes or rests introduced for the first time, and ensemble scores.

indicates an ensemble scorewith different parts to play

indicates finger numbers

ENSEMBLE

gives a quick glance of thenotes to play in a song, and the fingering to use2

RHLH2

LH

154

3 2

L i s t e n i n g

identifies a listening selection in the lesson

The lessons and activities in this manual give students opportunities to learn musical concepts and skills through playing and singing songs, using body percussion and movement, playing rhythm instruments, improvising, and composing. Student manuals with compact disks provide year-round instruction paired with a Piano Method book. Student Activity Sheets accompany each lesson. Designed for fun learning, they review musical concepts, writing skills, creative activities, and ensemble playing. MIDI FOR KIDS lessons are designed for a 45-50 minute class with a trained music teacher. Class size may vary from six to eight students.

3

.LEsson 1

5

THREE-NOTE SHUFFLE

INTROHi-Hat

| Q q Q q |

• Identify the sections you hear, then use the clues below to give you ideas about what to play and when to play in each section.

B SECTION

• Trade 2s during this 16-measure section. Improvise a melodic motive with the notes of each group. Decide which group of notes sounds best with each 4 measures.

A SECTION

tradin’ 2s

& œ œ œb

&

œ œ œb

&

œ

œ&œ œ œb

&

œ œ œb

&

œ

œ

& œœ

œb

&

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œb

&

œ

œ

cgc F

B%E%

Pattern 1 Pattern 2

starting notestarting note

q qr qr Qswing

1 2 3

LH RH

eListen and decide how and when to echo-play notes fromPattern 1 and Pattern 2. Figure out which order the notesare played in, and which repeat. Use this rhythm for both patterns.

activity shEEt 1

6Name _________________

First, choose a partner. Then cut out each of the rhythm cards together. Mix up the cards. Then draw 2 cards each. Ask your partner to play a steady beat on a drum while you rhythm-read your 2-measure pattern. Trade 2s as you play.

1Tradin’ 2s

q h | 4

4 q q q Q | q 44

w | 4

4

h h | 44

q q

q q

Q q

q q Q q |

Q q |

Q | q

q Q | 44

44

44

44

œ œ œ

&

.

.œŒ Œ œ œ

Œ Œ Œ

œ

Œ Œ

œ œ

Œ Œ Œ

œ

Œ

œ

Œ

2.

œ

Œ Œ Œ

7Name _________________

ACTIVITY SHEET 1A

• Echo-play the melodic motive you hear. Then walk to the next keyboard.

& 4

4

œ

Œ Œ

œ œ

Œ Œ Œ

œ

Œ Œœ œ

Œ Œ Œ

.

.Œ Œ œ Œ Œ Œ Œ Œ Œ Œ Œ Œ Œ Œ Œ Œ

THREE-NOTE SHUFFLE

A B A D E D

A SECTION

B Section

A SECTION

CODA

• One student reads and plays the notes below. Another student plays the letter named notes. Together the two notes are called 3rds.

&

œ

œ&œ œ œb

&

œœ

œb

• Trade 2s during this section. Improvise a melodic motive with the notes of each group. Decide when to play.

• Listen to Measures 57-67. Where does the music sound like it’s going to end and why?

E F E A B A

& 4

4 ..œ

Œ Œ œ œŒ Œ Œ

œ

Œ

œ

Œ

œ

Œ Œ Œœ

Œ Œ Œ

œ œ œ

Œ

œ

Œ Œ Œ

2nd part

2nd part

ENSEMBLE

1.

CODA

& 4& 4

4

& 4Œ ŒŒ Œ œœ œœœ

Œ ŒŒ Œ

CODA

& 4& 4

4

& 4 œœŒ ŒŒ ŒŒ ŒŒ Œ

œœœœœœœ œœŒ ŒŒ ŒŒ ŒŒ Œ Œ ŒŒ ŒŒ ŒŒ Œ Œ ŒŒ ŒŒ ŒŒ ŒŒ Œ œœ Œ Œ

& 4& 4& 4& 4& 4

.

&b C œ œ œ œ

œ œ

F F

œ œ˙

F F

&b

3

œ œ œ œœ œ

F F

œ œ ˙

F F

&b

5

œ œ œ œœ œ

F F

œ œœ œ œ

F F

&b

7

œ œ œ œ œœ œ

F F

œ œ ˙

C F

&b

9

˙.œ

j

œ

F Fj

œ .œ ˙

C F

LEsson 2

9

Old Blue

• Play a LH root-tone bass accompaniment as you sing.• Alternate playing every other line of the melody in your right and left hands.

Southern Mountain SongArr. by James Faulconer

1. I had a dog and his name was Blue,

1. bet - cha five dol - lars he’s a good dog, too.

ac accompanimEnts

&b C œ œ œ œ

œ œ

F F

œ œ˙

F F

&b

3

œ œ œ œœ œ

F F

œ œ ˙

F F

&b

5

œ œ œ œœ œ

F F

œ œœ œ œ

F F

&b

7

œ œ œ œ œœ œ

F F

œ œ ˙

C F

&b

9

˙.œ

j

œ

F Fj

œ .œ ˙

C F

&b C œ œ œ œ

œ œ

F F

œ œ˙

F F

&b

3

œ œ œ œœ œ

F F

œ œ ˙

F F

&b

5

œ œ œ œœ œ

F F

œ œœ œ œ

F F

&b

7

œ œ œ œ œœ œ

F F

œ œ ˙

C F

&b

9

˙.œ

j

œ

F Fj

œ .œ ˙

C F

&b C œ œ œ œ

œ œ

F F

œ œ˙

F F

&b

3

œ œ œ œœ œ

F F

œ œ ˙

F F

&b

5

œ œ œ œœ œ

F F

œ œœ œ œ

F F

&b

7

œ œ œ œ œœ œ

F F

œ œ ˙

C F

&b

9

˙.œ

j

œ

F Fj

œ .œ ˙

C F

&b C œ œ œ œ

œ œ

F F

œ œ˙

F F

&b

3

œ œ œ œœ œ

F F

œ œ ˙

F F

&b

5

œ œ œ œœ œ

F F

œ œœ œ œ

F F

&b

7

œ œ œ œ œœ œ

F F

œ œ ˙

C F

&b

9

˙.œ

j

œ

F Fj

œ .œ ˙

C F

I had a dog and his name was Blue,

I had a dog and his name was Blue, and I

Here, Blue, you good dog, you.

Clap these notes.

2. Chased that possum up a hollow tree, Chased that posssum up a hollow tree, Chased that possum up a hollow tree, Best huntin’ dog you ever did see.

3. Caught that possum up a hollow tree, Caught that possum up a hollow tree, Caught that possum up a hollow tree, Best huntin’ dog you ever did see.

4. Baked that possum good and brown, Baked that possum good and brown, Baked that possum good and brown, Laid them sweet potaters all around.

bet - cha five dol - lars he’s a good dog, too.

3

5

Name _________________10

activity shEEt 2

Rhythm read the song.Sing the song.

Circle the measures of each phrase.

+ + + +

How many measures long is each phrase?

Are all the phrases of equal length? yes no

Count the number of measures in each phrase and write the numbers here.

2

1

Old Blue

&b C œ œ œ œ

œ œ

F

œ œ˙

F

œ œ œ œœ œ

F

œ œ ˙

C F

&b

5

œ œ œ œœ œ

F

œ œœ œ œ

F

œ œ œ œ œœ œ

F

œ œ ˙

C F

&b

9

˙.œ

j

œ

Fj

œ .œ ˙

C F

∑ ∑

activity shEEt 2

11Name _________________

activity shEEt 2a

Practice playing the two chords in “Old Blue.”First, place colored stickers on the “dog” keysshown below.

Now, place your LH or RH fingers 5 and 1 on theF and C keys and play the open 5th.

Next, drop your middle finger onto the “dog” key in the middle. Play all 3 keys at thesame time. This is called a triad or chord.Do the same thing to play a C chord.

F A C C E G

2

1

3

Read and play these chords as accompaniment to “Old Blue.”

C H O R D

Instrumental Break

Q Q Q Qplay twice

ENSEMBLE

Play this part during the instrumental break. Your teacherwill teach you the rhythm for this part.

T R I A D

Old Blue

HEF F F

CD

.LESSON 3RECORD A SEQUENCE

13

• Move to show each section.

“We’re Boppin’ Boogie” by James FaulconerL i s t e n i n g

RECORD YOUR OWN SEQUENCE

• Practice playing the Percussionparts below on the keyboard Drum Kit.

• Record these parts.

BassDrum

SnareDrumSnare

BASS AND SNARE DRUMS

TAMBOURINET

RIDE CYMBAL

Learn the RideCymbal part by ear.

SET TEMPO1

SET CLICK TRACK2

PLAY4

SET PLAY/RECORD3

14

ACTIVITY SHEET 3

Name _________________

INTRO

transition

CODA

A SECTION

B SECTION

Listen to “We’re Boppin’ Boogie”and decide in which sections you hear the percussion parts you practiced.

2

1

Write which of these instruments you hear in the boxes for each Section.

bass & snare drum

tambourine

ride cymbal & snare drum

bass & snare drum

ride cymbal & snare drum

A SECTION1

Use this map to help

you remember when

to play parts.

& 44 œ

& w

15Name _________________

ACTIVITY SHEET 3A

F Blues Scale.

23

1

QUESTION PHRASE

ANSWER PHRASE

YOUR OWN MELODY

& œ œb œ œb F E C A

.

œ œ œ œ œ œ œ

Mon - day an it - ty bit - ty

œ œ œ œ œ

Œ

splin - ter came to rest,

œ œ œ œ œ œ

Œ

In my lit - tle fin - ger.

œ

Œ

œ

Œ

Ouch! Ooo!

œ œ œ œ œ œ œ

Don't know how it got there or

œ œ œ œ œ œ œ

why it chose this place where an

œ œ œ œ œ œ œ œ

It - ty bit - ty splin - ter should not

œ

Œ Œ Œ

be.

œ œ œ œ œ œ

Mo - therbrought the twee - zers,

œ œ œ œ œ œ

Tried a lit - tle squee - zer.

œ œ œ œ œ œ œ œ

Teased that splin - ter til it popped right

œ œ œ

Œ

out. Yi - pee!

LESSON 4READ THE RHYTHMS

17

MONDAY’S SPLINTER

• Speak the poem with the recording.• Find the notes that are 1 sound to a beat, then the notes

that are 2 sounds to a beat. Rhythm read the poem.

Poem by Kryste AndrewsArr. by James Faulconer

• Write in dynamics or sound effects to highlight certain words. Perform the poem with dynamics and effects. f p pp

ger

œ œ œ œ œ œ œ

- day an it - ty bit - ty

œ œ œ œ œ

Œ

splin - ter came to rest,

œ œ œ œ œ œ

Œ

In my lit - tle fin - ger.

œ

Œ

œ

Œ

Ouch! Ooo!

œ œ œ œ œ œ œ

know how it got there or

œ œ œ œ œ œ œ

why it chose this place where an

œ œ œ œ œ œ œ œ

It - ty bit - ty splin - ter should not

œ

Œ Œ Œ

be.

œ œ œ œ œ œ

- therbrought the twee - zers,

œ œ œ œ œ œ

Tried a lit - tle squee - zer.

œ œ œ œ œ œ œ œ

that splin - ter til it popped right

œ œ œ

Œ

out. Yi - pee!

œ œ œ œ œ œ œ

Mon - day an it - ty bit - ty

œ œ œ œ œ

Œ

splin - ter came to rest,

œ œ œ œ œ œ

Œ

In my lit - tle fin - ger.

œ

Œ

œ

Œ

Ouch! Ooo!

œ œ œ œ œ œ œ

Don't know how it got there or

œ œ œ œ œ œ œ

why it chose this place where an

œ œ œ œ œ œ œ œ

It - ty bit - ty splin - ter should not

œ

Œ Œ Œ

be.

œ œ œ œ œ œ

Mo - therbrought the twee - zers,

œ œ œ œ œ œ

Tried a lit - tle squee - zer.

œ œ œ œ œ œ œ œ

Teased that splin - ter til it popped right

œ œ œ

Œ

out. Yi - pee!

ACTIVITY SHEET 4

18Name _________________

MONDAY’S SPLINTER

Draw a yellow circle around notes that are 1 sound to a beat.Draw a red circle around notes that are 2 sounds to a beat.Draw a blue circle around the symbol that is no sound to a beat.

1

ger

œ œ œ œ œ œ œ

Mon - day an it - ty bit - ty

œ œ œ œ œ

Œ

splin - ter came to rest,

œ œ œ œ œ œ

Œ

In my lit - tle fin - ger.

œ

Œ

œ

Œ

Ouch! Ooo!ger

19Name _________________

ACTIVITY SHEET 4A

Choose one phrase from the poem to show in rods and counters but don’t tell anyone which phrase you are showing. Let them guess later!

Draw the notes of your phrase in the box below. Look at the score to see how to draw the notes.

2

3

1 Work in partners to show the rhythm of phrases in “Monday’s Splinter.”Use cuisenaire rods placed on the floor to show note values. Use 2-color counters to show rests.

Beats

Show Rhythms

.LEsson 5 pErcussion Fun

21

“Percussion Pie” by James FaulconerL i s t e n i n g

• Identify metal, drum, wood, and keyboard sound groups in “Percussion Pie.”• Point to the instruments you hear as you follow this Listening Map.

START

INTRODUCTION

CODA

ADD

WOODS

KEYBOARD

WOODS & MELODY ALL GROUPS

DRUMSADD

ADD

melody and bass

KEYBOARD

step while snap-ping on beat

ADD

INTERLUDE

ADD DRUMS

pat-clap the beat

Agogo bells, shakuhachi, and drum photos provided by Lark in the Morning.

1

7

5

3

8

6

4

2

shakuhachi

22Name _________________

1INSTRUMENT CARDS

2 Decide which instruments have WOOD, METAL, DRUM, or KEYBOARD sounds.

Which instruments do you shake? Which do you strike? Which have keys?3

activity shEEt 5

Cut these pictures on the dotted lines. Use them in a PERCUSSION instrumentguessing game.

23Name _________________

activity shEEt 5a Pick a part to play in this ensemble.Practice with a partner, then play along with the sequence.

1

ENSEMBLE INTRODUCTION

INTERLUDE Some play instruments. Some walk 4 steps back, then forward while snapping fingers.

Percussion Pie

SECTIONS Find different metal, drum, and wood MIDI percussion “Voices” to play

in different SECTIONS of the music.

CODA Some pat-clap the beat. Some play instruments.

Create a clap pattern to play.

Measures 1-5

q ring, ting, ting

q q Q q Q q Q q q

Q Q Drum 2

Drum 1

tim, tom, tim, tom

q click clickQ q Q

click clackq

Measures 6-12Measures 13-17

Measures 18-21

METALS DRUMS WOODS

Measures 22-25

SECTIONS

Measures 26-33

Choose a pattern to play from the metal, drum, or wood patterns above.

Measures 34-41

Measures 42-51

activity shEEt 5

.

& 4

3

2

œ œ œœ œ œ œ œ œœ œ œ œ œ œœ œ œ

œ œ œœ œ œ

&

.

...

7

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1.

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2.

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&

.

.

13

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&

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18

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1.

˙

œ

2.

.˙

& 4

3

2

œ œ œœ œ œ œ œ œœ œ œ œ œ œœ œ œ

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7

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13

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18

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1.

˙

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2.

.˙

LEsson 6 pLay in diFFErEnt styLEs

25

Chopsticks

TraditionalArr. by James Faulconer

Theme 1 in 3/4

• Listen and identify Themes 1 and 2. • Play a melody and harmony together.• Play “Chopsticks” in different styles.• Play the same melody in 3/4, then in 4/4 rock styles.

Theme 2 in 3/4 Play a LH harmony part a below each melody note.

B A Gharmony --

Meter Signatures

= 3 beats to a measure

= 4 beats to a measure

34

44

Meter Signature

Charmony --

• Explore the theme. Play it high and low on the keyboard.• Add a root-tone bass using G and C keys.

3rd

D E D

2

2

2

2

2

2

2

2

activity shEEt 6

Name _________________26

Finding Intervals

Place an X on the key to the right of the chopsticks to show each interval. Write the letter name of the key in the box.

octavetoC =

6thtoD =

2ndtoF =

3rdtoE =

Hint: An octave is is a pitch distance of 8 keys.Example: F to F.

F

D

C

E

activity shEEt 6

Name _________________

activity shEEt 6a

27

Notice that sometimes the beats are grouped in 3s, and sometimes the beats are grouped in 4s.Circle the groups of 3 Chinese noodle bowls.Draw a rectangle around the groups of 4 Chinese noodle bowls.

1

| |

| |

| |

Listen to “Chopsticks” played in 3 different styles.Show when the music moves in groups of 3 beats.

x x

x x x x clap

pat

x x

x x x x x x clap

pat

Show when the music moves in groups of 4 beats.

Grouping Beats

.

&

?

4

4

4

4

.

.

.

.

.

.

.

.

o F

∑

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œ

œ

œ

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C

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C

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&

?

4

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C

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œ œ œ

œ

C

Œ

œ

Ó

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C

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œœ œ

Œ

C

œ Œ Ó

&

?

8

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C

œ Œ Ó

œ œ œ

C

Œ

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Œ

Œ Œ Œ Œ

Œ Œ Œ Œ

Œ Œ Œ Œ

G

∑

&

?

4

4

4

4

.

.

.

.

.

.

.

.

o F

∑

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œ

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œ

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C

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C

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&

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4

œœ œ œ œ

C

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œ

C

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œ

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C

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C

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8

œœ œ œ

C

œ Œ Ó

œ œ œ

C

Œ

œ

Œ

Œ Œ Œ Œ

Œ Œ Œ Œ

Œ Œ Œ Œ

G

∑

LEsson 7crEatE sound EFFEcts

29

• Sing and play the verse. Create motions to the chorus.• Play an accompaniment with C and G chords.

I Have a Car

& 4

4 œ œŒ Œ Œ

G

Œ Œ Œ

œ

Gœ Œ Œ Œ

C

&Œ Œ Œ

œ

Cœ

Œ Œ Œ

G

Œ Œ Œ

œ

G

œ Œ Œ Œ

CHonk honk, rat-tle rat-tle rat-tle crash beep beep. Honk honk, rat-tle rat-tle rat-tle

crash beep beep. Honk honk, rat-tle rat-tle rat-tle crash beep beep. Honk honk.

do motions do motions do motions

do motions do motions do motions

I have a car, it’s made of tin.

No - bod-y know what shape it’s in. It has four wheels and a rum - ble seat.

Hear us chug - ging down the street.

American Camp SongArr. by James Faulconer

31

21 1

cross over

3

21 1

cross over

23 13

Intro Verse

Chorus

activity shEEt 7

30Name _________________

C GE

The notes in a chord can be playedtogether or one after the other.

Playing Chords

C

E

G

C

E

G

DG B

?

?

?

?

B

D

G G

B

D

Write the notes to a C and G chords, first stacked together and then separately. Play what you wrote.

?

?

¿b

Œ

¿ ¿

¿

Œ Œ

¿

¿b

Œ

¿

Œ

¿

Œ Œ Œ

¿b

Œ

¿ ¿

¿

Œ Œ

¿

¿b

Œ Œ Œ

¿

Œ Œ Œ

31

ACTIVITY SHEET 7APlay a percussion part to “I Have a Car” during the interlude. Set your keyboard to Drum Kit and choose a Cowbelland Bass Drum keys.

1

honk, honk

ENSEMBLE

I Have a Car

?

¿

¿b

?¿b

Whoa!

stadium wave

?

?

4

4

4

4

¿b

Œ

¿ ¿

¿

Œ Œ

¿

¿b

Œ

¿

Œ

¿

Œ Œ Œ

¿b

Œ

¿ ¿

¿

Œ Œ

¿

¿b

Œ

¿

Œ

¿

Œ Œ Œ

honk,

Bass Drum key

Cowbell key

honk,honk,

Interlude

.

?

4

2

˙

˙

˙

˙ ˙

˙

˙ ˙

?

˙

˙

˙

˙

˙˙b ˙

∑

?

˙ ˙ ˙

˙

˙ ˙ ˙

˙ ∑ ∑ ∑

?

˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙

?

˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ œ

Œ ∑œbŒ ∑

?

4

2

˙

˙

˙

˙ ˙

˙

˙ ˙

?

˙

˙

˙

˙

˙˙b ˙

∑

?

˙ ˙ ˙

˙

˙ ˙ ˙

˙ ∑ ∑ ∑

?

˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙

?

˙ ˙ ˙ ˙ ˙ ˙ ˙ ˙ œ

Œ ∑œbŒ ∑

LEsson 8pLay a motivE - pLay a Bass

33

• Learn about a famous composer.• Play a famous motive and a Timpani part with the Symphony.

Symphony No. 5 Mvt. 1 by Beethoven

L i s t e n i n g s

motive starts on G motive starts on F

Set keyboard “Voice”to TimpaniMeasures 7-212

5

1

Measures 34-58

C G A

B%

• Play on a C until it no longer fits the music, then change to the next note. Do the same for each chord change.

Decide if this is the last note to play with the music.

h | h |

&c

œ

>

œ

U

œ œ

Measures 22-25

motive starts on A%

5

3

Measures 26-33

• Figure out a Timpani part by ear in this section.

2

A%

2

activity shEEt 8

Name _________________ 34

Beethoven’s famous 4-note motive in Theme 1 of his Symphony No. 5 takes on magical powers and turns intself into rabbits and bears. How many times does the motive appear in Measures 1-5? _______ In Measures 6-13?________ In Measures 14-21? ________ (Hint: the rabbits holding paws are tied notes ( ).

Start here

&b

b

b 4

2‰

j

œ œ œ˙

U

‰j

œ œ œ˙ ˙

U

2

Measures 1-5

Measures 6-13

Measures 14-21

p

Symphony No. 5, Mvt. 1

h | h

motive

crescendo f

&c

œ

>

œ

U

œ œ

&c

œ

>

œ

U

œ œmotive

Measures 22-58

Create movement to show when you hear a familar motive.

1

2

&b

œ

œ œ œ œ

œ œ œ

&b

b

b 4

2‰

œ œ œ

˙ ˙

˙ ˙ ˙

35Name _________________

A magic fox appears with the horn solo, and leads you to meet his instrument friends. Listen to Theme 2, played first by the stringsand then by the woodwinds. Point to the instruments you hear.

crescendop f

horns

strings

woodwinds

strings & woodwinds

ACTIVITY SHEET 8A

Measures 59-62 (introduction to Theme 2)

Measures 63-66 (Theme 2)

Measures 67-70 (Theme 2 repeated)

Measures 111-122strings & woodwinds

1Symphony No. 5, Mvt. 1

&b

œ

œ œ œ œ

œ œ œ

What familar sounds do you hear at the end of the forest?Do you recognize a motive?

Measures 76-111

2

.

? œ œ œ œ

œ œ œ œ

œ œ œ œ

œ œ œ œ

? ..

œ œ œ œ œ œ

œ Œ ∑

?

4

4∑ ∑

œ œ œ œ

œ œ œ œ

? œ œ œ œ œ œ œ œ

LESSON 9KICK A RHYTHM

37

My Sore Don’t Hurt No Mo’!

1. I had those worn out shoes. Nothin’ else to choose. My toe would hit the floor. But, my sore toe don’t hurt no mo’!

2. All my pain is gone. I’ve got my new shoes on. Went down to the new shoe store. So, my big toe don’t hurt no mo’!

3. My left foot hit the ground, It made this funny sound. Boom-chuck, boom-chuck all day long. But it seems to fit this song.

4. I sometimes bump my head, When I get out of bed. But when my head hurts so, My big toe don’t hurt no mo’!

count 1 2 3 4 count 1 2 3 4

A D

15

1

5

Intro

verse

starts

Music and Words by James FaulconerArr. by James Faulconer

Toe

• Sing this song to a root-tone bass.• Add a fun, kick bass part in your feet and hands.• Play different parts in ensemble.

? ..

œ œ œ œ œ œ

œ Œ ∑

37

Nothin’ else to choose.

activity shEEt 9

Name _________________38

& 4

4

2

œœ œœ œœ œœ œœ#

œœ

œœ

œœ œœ œœ œœ œœ

&

6

œœ

œœ

œœ

œœ

œœ œœ œœ œœ œœ#

œœ

œœ

œœ

&

9

œœ œœ œœ œœ œœ œœ œœ

œœ

∑

ENSEMBLEMy Sore Don’t Hurt No Mo’!Toe

Interludes Whistle the melody or snap fingers side to side on the off-beats.

Intro

Verses RH Rhythm Part Choose a keyboard “Voice” for this part.

Pick a part to play.

Sing the verses while you play.21

Verses Bass Part Read and play the Bass on page 37 or play the kick bass by ear.

34

24

23

13

23

13

Ask your teacher to play an introduction.

Name _________________39

ACTIVITY SHEET 9A

||

|| |

|| |

| | |

|| |

Pick-up note

Kick-BassStomp

The Kick-Bass Limp

You need comfortable shoes so your sore toe won’t hurt anymore! Follow the boots to limp your way to a shoe store with a partner. The limp is called a kick bass.

Count how many times you limped on your way to the store. __________

steps

Kick-BassStomp

|

Now that you have the rhythm of the kick bass in your feet, put it in your hands and play it on thekeyboard.

1

2

Name _________________

Shoes

RH LH RH LH RH LH RH

.

Mr. Bo Diddly

LESSON 10 JAZZ IT UP

41

Mr. Bo diddlyMusic and Words by James Faulconer

Arr. by James Faulconer

4

4

¿ ¿

¿ ¿

¿

pat pat

clap clap

clap

partner’shands

same hand-jive

same hand-jive

same hand-jive

• Read a melody in notation and play a melody by ear.• Sing, clap, and play a new rhythm.• Play the same motive.

New Rhythm

hand-jive

• Create your own melodic motives to play as an answer.

question phrases hand-jive answers

?

b

œ œ œ œ œ œ œ

F

?

b

J

œœ

J

œ

œœ

F

?

b 4

4 J

œœ

J

œ

œœ

F

?

b

œ œ œ œ œ œ œ

F

Mr. _____ Bo Did - dly

Won’t you play a song for me?

Mr. _____ Bo Did - dly

I just love that mel - o - dy.

1

3

3

1 3

3

A Section

?

b 4

4 J

œœ

J

œ

œœ

F

?

b

œ œ œ œ œ œ œ

F

?

b

J

œœ

J

œ

œœ

F

?

b

œ œ œ œ œ œ œ

F

?

b 4

4 J

œœ

J

œ

œœ

F

?

b

œ œ œ œ œ œ œ

F

?

b

J

œœ

J

œ

œœ

F

?

b

œ œ œ œ œ œ œ

F

activity shEEt 10

Name _________________42

2

Help Mr. Bo Diddly improvise cool melodies with these notes. Choose one question at a time then find those keys on your keyboard. As your teacher claps the beats, explore playing the keys in a different order or rhythm. When you are finished, write the improvised melody on a blank staff.

Play your improvisation with the recording.

1

& 4

4

question 1

question 2

& 4

4

C A G C A

?

b 4

4 J

œœ

J

œ

œœ

F

?

b

œ œ œ œ œ œ œ

F

?

b

J

œœ

J

œ

œœ

F

?

b

œ œ œ œ œ œ œ

F

A A G A G F F

Write your improvisation here. Use C A G .

Write your improvisation here. Use A G F .

43Name _________________

ACTIVITY SHEET 10A

ENSEMBLE

4

4

¿

¿

¿

¿

¿

¿

¿

¿

¿

¿

¿

¿

¿

Œ Œ Œ

¿

¿

¿

¿

¿

¿

¿

¿

¿

¿

¿

¿

¿

Œ Œ Œ

snaredrum

bassdrum

snaredrum

bassdrum

Pick a part to play in ensemble.1

2-Measure Intro

A Section

B Section

(Measures 27-35)

❇

❇

❇

Mr. Bo diddly

2 After you have played this drumpart, create a new one.

Rock Drummer Part

Sing the verse on page 41 and improvise a melody every other measure.

Play the melody by ear.

44

Glossary of MUSICAL TErMS

broken chord the 1st, 3rd and 5th notes of a chord, played separately

chord the 1st, 3rd and 5th notes of a scale, played together

coda a short ending section of a song

crescendo gradually growing louder dynamics the loudness or softness of a musical tone or sound

form the order in which the sections follow one another in a song

interlude an instrumental section between the verses of a song

interval the pitch distance between two notes

keyboard “Voice” a setting on the keyboard for a variety of instrumental sounds or tone colors

melody patterns of long and short pitches that make up a tune

meter signature a symbol that tells he number of beats in each measure

motive a short, recurring melodic or rhythmic pattern

off-beat a note played on a weak beat

phrase a complete musical thought, like the phrases of a song

rhythm a pattern of long and short sounds and silences without pitch; the rhythm of the words or the rhythm of a melody

question and answerphrases consecutive phrases in which the second phrase completes the first

root-tone bass a bass part consisting of the root notes of the chords in a song

sequence the same melodic pattern repeated on higher or lower notes of the scale

steady beat the basic unit of time in music. The steady beat is always even.

steps, skips, steps: pitch direction from one note to the next closest note (half step), orleaps to the next closest note with one note in between (whole step) skips: the

interval of a minor or major 3rd leaps: an interval larger than a major 3rd

third two notes that are a pitch distance of one skip apart

trading 2s one person improvising a 2-measure rhythmic or melodic phrase, followed by another person improvising a 2-measure phrase, etc.

triad three pitches, each a 3rd apart, played simultaneously