A Piano Course to Bring out the Music in Every Young Child (Ages 4–6)

A Piano Course to Bring Out the Music in Every Young Child (Ages 4–6)

Christine H. Barden • Gayle Kowalchyk • E. L. Lancaster

Table of Contents Core Materials...... 2 Music Appreciation...... 22 Starter Kits...... 37 Concepts Presented in Pitch Matching...... 23 Notespeller & Sight Play Books. . . . . 38 Music for Little Mozarts...... 3 Expressive Singing...... 24 Rhythm Speller Books...... 40 Correlation of Core Materials...... 4 Concept Songs...... 25 Rhythm Ensembles and Support Materials...... 5 Flash Cards...... 26 Teaching Activities...... 42 Music Lesson Books...... 6 Music Recital Books...... 28 Teacher’s Handbooks ...... 44 Music Workbooks ...... 14 Little Mozarts Go to Hollywood. . . . . 30 Sticker Book...... 45 Music Discovery Books...... 16 Little Mozarts Go to Church...... 31 Meet the Music Friends...... 46 Hello Songs...... 16 Character Solos...... 32 Classroom Music for Little Mozarts. . . . 48 Songs with Words and Motions. . . 17 Little Mozarts Perform Music Friends Plush Toys...... 50 Structured Dances...... 18 The Nutcracker...... 34 Components...... 51 Rhythm Ostinatos...... 19 Christmas Fun!...... 35 About the Authors...... 52 Melodic Ostinatos...... 20 Halloween Fun! ...... 36 Familiar Folk Songs...... 21 Lesson Assignment Book...... 37 Core Materials Music for Little Mozarts A Piano Course to Bring Out the Music In Every Young Child Ages 4, 5, and 6 Christine H. Barden • Gayle Kowalchyk • E. L. Lancaster

Three comprehensive books at each of the four levels guide the children through a comprehensive approach to music learning .

Music Lesson Books introduce students Music Workbooks contain pages to Music Discovery Books to new musical concepts as they follow the color that reinforce the musical concepts feature songs that allow story of Beethoven Bear, Mozart Mouse, introduced in the Music Lesson Books . students to experience music and their Music Friends . through singing, movement, and response to rhythm patterns . CDs include all of the music in the Music Lesson Books and Music Discovery Books as well as the narration for the story .

Beethoven Bear, Mozart Mouse, and their Music Friends plush toys stimulate the students’ imaginations .

Beethoven Bear (14654) Mozart Mouse (14653) Professor Haydn Hippo (18792)

Clara Schumann-Cat (19767) Elgar E. Elephant (21228) Nannerl Mouse (18791)

2 Concepts Presented in Music for Little Mozarts

New Concepts in Music Lesson Book 1: New Concepts in Music Lesson Book 3: How to Sit at the Piano Bass Clef Notes ( ) Hand Position Low and High Sounds Staccato Moving Up and Down the Keyboard Intervals: 2nds, 3rds, 4ths, 5ths Loud Sounds ( ) and Soft Sounds ( ) Finger Numbersf p Legato, Slur 2 Black Keys Melodic and Harmonic Intervals Quarter Note ( ) Bar Lines and Doubleq Bar Playing Hands Together 3 Black Keys Quarter Rest ( ) - Repeat Sign Œ f p Keys on the Keyboard (D, C, E, B, A) New Concepts in Music Lesson Book 4: Half Note ( ) Treble Clef Notes ( ) Half Rest (—h) Whole Note∑ ( ) Bass Clef Notes ( ) Whole Rest (—w) Flat Sign ( ) Ó b New Concepts in Music Lesson Book 2: Sharp Sign (#) Tied Notes Dotted Half Note ( ) Keys on the Keyboardh . (F, G) Crescendo ( ) Time Signatures ( , ) 4 3 Diminuendo ( ) Mezzo Forte ( )4 4 Line Notes andF Space Notes Treble Clef Steps and Skips Treble Clef Notes After completing the fourth level of the ( ) Music for Little Mozarts series, students should continue piano study in Alfred’s Bass Clef Basic Piano Library, Prep Course, Level C, Bass Clef Notes or Alfred’s Premier Piano Course, Level 1B.

( ) Grand Staff

Pachelbel Penguin (21230) Puccini Pooch (17487) Nina Ballerina (21229) J. S. Bunny (17216)

3 Correlation of Core Materials

In all four levels, the Music Workbook and Music Discovery Book are correlated page by page with Music Lesson Book 1 the Music Lesson Book to provide well-balanced lessons. Ideally, pages should be assigned according to the instructions in the upper right corner of each page. Materials can be used effectively in either group or private lessons.

Page-by-page correlation with the Music Lesson Book.

Suggested lesson plans in the Teacher’s Handbook coordinate the use of all materials.

Music Workbook 1

Music Discovery Book 1 4 Support Materials

PERFORMANCE MUSIC INSTRUCTIONAL SUPPORT CONCEPT REINFORCEMENT Music Recital Books Coloring Books Notespeller & Performance repertoire Imaginative, musical adventure pages Sight-Play Books Book 1 (19724) to color Written activities and playing examples Book 2 (19725) Fun with... to reinforce note-reading Book 3 (19726) Book 1: Music Friends (19669) Book 1 (45268) Book 4 (19727) Book 2: Music Friends at School (19670) Book 2 (45125) Book 3: Music Friends at the Piano Little Mozarts Go to Church Book 3 (45126) Lesson (19671) Sacred performance repertoire Book 4 (45127) Book 4: Music Friends in the City (19672) Levels 1 & 2 (31820) Rhythm Speller Books Levels 3 & 4 (31821) CDs and General MIDI Written activities and playing examples Little Mozarts Go to Hollywood Accompaniments on USB to reinforce rhythm-reading Popular performance repertoire Flash Drive Book 1 (47168) Levels 1 & 2 (29094) All the music from the Music Lesson Book 2 (47169) Levels 3 & 4 (29095) & Music Discovery Books plus more… Book 3 (47170) Book 4 (47171) Little Mozarts Perform CDs (includes narration) The Nutcracker Book 1 (14578) Book 2 (14582) Performance repertoire from the ballet TEACHER MATERIALS Book 3 (17184) Levels 3 & 4 (28272) Book 4 (17190) Teacher’s Handbooks Character Solo Series Flash Drive Includes teaching tips and lesson plans Beethoven Bear (Level 2) (23235) Levels 1–4 (20620) Books 1 & 2 (14585) Elgar E. Elephant (Level 2) (27715) Books 3 & 4 (17192) Mozart Mouse (Level 2) (23234) Flash Cards Musical terms and symbols, rhythm patterns Rhythm Ensembles & Pachelbel Penguin (Level 2) (27798) Clara Schumann-Cat (Level 3) (24619) Book 1 (14587) Teaching Activities J. S. Bunny (Level 3) (24620) Book 2 (14599) Performance ensemble and strategies Nannerl Mouse (Level 3) (27799) Book 3 (17183) to reinforce musical concepts Nina Ballerina (Level 3) (27717) Book 4 (17189) Levels 1– 4 (47172) Professor Haydn Hippo (Level 4) (27716) Lesson Assignment Book Puccini Pooch (Level 4) (27800) Includes assignment pages, practice records, Christmas Fun! and lesson evaluations Book 1 (19720) Book (17488) Book 2 (19721) Music Activity Board Book 3 (19722) Magnetic board on one side, dry erase board Book 4 (19723) on the other side (19747) Halloween Fun! Book 1 (20657) Sticker Book Book 2 (20658) Motivating rewards for students (20647) Book 3 (21225) Book 4 (21226)

STUDENT KITS Student Starter Kit Vinyl tote bag, Music Activity Board, and Mozart Mouse and Beethoven Bear plush animals (14586) Deluxe Starter Kit Same as above, plus Book 1 of the Music Lesson Book, Music Discovery Book, Music Workbook, Flash Cards, and CD Set (17194)

5 Music Lesson Book 1

6 Music Lesson Book 1

7 Music Lesson Book 2

8 Music Lesson Book 2

9 Music Lesson Book 3

10 Music Lesson Book 3

11 Music Lesson Book 4

12 Music Lesson Book 4

13 Music Workbooks

Music Workbook 1

Music Workbook Book 2 45 Left Hand and Right Hand

Using a red crayon, color the hand that plays the example. Then play the example on the keyboard.

  1 ˙ ˙ ˙ 4 ? 4 Ó & 4 Ó 4 1 ˙ ˙ ˙

LH RH LH RH

  ˙ 3 ? 4 ˙ ˙ 4 4 3 Ó & 4 Ó ˙ ˙ ˙

LH RH LH RH

14 Music Workbooks

Music Workbook 3

Music Workbook 4

15 Music Discovery Books • Hello Songs Music Discovery Book 1

Music Discovery Book 3

In each level, a “Hello Song” can be used at the beginning of every lesson. Each song is based on Hello Songs a famous classical theme, and the words introduce new characters, setting the stage for the story. 16 Music Discovery Books • Songs with Words and Motions Music Discovery Book 1

GENERAL

Echo W ith energy ( = 148) œ F & c ∑ ∑ . Ó Œ Œ Student: œI canœ tapœ myœ knees.œ

1 3 1 3 5    3 œ œ . œ œ œ œ œ & c œ œ œ œ œ œ œ œ .    œ œ œ  Teacher: I canœ tapœ myœ knees.œ I canœ F      ? c œ Œ œ Œ œ Œ . #œœ œœ Œ #œœ œœ œ1 œ1 œ œ . œ5 1 œ 5 5 œ œ œ 2 œ5    *Teacher: You can substitute C for do, D for re and E for mi throughout the entire piece if so desired.

Music Discovery Book 2

Songs with words and motions help students develop large Songs with Words and Motions motor coordination skills by moving to the beat of the music. 17 Music Discovery Books • Structured Dances Music Discovery Book 1 Music Discovery Book 3

Music Discovery Book 4

Dances develop concentration through memorizing structured dance steps. Structured Dances They also create an instinctive feeling for phrasing and musical form. 18 Music Discovery Books • Rhythm Ostinatos Music Discovery Book 1

Music Discovery Book 2 Music Discovery Book 3

Rhythm ostinato figures help students internalize patterns by providing a forum Rhythm Ostinatos for practicing these patterns many times while still maintaining musical interest. 19 Music Discovery Books • Melodic Ostinatos Music Discovery Book 1

Music Discovery Book 2 Music Discovery Book 3

Melodic ostinatos played on the keyboard reinforce the technique necessary Melodic Ostinatos to perform patterns such as intervals and five-finger patterns. 20 Music Discovery Books • Familiar Folk Songs Music Discovery Book 1

Music Discovery Book 3 Music Discovery Book 4

Students enjoy singing familiar folk songs with words they already know. Clever Familiar Folk Songs alternate words are provided for many of the folk songs to reinforce musical concepts. 21 Music Discovery Books • Music Appreciation Music Discovery Book 1

Music Discovery Book 3 Book 1 Beethoven—Rage over the Lost Penny Mozart—Variations on Twinkle, Twinkle, Little Star Sousa—Stars and Stripes Forever Mozart—Minuet in F Major Beethoven—Symphony No. 5 in C Minor Book 2 Schumann—The Wild Rider J. Strauss—The Blue Danube Waltz J. S. Bach—Toccata and Fugue in D Minor J. S. Bach—Musette in D Major Saint-Saëns—Carnival of the Animals Pachelbel—Canon in D Book 3 Rimsky-Korsakov—The Flight of the Bumblebee Ravel—Mother Goose Suite Haydn—Symphony in C Major, Op. 94 (Surprise) Tchaikovsky—The Nutcracker Haydn—German Dance in G Major Joplin—Maple Leaf Rag Book 4 Brahms—Waltz in A-flat Major, Op. 39, No. 15 Verdi—Rigoletto Tchaikovsky—Swan Lake Chopin—Polonaise in A Major, Op. 40, No. 1 (Military) Elgar—Pomp and Circumstance No. 1

Music Appreciation Students are introduced to 22 appealing compositions by 17 composers, and to the families of instruments, symphony orchestra, opera, piano recitals, and fine art. 22 Music Discovery Books • Pitch Matching

Music Discovery Book 1 16 Music Discovery Book 2

Use with page 13. Listen and Sing No. 3

1. Listen to your teacher or the recording first, then sing the melody, using syllables or letter names. 2. Sing again and point to the notes below as you sing. 3. You may also play the melody on your piano.

FF F F E E D D D C C Fa Fa Fa C Fa Re Mi œ œ Re Re Mi Doœ Doœ œ œ œ Doœ œ œ

∑ ∑ ∑ ∑ .

Teacher Accompaniment

GENERAL 7 6 (26)

Christine H. Barden Lullaby, with much rubato ( = 92) œ P 4 & 4 ∑ ∑ . œ œ ˙ w Doœ Doœ Reœ Miœ Fa Fa Fa Reœ Doœ Reœ Miœ Fa 4 4 . & 4 œ œ œ œ w œ œ œ œ œ œ ˙ œ œ œ œ w P ˙ œ œ ˙ œ œ ˙ ? 4 œ œ œ œ œ œ . œ œ œ œ œ œ ˙ ˙ 2 4 1 1 1 . 2 œ 4 1 2 1 1 2 œ 4 1 3 2 4 œ 2 3 4 3 4 5 œ 2 3 œ œ œ œ œ 5 2 œ5 œ5

7 1. 2. & ∑ ∑ ∑ ∑ .. ∑ ∑ 1. 2. . & œ œ œ œ œ œ . œ œ œ œ ˙ œ œ w œ œ rit.˙ ˙ œ œ œ ? œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ . œ œ ˙ œ œ 2 2 2 1 3 1 2 3 . 2 4 1 1 5 œ œ œ œ5 œ 1 œ 3 2 5 5 5 5 œ 2 œ 5 œ œ œ œ 5 2 œ œ

Music Discovery Book 3 Music Discovery Book 4

Pitch Matching “Listen and Sing” pages include melodies for singing (using solfège or letter names) with interesting accompaniments to aid with pitch and interval study. 23 Music Discovery Books • Expressive Singing Music Discovery Book 2

Music Discovery Book 4

Songs for expressive singing show how music can express human emotions. Expressive Singing Subject matter for each song was chosen from typical experiences young 24 children might face on a daily basis. Music Discovery Books • Concept Songs Music Discovery Book 2

Music Discovery Book 3 Music Discovery Book 4

The words to concept songs help students remember important Concept Songs musical concepts such as steps, skips, sharps, and flats. 25 Flash Cards

• The front of each card contains a musical symbol or rhythm pattern for the student to identify . • The back of each card contains a question for the teacher or parent to ask the student, as well as the answer to the question . • The cards are numbered in the bottom right corner to correspond with the order in which concepts are introduced in the Music Lesson Book .

Flash Cards 1

Clap and count this rhythm pattern.

Use with page 27.

Count: 1 1 1 1 1 1 1 rest 16

16 Student side Teacher/Parent side

Flash Cards 2

Name this note. Play it on the keyboard. w Use with page 33. ? ? w

B (Ti)

23 Student side Teacher/Parent side

26 Flash Cards

Flash Cards 3

Student side Teacher/Parent side

Flash Cards 4

With the right hand, tap and count the rhythm pattern above the line. With the left hand, tap and count the rhythm pattern below the line. Tap and count the rhythm patterns, hands together. Use with page 45. 4 œ œ œ œ œ ˙ œ ˙ œ 4 œ œ 4 ˙ 4 ˙ ˙œ œ œ œ ˙ Count: 1 2 3 4 ˙ 1 2 3 4

46 Student side Teacher/Parent side

27 Music Recital Books

Music Recital Books 1–3 Book 1 Challenge Repertoire Book 4 Repertoire contain original music to Hot Cross Buns Trumpet Voluntary reinforce concepts that Sur le Pont d’Avignon Anvil Chorus are introduced in the Go Tell Aunt Rhody Song of the Volga Boatmen corresponding Music Lesson Two-Note Lullaby Square Dance (L’il Liza Jane) Book. Challenge pieces are All Through the Night Mozart’s Music (Lightly Row) based on familiar folk tunes One, Two, Three, Four, Five (Part 1) The Opera Friend (Hey, Diddle Diddle) and are usually longer than One, Two, Three, Four, Five (Part 2) The Class Mascot (Snake Dance) the original music. All of the No New Song (March Slav) repertoire in Music Book 4 Book 2 Challenge Repertoire Oh, Dear! What Can the Matter Be? uses folk tunes. Shoo, Fly Happy Ending (Can-Can) The Muffin Man Music Star Waltz (The Merry Widow Waltz) Ring Around the Rosy Yankee Doodle Book 4 Challenge Repertoire London Bridge Alouette Twinkle, Twinkle, Little Star If You’re Happy and You Know It The Mulberry Bush Book 3 Challenge Repertoire Theme from Swan Lake Camptown Races Hush, Little Baby The Wheels on the Bus Old MacDonald Had a Farm Aura Lee

Music Recital Book 2

28 Music Recital Books

Music Recital Book 3

Music Recital Book 4

29 Little Mozarts Go to Hollywood • Pop Books

Book 1 & 2 Titles Pop Book 1 & 2

Hooray for Hollywood Springtime Winnie the Pooh Mickey Mouse March This Land Is Your Land If I Only Had a Brain The Lion Sleeps Tonight Scooby Doo, Where Are You? (Meet) The Flintstones Happy Birthday to You

Pop Book 3 & 4 Book 3 & 4 Titles

Puff (the Magic Dragon) Over the Rainbow The Imperial March Star Wars® (Main Title) Supercalifragilisticexpialidocious Theme from “Superman” The Pink Panther The Chicken Dance Itsy Bitsy Teenie Weenie Yellow Polka Dot Bikini Yo Ho (A Pirate’s Life for Me)

30 Little Mozarts Go to Church • Sacred Books

Book 1 & 2 Titles Sacred Book 1 & 2 12

“Let’s have some milk and cookies in the kitchen, and Pachelbel and I MIDDLE C POSITION will tell you a story about our next song,” Clara Schumann-Cat suggested. LH RH Jesus Loves Me She began the story. “There once was a young man who was a passenger M I on a ship that was sailing to England. They got into a terrible storm, and the D D sailors struggled to keep the ship from sinking. So the man fell to his knees L For the Beauty of the Earth E and prayed to God that they would all live. The storm passed, and everyone on board the ship was saved.” G A C D E G This Little Light of Mine “He was probably very thankful,” J. S. Bunny said, feeling braver himself. 4 3 1 2 3 5 “He was so grateful,” Pachelbel Penguin continued, “that he wrote the Deep and Wide words for the hymn we sing called Amazing Grace. This hymn has comforted Amazing Grace people for hundreds of years.”

John Newton, James P. Carrell Rise and Shine Amazing Grace and David S. Clayton Arr. by Barden, Kowalchyk and Lancaster Praise God from Whom All Gently RH 3

E E D Blessings Flow (Doxology) C C A G G G Do, Lord LH LH 3 4 Stand Up, Stand Up for Jesus & A - maz - ing grace! How sweet the sound, that I’ve Got the Joy, Joy, Joy Student plays one octave higher with duet part. Gently 5 3 RH 1 1 1 Ê 3 Ê LH Ê 5 C Ê 2 5 5 E D 1 5 Ê 5 sea, 0 ¾ simile

9 13 3 2 13 2 3 1 RH B ´ I Ê G G G Ê Ê F F 5 5 5 2 ´ 5 WhenI see bar lines I nev - er stop. * G G G G O LH 3 3

B B B B A A A A LH 2 3 3 Sacred Book 3 & 4 Book 3 & 4 Titles 16 LH RH

M Everyone sat on the carpet, ready to hear the Bible story for the day. Just then, there was a knock I D at the door. In walked Elgar E. Elephant, carrying a ladder! D L The B-I-B-L-E “Good morning, everyone!” he said brightly. “Clara and Pachelbel asked me to join you today E and share a Bible story with you. So, I want to tell you about a young man named Jacob and a G A C D E F G A God Is So Good dream he had. You see, Jacob had been sent away from his family. He had to sleep all by himself at night out in the open. One night, he found a stone to use for a pillow. As he slept, he had a dream 4 3 1 1 2 3 4 5 that there was ladder that reached all the way from earth to heaven. There were angels going up Fairest Lord Jesus and down the ladder and at the top stood God who promised to always be with Jacob. When Jacob woke up, he blessed the stone and kept it there as a temple to God. He knew that God was good.” MIDDLE C POSITION F (with F ) Praise Him, All Ye Little Children “Wow,” J. S. Bunny whispered, “that must have been a really tall ladder!” C 3 O, How I Love Jesus Jacob’s Ladder Holy, Holy, Holy Spiritual Slow and mellow Arr. by Barden, Kowalchyk and Lancaster Jacob’s Ladder 2 The 12 Disciples We arÊe clim b-inÊg Ja -cob’Ê s lad-derÊ. What a Friend We Have in Jesus O He’s Got the Whole World in His Hands Student plays one octave higher with duet part. 3 Slow and mellow ( = ) 5 I 4 4 2 5 2 5 1 3 1 RH 1 B B B M LH 1 Ê Ê Ê 4 Ê3 Ê Ê Ê 5 13 9 5 3 5 1 3 3 2 1 1 V B Ê V Ê Ê 3 4 3 Ê Ê Ê – 0 35 V

31 Character Solos

Each Character Solo uses themes from a Character Solo Level 2 composition by the composer after whom the character was named. Rhythm patterns based on the character’s name and facts about the Elgar E. Elephant Rhythm Pattern Elgar E. Elephant Character Solo 2 Music for Little Mozarts character and the composer are also included. Music for Little Mozarts  Tap and say the words.  Trace the Elgar E. Elephant rhythm pattern.  Tap and count aloud. Beethoven Bear (Level 2) Ê 4 Circle the Elgar E. Elephant rhythm pattern Say: ElÊ - gar E. El - e - phant Elgar E . Elephant (Level 2) Count: 1 - 2 1 1 1 1 1 Rest each time it appears in the music on page . Mozart Mouse (Level 2)

Note to Teacher and Parents:

Pachelbel Penguin (Level 2) • Please read and discuss this Meet Edward Elgar Barden/Kowalchyk/Lancaster Clara Schumann-Cat (Level 3) information with the child. ¾ The music friends performed the march, Meet Elgar E. Elephant Pomp and Circumstance, by Edward Elgar J . S . Bunny (Level 3) (1857–19) in their orchestra concert. This Elgar E. Elephant is a loveable elephant popular piece is often performed at gradu- Nannerl Mouse (Level 3) who is wise beyond his years. He stands ation ceremonies for schools ranging from out in a crowd with his bright plaid vest and kindergartens to universities. Elgar, a British Nina Ballerina (Level 3) monocle. Named after the composer, Edward composer, first studied music with his father Elgar, he always encourages the music friends who was an organist and piano tuner. Beyond Professor Haydn Hippo (Level 4) to explore and learn new things. He especially these early lessons, he had no formal music enjoys playing his trombone in the symphony study. But he loved music so much that Puccini Pooch (Level 4) orchestra and always remembers all the new he taught himself, and became a famous things he learns about music. composer of choral and orchestral music. Alfred

27715 US $2.95 U(a38081*NKMNMo(Y

alfred.com Character Solo Level 2 Use after Alfred’s Music for Little Mozarts, Take a Look Lesson Book 2, page 46. at Edward Elgar’s Music Elgar E. Elephant* Christine H. Barden Gayle Kowalchyk Moderately, in a singing style E. L. Lancaster Note to Teacher and Parents: Please read 3 4 and discuss this information with the child. The solo and duet parts for Elgar E. Elephant are based on Salut d’amour, Op. ÊEl - gar E. El - e - phant is ourÊ goodÊ friend,V 12, by Edward Elgar. This short piece of music was written as a gift for his wife. & There are three versions—one for solo piano, one for violin and piano, and an ¾ 2 orchestral arrangement. It was Elgar’s first published work. 5

Student plays one octave higher with duet part. Adapted from Elgar’s Salut d’amour, Op. 12 Moderately, in a singing style andÊ on his mu - sic knowl- edge weÊ deÊ - pend.V 5 5 5 3 5 4 3 5 2 2 2 1 Teacher ¾ or Parent & 9 V1 2 Ê1 Ê2 4 V4 V V

5 5 1 9 3 1 2 V HeÊ helps us learn moremu - sic ev - ’ry day, M Ê Ê ¾ 1 V V V V V 13

4 13 5 1 3 1 2 2 3 1 1 1 Ê 1 2 2 1 V Ê Ê V ¾ Êso that to - gethe- r we canÊ play. Ê 2 2 Ê Ê V V 5 Ê V Ê V Ê Ê 3 ¾ Copyright © MMVII by Alfred Publishing Co., Inc. *Note to Teacher: Before teaching Elgar E. Elephant, All rights reserved. Printed in USA. introduce the rhythm pattern activities on the back cover. Cover art and interior illustrations by Christine Finn

32 Character Solos

Character Solo Level 3

Character Solo Level 4 Use after Alfred’s Music for Little Mozarts, Take a Look Lesson Book 4, page 36. at Giacomo Puccini’s Music Puccini Pooch* Christine H. Barden Gayle Kowalchyk E. L. Lancaster Note to Teacher and Parents: Please read Moderately slow and discuss this information with the child. 1 The solo and duet parts for Puccini Pooch are Ê Ê adapted from the aria O mio babbino cara. An Puc - ci - ni Pooch! Puc - ci - ni Pooch! aria is a solo song expressing great emotion, Puc - ci - ni Pooch! Puc - ci - ni Pooch! accompanied by the orchestra. This aria is sung & in Gianni Schicchi, a one-act opera by Giacomo Puccini. The opera was first performed at the Ê1 Ê Ê Ê Metropolitan Opera in New York City in 1918. Ê3 Ê Ê Ê The melody from O mio babbino cara is one of the 5 world’s most famous. Adapted from O mio babbino cara, Ê Ê Student plays LH two octaves higher and from Giacomo Puccini’s He’ll be an opÊ - ’ra star. He RH one octave higher with duet part. Gianni Schicchi With his voice, he’ll go far. He

Moderately slow 2 5 1 1 Teacher I I I Ê Ê Ê or Ê Ê Ê 9 Ê Parent 5 * * * 0 5 1 move 5 Ê Ê I I I I knows each part so weÊll thatÊ trained his whole life long so * * * * 9 Ê1 Ê 3 2 Ê Ê 1 1 Ê4 Ê I I I 13 3 1 * *2 * 5 5 13 with his voice, he’llÊ go far!Ê Ê 1 that he can sing this song. I I I 1 * rit. Ê * 5 * Ê2 Ê Ê Ê Copyright © MMVII by Alfred Publishing Co., Inc. *Note to Teacher: Before teaching Puccini Pooch to the student, All rights reserved. Printed in USA. Cover art and interior illustrations by Christine Finn introduce the rhythm pattern activities on the back cover.

33 Little Mozarts Perform The Nutcracker

Titles The Nutcracker 3 & 4 10

The music friends suddenly realized that Nina Ballerina was no longer Miniature Overture there. As they began to look for her, she reappeared, wearing the ballerina costume that they had found in the trunk. She made a beautiful Sugarplum March Fairy in her pale pink tutu and glittering tiara! She graciously welcomed Clara and the Prince to the Kingdom of Sweets. When she heard the story Dance of the Sugarplum Fairy of Clara’s bravery and the Prince’s heroism, she took them inside the Candy Castle and threw a party for them. Dancers from her kingdom came and Russian Dance (Trépak) performed for the pair. As they sat on a throne, surrounded by sweets, the Dance of the Arabian Dance Sugarplum Fairy danced the delicate steps of the ballet, dazzling her friends. Sugarplum Fairy Chinese Dance Peter Ilyich Tchaikovsky Dance of the Reed Flutes Moderate and delicately Arr. by Barden, Kowalchyk and Lancaster 4 1 1 Waltz of the Flowers ¾ detached M & Student plays two octaves higher with duet part.

Moderate and delicately 5 5 2 2 1 5 1 RH Teacher M M or Parent ¾ ¾ ¾ ¾ ¾ ¾ ¾ 1 BLH ¾ ¾ ¾ ¾ ¾ ¾ 1 0 RH 8va 5 9 13 3 2 2 1 1 ¾ ¾ ¾ M ¾ ¾ M ¾ B 2 ¾ ¾ ¾ ¾ ¾ ¾

There were flower costumes for everyone! Clara and the Prince watched from their throne as their music friends all joined in this last dance. They swayed to the music of the waltz, spinning gracefully across the playroom floor. When the dance was over, they turned and bowed to Clara Waltz of the and the Prince, who gave them a standing ovation. Flowers Peter Ilyich Tchaikovsky Moderate waltz tempo Arr. by Barden, Kowalchyk and Lancaster 1 Ê Ê Ê O 4 Student plays one octave higher with duet part. Moderate waltz tempo 5 3 1 7 RH Teacher Ê or Parent B Ê LH Ê 2 3 1 Ê5 Ê Ê 2 Ê Ê Ê Ê 13 4 0 1 1 Ê Ê Ê Ê & Ê Ê BÊ M 19 1 2 3 Ê Ê Ê 2 3 2 Ê Ê Ê 1 2 Ê Ê Ê 0

34 Christmas Fun!

Christmas Fun! 1 6 7 We Three Kings of Orient Are Beethoven Bear woke up the next morning and ran to the calendar. December 24th! Tomorrow was Christmas!  Clap (or tap) We Three Kings of Orient Are and count aloud evenly. “Wake up!” he said to Mozart Mouse as he gently shook his friend. “It’s Christmas Eve!” He  Point to the notes & rests and count aloud evenly. began to bounce up and down on the end of the bed.  Say the finger numbers aloud while playing them in the air. Mozart Mouse sat up quickly. “Christmas Eve!” he exclaimed. “That means tonight is the  Play and say the finger numbers. MIDDLE C POSITION Christmas Pageant at church.”

 Play and say the note names. M “I almost forgot!” Beethoven Bear replied. “Let’s find J. S. Bunny and get our costumes ready.” I D  Play and sing the words. D They were going to be The Three Kings in the pageant. L ABECDE Mozart Mouse scrambled out of bed. A few minutes later, they found J. S. Bunny looking 33221 3 3 through a trunk of old clothes. 2 2 LH RH

1 1 “We should be able to find just what we need in here,” J. S. Bunny said to his friends. 3 2 “I wish I could find a beautiful box to hold, just like the Wise Men had for the gifts to the Baby RH 1 LH Jesus,” said Mozart Mouse. That evening, Beethoven Bear, Mozart Mouse and J. S. Bunny took their places on stage in the 1 ˙ 2 2 costumes they had found in the trunk. Their friends from the playroom watched proudly as they œ ˙ 3 œ 3 Œ . acted out the Christmas story. œ œ . fSing: We three kingsœ of O --ri ent are;˙ bear-- ing gifts, we tra verse a - far. Count: 112- 11-12 1 1 1 rest2-

RH 3 RH 3

˙ 3 ˙ . ˙3 ŒŒ LH ˙3 ŒŒ . p 1 rest2- LH 1 rest2- 1 rest2- 1 rest2-

Student plays two octaves higher with duet part.

Gently Field and 3 Teacher RH j j œ œ œ œ. œ œ œ œ. œ œ œ œ œ œ œ œ or ? 3 œ œ œ œ œ #nœ œ œ œ œ . œ œ œ Parent LH 4 œ5 œ œ œ œ œ œ œ . œ œ F

foun - tain, moor and moun --tain, fol low-- ing yon der star. 6 4 4 2 5 1 2 1 2 1 2 1 œ ˙ œ œ œ œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ œ g˙ ? œ œ œ œ œ œ ˙œ ˙ œ# œ œ ˙œ g˙ œ œ œ œ œ 2 g Œ 5 5 œ2 1 œ œ g˙ œ œ œ œ œ5 œ g

Christmas Fun! 3 4 5

 Clap (or tap) Away in a Manger and count 9 That evening, the music friends gathered in aloud evenly. the Music Room. It was a magical sight. The  Point to the notes and count aloud evenly. Christmas tree was decorated with beautiful  Say the finger numbers aloud while playing ornaments and lights, and there was a roaring them in the air. ∑ ∑ fire in the fireplace. As Nina Ballerina, Elgar E. & œ  Play and say the finger numbers. stars œin theœ skyœ looked Elephant, Pachelbel Penguin and Professor œ œ down where He lay, the Haydn Hippo took their places, Nannerl Mouse  Play and say the note names. œ began to tell the story of Christmas.  Play and sing the words. ? œ œ ˙ œ ∑ ∑ 1

13 4 & œ ŒŒŒ Œ MIDDLE C POSITION lit - tleœ Lordœ œJe - susœ œa-sleepœ on the hay.

M I D œ ˙ D œ L ? Away in a Manger GABCE DE FG ∑ ∑ Œ 3 45342123 LH RH

3 ∑ ∑ Both hands one octave higher than written & 4 œ œ 4 A- way œin œa maœn-ger,no crib for a bed, the Gently 5 5 5 5 œ œ RH 2 2 2 p Teacher œ œ or œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ 3 Œ œ œ œ œ œ œ œ œ &4LH œ œ œ œ 1 œ œ œ ˙ œ Parent ˙2 ˙ ˙. ˙ ˙. ? 3 ˙. ˙. ˙˙3 . ˙. ˙˙. Œ ∑ ∑ 4 . . 4 . . . 4 1 π simile

9 5 œ œ œ œ œ œ œ œ œ œ 2 3 5 œ œ œ œ œ œ œ œ œ œ & ˙. œ œ œ œ œ œ œ œ œ ˙1 . ˙. ˙. ˙. ˙. ˙3 . ˙. ˙. ˙. ˙. & ∑ Œ Œ ∑ œ 5 lit - tle Lord Je - susœ lay down His sweet head.˙ The 13 1 2 2 œ œ œ œ œ œ œ œ œ œ œ œ œ g ˙ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ g ˙ ? Œ ∑ & ˙. œ œ œ ˙. œ œ œ œ ˙. œ g ˙ 4 2 ˙˙. ˙. ˙˙. ˙. ˙˙. g ˙

35 Halloween Fun!

Halloween Fun! 2 4 5 The Road to Clara Suddenly Mozart Mouse’s face lit up. “I have it!” Schumann-Cat’s House When the three friends arrived at Clara Schumann-Cat’s house, they practically toppled over he shouted. each other trying to get to the door. Clara heard their frantic knocks and wondered who was making all that noise. Beethoven Bear looked at him eagerly. “You Join Beethoven Bear, Mozart Mouse and thought of a costume?” he asked excitedly. J. S. Bunny as they follow the road to She opened the door and exclaimed, “Beethoven Bear! Mozart Mouse! J. S. Bunny! What are “No,” answered Mozart Mouse, “but I know some- Clara Schumann-Cat’s house. you doing here?” one who can help us. She knows just about everything.” Everyone began talking at once until Clara said, “Wait! I can’t understand a word you’re saying!  Stop along the way to clap and count “Who?” asked J. S. Bunny. Let’s go inside and start from the beginning. And please, just one at a time!” each pattern aloud. Remember to “Clara Schumann-Cat!” Mozart Mouse replied. use the dynamic when you clap. After they all sat down, the three friends began to tell Clara about their problem. “Come on! Let’s go to her house and ask her to  Then color the picture. help us.” Can You Help Us?  Clap (or tap) Can You Help Us? and count aloud evenly.  Point to the notes & rests and count aloud evenly.

C P o ot ns  Say the finger numbers aloud while playing them in the air.  Play and say the finger numbers. C  Play and say the note names.  Play and sing the words.

F 4 C Sing: a o een œt oneœ eeœ œa a Ó 4 a ra can o he et the one Count: et or

Pa aan C C œ œ LH œ œ . e t chooe or co te or that a Ó . Then ere re to hae aoot n et

Student plays two octaves higher with duet part. On tiptoes 1 2 1 1 4 Teacher & 4 œ ˙ bœ œ œ w Ó . or œ œ œ œ œ œ œ ˙ #œ nœ œ œ œ œ œ œ œ ˙ Parent P bœ S ? 4 Œ œ Œ Œ œ Œ Œ Œ Œ œ Œ Œ œ Œ Œ œ Œ Œ œ Œ Œ œœ Œ . 4 œ5 œ œ œ œ œ œ œ œœ . 8va

Halloween Fun! 4 2 3  In A Special Invitation clap (or tap) “ J. S. Bunny and the Hello, Professor, won’t you come in?” Mozart Mouse each hand separately and count asked politely. He was trying to hide his disappointment. aloud evenly. Perfect Halloween Surprise  Point to the notes & rests for each “Hello, everyone,” he answered cheerfully. Then he hand and count aloud evenly. looked around the room. No one was smiling. In fact, he music friends were in the playroom, The minutes flew by as they shared their T everyone looked quite sad.  Play finger numbers for each hand eagerly waiting for the arrival of Professor Haydn favorite memories of that special concert. They in the air and count aloud evenly. “What’s wrong? Have I come at a bad time?“ he asked. Hippo. He had promised to stop by after school forgot all about Halloween and Professor Haydn  Play and say the note names or with a surprise. Everyone was wondering what it Hippo until they heard a knock at the door. “Oh, no,” replied Mozart Mouse. “It’s just that we were interval numbers for each hand. could be! Everyone ran to see who was there. expecting . . . you said you were bringing . . . .”  Tap the rhythm of both hands “It’s almost Halloween. Perhaps he is “A surprise?” the Professor finished for him. Then he together and count aloud evenly. bringing us candy,” said Beethoven Bear as he felt Mozart Mouse opened the door. There stood chuckled. “You thought I forgot, didn’t you?” He smiled  Play hands together and count a familiar rumble in his tummy. Professor Haydn Hippo, but his hands were as he pulled an envelope out of his pocket. “Well, I didn’t.” aloud evenly; then play hands empty. It looked like he had forgotten to bring “Maybe he is going to tell us that he can go He took a card from the envelope and began to read. together and sing the words. trick-or-treating with us again this year,” suggested the surprise! Nannerl Mouse.

J. S. Bunny spoke up. “I wish he would A Special Invitation bring us a new piece to play. Remember how C Position much fun we had when our orchestra performed at school?” 1 3 5 2 5 1 & 43 œ ˙. You are in - vit -eœdto œbe speœ - cialœ guests. Please wear your F œ œ œ œ œ œ œ ? 3 ˙˙. ˙. 4 ∑ ∑ 1 1 ∑ 6 2 3

4 1 4 1 & œ cos-tumes—œ you mustœ lookœ your best. Thereœ willœ be Hal-œlo -wœeen Duet Part for A Special Invitation (page 3) œ œ ˙. œ œ Student plays one octave higher with duet part. ˙. ˙. ˙. ˙. Moderate waltz tempo ? ˙ ˙ ∑ 1 . ˙. 1 . ˙. 1 5 5 9 13 1 1 4 4 1. 2. 3 3 3 2 2 3 RH 2 11 Teacher bœ bœ or Parent ? 3 Œ œ Œ œ Œ œœ ˙. . . Œ œœ œ Œ Œ œœ ˙. . Œ œœ œœ ˙. 5 3 4 LH œ œ œ . . . œ œ œ . . . 4 ˙. œ œ ˙. ˙ œ ˙. œ œ ˙. ˙5 ˙ Œ Œ Œ ˙ P . . To the Teacher: Use Music for Little Mozarts Halloween Fun! Book 4 during the Halloween season while the student is & œ œ œ œ œ œ can -dy for y˙ou.. Wœon’t yoœu please cometœomœy par -tyat school? studying pages 7–32 in the Music Lesson Book 4, or as a review any time after page 32. Students will enjoy the œ œ ˙. Halloween story with its related pictures and activity pages. Many will also want to color the illustrations found throughout the story. Happy Halloween! ? ˙. ˙. ˙˙. ˙. ˙˙. ˙. Copyright © MMIV by Alfred Publishing Co., Inc. . . ˙. . ˙. ˙1 ˙1 . 1 All rights reserved. Printed in USA. 4 5 2 Cover art and interior illustratons by Christine Finn

36 Lesson Assignment Book • Starter Sets

4 5

TODAY’S LESSON MY NEXT LESSON MY TEACHER’S COMMENTS MY PARENT’S COMMENTS No. ______Music for No. ______Day ______Little Mozarts Day ______Date ______Assignment Date ______Time ______Time ______

MY HOMEWORK Pages Practice Suggestions

Music Lesson Book MY WORK SPACE New

Review

Music Workbook New

Review

Music Discovery Book New Review Other New Review

MY DAILY PRACTICE (in minutes)

Monday ______Tuesday ______Wednesday ______Thursday ______Friday ______Saturday ______Sunday ______MY LESSON EVALUATION

Well Prepared Followed Instructions Participated CreativelyThings That Need Work

Deluxe Starter Kit Starter Kit

Vinyl tote bag includes a Vinyl tote bag includes a Music Activity Board Music Activity Board, Mozart Activity Board, Mozart Mouse and Mouse and Beethoven Bear Beethoven Bear plush toys, Music plush toys. Lesson Book 1, Music Discovery Book 1, Music Workbook 1, Flash Cards Level 1, and CD Set Level 1. The Music Activity Board (shown above as a part of the starter kits) is also available separately.

37 Notespeller & Sight Play Books

Book 1 13 Use with page 34. C, D, and E

 Color each C on the keyboard with a green crayon. 2 Color each D on the keyboard with a yellow crayon. 3 Color each E on the keyboard with a red crayon.

C D E

M Sight-Play I D D L Play and count. E

2 3

1 3 2 RH 1 E E E D D D œ œ œ œ œ œ C Œ Œ . Count:p œ ret ret .

Play again using RH fingers 4, 3, and 2.

3 2 4

4 RH 3 2 E E E D D D œ œ œ œ œ œ C Œ Œ . Count:p œ ret ret .

Book 2 20 24 Use with page 37. Use with page 40. Skips in Treble Clef G in Bass Clef

Help J. S. Bunny and Mozart Mouse name the skips on lines and the skips in spaces. Beethoven Bear just found space note G. Draw a line connecting the dots to match the notes to their letter names. Trace the G whole notes.

skip up E–C ? 4 & ˙ ˙ 4

skip down F–D & ˙ ˙

skip up C–E & ˙ ˙

skip down D–F & ˙ ˙

3 Sight-Play 4 2

M Beethoven Bear wants you to try this funny trick. I Sight-Play D D Use different LH fingers to play space note G. L Play and count. LH E Play and count.

2 4 . ? 3 ˙ ˙ ˙ . 4 4 Œ 3 Œ 2 Œ & 4 œ œ œ œ œ œ ˙ Count:F Count:F ret

38 Notespeller & Sight Play Books

Book 3 19 Use with page 29. 2nds and 3rds in C Position

Help the music friends circle the intervals.  Circle each 2nd with a blue crayon. 2 Circle each 3rd with an orange crayon.

& œ œ & œ œ

? œ œ ? œ œ

Sight-Play C POSITION Play and count.

& 4 Ó ∑ ∑ . œ œ œ œ ˙ p ? 4 œ œ œ . ∑ ∑ œ ˙ Ó . Count: 4 rest

Book 4 15 19 Use with page 22. Use with page 28. G Position in Treble Clef Hands Together in G Position

Draw a line connecting the dots to match each note to its letter name. The audience will cheer when you name the notes that are played hands together. Circle the correct note names.

A & w & w & w & w w G ? ? ? & w w w D or B A or G G or G E G D D G B C (circle one) (circle one) (circle one) & w

B & w

D & w Sight-Play G POSITION Sight-Play Play and count. 3 RH G POSITION Play and count. & 43 ˙ Œ ˙ Œ ˙ Œ ˙ Œ . 3 ˙ F & 4 œ ˙ œ ˙. . ? 3 Œ Œ Œ Œ . 4 ˙ ˙ . Count: F1 1 1 Count: ˙1 rest ˙

39 Rhythm Speller Books

11 Book 1 24 Use with page 33. Use with page 47. Rhythm Writing Rhythm Writing

Circle each half note. Then, draw an X through each quarter note. In the rhythm pattern below:

œ œ  Circle each note that gets 1 count with a red crayon.

˙ 2 Circle each note that gets 2 counts with a blue crayon.

œ 3 Circle each note that gets 4 counts with your favorite color.

œ ˙

˙ ˙

˙ œ œ œ ˙ w ˙ œ œ w

Rhythm Reading

Clap the rhythms below as you chant the names of the music friends.

 Clap: œ œ œ Œ . Rhythm Reading Chant: o art oue ret 2  Clap and count the rhythm pattern. Clap Tap on lap Clap: ˙ œ œ ˙ Ó . Chant: ee tho e ear ret ˙ ˙ œ œ œ Œ 3 Count: ret Clap: ˙ œ œ œ œ œ Œ . 2 Using finger 3 of the RH, play the above rhythm pattern on any E. Chant: ar e hat ret Then, play again with RH finger 2.

Book 2 11 23 Use with page 23. Use with page 45. Rhythm Writing Example: Rhythm Writing

Draw a quarter note in each box. Draw a line connecting the dots to match the rhythm patterns to their counts. Then, clap and count the rhythm pattern. 4 1 1 1 1 1 - 2 - 3 - 4 4 œ œ ˙ œ œ ˙ 4 œ œ œ œ ˙ . 3 1 1 1 - 2 1 1 1 - 2 4 ˙ œ ˙ œ

4 1 - 2 1 1 - 2 1 4 œ œ œ œ w Rhythm Reading Clap and count the rhythm patterns. Rhythm Reading

 2  Using finger 3 of the RH, play the rhythm pattern on any F. Count aloud. 4 4 Count:4 œ œ ˙ œ œ ˙ 4 œ œ œ œ w 4 Ó Ó Count:4 ˙ ˙ ˙ ret œ œ œ œ ˙ ret 3 4 2 Using finger 3 of the LH, play the rhythm pattern on any E. Count aloud. 4 Œ Œ 4 4 œ œ œ ret œ œ œ ret 4 ˙ ˙ w 3 ˙. œ œ œ ˙ œ ˙. Count:4 5 Play each rhythm pattern (1–4) with bells.

40 Rhythm Speller Books

Book 3 3 17 Use with page 6. Use with page 33. Rhythm Writing Rhythm Writing Example:

Draw a line connecting the dots to match each rhythm pattern to its correct time signature. Draw a half note in each box. Then, clap and count the rhythm patterns. ˙ œ œ œ ˙. 4 4 œ œ œ œ . ˙œ œ œ œ w 43 4 ˙. ˙. 4 4 4 œ œ œ œ œ œ . Rhythm Reading ˙ ˙ ˙œ œ œ Œ 3 4 Clap and count the rhythm patterns. 1 2 Rhythm Reading 3 3 Tap the rhythm pattern on your lap. Tap notes with an up stem ( ) with your RH. Count:4 œ œ œ œ œ œ 4 œ œ œ ˙ .

h .

Tap notes with a down stem ( Q ) with your LH. Count aloud.

3 4 . . œ œ ˙ . œ 4 4 3 ˙ ˙ 4 œ œ ˙ ˙ ˙ 4 œ œ ˙ w 4 Count: 5 Play each rhythm pattern (1–4) on a wood block.

Book 4

41 Rhythm Ensembles and Teaching Activities for Levels 1–4

42 Rhythm Ensembles and Teaching Activities for Levels 1–4

See teaching demonstrations at alfred.com/MLMTeachingActivities 43 Teacher’s Handbook for Levels 1–2

6 10

About Music for Little Mozarts Half Note ( ) Characteristics of Four-, Four-, five- and six-year olds can be very differ- Half Rest (—h) ent from each other� Five- and six-year olds Whole Not∑e ( ) Five- and Six-Year Olds especially enjoy companions of their own age and Whole Rest (—w) frequently have “play dates”� As students grow Ó older they can respond more competently to the The Music for Little Mozarts series was written New Concepts in Music Lesson Book 2: to provide appropriate piano instruction for four-, pulse of music and follow movement directions five- and six-year olds while simultaneously Dotted Half Note ( ) Some characteristics of four-, five, and six-year more exactly for traditional dances� Vocabulary and developing listening skills. It is equally effective Keys on the Keyboahrd. (F, G) olds that effect musical learning include: small muscle control increase with age� By the time in either group or private lessons. The series was Time Signatures ( , ) children are six years old, they can play games with 4 3 1� Students have an excitement and enthusiasm designed to provide a balance between the Mezzo Forte ( ) rules; often pair up and have best friends; have a 4 4 for learning� discipline necessary for playing the instrument Line Notes anFd Space Notes need to win and be the center of attention; and and the enjoyment one gets from the process of Treble Clef 2� Physical coordination increases each year� show a high level of activity� music-making. The course centers around the Steps and Skips � � � 3� Attention span is limited and curiosity is high� adventures of Beethoven Bear and Mozart Mouse Treble Clef Notes ( � � ) Special Considerations as they learn about music. Three books at each Bass Clef & œ� œ� œ� œ� œ� 4� To a great extent, learning depends on imita- level guide the children through a comprehensive Bass Clef Notes ( œ� œ� œ� œ� ) tion� Demonstration is very important in the in Teaching Piano to approach to musical learning. ? œ� lesson� “Hands-on” experiences are more Grand Staff � � � � � Young Children Music Lesson Book: The Music Lesson Book is important than verbal explanations� Music Workbook: The Music Workbook rein- the core of the course. Students are introduced forces each concept presented in the Music 5� Physical activity (moving and responding to new musical concepts and the performance of Lesson Book through carefully designed pages for to music) is an important part of learning� pieces at the piano. The story of Beethoven Bear children to color. It also specifically focuses on and Mozart Mouse sets the stage for music study 6� The need for praise is powerful� Teaching piano to young students (ages 4–6) the training and development of the ear. at the beginning and continues on each subse- differs from teaching piano to average-age begin- (Suggested listening examples for ear training 7� Memory is quick, but things are soon quent page. Other characters throughout the ners (ages 7–9)� The following principles will aid pages are given on pages 17–20 of the Teacher’s forgotten too� Consequently, repetition book serve as a springboard for introducing stu- the teacher in working with early childhood stu- Handbook.) The Workbook is coordinated page is important to the learning process� dents to major composers from the four musical dents: by page with the Music Lesson Book; ideally style periods. New concepts are introduced and 8� Reality is seen in relationship to self and pages should be assigned according to the 1� The materials used in the lesson should be carefully reinforced throughout the book. Each the environment� instructions in the upper right corner of each much less performance-oriented than those page contains a fragment of the story as back- page of the Music Workbook. Many students 9� Taking turns is an accepted part of daily life� used with average-age beginners� Young chil- ground for each new concept or new piece of enjoy completing these pages so much that they dren should be introduced to a variety of music music, as well as practice instructions to read to 10� Students have a great desire to please the will want to work beyond the assigned material. activities that provide a general introduction to the student. Many pages also offer helpful hints teacher� However, it is best to wait until the indicated music� to the teacher and parents for effective instruction pages in the Music Lesson Book have been cov- 11 � Hands are small, and keyboard activities and practice. The hints are numbered to corre- 2� The materials used in the lesson should take ered before the corresponding material in the should take this into consideration� spond to the students’ practice directions. into account the small hands of the child� Very Music Workbook is studied. 12� Young children have difficulty practicing The music was written to develop finger dex- young children should not play three-note independently� terity in young children and includes clever lyrics Music Discovery Book: The Music Discovery chords or music with many independent voices split between the hands� that will appeal to the student’s imagination. Book reinforces each concept presented in the 13� They do not sit and listen to long verbal Music Lesson Book through singing, listening Accompaniments for the teacher or parent are explanations� 3� Students should experience music and the key- and movement activities. Included in the book notated for each piece. board before being introduced to notation and are songs to sing for fun, motion songs to intro- 14� They are enthusiastic singers and enjoy mov- staff reading� New Concepts in Music Lesson Book 1: duce musical responses to music, songs to ing to music and playing singing games� How to Sit at the Piano reinforce specific rhythm patterns, and songs to 4� Young children love repetition and they are 15� They are more attentive learners if the Hand Position aid in the development of musical expressiveness. accustomed to trying over and over again� They senses of touch, sight and sound are used in Low and High Sounds The songs are a mixture of familiar folk songs can repeat songs that they like for weeks and instruction� Moving Up and Down the Keyboard and original music for young children. even months� Loud Sounds ( ) and Soft Sounds ( ) Appealing classical music, marches, circus music 16� They function well in group situations� Finger Numberfs p and adventure music are used for music apprecia- 17� They enjoy expressing non-musical ideas 2 Black Keys tion activities. The music introduces students to through music� Quarter Note ( ) a variety of musical styles, tempi, dynamics, Bar Lines and Dqouble Bar moods and feelings. “Listen and Sing” pages 18� They enjoy live musical performances� 3 Black Keys include melodies for singing (using solfege or let- Quarter Rest ( Œ ) ter names) with interesting accompaniments to Repeat Sign aid with pitch and interval study. Keys on the Keyboard (D, C, E, B, A)

24 35

In addition to instructions given in the book, spe- a keyboard ensemble for the first recital. Lesson Plans cific suggestions for each activity in the Music Discovery Books follow: Pages 12–13: Clownin’ Around Purpose: dance, color Music for Little Mozarts Music Discovery Book 1 Color the drum, cymbals and trumpet in the les- Level 1 son as you listen to the music. Students should color the remainder of the picture at home. Enjoy moving to the piece by pretending to do various circus activities. The teacher should first lead the Pages 4–6: Hello Song activities and have children imitate. As students are Purpose: sing, color, create a happy musical atmo- comfortable, they can lead the activities. Some sphere for the lesson suggested motions are: Lesson 1 Teacher’s Notes This song introduces Beethoven Bear and 1. March quickly to the very fast beat; Mozart Mouse. Children can have the animals 2. March half tempo lifting the knees high New Concepts dance as the teacher sings or as they listen to the in the air; CD during the first 16 measures. The second sec- How to Sit at the Piano 3. Pretend to juggle balls or plates high tion (mm. 18–30) is easy to sing; students enjoy Hand Position waving their hands from side to side in mm. 18–21. in the air; Eventually, students will learn the entire piece. Use 4. Swing arms alone or with a partner to fly Low and High Sounds a cappella echo singing to confirm lyrics in this on the high trapeze; Moving Up and Down the Keyboard piece and other songs. 5. Walk in a straight line one foot in front of the other to balance on the high wire; Pages 8–9: If You’re Happy and You Know It Review Concepts 6. Do a funny clown dance hopping on one foot Purpose: sing, trace, color and then the other; None Lesson 2 Most children are familiar with this song and 7. Use rhythm instruments and play in a will feel confident singing it. Expand the motions circus band; New Materials New Concepts in the piece by playing clusters on the keyboard in various registers (If you’re happy and you know it, 8. Honk your big red clown nose at the end when 1. Music Lesson Book 1, pp. 4–9 Loud ( ) and Soft ( ) tap down low. . .; If you’re happy and you know it, you hear the horn in the music; f 2. Music Workbook 1, pp. 4–9 Left and Right Hand pFinger Numbers tap up high. . .). Sing additional verses such as: 9. Take a giant clown bow while the 3. Music Discovery Book 1, pp. 4–11, 48 1. If you’re sad and you know it (played in minor); audience claps. Review Concepts 2. If you’re sleepy and you know it; Pages 14–15: Finger Play Song Review Materials How to Sit at the Piano 3. If you’re tired and you know it; Purpose: sing, wiggle and tap finger numbers None 4. If you’re proud and you know it; Hand Position Quick recognition of finger numbers is very 5. If you’re brave and you know it, etc. important for learning new pieces at the piano. Board Activities Low and High Sounds Make up a new motion for each additional verse. Variations on this song should be continued over Moving Up and Down the Keyboard several weeks to ensure that students are comfort- 1. Place blue magnets on the side of the key- able with finger numbers. Children should open board that makes low sounds. Pages 10–11: Racing Car New Materials their hands wide as they first wiggle finger num- Purpose: sing, play glissando and clusters, teach 2. Place black magnets on the side of the key- bers. Later they may place their hands on a table board that makes high sounds. 1. Music Lesson Book 1, pp. 10–13 students when to play and when to rest (wait), up top, shaping the hands in a good position for play- and down on the keyboard ing piano and then tapping finger numbers. In 2. Music Workbook 1, pp. 10–13 Assignment This piece lets the child experience keyboard mm. 13–16, the teacher can say, “Shake them out, 3. Music Discovery Book 1, pp. 12–15 playing immediately. The glissando may be played open them wide, now get ready for number 2”, etc. (Including listening to CD tracks in a traditional way with flat fingers sliding up the that correlate to assigned pages) 4. Flash Cards 1, #1, #2 keyboard. The children can also slide Beethoven Pages 16–17: Hickory, Dickory, Dock! Bear or Mozart Mouse up the keyboard and have 1. Music Lesson Book 1, pp. 5–9 Review Materials them honk the horn by tapping on black keys. Purpose: sing, clap or tap rhythm, feeling a steady After children are comfortable with the glissando quarter note rhythm 2. Music Workbook 1, pp. 4–7 1. Music Lesson Book 1, pp. 4–9 moving up the keyboard, practice the glissando (Complete pages not finished in lesson.) Children enjoy playing steady quarter note 2. Music Discovery Book 1, pp. 4–11, 48 moving down. You can also alternate glissandos rhythms with rhythm sticks (tick tock sounds) as 3. Music Discovery Book 1, pp. 4, 6–11, 48 moving up and down. Students enjoy playing this they listen to the CD. Chant verse 2 in a very high piece throughout the semester as a reward for con- voice; verse 3 in an animated voice; and verse 4 in a centrating on more difficult pieces. It is effective as low voice to explore various vocal registers. When 44 Teacher’s Handbook for Levels 3–4 • Sticker Book

31 32

Lesson Plans Board Activities New Materials 1. On the dry erase board, draw short rhythm 1. Music Lesson Book 3, pp. 9–10 patterns from pieces in Music Lesson Books 2 2. Music Workbook 3, pp. 9–10 Music for Little Mozarts and 3. 3. Flash Cards 3, #2 Level 3 2. On the staff and keyboard, place magnets on Middle C and Bass Clef C. Review Materials Assignment 1. Music Lesson Book 3, pp. 5–8

Teacher’s Notes (Including listening to CD tracks 2. Music Discovery Book 3, pp. 6–11, 48 Lesson 1 that correlate to assigned pages) 3. Flash Cards 3, #1 New Concepts 1. Music Lesson Book 2, p. 47 Board Activities None 2. Music Discovery Book 2, pp. 46–47 3. Music Lesson Book 3, pp. 5–8 1. On the dry erase board, draw short rhythm patterns from pieces in Music Lesson Book 3. Review Concepts 4. Music Workbook 3, pp. 7–8 Middle C Position (five notes) in both hands (Complete pages not finished in lesson.) 2. On the staff and keyboard, place magnets on Middle D and Bass Clef D. 5. Music Discovery Book 3, pp. 6–9 New Materials 6. Flash Cards 3, #1 Assignment 1. Music Lesson Book 3, pp. 4–6 (Including listening to CD tracks esson 2 2. Music Workbook 3, pp. 4–6 L Teacher’s Notes that correlate to assigned pages)

3. Music Discovery Book 3, pp. 4–9, 48 New Concepts 1. Music Lesson Book 3, pp. 5–10 Bass Clef C 2. Music Workbook 3, pp. 9–10 Review Materials (Complete pages not finished in lesson.) () 1. Music Lesson Book 2, pp. 46–47 ? œ 3. Music Discovery Book 3, pp. 6–11 2. Music Discovery Book 2, pp. 45–47 Review Concepts 4. Flash Cards 3, #1, #2 None Board Activities Teacher’s Notes 1. On the dry erase board, draw short rhythm New Materials patterns from pieces in Music Lesson Books 2 and 3. 1. Music Lesson Book 3, pp. 7–8 Lesson 3 2. On the staff and keyboard, place magnets for 2. Music Workbook 3, pp. 7–8 the five notes of the Middle C Position of New Concepts 3. Music Discovery Book 3, pp. 10–11 both hands. Bass Clef D 4. Flash Cards 3, #1 Assignment ()? œ Review Materials (Including listening to CD tracks Review Concepts that correlate to assigned pages) 1. Music Lesson Book 2, p. 47 Bass Clef C 1. Music Lesson Book 2, pp. 46–47 2. Music Discovery Book 2, pp. 46–47 () 2. Music Discovery Book 2, pp. 45–47 3. Music Lesson Book 3, pp. 5–6 ? œ 3. Music Lesson Book 3, pp. 4–6 4 Music Discovery Book 3, pp. 6–9, 48 4. Music Workbook 3, pp. 4–6 (Complete pages not finished in lesson.) 5. Music Discovery Book 3, pp. 4–9

Alfredʼs Sticker Book Featuring the Music for Little Mozarts Music Friends

• Award • Achievement • Encouragement

E XCELLENT!! P Pur ct H rr-fec ooray! Ver ! ry Good! Youou cancan dodo it!it!

Nice Work!

45 Meet the Music Friends

Preliminary Information

About Meet the Music Friends Meet the Music Friends was written to provide The authors hope that you and your students an introduction to music and the piano for enjoy your musical adventures with your music four- and five-year olds . It consists of a series friends, Beethoven Bear and Mozart Mouse . of five lessons that include singing, listening, movement, rhythm activities, and beginning activities at the keyboard . The lessons center CD Track List around the adventures of Beethoven Bear and Mozart Mouse, characters who live in the piano classroom of a music store, as they learn Track Title about music . After completing the five lessons, students should begin Level 1 of the Music for 1 Hello Song Little Mozarts piano course . 2 High and Low Song

To The Teacher 3 The Itsy Bitsy Spider Meet the Music Friends was designed to be taught 4 Johnny Works with One Hammer in a music classroom with one keyboard instru- 5 Goodbye Song ment . Other materials needed to teach the five lessons are: 6 Mozart Mouse’s Song 7 If You’re Happy and You Know It Curriculum Book with CD (37545) 8 Beethoven Bear’s Song Music Workbook for each student (37548) 9 The Old Gray Cat Beethoven Bear Plush Animal (14654) 10 The Whole Note Song Mozart Mouse Plush Animal (14653) Clara Schumann-Cat Plush Animal (19767) CD Player Crayons for each student

The Curriculum Book contains complete lesson plans for a classroom lesson of 45-60 minutes . Each lesson plan consists of three parts: 1) a list of teaching materials needed for the lesson; 2) a lesson overview – a brief summary of what is included in the lesson; 3) a detailed lesson plan, including step-by-step instructions for teaching the curriculum . When first teaching the curriculum, most teachers will want to follow the detailed lesson plan . After having taught the course a few times, teachers can easily follow the lesson overview .

PRELIMINARY INFORMATION ■ 3

Lesson 1 Detailed Meet the Music Friends Lesson Plan

Musical Concept Emphasis: High and Low, Up and Down, Steady Beat Part 1: Hello Song

Teacher Students

1 . Begin class by playing Hello Song ( 1) . As the song plays, 1 . Stand and imitate motions . Teaching Materials demonstrate the movements in the lyrics: wave hello, clap q Meet the Music Friends Curriculum Book and CD hands, stamp feet, turn around, touch the ground . q Meet the Music Friends Music Workbook for 2 . Say: “This song is about two music friends who will be each student (pages 2-3) visiting our class today . Listen to the Hello Song again to learn their names .” q CD player 3 . Play Hello Song again . Encourage the children to do the q Beethoven Bear and Mozart Mouse plush motions and sing the lyrics . animals q Crayons for each student

page 2 page 3 1 Hello Song

Lesson 2 Overview

Part 1: Hello Song Part 4: Up and Down • Hello Song ( 1) • The Itsy Bitsy Spider ( 3) • Demonstrate sounds that go up Part 2: Beethoven Bear and Mozart and down on the keyboard . Mouse • Show Beethoven Bear and Mozart Mouse Part 5: Steady Beat Plush Animals . • Johnny Works with One Hammer ( 4) • Read story . Part 6: Goodbye Song Part 3: High and Low • Goodbye Song ( 5) • High and Low Song ( 2) • Demonstrate high and low sounds on keyboard . • Complete Music Workbook, pages 2-3 .

4 ■ LESSON 1: Meet the Music Friends LESSON 1: Meet the Music Friends ■ 5

46 Meet the Music Friends

Music Workbook Alfred’s 1 Music for Little Mozarts Meet the Music Friends 5 Introductory Music Lessons for Ages 4–6

Foreword Meet the Music Friends was written to provide an introduction to music and the piano for four- and five-year-olds. It consists of a series of five lessons that include singing, listening, movement, rhythm activities and beginning activities at the keyboard. The lessons center around the adventures of Beethoven Bear and Mozart Mouse, characters who live in the piano classroom of a music store, as they learn about music. After completing the five lessons, students should begin Level 1 of the Music for Little Mozarts piano course. The Music Workbook reinforces each concept presented in the lesson plans through carefully designed pages for children to color, rhythms to clap and keyboard activities. The pages are designed to be used in the classroom with guidance from the teacher. The authors hope that you enjoy your musical adventures with your music friends, Beethoven Bear and Mozart Mouse.

Alfred Music Publishing Co., Inc. P.O. Box 10003 Van Nuys, CA 91410-0003 alfred.com

No part of this book shall be reproduced, arranged, adapted, recorded, publicly performed, stored in a retrieval system, or transmitted by any means without written permission from the publisher. In order to comply with copyright laws, please apply for such written permission and/or license by contacting the publisher at alfred.com/permissions. ISBN-10: 0-7390-8113-6 ISBN-13: 978-0-7390-8113-6 Cover art by Christine Finn

Christine H. Barden • Gayle Kowalchyk • E. L. Lancaster

47 Classroom Music for Little Mozarts

Bring Your Classroom to Life with MMuussicic ffoorr LLiitttletle MMoozazarrtsts Level 1 /Ages 4, 5, 6 Creative • Exciting • Imaginative • Motivational

Join Beethoven Bear, Mozart Mouse, Curriculum Book & CD and their music friends as they Contains Preliminary Information, Lesson Plans, Support Materials, and learn about music. Follow their Compact Disc Recording of story and all musical selections. adventures in the Classroom and the Music Center. Book 1 & CD ...... (22023) Book 2 & CD ...... (23820) Written to provide appropriate classroom music Book 3 & CD ...... (27612) instruction for 4-, 5- and 6-year-olds, this is a Big Music Book To share with the entire class! comprehensive approach to musical learning that Contains engaging large-scale depictions of story ideas and develops singing, movement, and listening skills musical concepts. Book 1 ...... (23804) simultaneously with an introduction to musical styles Book 2 ...... (24219) Book 3 ...... (27663) and concepts. The curriculum materials combine to create an exciting and imaginative atmosphere in the classroom.

Age-Appropriate Curriculum Features • Detailed Step-by-Step Lesson Plans for 10 weeks Plush Animals • Music for Singing, Listening, and Moving Beethoven Bear ...... (14654) Clara Schumann-Cat ...... (19767) • Story to Reinforce Musical Concepts Elgar E. Elephant ...... (21228) J. S. Bunny ...... (17216) • Visual Representations of Story and Mozart Mouse ...... (14653) Nannerl Mouse ...... (18791) Musical Concepts Nina Ballerina ...... (21229) Pachelbel Penguin ...... (21230) • Reproducible Coloring Pages Professor Haydn Hippo ...... (18792) Puccini Pooch ...... (17487) • Music Center Ideas Deluxe Curriculum Kit • Student Assessment Checklist Includes Curriculum Book & CD and three plush animals in Music for Little • Suggested Concluding Musical Performance Mozarts Tote Bag. Book 1 ...... (23810) Book 2 ...... (26210) Book 3 ...... (27619)

48 Classroom Music for Little Mozarts

Lesson 1 Detailed New Music Friends Lesson Plan

Musical Concept Emphasis: High and Low Part 1: Introduction

Teacher Children

1 . Play Hello Song ( 1) to indicate the start of music class . 1 . Stand .

Teaching Materials 1 Piano Arrangement  Classroom Music for Little Mozarts CD  Mozart Mouse, Beethoven Bear plush animals Hello Song pages 106–107 {q = Ç 138}  CD player Moderato  Xylophone, mallet F  Classroom Music for Little Mozarts  Coloring sheet: copies of page 95 for 4 ∑ Ó Œ Œ Big Music Book, pages 4–5: each student: &4 œ œ œ œ œ œ œ œ œ œ œ œ œ This is such a hapœ -py da˙y!. Ourœ mu-sic friends have come to play withœ Moœ -zartœ Mouse     Lesson 1: New Music Friends 8 rit. a tempo 3 f F & Ó Œ #œ œ œ #œ ˙ ∑ j œ œ œ œ #œ ˙. #œ ˙. #œ and Bee-tho-ven Bear . Friendsœ. will#œ comeœ from far and near to hear the mu - sic      15 molto rit. a tempo r r High and Low Ó Ó Œ‰. r ‰. œ ‰. r ‰. r ‰.œ ‰. r & œ #œ œ œ ˙ œ œ œ œ . œ œ. œ œ œ œ œ œ we will make to - day . Hel -lo,hel-lo, it’s muœ -sic time to-day .We’re glad you’re here; it’s  Crayons for each student 21 f gradually slowing ‰ Ó Lesson 1 Overview & œ. œ œ. j œ œ œ¿¿ ¿ œ œ œ¿¿ ¿ œ œ œ timeto sing andœœplay . Wœe’ll clapœ ourœ hands,œ¿(clap)¿ ¿ stamp our feet, (stamp) turn a-round,(turn around) touch the ground . (bend down) Part 1: Introduction Part 4: Extension and Elaboration  26 • Hello Song ( 1) • If You’re Happy and You Know It ( 4) a tempo • Do You Know? ( 5) optional Part 2: Story Connections F r r Ó Œ‰. r ‰. ‰. r ‰. r ‰. ‰. r Œ (Big Music Book, page 4) Part 5: Closing & œ œ œ œ œ œ. œ œ œ œ œ œ œ œ. œ œ. Hel - lo, hel-lo, it’s muœ.-sicœtime to-day .We’re glad you’re here; it’s timeto sing andœ playœ . • Chapter 1—New Music Friends • Color page 95 while listening to High and   ( 2) Low Song ( 3) .  • Goodbye Song ( 30) Part 3: Visual Representation 2 . Demonstrate the movements in the lyrics: wave hello, 2 . Imitate teacher’s movements . (Big Music Book, page 5) clap hands, stamp feet, turn around, touch the ground . • Mozart Mouse likes high sounds . 3 . Say: “We have two music friends who are joining us for Beethoven Bear likes low sounds . 3 . Listen for the names of the music class . Listen to the beginning of the Hello Song to music friends in the first part • High and Low Song ( 3) learn their names .” • Demonstrate high and low sounds on of the song . Sing and do the motions during the refrain . the xylophone . • Play Hello Song, do motions and encourage children to sing .

16 ■ LESSON 1: New Music Friends LESSON 1: New Music Friends ■ 17

Part 2: Story Connections Part 3: Visual Representation

Teacher Children Teacher Children

1 . Introduce music friends Mozart Mouse and Beethoven Bear Sit, watch and listen . 1 . Show Big Music Book, page 5 . 1 . Sit, answer questions . by showing the plush animals to the children . • Ask: “Is Mozart Mouse high or low on the page?” [High] 2 . Say: “Today we have a story about the two special music friends who • Ask: “Is Beethoven Bear high or low on the page?” [Low] were mentioned in the Hello Song, Mozart Mouse and Beethoven Bear . 2 . Show the Mozart Mouse plush animal, and use your high 2 . Sit, watch, listen . When you listen to the story, you’ll find out where they live, and voice to say, “Mozart Mouse likes high sounds .” you’ll learn something about the music they like .” Simultaneously hold Mozart Mouse up high . • Show Big Music Book, page 4 . Show the Beethoven Bear plush animal and use your low • Read aloud Chapter 1: New Music Friends ( 2) . voice to say, “Beethoven Bear likes low sounds .” Simultaneously hold Beethoven Bear down low . 3 . Say: “Let’s use our high voices to say ‘Mozart Mouse ’”. 3 . Echo, saying “Mozart Mouse” in 2 Chapter 1: New Music Friends (Use high voice for the words Mozart Mouse.) a high voice .

Once upon a time, there was a school One evening while they were playing, Moœ -zartœ Mouseœ where children just about your age went they discovered that some of the instruments 4 . Say: “Let’s use our low voices to say ‘Beethoven Bear ’”. 4 . Echo, saying “Beethoven Bear” every day . In that school, there was a made high sounds, and some made low (Use low voice for the words Beethoven Bear.) in a low voice . wonderful classroom filled with all sorts of sounds . Beethoven Bear said to Mozart things to help the children learn . There was Mouse, “I love to play low sounds!” a big white board to write on, colorful Bee˙ --thoœ veœn Bear˙ bulletin boards with artwork, shelves filled Mozart Mouse replied, “I think high 5 . Ask children to show high/low with their hands by raising 5 . Raise hands while saying with books to read, crayons and markers for sounds are the best!” them when saying “Mozart Mouse” and lowering them “Mozart Mouse” in a high voice, drawing, tables where the children did their “No!” Beethoven Bear said, “Low sounds when saying “Beethoven Bear .” and lower hands while saying work, a Play Center filled with lots of toys, “Beethoven Bear” in a low voice . and even a Music Center with many musical are better . They are perfect for a bear like me ”. 6 . Encourage individual response . 6 . Take turns demonstrating high instruments . But of all the things the chil- “No!” Mozart Mouse would reply . “The • Ask: “Who can say ‘Mozart Mouse’ by yourself?” or low with voice and hand dren had in their classroom, their favorites high sounds are perfect for a mouse like me ”. “Who can say ‘Beethoven Bear’ by yourself?” position while saying “Mozart were a little stuffed bear and a little stuffed Mouse” or “Beethoven Bear .” And so went the conversation that mouse . Their names were Beethoven Bear 7 . Say: “Mozart Mouse and Beethoven Bear can help us listen 7 . Listen and stand tall for high Beethoven Bear and Mozart Mouse had and Mozart Mouse . to music that is high and low . Let’s find out how they can sections, bend down low for many times when they played in the Music All day long, Beethoven Bear and Mozart help us .” low sections . Center . Sometimes they would take a peek Mouse sat quietly in the classroom, allowing • Play High and Low Song ( 3) . See piano arrangement the children to play with them during free in the Big Music Book that the teacher (pages 108–109) . time . But at night, Beethoven Bear and always used in class . “This must be a really • Stand tall for high sections, bend down low for low Mozart Mouse did something quite special book,” said Beethoven Bear . Mozart sections . [First section is HIGH and second section is LOW.] different! When the children went home Mouse added, “The children learn so many 8 . Show the xylophone to the class . (To avoid left/right 8 . Sit, listen . and the teacher had locked the door, the wonderful things from this book .” confusion that can occur with a xylophone; hold it in a little bear and little mouse would quickly vertical manner with the shorter bars at the top.) Beethoven Bear and Mozart Mouse invite turn on the lights and hurry from the little • Demonstrate that the shorter bars at the top of the xylo- house in the Play Center where they lived, to you to join them in their musical adven- phone sound high; and that the longer ones at the their favorite place in the classroom—the tures . They are your new music friends, and bottom of the xylophone sound low . Music Center . They spent many hours together they will take you on a journey happily playing with the instruments . through the exciting world of music .

18 ■ LESSON 1: New Music Friends LESSON 1: New Music Friends ■ 19

49 Music Friends™ Plush Toys

Beethoven Bear Nannerl Mouse An inquisitive bear who lives in a big house with A charming toy mouse who plays the piano two children and their toys, Beethoven Bear extremely well, Nannerl Mouse is Mozart begins hopping on the piano keys in Lesson Mouse’s older sister and is first introduced in Book 1. Lesson Book 3. 5” tall...... 14654 5” tall...... 18791

Mozart Mouse Nina Ballerina An adventurous toy mouse who begins A graceful toy ballerina whose parents both exploring the children's Music Room in Lesson danced in the Russian ballet many years ago, Book 1, Mozart Mouse is a quick learner who Nina Ballerina is first introduced in Lesson composes beautiful music and enjoys performing. Book 3. 5” tall...... 14653 7” tall...... 21229

Clara Schumann-Cat Pachelbel Penguin An elegant real cat who comes from a musical A walking encyclopedia of musical history with family where everyone plays the piano, Clara an attractive white wig and quill pen, Pachelbel Schumann-Cat is first introduced in Lesson Penguin is first introduced in Lesson Book 2. Book 2. 4” tall...... 21230 9” long...... 19767

Elgar E. Elephant Professor Haydn Hippo A lovable trombone player who always A music instructor, conductor, and toy mascot encourages his friends to make music, Elgar E. in the music class at school, Professor Haydn Elephant is first introduced in Lesson Book 1. Hippo is first introduced in Lesson Book 3. 7” tall...... 21228 5” tall...... 18792

J. S. Bunny Puccini Pooch A fun fellow who comes from a very musical A friendly toy dog who is a well-trained opera family and plays the cello, J. S. Bunny is first singer, Puccini Pooch is first introduced in introduced in Lesson Book 2. Lesson Book 4. 5” tall...... 17216 51/2” tall...... 17487

50 Components of Music for Little Mozarts

Music Lesson Books Little Mozarts Perform Student Starter Kit Keyboard performance and The Nutcracker Vinyl tote bag, Music Activity Board, and Mozart introduction of musical concepts Performance repertoire from the ballet Mouse and Beethoven Bear plush animals (14586) Book 1 (14577) Levels 3 & 4 (28272) Book 2 (14581) Deluxe Starter Kit Book 3 (17180) Character Solo Series Same as above, plus Book 1 of the Music Lesson Book 4 (17186) Beethoven Bear (Level 2) (23235) Book, Music Discovery Book, Music Workbook, Elgar E. Elephant (Level 2) (27715) Flash Cards, and Compact Disc Set (17194) Music Workbooks Mozart Mouse (Level 2) (23234) Coloring and ear training activities Pachelbel Penguin (Level 2) (27798) Music Activity Board reinforcing musical concepts Clara Schumann-Cat (Level 3) (24619) Magnetic board on one side, dry erase board Book 1 (14580) J. S. Bunny (Level 3) (24620) on the other side (19747) (14584) Nannerl Mouse (Level 3) (27799) Book 2 TM Book 3 (17181) Nina Ballerina (Level 3) (27717) Music Friends Plush Animals Book 4 (17187) Professor Haydn Hippo (Level 4) (27716) Small, adorable stuffed animals that become Puccini Pooch (Level 4) (27800) partners in learning with your child Music Discovery Books Beethoven Bear (14654) Singing, listening, music appreciation, Coloring Books Mozart Mouse (14653) Imaginative, musical adventure pages to color movement, and rhythm activities Clara Schumann-Cat (19767) Fun with... Book 1 (14579) Elgar E. Elephant (21228) Book 2 (14583) Book 1: Music Friends (19669) J. S. Bunny (17216) Book 3 (17182) Book 2: Music Friends at School (19670) Nannerl Mouse (18791) Book 4 (17188) Book 3: Music Friends at the Piano Lesson (19671) Nina Ballerina (21229) Book 4: Music Friends in the City (19672) Pachelbel Penguin (21230) Music Recital Books Professor Haydn Hippo (18792) Performance repertoire Teacher’s Handbooks Puccini Pooch (17487) Includes teaching tips and lesson plans Book 1 (19724) Book 2 (19725) Books 1 & 2 (14585) Classroom Music for Book 3 (19726) Books 3 & 4 (17192) Book 4 (19727) Rhythm Ensembles & Little Mozarts By Christine H. Barden, Donna Brink Fox, Notespeller & Sight-Play Books Teaching Activities Karen Farnum Surmani, Gayle Kowalchyk, Written activities and playing examples Performance ensembles and strategies and E. L. Lancaster to reinforce note-reading to reinforce musical concepts Book 1 (45268) Levels 1– 4 (47172) Curriculum Book & CD Book 2 (45125) Level 1 (22023) Book 3 (45126) Lesson Assignment Book Level 2 (23820) Book 4 (45127) Includes assignment pages, practice records, Level 3 (27612) and lesson evaluations Rhythm Speller Books Deluxe Curriculum Kit Book (17488) Written activities and playing examples Level 1 includes Curriculum Book & CD to reinforce rhythm-reading Flash Cards plus Beethoven Bear, Mozart Mouse, and Book 1 (47168) Musical terms and symbols, rhythm patterns Clara Schumann-Cat plush toys in a tote bag Level 1 (23810) Book 2 (47169) Book 1 (14587) Book 3 (47170) Book 2 (14599) Level 2 includes Curriculum Book & CD Book 4 (47171) Book 3 (17183) plus J. S. Bunny, Nannerl Mouse, and Pachelbel Book 4 (17189) Penguin plush toys in a tote bag Christmas Fun! Level 2 (26210) Book 1 (19720) Sticker Book Level 3 includes Curriculum Book & CD plus Book 2 (19721) Motivating rewards for students (20647) Haydn Hippo, Nina Ballerina, and Puccini Pooch Book 3 (19722) plush toys in a tote bag Book 4 (19723) Compact Discs and Level 3 (27619) General MIDI Accompaniments Halloween Fun! Big Music Book Book 1 (20657) on USB Flash Drive Spiral bound, 15’’ x 20’’ Book 2 (20658) All the music from the Music Lesson Level 1 (23804) Book 3 (21225) & Music Discovery Books plus more. Level 2 (24219) Book 4 (21226) CDs (includes narration) Level 3 (27663) Little Mozarts Go to Church Book 1 (14578) Sacred performance repertoire Book 2 (14582) Levels 1 & 2 (31820) Book 3 (17184) Meet the Music Friends Levels 3 & 4 (31821) Book 4 (17190) Five introductory music lessons Flash Drive Little Mozarts Go to Hollywood Curriculum Book (37545) Popular performance repertoire Levels 1– 4 (20620) Music Workbook (37548) Levels 1 & 2 (29094) Levels 3 & 4 (29095)

51 About the Authors

Christine H. Barden

“The Discovery Book creates an exciting musical atmosphere in the lesson and just as importantly, at home. Discovery Book songs and dances energize my students, allowing better concentration during playing and reading activities. At home, in conjunction with the recordings, families sing and color pictures of their Music Friends and listen to classical music examples. This creates a musical environment that motivates ‘young Mozarts’.” Christine H. Barden is an internationally recognized authority on early childhood music. She is currently an independent piano teacher in Reno, Nevada, where she teaches piano and composition students, in addition to Music for Little Mozarts preschool classes. Christine received her degree in piano performance from San Francisco State University and served as a national instructor for the Yamaha Music Education System for 17 years. Gayle Kowalchyk

“We included the musical story and plush toy characters in Music for Little Mozarts to peak the interest of young students—providing built-in motivation for music study. The names of the characters introduce students to famous composers and the plot of the story augments the introduction of concepts. We encourage parents to integrate the characters into story-reading and practice time at home.” Dr. Gayle Kowalchyk is on the piano faculty at California State University, Northridge. Gayle holds degrees from Ohio University, Northwestern University, and an Ed.D. in piano pedagogy from Teachers College, Columbia University. She has been on the piano faculty of Eastern Illinois University, Oklahoma Baptist University, and the University of Oklahoma.

E. L. Lancaster

“The Music for Little Mozarts recordings are integral to providing a well-rounded approach to learning music. When listening to the recordings, children will learn familiar folk songs, hear and respond to famous orchestral pieces, and delight in hearing Mozart Mouse, Beethoven Bear, and their Music Friends talk about making music.” Dr. E. L. Lancaster is Executive Keyboard Editor at Alfred Music. He holds degrees from Murray (KY) State University, the University of Illinois, and a Ph.D. from Northwestern University. Prior to joining Alfred, Dr. Lancaster was Professor of Piano Pedagogy at the University of Oklahoma, Norman. During that time, he and his wife, Gayle Kowalchyk, operated a large independent piano studio in Norman, Oklahoma. Together, they have co-authored more than 300 publications designed for students of all ages, including Premier Piano Course.