Accent Publishing // Junior Series Level 4 Teaching Notes © 2002 Accent Publishing

Junior 4

Suggested Order of Pieces and Teaching Points

1. Galactic Force – Finger Zip

Teaching Point: Introducing the key of A minor playing and reading with RH and LH.

Teaching Sequence:

· Listen/sing words as follows:

In our space ship flying out beyond d the stars.

In our space ship flying off to visit Mars.

· SS (solfege sing) pointing to the score.

· Demonstrate the new RH and LH A minor position with the cross over to G# (si) in bar 8. The fingering for bar 8 with LH is entirely optional. Some students find it easiest to cross over using the 4^th finger, others prefer to play only using the 5^th finger.

· Sing and play with the CD/disk accompaniment.

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

2. A Minor Chords – Finger Zip

Teaching Point: Introducing A minor chords i and V7 with RH & LH playing and reading.

Teaching Sequence:

· Listen to the CD/disk and identify the chords is A minor then write in the chord

symbols.

· With RH place a thumb on A (la) and see if the students can work out for

themselves chords i and V7. Do the same for LH using a 5^th finger on A (la).

· Sing and play with the CD/disk backing.

· Confirm the new A minor chords with flash cards.

3. Winter Sunset – Repertoire

Teaching Point: Theme and variations with Melody and chord playing and reading in A minor.

Teaching Sequence:

· Theme and Variation 1: Listen/sing the chords. Then sing and play with

RH and LH.

· Write in the chord symbols for the Theme and Variation 1.

· SS the treble clef of the Theme pointing to the score then outline play with RH before singing and playing with correct rhythm. Point and identify/sing the chord numbers in bass clef then sing and play with LH before singing and playing hands together.

· Variation 1 – Identify the similarities of the treble and bass to the Theme then sing and play chords with RH followed by singing and playing the melody with LH. Now play HT.

· Confirm notes and chords with flash cards.

· Variation 2: SS pointing to the treble clef in the score. Identify Q/A phrases

and add coloured phrases. Sing and play the Q. first, followed by the A. phrases.

· SS pointing to the bass clef then sing and play with LH.

· Team playing of treble and bass parts may assist with this variation before

moving on to playing HT.

· Variation 3: Identify the matching bass clef part and sing and play with LH.

· SS pointing to the treble clef part in the score. Then sing and play with RH.

· Prepare HT coordination with two hand taps. Then sing and play HT.

· Again confirm all notes with note reading and flash cards.

4. Let’s Go Latin – Repertoire

Teaching Point: Melody playing between the hands.

Teaching Sequence:

· Listen/sing words as follows:

Let’s do the Latin Groove. Sing with rhythm on the move.

We’ll do the Latin Groove, so so so so, mi re do.

Left right left right can you feel the beat? Left right left right with your feet.

Left right left right can you feel the beat? (whole bar of nothing) It’s so neat.

We’ll do the Latin Groove, so so so so, mi re do.

· Identify Sections A & B and the Q/A phrases of Sect. A. Shade the Q. phrases of lines 1, 2 & 5.

· SS the treble part of the above Quest. phrases pointing to the score.

· Drill the change in fingering in the Quest. phrase of line 2 (3^rd finger goes to F). Then sing and play with RH & LH all Quest. phrases as above.

· Teach the Ans. phrases of Sect. A (lines 1, 2 & 5) drilling coordination for bars 16 & 20.

· Section B can be taught through 2-hand knee taps then with finger drills.

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

5. C Major Scale – Finger Zip

Teaching Point: Confirming C major scale note reading and scale fingering.

Teaching Sequence:

· Demonstrate scale fingering in RH & LH and sing and play with the CD/disk backing.

· Confirm the C octave treble and bass clef notes with flash cards.

6. C Major Contrary – Finger Zip

Teaching Point: Introducing C major contrary motion scale.

Teaching Sequence:

· Demonstrate contrary motion or mirror playing and sing and play with the CD/disk backing.

· Confirm the treble and bass clef notes with flash cards.

7. Rock It – Ensemble

Teaching Point: Confirming the high C position with open chords I, IV & V playing and reading with RH & LH.

Teaching Sequence:

· Sing the following words: Come on let’s rock it. Come on let’s rock it. Yeah, yeah we’ll rock it. Come on let’s rock it. This is my turn, now it’s your turn. Come on let’s rock it. Come on let’s rock it. Come on let’s rock it. Yeah, yeah we’ll rock it. Come on let’s rock it. This is my turn, now it’s your turn. Come on let’s rock it half bar yeah!

· Actions: As you sing the words stamp your feet to the bass clef - Part 2

· Identify the two sections using colour at the beginning and end of each line.

· Circle all the Come on let’s rock it parts (do do so la so) and sing and play with RH singing the words to the other parts. This should be achieved with the CD/disk backing. Next teach the RH of bars 5 & 17 and lastly bars 9 & 10 and 20 & 21.

· Shadow play the LH part of the first section before playing this section with the CD backing. Go on and sing and play the LH of the second section.

· Percussion: Read time names for each section before playing with an appropriate percussion instrument.

· Confirm rhythm and note reading with flash cards.

8. Jungle Café – Finger Zip

Teaching Point: Changing hand positions between C major and A minor with finger crossover and thumb passing under.

Teaching Sequence:

· Listen and follow the notes by pointing to the score.

· Find and sing the notes of chord no.1 C major (do mi so mi do) and the chord no i in A minor (la do mi do la). Sing and play these patterns in the RH.

· Point and sing the first line of the score once more this time adding in the passing notes. Then demonstrate the finger crossover from C to B (do to ti) and A to G# (la to si). Practice these two elements by themselves before playing all of the first line.

· The next step will be to achieve the last 2 bars and finally demonstrate the thumb passing under in the first phrase of the 2^nd line.

· Use colour to define each 2 bar phrase. This will facilitate team playing (each team plays a different colour).

· Lastly sing and play the entire piece with the CD backing.

9. Woolshed Stomp - Repertoire

Teaching Point: Confirming the high C position with RH and melody playing with LH.

Teaching Sequence:

· Sing the following words to Section A. – “Who’s in the woolshed? Fa fa mi mi re, so. Who’s in the woolshed? Fa fa mi mi re, it’s you!” Sing the notes of the bass clef in Section B – “Fa, fa, mi, re, re, do. Fa, fa, mi, re, re, so. ” Return to Sect. A.

· Now sing the words again with two handed knee taps (following the treble and bass clef notes) of Section A.

· Prepare and teach the RH of Sect A then the LH and when this is secure play hands together.

· Teach the LH of Sect B followed by the RH and lastly hands together.

10. Celtic Chords – Finger Zip

Teaching Point: Introducing chord IV in the key of G major

Teaching Sequence:

· Sing the chord numbers using the appropriate hand signals for each chord.

· As the students already know the chord shape of chord IV in C major and chords I and V7 in G major ask them to try finding chord IV in G major by themselves. Then play through with RH and LH.

· When the chords are secure play with CD backing.

11. Puppets – Repertoire

Teaching Point: Confirming alla breve time and extended melody playing in G major.

Teaching Sequence:

· Sing the following words. “We are puppets on a string. Moving arms and legs while singing. Watch us as we dance in time. Puppets on a string.”

· Point and sing the notes of the first phrase singing the words of the remainder of the piece. Outline play this part with RH then when the note positions are secure play with the correct rhythm. Highlight this phrase then find a matching phrase (last line with out the up beat) and sing and play with the CD backing (with slower tempo).

· Teach the RH of the second line next and then the LH of both lines.

NB: Some notes in the LH will be deleted. Check with Mark or Morna in this regard.

· Now teach line 3 RH first then LH. Note the extension to E (mi) with RH.

· Approach hands together playing with two handed knee taps singing both words and notes. Then play each line hands together until each phrase is achieved.

12. Sherwood Fayre – Repertoire

Teaching Point: Confirming melody and harmony playing in G major.

Teaching Sequence:

· Sing the following words with actions: “Circle around stop and listen, (so mi mi mi). Circle around stop and listen, (re la la la). Circle around stop and listen, (so mi mi mi). Circle around stop and listen, (do ti la so).” The notes in brackets are not sung at first, see if the students can identify them.

· Point to the score singing the notes all the way through.

· Draw a coloured phrase over the matching patterns then sing and play them with RH. Next add the last 2 bars of each line.

· Sing and play the chords with the LH.

· Sing the treble clef notes with two handed knee taps then try playing hands together. This should prove to be easily achieved.

13. When The Saints – Ensemble/Duet

Teaching Point: Two handed melody and harmony playing in G major.

Teaching Sequence - Primo:

· Point to the score singing the notes of Sect. A. Note that both hands are notated in the same register, the Rh will play one octave higher.

· Outline play with RH first then LH before playing through hands separately with the CD backing. Play hands together when the notes are secure.

· Next point to the score in Sect. B singing the notes and again play hands separately before playing hands together.

Teaching Sequence - Secondo:

· Point and sing the notes in Sect. A then confirm the hand position and play with RH and LH before playing hands together.

· In Sect. B sing with two handed knee taps to confirm alternating hands. Prepare the finger changes between the hands before playing RH and LH and follow with hands together when the notes are secure.

14. Wild Berry Chords – Finger Zip

Teaching Point: Introducing chord iv in the key of A minor.

Teaching Sequence:

· Sing the chord numbers using the appropriate hand signals for each chord.

· This Finger Zip can be taught the same way as Celtic Chords as the students already know the chord shape of chord IV in C and G major and chords i and V7 in A minor. Ask them to try finding chord iv in A minor by themselves. Then play through with RH and LH.

· When the chords are secure play with CD backing.

15. Moonlight Waltz -Repertoire

Teaching Point: Extended melody and harmony playing in the key of A minor.

Teaching Sequence:

· Sing the following words. “Up above lighting the sky. Moonlight and stars twinkle high. Watch as they shine as we all dance in time.”

· Define the two sections using colour and teach the RH of Sect. A first, then RH of Sect. B noting the extension to F (fa) in the RH and the crossover to the last note A (la).

· Listen and identify the bass clef chords writing in the chord symbols. Now point and sing through both sections before playing with LH.

· Play hands together when both parts are securely learned.

16. Rally To The Square - ensemble

Teaching Point: Confirming melody and harmony playing in the key of A minor.

Teaching Sequence:

· Sing the following words with actions. Sect. A (Part 1) “To the square we’ll march together. To the square we’ll all march now.”

Sect. B (Part 2) “Hear the trumpet, hear the drum beat, calling us to rally now. To the square we’ll march together. To the square we’ll all march now.”

· Part 1 Sect. A - outline play the RH of before playing with the correct rhythm. Sect. B – identify and play the chords with RH.

· Part 2 Sect A - identify and play the chords in the LH then outline play the LH in Sect. B before playing the whole section with LH.

· Part 3 Sect. A – sight read/play the LH. This part is the same as Part 2 but notated down the octave with the addition of the descending pattern in the last bar.

· Percussion: The rhythm may be introduced with the following word pattern. “March together, left right left right, (rest) clap clap (rest). March together, left right left right, (rest) clap clap (rest). Om pah, om pah, om pah, om pah, om pah, om pah, om pah, (rest) clap clap. March together, left right left right, (rest) clap clap (rest).