Celebrate Piano Sampler

7/21/2019 Celebrate Piano Sampler

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A Comprehensive Piano Method by

Cathy Albergo J. Mitzi Kolar Mark Mrozinski

EXPLORING

®



Celebrate Piano!® sets young students on thepath to lifelong success in music with itsinnovative approach, exceptional repertoire, andengaging activities. This comprehensive method

builds a solid foundation of musicianship,preparing students for the study and enjoymentof a wide variety of musical styles. WithCelebrate Piano!®, students are assured acomplete, inspiring, and well-rounded musiceducation.

HighlightsIntegrated ApproachCelebrate Piano!® integrates five major areas ofstudy into every level:

Rhythm

Ear Skills

Musicianship

Technique

Creativity

Superior RepertoireCelebrate Piano!® incorporates contemporary

and classical compositions as well as folk songsand popular styles. Sound Pedagogical ApproachCelebrate Piano!® embraces an experience-before-symbol approach to learning using theprinciples of preparation, presentation, andfollow-up to introduce new concepts.

Preparation for Piano LiteratureCelebrate Piano!® gradually introduces

students to the challenges of elementaryclassical literature. Beginning in Level 3,students are ready to explore the extensiverange of music found in Celebration SeriesPerspectives®.

Celebrate Piano!® is the first piano methoddesigned to prepare students for the curricula ofThe Royal Conservatory of Music and theNational Music Certificate Program.

“We had three goals for the music of CelebratePiano!®: the pieces had to appeal to teachersand students, they had to stand alone ascompositions worthy of performance in their

own right, and they had to be carefullydesigned so that students could experience self-expression through music without beingfrustrated by technical difficulties.”

Mark Mrozinski, Co-author ofCelebrate Piano!®

“With both repertoire and musicianshipactivities in each lesson book, students areexposed to delightful music at every lessonwhile simultaneously developing a solid musicalfoundation.”

Dr. Reid Alexander, Professor of Music,University of Illinois

Introduction

2



Integrated Components

3

AccompanimentsLesson andMusicianship

Level1

Level2

Level3

Level4

Teacher’sGuide

CD 1A ACCOMPANIMENTS

Celebrate Piano!

Ric Iannone

Accompaniments1Units1–6

from

Lesson and Musicianship 1Aand Solos 1

CD1A

MIDI 1A ACCOMPANIMENTS

Celebrate Piano!

Ric Iannone

Accompaniments1Units1–6

from

Lesson and Musicianship 1AandSolos 1

Solos Flashcards

™

AComprehensive Piano Method by

Cathy Albergo J.Mitzi Kolar Mark Mrozinski C e l e b r a t e P i a n o !

C e l e b r a t e P i a n o ! ™

L E S S O N

A N D

M U S I C I A N S H I P

1 B

L E S S O N

A N D


1 B



Integrated Approach: Rhythm

Night in the Jungle is a fun,rhythmic piece that may beperformed as an ensemble bythe teacher and student, parentand student, or with a groupdivided into gorillas and

monkeys. This activity andothers using clapping,marching, and other off-benchactions encourage students tofeel a steady beat.

Rhythm activities develop a sense of steady beat and reinforce rhythmic concepts.

Right from the start ofCelebrate Piano!®, students aretaught to recognize theimportance of the concept ofsteady beat.

Lesson and Musicianship 1A, page 3

Lesson and Musicianship 1B, page 32



Integrated Approach: Rhythm

5

Lesson and Musicianship 3, page 19


Students are encouraged to usesyllabic counting to establish asecure sense of pulse andduration and reduce confusionbetween finger numbers andcounting numbers.

Writing activities provide opportunities forstudents to identify elements of music anddemonstrate comprehension.

Icons indicate when

flashcards can be used toreview and reinforcespecific concepts in theLesson and Musicianshipbooks.

FF



Integrated Approach: Ear Skills


Ear Skills activities are crucial to the development of aural awareness, good sight-readingskills, and general musicianship.

Echo Game—Clapbacks are ear-skills activities inwhich the student echoes patterns that the

teacher claps or taps using various rhythms.Clapbacks are also used as preparation tools fornew rhythmic concepts that have not yet beenformally introduced.

In Echo Game—Playbacks, the student copies orechoes a short melodic phrase played by theteacher. Playbacks are a part of the long-termplan for developing aural awareness andresponse.

“Celebrate Piano!® is the best piano method I have used inmy twenty-eight years of teaching. I am looking forward tohaving students complete the entire series, because I believethey will be the most musically well-rounded students I havetaught.”

Carole Noel, Piano Teacher, Louisville, Kentucky

Listening Game is an example ofpitch dictation in which thestudent is asked to add one newnote to each example. In laterdictation activities, the studentwill write three or more notesbefore combining pitch andrhythm in melodic dictation.



Integrated Approach: Ear Skills

7



Activities like Pattern Detective reinforce thestudent’s ability to discriminate rhythms,intervals, and patterns.

Chord Progression Hunt is an ear-training activityin which the student learns to discriminatebetween the I and V7 chords.



Interval Safari

8

Students enjoy learning essentialaural skills with Interval Safari, activities that are part of a long-range ear-training plan. Eachinterval is identified with aparticular animal character that hasits own special song for students tosing and play. Throughout the series,illustrator William Kimber hascleverly created a storyline in whichthe characters follow clues leading tonew interval animals.

Middle C Safari Level 1, Unit 2M2 Busy Bee Song Level 1, Unit 3

M3 Cuckoo Bird Song Level 1, Unit 5P5 Owl Song Level 1, Unit 10P4 Kangaroo Song Level 1, Unit 12M6 Elephant Song Level 2, Unit 5P8 Donkey Song Level 2, Unit 8M7 Giraffe Song Level 2, Unit 10m3 Panda Song Level 3, Unit 3m2 Quiet Little Mouse Song Level 3, Unit 4m6 Lizard Song Level 3, Unit 6m7 Calico Cat Song Level 4, Unit 1

Interval Safari Songs







Integrated Approach: Musicianship


“I can say without reservation that Celebrate Piano!® is themost pedagogically sound, exciting course of piano

instruction for children I've seen to date. It is a perfectblend of sound intervallic reading skills, multi-key work, eartraining, harmony, composition, technique, and theory. Allthis is coupled with a wonderful array of interesting,motivating pieces and inviting artwork that encourage rapidlearning. Celebrate Piano!® stimulates me to be a betterteacher as a result.”

Kevin M. Coan, Piano Teacher, Newington, Connecticut

Musicianship activities reinforce reading and theory.

Celebrate Piano!® combines intervallic,

landmark, and multiple-key approaches toensure that students achieve a secure foundationin reading. Students experience a widetopography and a variety of keys.

The student begins by readingoff-staff notation in Units 1 and2 of Level 1.



Intervallic Reading

10



Intervallic and directionalreading is introduced in Level 1,Unit 3 with the presentation ofthe staff, line and space notes,and the interval of a 2nd.Students begin their readingexperience by recognizing thatnotes move up or down andthat they move a certaindistance.

Letter clefs are used in Units 4through 7 of Level 1 to identifythe first note of the piece and

relate the music alphabet to thestaff. After finding their startingnote from the letter clef,students can easily read theinterval direction and distance.

“I found Celebrate Piano!® to be a comprehensive, user-friendly piano method. Each unithas an excellent sequence of activities; there are fine musical and pianistic compositions andthe flow of important ideas for student development is carefully worked out for maximumlearning. The delightful illustrations create a fun visual environment while enhancing thelearning experience.”

Monica Gaylord, Piano Faculty, The Royal Conservatory of Music



Landmarks

The introduction of the GrandStaff, Treble and Bass clefs, andthe Landmark C’s in Level 1,Unit 8 is an important step forstudents as they begin tocombine intervallic readingwith landmarks.

By Level 1, Unit 10, studentsshould recognize the LandmarkC’s and be able to visualize andname the notes a 2nd or 3rd

away from each landmark. Theintroduction of Treble G andBass F gives students a new setof landmarks within the GrandStaff.

The landmarks High C and Low Care presented in Level 2 to expandthe reading range of students.Familiarity with the ledger linesabove and below the Grand Staffwill serve students well when theyapproach early classical music.






Transposition

Transposition, a musicianship skillthat reinforces reading and themultiple-key approach, is introduced

step by step throughout CelebratePiano!®.



In Level 1, pieces are transposedby simply moving the hand froma black-key group to a white-key

group and vice versa.Lesson and Musicianship 1A, page 33

After the introduction of sharp key signatures inLevel 2, Unit 6, students are asked to move fromone key to another.

After the introduction of 5-finger patterns inLevel 2, Unit 3, students are asked to move fromone 5-finger pattern to another.



Integrated Approach: Technique

Finger Gyms are technical exercises that develop physical skills.


These finger gyms are greatwarm-up exercises to use at thelesson and for at-home practice.

Balancing Act prepares the student to playstaccato in the left hand against the right-handlegato phrases.

“This approach to learning will createyoung pianists who are completelycomfortable at the keyboard because theyunderstand the language of music. There isgood reason to celebrate!”

Aasta Levene, Chief Examiner Emeritus, RCM Examinations




Integrated Approach: Technique



Down–Up Dance introduces the student to the

two-note slur.

Exercises like Triple Cross are fun andchallenging to play. They help prepare thestudent for a variety of finger crossings andscales.

“The most secure foundation in techniqueand musicianship of any method . . . andthe kids love it!”

Peter MacKinnon, RCM Examiner and Piano Teacher, Peterborough, Ontario



Integrated Approach: Creativity

15


The Question and Answer activity is introduced inLevel 1 and continues throughout Levels 2, 3,and 4. The student plays the Question and thenimprovises an Answer. Eventually, the studentwrites both the Question and the Answer,leading to the composition of short pieces bythe end of Celebrate Piano!®.

Creative activities reinforce new elements and concepts and encourage students tocompose and improvise.



Starting in Level 1, students are asked to change

one or two notes or rests in creative activities tocreate simple variations—an important first stepin stylistic and jazz improvisation.



Integrated Approach: Creativity

16


Creative activities providestudents with an opportunityfor free expression and thechance to experiment. In manyactivities, students areencouraged to draw a song inany way they like.


In creative activities, thestudent applies imagination andan understanding of musicalelements and style to originalimprovisations andcompositions.

Animal March as composed by David Grimm, age 5,a student of Amy Immerman from Cincinnati, Ohio.



Superior Repertoire

17

Celebrate Piano!® also includes earlyelementary compositions by:

Béla Bartók James HookHermann Berens Dmitri KabalevskyBenjamin Carr Louis KöhlerMuzio Clementi Anton KrauseCarl Czerny Leopold MozartAnton Diabelli Alexander ReinagleCornelius Gurlitt Ludwig Shytte Johan Wilhelm Hässler Daniel Gottlob TürkFranz Joseph Haydn

Dale Reubart, Square Dance, Solos 3&4, page 33

Throughout both the Lesson and Musicianship books and Solos books, Celebrate Piano!® introduces repertoire that will develop a strong

foundation in reading and foster a love of musicof all styles. The Solos books support andreinforce key elements from the correspondingLesson and Musicianship books with a richand varied selection of repertoire.

Celebrate Piano!® incorporates original worksby leading North American composers:

Susan Alcon Stephen ChatmanAnne Crosby Pierre GallantMark Mrozinski Linda NiamathSusan Ogilvy Lorna PatersonElvina Pearce Dale Reubart

Dmitri Kabalevsky, Little Song and Polka, Solos 2, page 28



Superior Repertoire

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Throughout Celebrate Piano!®, aural awarenessis developed through exposure to diverse stylesand genres and through accompaniments that

present a rich musical soundscape.

Celebrate Piano!® Accompaniments • are available in both CD and MIDI formats• include imaginative arrangements of the

student parts and teacher accompanimentsfor all the pieces in the Lesson andMusicianship books and Solos books

• are orchestrated by Ric Iannone, aprofessional performer with a diverse musicalbackground, specializing in piano and organ

• incorporate diverse rhythmic patterns,textures, and instrumentation

From using the Celebrate Piano!® Accompaniments, students will:• acquire an understanding of color and

articulation• be able to simulate performance in an

ensemble setting• develop an improved awareness of steady

pulse, secure aural skills, and confidentmusicianship

“Celebrate Piano!® willespecially appeal toteachers who valuecreativity and who useMIDI disks with theirteaching. The three authorshave created a method thatis logically sequential and

steadily developsmusicianship. Ric Iannone,the orchestrator, hasdeveloped accompanimentsthat both inspire andenhance. Congratulationsto all!”

Brenda Dillon and Lynda Garcia

Elvina Pearce, Singin’ the Blues, Lesson and Musicianship 3, page 16

Raindrops, Lesson and Musicianship 1A, page 6



Sound Pedagogical Approach

19

Preparation, Presentation, Follow-up

Preparation

Preparation activities allowstudents to hear and physically feela musical element or conceptbefore it is formally introduced inthe repertoire. Preparation oftenoccurs in Ear Skills activities, FingerGyms, Musicianship, or Creativeactivities. Preparation elements areidentified with a preparation icon ▲

in the Lesson and Musicianship books.

Follow-UpThe element or concept is reinforced

in the repertoire and through animprovisation, composition, orother activity.Lesson and Musicianship 1A, Unit 4, page 49

Lesson and Musicianship 1A, Unit 2, page 21

PresentationThe new element or concept ispresented in a highlighted box atthe top of the page. It is thenincluded in the repertoire andactivities.

Lesson and Musicianship 1A, Unit 3, page 32

“Celebrate Piano!® is a wonderful music series. The students have many ways to practice the skillsor concepts: playing, writing, listening, singing, and performing. I love the way that the series usesa spiral curriculum; students learn new concepts while continuing to build upon the old ones.”

Patty Baranski, Piano Teacher, Southington, Connecticut



T I P P S Students use this abbreviation before playing a pieceat the lesson and during practice at home.

T = Tap and ta the rhythm with asteady beat

I = Say the interval direction and sizeP = Find the phrases and repeated patternsPS = Play and say intervals, ta’s, note names, or words

Practice PlansA Practice Plan at the top of the page encourages thestudent to develop a good practice routine. Parentscan use the Practice Plan as a reference for

monitoring their child’s practice.


You Be the Judge!This activity encourages students tolisten and evaluate their playing. If

students are able to hear and relatewhat and how they are actuallyplaying to the written score, they aremore able to recognize errors andmake corrections.




You Be the Judge! was inspired byBecky Corley, a piano teacher inDallas, Texas

For some pieces, students write their own Practice Plan, which helps them to think about the piece, identifymusical problems, and incorporate good practice habits.




21

Celebrate Piano!® is grouped into units ofstudy incorporating Repertoire, Finger Gyms

(technique), Musicianship (reading and theory),Rhythm, Ear Skills, and Creativity.

The repertoire pieces are grouped in the middleof the unit and “sandwiched” with activities.

Teachers are encouraged to organize the materialin each unit into one or two lessons accordingto the age and learning pace of the student,rather than teach page by page.

Sample Lesson for Introducing 3rdsLesson and Musicianship 1A, Unit 5

Finger Gym Finger Aerobics, page 56

New Concept Discovering 3rds, page 60Ear Skills Cuckoo Bird Song, page 63Repertoire Trombones, page 61Repertoire Fuzzy Caterpillar, page 62Creativity Dancing Letters, page 66

page 61

page 60

page 56

Planning Your Lesson



Exploring Celebrate Piano!TM

: Level 1

Teacher’s Guide

This resource provides an introduction to thepedagogical philosophy of Celebrate Piano!®

and presents a level-by-level overview of themethod. The Teacher’s Guide offers strategiesfor incorporating and sequencing activitiesduring lessons including:

• charts outlining the Preparation, Presentation,and Follow-up of concepts, elements, andtechnical skills introduced in the Lesson andMusicianship and Solos books

• Teacher’s Notes and Tips


22

16 Level 1, Unit 3 C elebrate Piano!™ Teacher’s Guide

UNIT BY UNIT DISCUSSION

LEVEL 1—UNIT 3: PLANNING FOR PREPARATION, PRESENTATION, AND FOLLOW-UP

Preparation

• 2nds• Music alphabet• Dotted half note• Legato• Hands together (HT)• Independent fingers 1, 2, 3

Presentation

• Music staff • Line notes and space notes• Interval: 2nd or step• Dynamics: p and f • Phrase

Follow-up

• Up/down/same• Low/middle/high• Black-key groups• Steady beat• Quarter and half notes• RH and LH• Finger numbers• Middle C

UNIT 3: OVERVIEW

PAGE ACTIVITY PRESENTATION PREPARATION ▲ SPECIAL DIV.ACTIVITY

Repertoire

31 Deep Blue Sea 2nds Transpose 132 Whisper or Shout p, f ; 2nds YBTJ! 1

33 Brass Band f ; 2nds Transpose 2

34 Clouds Phrase; p; 2nds Transpose 2

39 Prairie Song Phrase; p; 2nds YBTJ! 2

Solos

6 Carousel Waltz f ; 2nds 1

7 Lullaby Phrase; p; 2nds 2

Finger Gyms

27 Left–Right–Both Workout! HT; 2nds 1

35 Fun Thumb Phrases!! Phrase; p; 2nds Legato; ind. fingers 1, 2, 3 Transpose 2

Musicianship

28 Line Note or Space Note? Music staff; line and space 1notes

28 Drawing Notes Line and space notes 1

29 Discovering 2nds 2nds F2 1

30 Stepping Along 2nds 1

35 2nd Chance 2nds 2

35 Alphabet Cheer! Music alphabet 2

Rhythm

36 Rhythm Taps Create 1

Ear Skills

27 Middle C Safari 1

36 Interval Safari: Busy Bee Song 2nd 1

37 Game o’ Listening 2

37 Echo Game—Clapbacks! Dotted half note 2

37 Echo Game—Playbacks! Phrase; p; 2nds Dotted half note 1

Creativity

38 My Day at the Circus 2

17Level 1, Unit 3Celebrate Piano!™ Teacher’s Guide

UNIT BY UNIT DISCUSSION

LEVEL 1—UNIT 3: INTEGRATED MUSICIANSHIPAND POSSIBLE SEQUENCE

Div. 1 D iv. 227 Left–Right–Both Workout! 37 Echo Game—Clapbacks!36 Rhythm Taps 37 Game o’ Listening 28 Line Note or Space Note? 33 Brass Band28 Drawing Notes 35 2nd Chance29 Discovering 2nds 38 My Day at the Circus30 Stepping Along 34 Clouds31 Deep Blue Sea 35 Fun Thumb Phrases!27 Middle C Safari 39 Prairie Song 36 Interval Safari: Busy Bee Song 7—Solos 1 Lullaby37 Echo Song—Playbacks 35 Alphabet Cheer!32 Whisper or Shout6—Solos 1 Carousel Waltz

TEACHER’S NOTES AND TIPS

ReadingIntervallic and directional reading is introduced inUnit 3 with the presentation of the staff, line andspace notes, and the interval of a 2nd. Students needto begin their reading experience by recognizing thatnotes move up or down and t hat they move a certaindistance.

Saying the interval direction and size before they play,becomes a regular part of the Practice Plan. Studentsmay play the piece in their lap, on the keyboardcover, or “in the air,” as they chant (“start, up a 2nd,down a 2nd,” etc.). These activities give students aphysical sense of direction and highlight the fingersthey will use before they play their piece on thepiano.

By using the principles of intervallic and directionalreading, students can read quickly and easilyanywhere on the keyboard, and transpose with ease.Teachers and parents are cautioned to avoid namingthe lines and spaces as this slows down the readingprocess and interferes with the student’s ability toconcentrate on the interval and direction. Notenaming should be introduced and reinforced withflashcards after the presentation of the Grand staff and landmarks in Level 1B, Unit 8.

Movement

When singing or chanting interval direction and size,students can use large arm motions to draw thedirectional shape of pieces in the air.

MusicianshipPhrasing Expressive playing and phrasing is an essential part of piano lessons. Although students may take some timebefore they master the art of shaping a phrase, theycan understand that the last note in a phrase shouldbe played softly and that they should breath or liftbetween phrases. Have your student listen as youmodel beautiful phrases.

Practice PlanIn order to encourage good practice habits, theauthors begin introducing abbreviations for specificactivities. In Unit 3, the student learns: T = Tap andta the rhythm with a steady beat. These directionsshould be followed both at the lesson and at home.

Ear SkillsInterval: 2ndThe Busy Bee Song uses 2nds. Students areencouraged to sing this song several times a day,starting from Middle C. The goal is to instill thesound of a Major 2nd in the ear.

Tips:Clouds (p. 34)To reinforce the performance of the phrase, add theword “lift” when chanting. For example, chant “ta,lift” on the last half note in each phrase.

Drawing Notes (p. 28)Specific instructions for drawing notes have not beengiven because stem direction is not a major concernat this point. However, the teacher may provide someguidance regarding stem placement and direction.The stem direction rule appears later.




: Level 1

Students will graduate from Celebrate Piano!® with the technical facility and musicalunderstanding needed to make a smoothtransition into classical literature such as that

found in Celebration Series Perspectives®.

Selected repertoire from Celebrate Piano!®

serves the curricula of RCM Examinations andthe National Music Certificate Program at thePreparatory A and Preparatory B Levels, and

Level 1.

Preparation for Literature

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September

June

“Students studying from Celebrate Piano!® will be wellprepared and eager to approach the classical literature ofCelebration Series Perspectives®. Teachers should indeedcelebrate this new resource which is certain to become themethod of choice for students moving into The RoyalConservatory of Music curriculum.” James F. Lawless, Chief Examiner Emeritus, RCM Examinations

Year 2 Year 3 Year 4

™

AComprehensive Piano Method by

Cathy Albergo J.Mitzi Kolar Mark Mrozinski C e l e b r a t e P i a n o !

C e l e b r a t e P i a n o ! ™

L E S S O N

A N D


1 B

L E S S O N

A N D

M U S I C I A N S H I P 1

B

Preparatory BPreparatory A Grade 1




: Level 1

The Frederick Harris Music Co., LimitedSince 1904, The Frederick Harris Music Co., Limited has published educational print music materials designed to suit thespecific needs of studio teachers and their students. The Frederick Harris Music Co., Limited publishes the works of manyof the most widely recognized creators, teachers, and performers in the field of music education.

J. Mitzi Kolar is director of graduatestudies in music and the director of thegraduate degree program in pianopedagogy at San Diego State University,School of Music and Dance, where shespecializes in teaching pianoperformance, class piano, and pianopedagogy. Mitzi Kolar is the author of Music in Education, a keyboard/technology-based public school musiccurriculum published and distributedby Yamaha Corporation of America.Mitzi Kolar currently serves on thetheory review committee for the MusicTeachers Association of California(MTAC) Certificate of Merit program.

Cathy Albergo, a curricular expert inthe field of piano pedagogy, hascontributed numerous articles toprofessional keyboard journals. She iscurrently Professor of Music and MusicDepartment Chair at the University ofNorth Carolina at Wilmington and hasserved as President of the Illinois StateMusic Teachers Association, NationalCertification Chair of the MusicTeachers National Association, andRegional Chair of the NationalAssociation of Schools of Music. CathyAlbergo is a co-author of CelebrationSeries Perspectives® , Handbook forTeachers, published by The FrederickHarris Music Co., Limited.

Mark Mrozinski served for twelve yearsas Coordinator of the Harper MusicAcademy, the community music schoolassociated with William Rainey HarperCollege in Palatine, Illinois. He hasserved as both the East Central DivisionPresident of Music Teachers NationalAssociation and as President of theIllinois State Music TeachersAssociation. He currently serves asDean of Continuing Education atHarper College. Mark Mrozinskimaintains a studio in his home, is anactive clinician and adjudicator, andhas published a collection ofelementary piano solos entitled Enchanted Forest .

Canada: Unit 1, 5865 McLaughlin Rd., Mississauga ON L5R 1B8USA: Suite 882, 60 Industrial Parkway, Cheektowaga NY 14227Tel: 905-501-1595Toll-Free: 1-800-387-4013Fax: 905-501-0929

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Celebrate Piano Sampler

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