Level 1 Student Resources

Total Page:16

File Type:pdf, Size:1020Kb

Level 1 Student Resources Level 1 Student Resources ©2012 Bach to Rock KIDSN KEYS LEVEL 1 © 2012 Bach to Rock Dear Parents, Thank you for enrolling your child in Bach to Rock’s Kids n Keys program. In this 24 lesson program, your child will learn a number of different musical concepts including how to read music. Below we have outlined the goals that we have for each class: , Inspire. We believe that exposing students to great music and high-level performances plays an important role in inspiring their musical accomplishments. Our goal is for our students to leave class each week feeling excited about music. , Sight-read. We expect all of our students to learn to read music. The ability to sight-read opens doors to an entire world of music. , Play by ear. Traditional piano instruction, in most cases, ignores this important skill. To be a well-rounded musician and, more importantly, to be able to spontaneously create music with other musicians as a group, music students must be able to play what they hear. Bach to Rock incorporates many concepts from the famous Suzuki method to accomplish this goal. , Play as a group. Studying music within a group provides a unique opportunity for young musicians to begin to develop the skill of playing music with their peers. In each class we will have a group-music making activity. To accomplish these goals, it is very important that each parent is involved in their child’s music education. We ask that parents listen with your child to the required material each week as well as supervise practice time. We ask that each student practice 15 minutes 4 times per week. This one hour of practice time will allow your child to progress through the Kids n Keys curriculum. The Kids n Keys Level 1 class requires the following materials: Faber & Faber Piano Adventures – Writing Book A, Music Ace Deluxe and a piano/keyboard. Students will be asked to play songs each week and a piano/keyboard will be essential to develop your child’s musical talents. Please speak to a B2R staff member about recommended keyboards for this class. As always, please do not hesitate to contact us if you have any questions about how you can help your child have the best musical experience possible! 1 Kids N Keys Level 1 Syllabus Lesson Concept Songs 1 Keyboard geography, Knuckle Knocker Song Fast and slow notes 2 High and low sounds, Hot Cross Buns Going up, down and repeating 3 Rests, Merrily We Roll Along C, D, E on the piano 4 Grand staff, Ode To Joy Half notes 5 3rds (skips), Jingle Bells Playing with both hands 6 Whole notes, Twinkle, Twinkle Little Star Dynamics 7 Crescendo, Twinkle, Twinkle Little Star (Variation) Harmony 8 Review and performance Twinkle, Twinkle Little Star (Variation B) 2 THE B2R LISTENING CD Here is the track list for your CD: Track Title Track Number Included in your child’s homework packet is a listening CD. Knuckle Knocker Song 1 This CD includes recordings for all of the songs your child will play Knuckle Knocker Song Remix 2 Hot Cross Buns 3 in the B2R Kids n Keys program. We recommend that your child listens Hot Cross Buns Remix 4 to the entire Level 1 portion of the CD every day (Tracks 1–16). Twinkle, Twinkle Little Star 5 Twinkle, Twinkle Little Star Remix 6 The CD can be played during play time as background music or as Merrily We Roll Along 7 your child is going to sleep. We do not expect your child to actively listen Merrily We Roll Along Remix 8 Ode To Joy 9 to the entire CD. Ode To Joy Remix 10 LEVEL 1 However, we do recommend that you and your child actively listen to the Jingle Bells 11 Jingle Bells Remix 12 songs that he/she will be playing each week. These songs are noted in Twinkle, Twinkle Little Star Variation 13 the homework for each lesson. Twinkle, Twinkle Little Star Variation Remix 14 Twinkle, Twinkle Little Star Variation B 15 Each song is repeated two times on the CD. The first track is a solo piano Twinkle, Twinkle Little Star Variation B Remix 16 Deck The Halls 17 version and the second track is a “remix” rock version. Once your child Deck The Halls Remix 18 can play each song, try to play along with the recording! Oh When The Saints 19 Oh When The Saints Remix 20 Hot Cross Buns With Left Hand 21 Hot Cross Buns With Left Hand Remix 22 Ode To Joy With Left Hand 23 LEVEL 2 Ode To Joy With Left Hand Remix 24 Mary Had A Little Lamb 25 Mary Had A Little Lamb Remix 26 Fais Do Do 27 Fais Do Do Remix 28 Itsy Bitsy Spider 29 Itsy Bitsy Spider Remix 30 Itsy Bitsy Spider (Chords and Melody) 31 Yankee Doodle 32 Yankee Doodle Remix 33 Bridal Chorus 34 LEVEL 3 Bridal Chorus Remix 35 Für Elise 36 Für Elise Remix 37 3 MUSIC ACE DELUXE SOFTWARE Dear Parents, One of the required materials for Kids n Keys is Music Ace Deluxe. Music Ace is a great program that helps students learn music in a fun way at home. We will use the software briefly in the classroom each week in addition to using it at home. Specific parts of the program will be assigned in the homework section each week. Installation: 1. To install the software on your home computer, insert the CD into your CD/DVD drive. 2. Click on “Run autorun.exe” 3. Click on “Setup Music Ace Deluxe” 4. Follow the on screen directions. 5. Music Ace Deluxe Requires Adobe Acrobat Reader. If you do not have this software already installed on your computer, you can download it free at www.adobe.com Once you have installed the software, enter your name and you are ready to use the program. The program is divided into different “Sessions”. The homework for that day will specify which session your child should complete at home. Each session includes a lesson and a game; we recommend that your child complete both parts before the next class. If you need help with the software, you can go to Music Ace’s website http://harmonicvision.com/techsupport/index.htm or call them at 800-474-0903 x2926 (U.S. only) or 630-584-8513 weekdays between the hours of 7:00am and 4:00pm Central Time. You may also talk with a B2R staff member! 4.
Recommended publications
  • ACT Early Milestone Moments
    Milestone Moments Learn the Signs. Act Early. Learn the Signs. Act Early. www.cdc.gov/milestones 1-800-CDC-INFO Adapted from CARING FOR YOUR BABY AND YOUNG CHILD: BIRTH TO AGE 5, Fifth Edition, edited by Steven Shelov and Tanya Remer Altmann © 1991, 1993, 1998, 2004, 2009 by the American Academy of Pediatrics and You can follow your child’s development by watching how he or BRIGHT FUTURES: GUIDELINES FOR HEALTH SUPERVISION OF INFANTS, CHILDREN, AND ADOLESCENTS, Third she plays, learns, speaks, and acts. Edition, edited by Joseph Hagan, Jr., Judith S. Shaw, and Paula M. Duncan, 2008, Elk Grove Village, IL: American Academy of Pediatrics. Special acknowledgements to Susan P. Berger, PhD; Jenny Burt, PhD; Margaret Greco, MD; Katie Green, MPH, Look inside for milestones to watch for in your child and how you CHES; Georgina Peacock, MD, MPH; Lara Robinson, PhD, MPH; Camille Smith, MS, EdS; Julia Whitney, BS; and can help your child learn and grow. Rebecca Wolf, MA. Centers for Disease Centers for Disease Control and Prevention Control and Prevention www.cdc.gov/milestones www.cdc.gov/milestones 1-800-CDC-INFO 1-800-CDC-INFO 220788 Milestone Moments How your child plays, learns, speaks, and acts offers important clues about your child’s development. Developmental milestones are things most children can do by a certain age. The lists that follow have milestones to look for when your child is: 2 Months ............................................................... page 3 – 6 Check the milestones your child has reached at each age. 4 Months ............................................................... page 7 –10 Take this with you and talk with your child’s doctor at every visit about the milestones your child has reached and what to 6 Months ..............................................................
    [Show full text]
  • 3Rd Grade Unit Introduction Kindness in the Classroom Lessons Teach
    3rd Grade Unit Introduction Sub-Concepts Covered: Perseverance, Kindness, Kindness in the Classroom lessons teach kindness skills through a step-by step framework of Inspire, Empower, Act, Reflect and Share. Each lesson starts with the ‘share’ step to reinforce learning from previous lessons. The ‘act’ piece is woven into the lessons but really takes place in the projects. This unit is the fourth of our six unit series. We will introduce the concept of integrity as it relates to honesty and perseverance during this unit. Since this is the first grade that dives deeper into the actual concept of integrity, we will build off of honesty to aid in comprehension and application. The focus of this unit is twofold- understanding the importance and value of honesty as it relates to kindness, and using honest methods to persevere towards accomplishing personal goals. Unit Objective Students will: ● Review respect, caring, and inclusiveness. ● Define honesty, dishonesty, and perseverance. ● Understand the concept of “white lies” and how they build on each other. ● Identify strategies that help people persevere through challenges. ● Reinforce the skill of perseverance through goal development and follow through. Student Introduction Thank you for practicing inclusiveness in our classroom as I observe others including new friends and trying out new ideas in a kind, caring, and respectful manner! We are ready to explore Integrity. This is an advanced word that connects back to honesty and always telling the truth, even when others aren’t around. We
    [Show full text]
  • Deepening Our Love
    MARRIAGE ENCOUNTER OUTLINE 2016 WEEKEND FOLLOW UP PROGRAM Deepening Our Love Deeper Understanding leads to Greater Love Weekend Follow Up Program 2016 Page 2 of 14 Weekend Follow Up Program 2016 Session One The objectives To enrich and support couples and priests after the weekend. To help them to see their own strengths, talents and uniqueness. To encourage them to live the gospel values proclaimed on the weekend. To give them an experience of living in a sharing and caring community. To offer them safety and support in their life journey. To help them see the need for their love & and talents to be shared with others. Warm welcome by Leaders 1. Prayer: for openness and trust; help from Our Father for each of us. 2. Rules of an Encounter meetings: All sharing is confidential, not to be repeated outside of this group. Each person has a turn. If they cannot share they can pass (No Obligation.) Commitment to meet 4 times No right or wrong answers. Only your answers 3. Introduce self; where born, size of family you came from, children (If any). Where you first meet and what most attracted you to your spouse. What quality do you appreciate most now? 4. All of us have shared in a common experience, that of a Marriage Encounter weekend which has already changed our lives. The tool of the dialogue can help us to recapture the closeness of the W/E Dialogue question: What do I want most for us now? What do I have to do to make that possible? Couple /priest /couple private sharing 5.
    [Show full text]
  • Number (4.N.1, 4.N.2)
    G RADE 4 M ATHE M ATICS Number Grade 4: Number (4.N.1, 4.N.2) Enduring Understandings: Numbers can be represented in a variety of ways (e.g., using objects, pictures, and numerals). Place value patterns are repeated in large numbers, and these patterns can be used to compare and order numbers. The position of a digit in a number determines the quantity it represents. There is a constant multiplicative relationship between the places. Essential Questions: How many different ways can a number be represented? How does changing the order of the digits in a number affect its placement on a number line? How are place value patterns repeated in numbers? How does the position of a digit in a number affect its value? SPECIFIC LEARNING OUTCOME(S): ACHIEVEMENT INDICATORS: 4.N.1 Represent and describe whole Read a four-digit numeral without using the numbers to 10 000, pictorially word “and” (e.g., 5321 is five thousand three and symbolically. hundred twenty-one, NOT five thousand three [C, CN, V] hundred AND twenty-one). Write a numeral using proper spacing without commas (e.g., 4567 or 4 567, 10 000). Write a numeral 0 to 10 000 in words. Represent a numeral using a place value chart or diagrams. Describe the meaning of each digit in a numeral. Express a numeral in expanded notation (e.g., 321 = 300 + 20 + 1). Write the numeral represented in expanded notation. Explain the meaning of each digit in a 4-digit numeral with all digits the same (e.g., for the numeral 2222, the first digit represents two thousands, the second digit two hundreds, the third digit two tens, and the fourth digit two ones).
    [Show full text]
  • What a Muslim Is Requiaed to Know About His Religion
    WHATA MUSLIM ISBEAUIFED TO KNOWABOUT HIS RELIGION Sy bdullahAbdul Gh.ni Al$.y The FIVE PILLARS (FundamentalBases) of ISLAM ere: l) Euphoniousutterance of the basicformula of the Faith <Thereis no god but Allah, Muhammadis the Messengerof Allah>. 2l Performanceof the Prayers. 3) Paymentof the Zakah. (obligatoryalms). 4) Fastingof Ramadan. t) Pilgrimageto the SacredHouse MAKKAH for those who havethe meansto perform it. -rtl / f-/;.f./.U'#'- "t,'.1 l'- | INTRODUCTION \j6pr" iji $ylL 4 i-;:ili:,y -,:\, y .J-et|l With this great Sura which inspiresthe necessityof unity and co-operation between Believers(Muminin) as well as confidencein eachother; and calls for justice; With this great Sura in which Allah produced His evidenceunto mankind, as stated by Imam Shafi'e (May Allah's Mercy be upon him) if no other evidencehad been revealed by the Creator this sura would have been sufficient: Yes indeed,with this verseof the Holy Quran, we present these Islamic directives, which we trust with the help of Allah, will be useful to them. May Allah bless His choicestProphet Muhammad, the Redeemer and Beacon of enlightenment; his relatives; companions and those who followed his footsteps to the last dav. CHAPTER I ConditionsAnd Statusof Pilgrimage. Dear Pilgrim : You tave left the worldly ambitions behind, renounced the world's fascinatedpleasure and sacrificed your precious money, and valuable possessionsso willingly for the sakeof Allah, and for the sake of Pilgrimage to His Sacred House to perform one of the fundamental bases of lslam. Ever since you left home, you felt exhaustedthroughout restless travel by Air, by Sea, by Land or on camelback.
    [Show full text]
  • Review Let’S Consider a Story in Jesus’ Life
    The Power of Words that Affirm 3. Receiving Gifts 4. Acts of Service Dr. Glenn Robertson 5. Physical Touch Luke 19:1-10 Today we want to focus on the power of words that affirm. Review Let’s consider a story in Jesus’ life. It is a story we often associate with children. We tell the story to children and even sing a cute Gary Chapman’s book, The 5 Love Languages: The Secret to Love song about it. Yet, there is a short encounter between Jesus and a that Lasts man which led to a radical change in the man’s life. From what we learn in the story, it was only a few words which created this radical Two Key Concepts: shift. Emotional Love Tank It is the story about Zacchaeus. People respond to others out of an “emotional love tank.” Luke 19:1 – 10 NIV Jesus entered Jericho and was passing through. Falling in Love vs Real Love 2 A man was there by the name of Zacchaeus; he was a chief tax collector and was wealthy. 3 He wanted to see who Jesus was, but The euphoria of “falling in love” must be replaced with real love being a short man he could not, because of the crowd. that requires actions. 4 So he ran ahead and climbed a sycamore-fig tree to see him, since 5 Thesis: Every person has a primary love language by which they Jesus was coming that way. When Jesus reached the spot, he looked up and said to him, "Zacchaeus, come down immediately.
    [Show full text]
  • Running Involves a High Level of Repetitive Force
    As any athlete knows, there is nothing themselves hampered by the same issues down the more frustrating than to be kept from training or road, starting the whole process all over again. racing because of an injury. Unfortunately, this Now for the good news, a new treatment realization is particularly frequent with runners, as technique known as Active Release Techniques® running injuries are amongst the most common of (ART®) is proving to be a very effective method to all sports injuries. To make matters worse, many treat many common running injuries and is helping running injuries become recurrent in nature and to get runners back to training and racing quickly are often slow to respond to traditional types of and effectively. But before we talk about why ART® care. This means that even after being sidelined works so effectively, first you need to understand for weeks or even months at a time, once their how running injuries occur in the first place. initial symptoms go away many runners will find Why Are Running Injuries So Common? When talking about sports injuries it is This force doesn’t just act at the foot. As the important to realize that there are 2 major types of heel strikes the ground the impact force will then injures – acute and repetitive. Acute injuries travel up the shin, through the knee, up through the occur following a single event, such as a fall or thigh and hip, and into the pelvis and trunk. To collision. Fortunately, these types of injuries are ensure that the body is able to attenuate these forces rare in running.
    [Show full text]
  • Meniscus Repair
    ANDREW ARTHUR, MD Meniscus Repair POST OPERATIVE INSTRUCTIONS Overview This is a protocol that provides you with general information and guidelines for the initial stage and progression of rehabilitation according to the listed timeframes. Specific changes may be made by the care team as appropriate given each patient’s operative findings. Questions WEIGTH BEARING STATUS If you have any concerns • Toe-Touch weight-bearing (TTWB) with crutches for or questions after your ____weeks. surgery, during business hours call 763-302-2231. DIET You may need to leave a • Progress to your normal diet as tolerated. message. WOUND CARE After hours 763-520-7870 • Leave surgical dressing in place for 1-2 days. • You may loosen the ACE wrap if it feels too tight, or if Address swelling occurs in foot or ankle. • Swelling, bleeding, or oozing from the incision sites is not Maple Grove uncommon. If bleeding or drainage occurs from the incisions, 9630 Grove Circle N., Suite 200 re-apply (or reinforce) an ACE wrap under gentle compression. Maple Grove, MN 55369 • Once surgical dressing has been removed, keep incisions clean Minnetonka and covered. 15450 Highway 7, Suite 100 Minnetonka, MN 55345 • You may shower in 2-3 days with gentle soap and running water. Robbinsdale • No pools, tubs, baths, or immersion until the incisions have 3366 Oakdale Ave. N Suite 103 Robbinsdale, MN 55422 fully healed. AndrewArthurMD.com MEDICATIONS • Local anesthetics were used at the time of surgery. This will wear off in 8-12 hours. • Most patients will require small doses of oral narcotic medications for the first few days following surgery.
    [Show full text]
  • Do It Yourself Marriage Preparation
    DDoo IItt YYoouurrsseellff MMaarrrriiaaggee PPrreeppaarraattiioonn We’re excited that you’re considering marriage. It’s God honouring and very romantic. In this booklet you will find some thoughts and ideas that will help you plan your special day. Compiled by Pastor Russell Watts, Whangarei Central Baptist Church 1 | P a g e Index Page Why some Couples Should Not Get Married 3 How to Affair-Proof Your Marriage 4 How Men and Women Often have a Different Decision Making Process 5 Understanding Ephesians 5: 21-27 and the Kiwi Myth of the 50/50 Marriage 6 One plus One = One 7 Couch Time 9 “The Five Love Languages” by Gary Chapman 12 What does your response to conflict mean? 17 Negotiation Skills 19 Prepare a budget together 22 She Needs Love, He Needs Respect 23 Sexual Intimacy 26 Sample Wedding Services 28 a. Readings & Poems 29 b. Giving Away of Bride 32 c. Vows 33 d. Exchange of Rings 38 Appendix 1 Recommended Books & DVDs 40 How to Apply for a Marriage Licence 41 Where Wedding Traditions Come From 42 Information from Internal Affairs Department 44 Appendix 2 Keeping It Tight – Protecting the Connection in Marriage 45 Appendix 3 A Celebration of Marriage (Sermon) 50 Appendix 4 How to Break Addictions 55 Appendix 5 Managing Anger 57 Please note – all DVDs referenced in this manual are available to watch on the Whangarei Central Baptist website: www.whangareicbc.org.nz On the drop-down menu under ‘Teaching’, choose ‘Marriage Resources’ This booklet is published by Whangarei Central Baptist Church. First Edition Published May 2011.
    [Show full text]
  • Grade 4 Math Answer Key
    Grade 4 Math Answer Key Grade 4 Standards Operations and Algebraic Thinking Measurement and Data 4.OA.A.01 4.MD.A.01 4.OA.A.02 4.MD.A.02 4.OA.A.03 4.MD.A.03 4.OA.B.04a 4.MD.B.04 4.OA.B.04b 4.MD.C.05b 4.OA.B.04c 4.MD.C.05c 4.OA.C.05 4.MD.C.06 4.MD.C.07 Number and Operations in Base Ten 4.MD.D.08 4.NBT.A.01 4.NBT.A.02 Geometry 4.NBT.A.03 4.G.A.01 4.NBT.B.04 4.G.A.02 4.NBT.B.05 4.G.A.03 4.NBT.B.06 Number and Operations—Fractions 4.NF.A.01 4.NF.A.02 4.NF.B.03a 4.NF.B.03b 4.NF.B.03c 4.NF.B.03d 4.NF.B.04a 4.NF.B.04b 4.NF.B.04c 4.NF.C.05 4.NF.C.06 4.NF.C.07 These items may be used by Louisiana educators for educational purposes. Operations and Algebraic Thinking 4.OA.A.01 Items 1 – 6 ITEM 1 Which statement is a correct interpretation of the equation? 14 × 3 = 42 A. 14 is 3 more than 42. B. 42 is 14 more than 3. C. 14 is 3 times as many as 42. D. 42 is 3 times as many as 14. These items may be used by Louisiana educators for educational purposes. ITEM 2 Which statement best describes the equation? 120 = 6 x 20 A.
    [Show full text]
  • Our Text for Today Is 1 Thessalonians 3
    Introduction Our Text for today is 1 Thessalonians 3. After Pentecost, The Holy Spirit had ignited several churches all over the Roman Empire. We see the nine centers where people put their trust in Jesus and established communities called churches. These nine communities living out their trust in Jesus existed before Paul started his missionary Journeys. Yes, Paul used to be named Saul, a hater of all things Jesus. This Paul now, is dedicated to helping others come tom faith in Jesus and grow in that faith. Chapter 3 of his letter begins with “SO,”“so when we could stand it no longer . “ The “so” continues the agony Paul and his team felt because they could not be with the people they wanted to be with. In chapter 2 Paul calls it “orphaned.” Dr. Julius Wong Loi Sing—October 2020—HCC. 1 Thessalonians 2:17 (NIV) — 17 But, brothers and sisters, when we were orphaned by being separated from you for a short time (in person, not in thought), out of our intense longing we made every effort to see you. In Chapter 3 of Thessalonians Paul is writing to the Thessalonians while he himself is 180 miles South. [he is about 10 days walking distance away.] Orphaned: we were separated from you.. we were torn away from you Connection to today: During these Covid times we know full well what it means to have our friendships and acquaintance circles re-drawn. We can’t be with the people we really want to be with. “Paul, I think I understand you…but really “orphaned”?” is that not too strong a word? Some of us introverts like the peace and quiet….
    [Show full text]
  • Islam and Democracy: an Empirical Examiniation of Muslims' Political Culture
    Western Michigan University ScholarWorks at WMU Dissertations Graduate College 6-2004 Islam and Democracy: An Empirical Examiniation of Muslims' Political Culture Moataz Bellah Mohamed Abdel Fattah Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Near and Middle Eastern Studies Commons, and the Political Science Commons Recommended Citation Fattah, Moataz Bellah Mohamed Abdel, "Islam and Democracy: An Empirical Examiniation of Muslims' Political Culture" (2004). Dissertations. 1098. https://scholarworks.wmich.edu/dissertations/1098 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. ISLAM AND DEMOCRACY: AN EMPIRICAL EXAMINIATION OF MUSLIMS' POLITICAL CULTURE by Moataz Bellah Mohamed Abdel Fattah A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Department of Political Science Western Michigan University Kalamazoo, Michigan June 2004 ISLAM AND DEMOCRACY: AN EMPIRICAL EXAMINATION OF MUSLIMS' POLITICAL CULTURE Moataz Bellah Mohamed Abdel Fattah, Ph.D. Western Michigan University, 2004 This dissertation focuses on the following empirical puzzle: Do the attitudes of ordinary educated Muslims stand as an obstacle toward the adoption of democracy? This research question calls for empirical/behavioral methodological tools that bring into focus contemporary Muslims' attitudes rather than ancient jurists' contributions. In other words, the dissertation shifts attention from ancient Islamic texts to contemporary Muslims' mindsets through written and web-based surveys in 32 Muslim societies.
    [Show full text]