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ABA Style Piano Lessons

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eBook 4 eBook 4

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Innovative Piano, Inc.By Jeffrey Young

eBook 4ABA style Piano Lessons

The Young Method

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Mary Had a Little Lamb ............................................................................... 8

Instructions

A B C

A B C

A B C

B C

B C

C

C

C

eBook 4F F

D

Click a song below to jump to the pageClick the of any piece to return herebottom right

Click the of any piece to return to the start of the piecebottom left

Reading Music................................................................................................. 11

Rain, Rain .......................................................................................................16

Exercise 6......................................................................................................... 18

Riding ............................................................................................................. 20

Ode to Joy....................................................................................................... 21

Reading Music.................................................................................................22

Playtime .......................................................................................................... 27

Exercise 7......................................................................................................... 28

Aura Lee .......................................................................................................... 31

Exercise 1 B..................................................................................................... 32

The Elephant ................................................................................................. 35

Reading Music................................................................................................ 36

Up and Down.................................................................................................. 44

Yankee Doodle ............................................................................................... 45

Exercise 3A..................................................................................................... 47

Row Your Boat ............................................................................................... 49

Salt and Pepper............................................................................................... 50

Tisket Song ..................................................................................................... 51

Alouette............................................................................................................ 52

All Together..................................................................................................... 10

*(Remove Velcro)

Teacher's Syllabus The Young Method eBook 4

1) The first song, “Mary had a Little Lamb” is a continuation from Book 3 and should be treated as a review. In songs such as, “All Together” the note letter prompts will begin to be randomly faded from the page. As in typical style piano instruction materials, the first note of each song continues to be listed as a guide in these early songs. Similar songs are found later on in this manual.

2) Exercise 6 introduces playing two notes at once (Middle C and E) with the right hand. Standard shaping techniques mentioned in previous books should be used here.

3) As in earlier books of The Young Method™, songs in Book 4 such as “Riding” and “Ode to Joy” which do contain note letters, are also included to allow the student to be successful. The first page of “Ode to Joy” indicates the addition of only the high C piano key letter (which it doesn't make use of). Keep in mind that the key letter indicators are only a guide. Each student may require an individualized system of fading and/or the reintroduction of previously faded key letters.

4) Exercise 7 introduces playing Bass Clef notes (Bass Clef note letter prompts are included in the exercise since we are still teaching the student how to read Bass Clef notes with the Bass Clef Board). As with all new skills, teachers should take data (i.e. not help the student verbally or by adding the supplied Bass Clef piano key letters) before teaching to the skill. We do this to allow for the generalization of all your work with the Treble Clef notes; in other words - will the student understand the repeating A, B, C pattern of the piano keys? If they do not immediately generalize this skill, that's okay. Simply follow the same pattern of introducing and fading the Bass Clef piano key letters in the same manner as Book 1.

5) In “Aura Lee” there is a change in hand position from C to D position. Because this tends to be challenging for most students, you will find the shift clearly marked as well as fingering numbers indicating the switch.

6) To further challenge our students' note reading skills, Exercise 1B completely fades the note letter prompts. If this is challenging for your student, treat these exercises as ways to work through each note, reading them and finding them on the piano one at a time. The use of the flash cards here can be beneficial as well.

7) Since there is no key letter indicator used for “The Elephant” this tells us that all of the Treble Clef piano key letter prompts should now be completely faded. This will most likely increase the difficulty of the proceeding pieces, so keep your level of reinforcement high and feel free to temporarily add back a random letter or two while teaching if you feel this is required.

“The Young Method”™ Innovative Piano, Inc. 2018

1

Introduction

Typical piano notation

Welcome to eBook 4 of The Young Method™ piano instruction series. Your student is well on their way to beginning typical sheet music and will soon be playing without any prompts! Typical sheet music is filled with various directions on how to play, such as the word piano: meaning to play softly. Many of these directions are given once and the learner is expected to continue with that technique. For example, when playing songs with numbers indicating fingering, typically, only the first number is given.

I t i s t h e s t u d e n t ' s responsibility to play the subsequent notes with correct fingering based on that first indicator. While all songs in this book include fingering numbers, each note will have a number indicating the correct finger to use.

This will help your student be successful with fingering at first. Later, these numbers will be faded, leaving only the first fingering indicator to get them started. Another part of playing early piano pieces is the wonderfully eye-catching illustrations included in most instruction books.

You will notice some of these illustrations have been added to the songs in this book, so address them at first and if they become too distracting for your student do your best to redirect them back to the notes.

We will also continue to fade the letters on the piano keys. By the end of this book your student will only have keys G, A, B, and high C labeled on the piano. If your student has

difficulty remembering the previous keys, spend some more time on the Note Reading Board supplied with Book 2. To further challenge your student, we will begin to fade the letters in the notes of the songs as well. These songs, such as “Playtime” and “The Elephant”, are songs your student has had a history with and should be successful at, with

regards to reading the unlabeled notes.

You will notice that the letters have been added sporadically to some songs, so that the student will be reminded just where they are from time to time. If a challenge arises when playing these songs, try reviewing

Book 4 notation





2

5 4 3 2 1 2 3 4 5

Bass Clef

BAGFEDC

Middle C

C

previous note reading exercises and have your student work out which note it is. As with all new skills, positive reinforcement and differential reinforcement will be necessary here. Since your student has done so well at

reading notes in the past we will now be shaping that exercise by introducing more challenging activities. Feel free to print these written exercises out and have your student complete them with your guidance.

Help your student generalize the skills learned with the Treble Clef to the new Bass Clef. Exercises have also been provided in the songs section to help introduce playing Bass Clef notes. While most Bass Clef notes are typically found below the Middle C key, don't forget that these lower notes follow the same A,

B, C pattern as the Treble Clef notes. Fingering for the left hand is also the same (your thumbs are still number 1), but now we are descending from the thumb (1) down the keyboard to the pinky (5).





Set-up

3

Reading MusicAt the piano

A BG

Middle C

C

Songs: Most of the pieces in this book will not

require any set-up. When your student is ready to play

songs like “Playtime” and “The Elephant”, this is when you should prepare

any aids to help them with reading the notes without letters. Take note that since we are now introducing the Bass Clef, there may be some additional prompts on the keys that are needed. Whether or not you use any prompts for the Bass Clef notes will depend on your student's ability to generalize the key letter sequence we started with learning the Treble Clef keys. The pattern we are teaching is A, B, C, D, E, F, G and then back to A.

Therefore, I would suggest the following starting point when your student first interacts with Bass Clef notes:

Supplying only these particular key prompts at first will challenge your student to generalize the sequence they learned with the Treble Clef. Encourage them to guess which note will come before the Bass G (which is F) and so on. Try this method at first, and if your student has difficulty with this simply add all the key prompts to the Bass Clef keys of the piano.

When preparing your student's reading music lesson, you can now

use the new exercises included with Book 4 of The Young Method™

instruction manual. Teachers may notice that the notes are getting smaller and

there are more illustrations. When reviewing these be sure to have earlier aids ready in case your student has difficulty at first. If they do have difficulty, try your best to present the board and let them work out which note. Since we learned in the last section that the keys of the piano repeat in a standard sequence, there will be some repeating letters when completing these. To help your student distinguish these repeating letters, have them read and find the note on the keyboard. Here's an example of a set of repeating notes:





4

Prompting

Treble Clef High F Treble Clef F

Although these notes represent the same letter, they are found on the piano a full 8 notes away (i.e. an octave away).

Songs: With regards to songs which include the

letter indicating the note, you should prompt your student very

rarely at this point. They should feel comfortable with reading the letter and then

locating the correct key whether or not the key letter is supplied. When prompting or helping students with songs that only have randomly placed letters included, be ready with the Treble Clef Board or flash card to remind them what note it is. You will also notice that the key letters are being faded slightly quicker in this book. Your student has become familiar with this pattern, so pretty soon all the key letters will be gone! If they have challenges here, spend a little more time on the key letter sequence of the piano.

At the piano






5

Exercises: Congratulations! You have reached some of the most challenging exercises for the right hand in this series. Now, we will be focusing on playing two notes at once with the right hand.

This can be challenging at first, but as with all new skills, present the material and see how they do without any prompts. Notice that when playing multiple notes, fingering numbers are “stacked” to indicate how to play. If your student has challenges with these notes, try modeling the hand position. If this is not sufficient, proceed to a hand-over-hand prompt to help them acclimate to the new position. Continue with this prompt until it is time to take data, then, based on those data, determine how much or little you should fade your prompt.

Starting with the song “Playtime” and also “The Elephant” and “Salt and Pepper”, you should treat these songs as chances to help your student

practice sight reading music. These songs will help them read and find notes

while at the piano. This is a great

pattern. You should expect to prompt your student a little when first introducing playing the Bass Clef but you will most likely find that you can fade these prompts much more rapidly than with previous lessons. This is definitely an area to use differential reinforcement and be much more excited when your student plays Bass Clef notes as opposed to the mastered Treble Clef section.

opportunity to transition into the reading music section of the lesson. Take note that although the letter has been faded from the note, the fingering numbers are still included. This should provide enough of a prompt to help your student navigate the keyboard and find those faded notes.

The new Bass Clef exercises in this manual offer a wonderful opportunity for your student to generalize all of their successes with the Treble Clef to the Bass Clef. There are many similarities in respect to the Bass and Treble Clefs. We are still using the same A, B, C

Reading Music





6

Reinforcement

Your student has come a long way, and you should consider the structure

of your re inforcement systems at this point. If you are

reinforcing for the absence of an inappropriate behavior, by all means continue with that. In respect to previously learned skills they have mastered at the piano though, you should reduce your level of reinforcement. Typically, as we reduce the level of reinforcement for these learned skills we will constantly be introducing new and more challenging skills that we can be very reinforcing with. The Bass Clef and ledger line notes are two examples where we can still reinforce heavily. Another possibility is a more delayed reinforcement system such as a weekly check system for practicing the piano appropriately. Remember though, since we are consistently challenging your student with new skills there is always an area for you to use positive reinforcement in.

always look for the student to tell me when to switch or adjust reinforcers. If you're seeing a good deal of off-task behavior on a certain day, pay close attention to those behaviors. Many times students are telling us what they want and when they want to be reinforced but we are too focused on getting that song just right. Your goal should be to get them back on task, and then deliver that off-task behavior (if it's appropriate of course). For example, if they were constantly reaching for that picture on the piano during the lesson, help them focus on the material, finish the song and then allow them to play with it. After all, it's not the distracter that is causing the off-task behavior by your student; it's your lack of reinforcement. That can be a tough pill to swallow at first for a teacher, but keep in mind that any off-task behavior is directly linked to your level reinforcement. The trick is to 1) keep calm, 2) note the inappropriate behavior, 3) get them back on track and 4) then deliver a higher rate of reinforcement (in that order).

While satiation is sometimes a difficult scenario to detect when you are teaching, I





7

Data

Total Correct: ______

Total Notes: ______

G- 5

4

+ + + +

B D F A


Total Notes: ______

G

+ 5

5

100

+ + + +

B D F A

Now that your student has learned so much at the piano, the songs they play will most likely be more reinforcing in themselves. Also, and possibly more importantly, they will be more reinforcing to others. Having a small audience listen, clap and appreciate your

playing at this point can be a wonderfully reinforcing practice for them. The attention given for this very appropriate activity is a powerful tool to help your student across the board!

Since your student has consistently scored well on finding and playing

Treble Clef notes we can now put these lessons into maintenance. Maintenance data points are a way for us to check up your students' progress. I suggest taking one point a month for all previous Treble Clef exercises (not including Data Sheet A for song playing data scores). We do want to record data on the new skills introduced in this manual such as The Bass , so look for these data sheets and record data as usual.





Data Sheet A(for use with songs)

Student:__________________________________

Date :___________________ Song:_______________________

Book Level:________________ Measurement: Number of notes played correctly

+/-

Date :___________________ Song:_______________________


+/-

Date :___________________ Song:_______________________


+/-

© 2018 Innovative Piano, Inc.


Total Notes: ______

% _______


Total Notes: ______

% _______


Total Notes: ______

% _______

% _______


Total Notes: ______

E G B D F

% _______


Total Notes: ______

E G B D F

% _______


Total Notes: ______

E G B D F

Student:_________________________________________

Date :_____________Phase: ____________Measurement: Number of notes identified correctly +/-



Data Sheet BCriteria: 2 days at 100%


Student________________________________________

Date :_______________Phase:_______________________________Measurement: Number of keys identified correctly +/-



% _______

C D E F G A B C Total Correct: ______

Total Notes: ______

% _______


Total Notes: ______

% _______


Total Notes: ______

Data Sheet C

Criteria: 2 days at 100%


Student: __________________________________________




% _______


Total Notes: ______

F A C E

% _______


Total Notes: ______

F A C E

% _______


Total Notes: ______

F A C E

Data Sheet D Criteria: 2 days at 100%


Student:_________________________________________




% _______


Total Notes: ______

G B D F A

% _______


Total Notes: ______

G B D F A

% _______


Total Notes: ______

G B D F A

Data Sheet E



Student:_________________________________________




% _______


Total Notes: ______

A C E G

% _______


Total Notes: ______

A C E G

% _______


Total Notes: ______

A C E G

Data Sheet F



A - C

Mary had a

Little Lamb

D DE EE E

3 2 1 2 3 3 3

D D D

2 2 2

G G

E

3 5 5

C

Index

8

9

D D

D D

D

E

E

3 2 1

1

2

23

E E E E

3 3 3 3

2 2

C

C

First Page

All Together!All Together!

10

A - C

D

2 4 5

F

4 5 2 3 3 2 2 4

11

Treble Clef Space Notes

Label the notes

© 2018 Innovative Piano, Incorporatedwww.innovativepiano.com

D

12

Treble Clef Line Notes


E

Label the notes

13© 2018 Innovative Piano, Incorporated


Match the note letters Treble Clef Notes

16

A - C

D

F

3 1

D

F FG

3 3 1 4

D

F F

3 3 1

D

F F

3 3 1

D

F FG

3 3 1 4

D

F F

3 3 1

17

C C CCE E

1 1 1 1

3 3

C CC CE EE E

1 1 1 1

3 3 3 3

B - C

18

Exercise 6

19

C

1

C

1 1 2 3

3

DE

CE

RidingRiding

20

B - C

E

G

C

G G G

1 5 5 5

EF

G

3 4 5 3 5

E ED

F F F F

2 4 4 4 3 4 3

C

G G G

51 5 5

21

High C

E E

G

3 3

F

4 5

EF

G

D

5 4 3 2

ED

C C

1 1 2 3

ED D

3 2 2

E EF

G

3 3 4 5

EF

G

D

5 4 3 2

ED

C C

1 1 2 3

DC C

2 1 1

Ode to Joy

Bass Clef Line Notes

Label the notes


E

22

Bass Clef Space Notes

Label the notes


F

23


Match the note letters Bass Clef Notes

24



25



26

High C

Playtime

FE

C

27

Exercise 7

Teacher’s Note: Bass Clef piano key letters should only be added to the keyboard after attempting to have your student generalize the A, B, C pattern which repeats in the Bass Clef.

C CD D

5 54 4

28

D

5 54

C CD

4

D

29

5

C

30

High C

31

C Position

D Position

F

F

G

G

G

G

G

D

D

5 2 5

CE

F F

1 4 434

4 3

5 2 5

A

EF

4 35

EFF

D

4 3 2 3

CE

F F

1 4 43

Teacher’s Note: Help students identify and play these notes on the piano. If your student has difficulty, refer back to the previous note reading exercises and then repeat this exercise. Also note that there are no fingering numbers. Only focus on your student’s ability to read and identify these notes on the piano at this point.

Exercise 1BNo Keyboard Prompts

32

The ElephantThe Elephant

FG G

D

1 4 2 4 4

D

1 3

E

2

35

The Grand Staff

Draw the Notes

Whole Note

36

Match the Notes to the Piano Keys


Middle C

37

Match Each Note to the Piano Keys


Middle C

38

Draw the Notes

Quarter Note

Every Good Boy Does Fine

F A C E


D B

B F A

E

39

Match the Notes to the Piano Keys


Middle C

40

F

C

G

G

CC

DD

GG

B

A

Draw the Notes


DF

FC

AF

BC

GG

DG

41

Match Each Note to the Piano Keys


Middle C

42

A

F

D A

Draw the Notes


BG

CB

43

G

E

E E

F

F F F

D

D

Up and Down

5 4 3 2

G

EF

3 4 5

4 3 2 3 4 4

44

Doodle Yankee Yankee

Doodle

C CD

E

1 1 2 3

DE

C

1 3 2

C CC CD

E

1 1 2 3 1 3

C C CD D

E EF

1 1 2 3 4 2 1

45

G G G G

C C

5 5 5 5 1 1

46

Exercise 3A

1 2 34

5 5 5

GF

ED

C C C

Teacher: Treat these exercises as a way to gauge your student’s skills. Add Bass Piano Key Letter Prompts as needed.

47

1 1 1 1234

5

G G G GF

ED

C

48

Row Your Boat

DE

FG

2 3 4 5

C C CD

1 1 1 2

E

3

E

3

CD

EEF

3 4 3 2 1

EF

G G G

5 5 5 4 3

49

Pepper Salt

Pepper and

F

C

4

50

Position?

G

E

A

4 25

G G

E

4 2

G

E

A

4 25

G G

E E

42 2

Tisket Song

51

DDE

C CCD

EEC

DE

FG G G

CDD

ECC

DEE

C

Alouette

52

DDE

CCD

EEC

DE

FG

53

Certificate of Achievement

This certificate is presented to

The Young Method Piano Series

_________________________________

for outstanding completion of

Book 4Teacher’s Signature________________________________

Date________________________________


Piano Instruction Series

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