Accent Publishing // Junior Series Level 3 Teaching Notes © 2002 Accent Publishing

Junior 3

Suggested Order of Pieces and Teaching Points

1. Driving Round – Ensemble

Teaching Point: New LH middle C position, playing and reading.

Teaching Sequence:

· Listen/sing words to part 2 as follows:

Driving, driving down the highway, let’s go to the Gold Coast.

Driving, driving down the highway, follow all the sign posts.

Watch that red car on the right and the blue one on the left.

Driving, driving down the highway, let’s go to the Gold Coast.

· SS (solfege sing) pointing to the score.

· Demonstrate the new LH middle C position and sing and play lines 1, 2 & 4

· Sight read part 1 of lines 1, 2 & 4 with attention to the last bar. Drill the interval between G and D (so and re) line 3. Then sing and play with RH.

· Introduce the new bass clef notes with note reading and confirm all notes with flash cards.

· Percussion part: Optional words as follows.

*(Rest) Keep (rest) left, (rest) keep (rest) left. Honk, (rest) beep, beep (rest).

(Rest) Keep (rest) left, (rest) keep (rest) left. Honk, (rest) beep, beep (rest).

Whole bar of nothing (rest) watch out! Whole bar of nothing (rest) watch out!

(Rest) Keep (rest) left, (rest) keep (rest) left. Honk, (rest) beep, beep (rest).

*The rest is implied, not verbalised.

· Confirm rhythm reading with flash cards.

2. Bridging The Gap – Finger Zip

Teaching Point: Introducing the new G major hand position with RH & LH, playing and reading.

Teaching Sequence:

· Listen/SS (solfege sing) pointing to the score.

· Demonstrate the change in hand position between C major and the new G major

with RH & LH. Then sing and play.

· Confirm the C position notes and introduce the new G major position notes with

note reading and flash cards.

3. The Big Top – Repertoire

Teaching Point: Introducing the new RH high C major position, playing and reading.

Teaching Sequence:

· Listen/sing the following words:

Under the big top, we’re hungry! Under the big top, we’re thirsty!

Under the big top, there’s popcorn, Under the big top, let’s eat!

· Listen/SS (solfege sing) pointing to the score.

· Demonstrate the new RH high C (do) position and drill the note patterns under

the big top (so la so do, do and so la so ti, ti). Then sing and play. Add the last

bar next and bars 2 & 4 when ready.

· Follow up with note reading of the new treble clef high C position.

· Draw a coloured phrase over the above pattern in the student score for easy

identification.

· Drill the LH under the big top there’s popcorn (mi fa mi so, so, fa mi re). Then

sing and play with LH. Finally add the remaining LH chords.

· Confirm the bass clef notes with note reading and flash cards.

4. Raindrops - Repertoire

Teaching Point: Confirming the high C position with playing and reading.

Teaching Sequence:

· Listen/sing words as follows:

Drip, drip, drop, drop, raindrops falling, down the window pane.

Drip, drip, drop, drop, raindrops falling. What fun in the rain!

· Draw a coloured phrase over the first 2 bar phrase of each line.

· SS pointing to the score, then demonstrate/drill the finger patterns for those phrases.

· Next teach the last 2 bars confirming the coordination. Then finally bars 3 & 4.

· Confirm all notes and patterns with note reading and flash cards.

5. Cha Cha Cha - Ensemble

Teaching Point: Confirming C major chords with LH reading and playing and introducing the ‘latin feel’ rhythm.

Teaching Sequence:

· Listen/sing words as follows:

Get the latin feel beat, cha, cha, cha, with my latin feel feet, cha, cha, cha.

Get the latin feel beat, cha, cha, cha, latin beat is so neat, cha, cha, cha!

· Identify by ear, the chords for cha, cha, cha. Then sing and play with LH.

· SS the treble line pointing to the score. Then demonstrate/drill the finger patterns for the RH. Sing and play with RH.

5. Cha Cha Cha – Ensemble

Teaching Sequence (cont.):

· Confirm all notes and patterns with note reading and flash cards.

· Percussion parts: Can be treated as two hand coordination. The optional words as follows are for both parts.

(Rests are all implied) Onkies go, cha, cha, cha. Onkies say, cha, cha, cha!

Onkies go, cha, cha, cha. Onkies say, cha, cha, cha!

Right, ti ti tun, right, ti ti tun, right ti ti tun, right, ti ti tun.

Onkies go, cha, cha, cha. Onkies say, cha, cha, cha!

· Play parts in teams using different percussion instruments or one student playing both parts using different instruments.

· Confirm rhythm reading with flash cards.

6. Heavy Rock Chords – Finger Zip

Teaching Point: Introducing C major chord IV reading and playing with RH & LH.

Teaching Sequence:

· Identify by ear, the known chords then circle the new chord IV in the score.

· Demonstrate the new chord IV finger shape with RH and LH and sing and play all chord IVs where they occur in the music. Then sing and play all chords with RH and LH.

· Write in the chord symbols in the score.

· Team playing of the three chords, each team playing a different chord.

· Then finally sing and play with RH & LH using the CD/disk accompaniment.

· Confirm all chord reading with flash cards.

7. Nature’s Lullaby – Repertoire

Teaching Point: Confirming chords I, IV & V7 in C major.

Teaching Sequence:

· Listen/sing the following words.

High in the (rest) trees, curled up in (rest) leaves.

Little brown ring tail is (rest) fast asleep.

Sshh, sshh, sshh, sshh.

Little brown ring tail is (rest) fast asleep.

· SS the treble part of lines 1, 2 & 4 and find all the ‘mi re do’ bars. Sing and play these bars where they come in the music. Identify the matching lines (2 & 4) then sing and play with RH all of lines 1, 2 & 4.

· Sight read the bass clef chords of the above lines and write in the chord symbols.

7. Nature’s Lullaby – Repertoire

Teaching Sequence (cont.):

· Lastly, sing and play line 3 with RH and LH.

· Team playing may be of assistance to confirm both parts.

· Prepare and silently practice HT playing of each line.

· Confirm recognition of all notes and chords with flash cards.

8. Calypso Chords – Finger Zip

Teaching Point: Introducing chords I & V7 in G major with the new key

signature.

Teaching Sequence:

· Listen and feel the calypso beat by tapping knees or playing drums.

· SS the treble and bass parts pointing to the score.

· Demonstrate the new G major chords I & V7 in both RH and LH.

· Sing and play with Rh and LH, the write in the chord symbols in the score.

· Team playing of each line.

· Then finally sing and play with RH & LH using the CD/disk accompaniment.

· Confirm the recognition of chords I & V7 with flash cards.

9. Encore In G – Repertoire

Teaching Point: Confirming playing and reading of notes and chords in G major.

Teaching Sequence:

· Listen to the CD/disk pointing to the score and silently singing the chords in bass and treble clef of sections A & B.

· Sing and play the LH then the RH chords in each section.

· Write in sections A & B and the chord symbols.

· Sight read the RH of section A and the LH of section B.

· Prepare and practice HT playing.

· Team playing of each section with HT.

· Then finally sing and play with HT using the CD/disk accompaniment.

· Confirm the recognition of notes and chords I & V7 with flash cards.

10. Prize night – Finger Zip

Teaching Point: Confirming interval playing and reading in G major.

Teaching Sequence:

· Listen to the CD/disk pointing to the score and silently singing the rhythm.

10. Prize night – Finger Zip

Teaching Sequence (cont.):

· Optional words as follows:

So ti is a 3^rd, so do is a 4^th, so re is a 5^th, re do ti la, re re re (rest)

So ti is a 3^rd, so do is a 4^th, so re is a 5^th, re do ti la, so so so (rest)

· Sing and play the RH then LH then.

· Then finally sing and play using the CD/disk accompaniment.

· Confirm the recognition of notes and intervals with flash cards.

11. Disco Fever – Repertoire

Teaching Point: Confirming melody and chord playing and reading in G major.

Teaching Sequence:

· Listen to the CD/disk pointing to the score. Look for the bars that are the same and identify Question and Answer (Q/A) patterns.

· Draw in coloured phrases over the Q/A phrases.

· Sing and play the RH and LH of the Q. phrase. Then do the same for the A. phrases.

· Write in the chord symbols.

· Prepare and practice the two hand coordination for the A. phrases then play HT.

· Team playing of the Q/A phrases if required.

· Then finally sing and play with HT using the CD/disk accompaniment.

· Confirm the recognition of notes and chords I & V7 with flash cards.

12. Beach Party – Ensemble

Teaching Point: Confirming melody playing including repeated notes in G major.

Teaching Sequence:

· Piano part: Sing the words as follows:

Beach time is out in the sun, beach time is having some fun.

Beach time is out in the sun, (whole bar of nothing) it’s the best fun!

· SS the treble part pointing to the score. Look for the bars that are the same and identify Q/A patterns.

· Draw in coloured phrases over the Q/A phrases.

· Sing and play the RH of the Q. phrase. Then do the same for the A. phrases.

· SS the bass part pointing to the score and sing and play.

· Prepare and practice the two hand coordination for Q/A. phrases then play HT.

· Team playing of the Q/A phrases if required.

· Then finally sing and play with HT using the CD/disk accompaniment.

· Percussion part: Optional word pattern for part 1:

Playing in the sand and digging holes. Repeat twice.

(rest) oops (rest) here comes a wave!

· Play part 1 with instruments. Then sight read the rhythm for part 2 and play with instruments.

· Allocate parts and have students practice their own part for performance.

· Confirm the recognition of notes and rhythm with flash cards.

13. Jo’s Dream – Repertoire

Teaching Point: Melody playing and reading in treble and bass clef in G major.

Teaching Sequence:

· Sing the words as follows:

Night time is dream time when I’m asleep.

Night time is dream time sweet dreams sleep.

· SS the treble part pointing to the score. Look for the bars that are the same and identify Q/A patterns.

· Draw coloured phrases over the Q/A phrases.

· Sing and play the RH of the Q. phrase. Then do the same for the A. phrases. Be sure to drill the finger cross over to F# in bar 7.

· SS the bass part pointing to the score and sing and play.

· Team playing of the treble and bass if required.

· Prepare and practice the two hand coordination for Q/A. phrases then play HT.

· Then finally sing and play with HT using the CD/disk accompaniment.

· Confirm all notes in G major with flash cards.

14. Sounds Like Christmas – Repertoire

Teaching Point: Melody playing and reading in triple time in G major.

Teaching Sequence:

· Sing the words as follows:

I hear the sound of tin-kl-ing, tin-kl-ing, tin-kl-ing,

I hear the sound of tin-kl-ing, Christmas is here!

· Silently sight read the treble and bass parts.

· Team playing of the treble and bass if required.

· Prepare and practice both parts HT.

· Then finally sing and play with HT using the CD/disk accompaniment.

· Confirm all notes in G major with flash cards.

15. Recital In C – Repertoire

Teaching Point: Confirming melody and chord playing and reading in C major.

Teaching Sequence:

· Listen to the CD/disk identifying parts that are the same.

· Identify/write in chord symbols/and play the chords with LH singing the bridge passage between sections.

· Demonstrate the 2 note slur and repeated staccato note patterns with a relaxed wrist in RH. Students then sing and play with RH singing only the bridge passage in between sections. The bridge passage can be played HT next.

· Team playing of the treble and bass if required.

· Prepare and practice both parts HT.

· Then finally sing and play with HT using the CD/disk accompaniment.

· Confirm all notes in C major with flash cards.

16. Street Fair – Ensemble

Teaching Point: Keyboard Ensemble (duet and counter melody) playing and reading in G major.

Teaching Sequence:

· Either Primo or Secondo may be taught first (Primo being the most challenging).

· Primo: Sing the words as follows.

Off to the street fair we must go! Everyone, everyone join the show.

Off to the street fair we must go! Everyone, everyone! Let’s go!

Join in races, 3 legged race is best. Sack race, egg’n spoon. I need a rest!

Off to the street fair we must go! Everyone, everyone join the show.

Off to the street fair we must go! Everyone, everyone! Let’s go!

· SS pointing to the score and identifying parts that are the same.

· Identify sections A and B and write in the score. Write in Q/A phrases (if desired) then sing and play RH followed by LH of section A. HT playing can be achieved next.

· Teach section B with Q/A phrases in RH and LH then HT.

· Secondo: Sight read section A HT then section B.

· Strings: Sight read this part.

· Allocate the duet and string parts to different students so that the ensemble may be fully achieved.

· Confirm all notes in G major with flash cards.