student book1 web

Music Moves for Piano

By Marilyn LoweIn cooperation with Edwin E. Gordon

A Piano Series Based on the Music Learning Theory of Edwin E. GordonDesigned to Develop Audiation and Keyboard Performance Skills

© 2004 Music Moves LLCAll Rights Reserved

BOOK 1

G-6439©2004 Music Moves [email protected]: 1-57999-343-5

Distributed by GIA Publications, Inc.7404 S. Mason Ave., Chicago, IL 60638(708) 496-3800 or (800) 442-1358www.giamusic.com

All rights reserved. No portion of this book may be reproduced, storedin a retrieval system, or transmitted in any form or means–mechanical,photocopying, recording, or other–without prior permission ofMusic Moves LLC.

Printed in the United States of America.

iii

Pattern CD Listening Assignments....................................................vSymbols for Performance Pieces...................................................viFor the Parent..................................................................................vii

Unit 1 (CD Tracks 1-2)The Piano Keyboard...................................................................1Song to Sing - Duple Meter.......................................................1Exploration/Creativity/Improvisation...........................................2Popcorn.......................................................................................3

Unit 2 (CD Tracks 3-5)The Piano Keyboard: Eyeball Game.............................................4Song to Sing - Triple Meter..........................................................4Separated and Connected Styles of Articulation...............................4Macrobeats and Microbeats..............................................................5Exploration/Creativity/Improvisation................................................6Indian Dance...................................................................................7Peter, Peter, Pumpkin Eater...........................................................8

Unit 3 (CD Tracks 6-9)Exploration/Creativity/Improvisation...............................................9Song to Sing - Old MacDonald.....................................................9Flute and Bassoon.........................................................................10Lizards...........................................................................................11Falling Leaves...............................................................................12

Unit 4 (CD Tracks 10-12)Exploration/Creativity/Improvisation............................................13Song to Sing - Big Ben................................................................13Hide and Seek .............................................................................14Cotton Candy...............................................................................15

Unit 5 (CD Tracks 13-15)Exploration/Creativity/Improvisation.............................................16Song to Sing - Ring Around the Rosy..........................................16Twin Kangaroos.............................................................................17Lazy Day.........................................................................................18

Unit 6 (CD Tracks 16-17)Macrobeats/Microbeats in Duple Meter .........................................19Exploration/Creativity/Improvisation..............................................19Song to Sing - Frere Jacques.......................................................19Party Time....................................................................................20

Unit 7 (CD Tracks 18-20)The Piano Keyboard -- White Keys.................................................21Exploration/Creativity/Improvisation..............................................21Song to Sing - Down Came a Lady..............................................21Porpoise at Play............................................................................22The Bumblebee............................................................................ 23

Unit 8 (CD Tracks 21-22)Macrobeats/Microbeats in Triple meter ....................................... 24Exploration/Creativity/Improvisation ........................................... 24Song to Sing - Folk Song from Wales....................................... 24Route 76.........................................................................................25

Unit 9 (CD Tracks 23-25)Exploration/Creativity/Improvisation..............................................26Song to Sing - Latvian Folk Song................................................26Old MacDonald............................................................................27County Fair....................................................................................28

TTTTTable of Contable of Contable of Contable of Contable of Contentsentsentsentsents

iv

Unit 10 (CD Tracks 26-27)Major Tonality - Tonal Syllables....................................................29Exploration/Creativity/Improvisation..............................................29Song to Sing - Major Song...........................................................29Major Tonality - When DO is G...................................................30Big Ben..........................................................................................31

Unit 11 (CD Tracks 28-29)Exploration/Creativity/Improvisation..............................................32Song to Sing - Hot Cross Buns...........................................................32Sneaking..........................................................................................33

Unit 12 (CD Tracks 30-31)Exploration/Creativity/Improvisation.............................................34Song to Sing - Russian Folk Song Two.............................................34Spinning.......................................................................................35

Unit 13 (CD Track 32)Exploration/Creativity/Improvisation.............................................36Song to Sing - Daughter, Come Home........................................36Major Tonality - When DO is F.....................................................37

Unit 14 (CD Track 33-34)Exploration/Creativity/Improvisation.............................................38Song to Sing - Minor Song......................................................38Rolling Hills..................................................................................39

Unit 15 (CD Tracks 35-36)Exploration/Creativity/Improvisation..............................................40Song to Sing - This Old Man...........................................................40Little Bird........................................................................................41

Unit 16 (CD Tracks 37-38)Exploration/Creativity/Improvisation.............................................42Song to Sing - Handkerchief Dance.......................................42Rope Swing.....................................................................................43

Unit 17 (CD Track 39)Harmonic Minor Tonality -- Tonal Syllables.............................44Exploration/Creativity/Improvisation ..............................................44Song to Sing - Circle Dance............................................................44When DO is C - Tonic Arpeggio and Tonic-Dominant Cadence....45When DO is C - Major Scale.........................................................46When LA is A - Tonic Arpeggio and Tonic-Dominant Cadence.....47

Unit 18 (CD Tracks 40-42)Exploration/Creativity/Improvisation..............................................48Song to Sing - Slovakian Folk Song.............................................48Folk Song from Wales..........................................................................49Carousel..............................................................................50

Unit 19 (CD Track 43)Exploration/Creativity/Improvisation .................................................51Song to Sing - Russian Folk Song One.......................................... 51When DO is F# - Tonic-Dominant Cadence.................................... 52

Unit 20 (CD Tracks 44-46)Exploration/Creativity/Improvisation ............................................53Song to Sing - French Cradle Song............................................... 53Down Came a Lady.........................................................................54Springtime One and Springtime Two................................................55

vi

Symbols Used fSymbols Used fSymbols Used fSymbols Used fSymbols Used for Beginning Por Beginning Por Beginning Por Beginning Por Beginning Perererererffffformance Piecesormance Piecesormance Piecesormance Piecesormance Pieces

S -- Starting finger (starts the piece).1 S -- Starting finger of the other hand.2 A square means that the handstays in one place.

S -- Starting key for the other hand.2

SA circle means that the hand moves.S -- Starting key (starts the piece).1

S

Count the sets of two or three black keys from either side of the keyboard to find the playing location.

Track1

Track1

Pattern CD Home Study CD

S1S2

Recordings

3

Student Duet(Lower Staff)

Music InformationFor the Teacher

Duple Meter

Major Tonality

DO is Eb

Separated Style

Check List

Solo

Performed with Duet

Student Duet

Connected Style

Separated Style

Played Loudly

Played Softly

Chant RP

Perform RP

Create with RP

Lesson Home

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

Track2

Unit 1

Student PartFingers and Hands

Moving Hand Hand Does Not Move

S2 S1

S2

S1

S2 S1

S2 S1

15

Music InformationFor the Teacher

Check List

Solo

Performed with Duet

Student Duet

Connected Style

Separated Style

Played Loudly

Played Softly

Chant RP

Perform RP

Create with RP

Lesson Home

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

Track12


Moving Hand Hand Does Not Move

Triple Meter

Dorian Tonality

RE is Eb

Separated Style


Unit 4

S2S1

S2S1

S2

S1

S2S1

30

Major Tonality - When DO is GStudent Activities

Find G on the Keyboard

G Major Tonic-Dominant-Tonic Melodic Cadence

First, play with one finger.

Second, play with these fingers. Follow the arrow movement, and play as sung in class.

G

When DO is GFor the Student

Learn to Find G1. G is a white key.2. Find G in the set of three black keys.3. Practice finding G in different places.

Sing the Tonic-Dominant-Tonic Cadence1. Sing the syllables for the tonic Major triad.2. Sing the syllables for the two arrangements

of the dominant.3. Sing the ending tonic pattern.

Play the Tonic-Dominant-Tonic Cadence1. Play the cadence with one finger. Keep all

the fingers together.Do not isolate onefinger.

2. Play the cadence with a separated touch.Use the fingers shown in the pictures.

3. Play and sing the cadence.

Teacher Reference:

Tonic Major (I)Tonic Major (I) Dominant Major (V)

Unit 10

G

TiSo

Do

MiSo

Ti

Re FaSo

Do

Mi

Do Mi SoG

Ti

SoGDo Mi

Ti

Re Fa So

DoMi

SoTi

SoTi

Re Fa

So

Do Mi

31

Music InformationFor the Student

Check List

Solo

Performed with Duet

Student Duet

Connected Style

Separated Style

Played Loudly

Played Softly

Chant RPPerform RP

Create with RP

Sing TPPerform TP

Create with TP

Lesson Home

________

________

________

________

________

________

________

________________________

________________________

________

________

________

________

________

________

________

________________________

________________________

Track27

Triple Meter

Major Tonality

DO is G

Melody Starts on MI

So Do Re Mi

G


So Do Re Mi


So DoS

DoSoG

Unit 10

S2 S1

S2 S1

43F


Check List

Solo

Performed with Duet

Connected Style

Separated Style

Played Loudly

Played Softly

Chant RPPerform RP

Create with RP

Sing TPPerform TP

Create with TP

Lesson Home

________

________

________

________

________

________

________________________

________________________

________

________

________

________

________

________

________________________

________________________


Track38

Do Re Mi

Do Re Mi

Triple Meter

Major Tonality

DO is F

Start on MI

Re MiRe Mi

Re Mi

Unit 16

S2

S1 S2

S1

54


Check List

Melody

Melody

New Keyality

New Keyality

Accompaniment

Hands Together

Chant RP

Perform RP

Create with RP

Sing TP

Perform TP

Create with TP

Lesson Home

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

Track45

Duple Meter

Major Tonality

DO is F#

Melody Starts on DO

Do

Ti

Do SoDo

DoDo

So

Ti

AccompanimentTonic/Dominant Changes

Re MiDo

DoRe

MiDo Re Mi

Melody

So La

So LaDoF#

Accompaniment

or

Unit 20

orF#

55


Check List

Melody

Melody

New Keyality

New Keyality

Minor Tonality

Accompaniment

Hands Together

Connected Style

Separated Style

Chant RPPerform RP

Create with RP

Sing TPPerform TP

Create with TP

Lesson Home

________

________

________

________

________

________

________

________

________

________________________

________________________

________

________

________

________

________

________

________

________

________

________________________

________________________

Track46

SoTi

SoDo

AccompanimentTonic/Dominant Changes

Melody

CTi Do Mi So

MiDo

MiSo

orTi Do

CTi Do

CSo

Duple Meter

Major Tonality

DO is C

Melody Starts on DO

So

Ti

Do TiDoTi

Unit 20

or

Music Moves for Piano is the first piano method of its kind. It appliesEdwin E. Gordon’s Music Learning Theory to the teaching of piano. When music istaught as an aural art, lessons build a foundation for lifelong musical enjoyment andunderstanding. With guidance, “sound to notation” leads to fluent music performance,reading, and writing. Some of the major concepts of this approach for students include:

• Rhythm is based on movement: Feel rhythm and chant rhythm patterns. Move inboth a continuous fluid way and a pulsating way.

• Sing songs and tonal patterns to develop pitch sensitivity, singing in tune, and a“listening” ear. Singing develops tonal audiation.

• Acquire a listening and performing music pattern vocabulary.• Understand the various ingredients of music, such as rhythm, meter, tonality,

harmony, style, and form.• Create with different elements of music, such as rhythm, pitch, harmony, and form.• Improvise using familiar patterns and songs. Transpose, change tonality and meter,

and create melodic and rhythmic variations.• Perform with technical freedom and comfort. Learn how to use the playing apparatus

from the beginning of lessons.

Marilyn Lowe, who has taught piano for more than 40 years, has used her experiencesand knowledge to create a non-traditional piano method based on Edwin E. Gordon’s theoriesof audiation. Other influences include the techniques and theories of Carl Orff, Shinichi Suzuki,Emile Jaques-Dalcroze, Zoltan Kodaly, and Dorothy Taubman. Lowe has been using thisapproach successfully with her students for more than 10 years. Her academic credits includedegrees in liberal arts and piano from Knox College in Galesburg, Illinois, and a master’s degreein piano from Indiana University in Bloomington. Lowe completed additional graduate study inorgan and music theory at Indiana University. She would like to express her appreciation to herformer music teachers: Nadia Boulanger, Murray Baylor, Walter Robert, and Menahem Pressler.

Edwin E. Gordon is known throughout the world as a preeminent researcher, teacher,author, editor, and lecturer in the field of music education. In addition to advising doctoralcandidates in music education, Gordon has devoted many years to teaching music to preschool-aged children. Through extensive research, Gordon has made major contributions to the fieldof music education in such areas as the study of music aptitudes, stages and types of audiation,music learning theory, and rhythm in movement and music.

CreditsMusic Engraver: Doug Lowe

Layout/Design: Mary E. Geise

Cover Design:Scott-Tack ArtWorks

Editor: Amber Stenger

Consultant: Jennifer Lowe

Original Music/Arrangements:Michael BrillMarilyn Lowe

Performers:Marilyn Lowe, PianoJohn H. Morton, VocalJerry Pollock, VocalTina Sibley, VocalJulie Wilkins, Vocal

Recording Studio:Music Precedent Ltd.

Engineer: John H. Morton

Praise for the Music Moves for Piano Series

Marilyn Lowe has brilliantly applied the systematic and profoundMusic Learning Theory of Edwin E. Gordon to create a new,stimulating, revolutionary approach to piano study that ensuresjoyfulness, musicality, and an authentic connection to music making.This approach avoids many of the significant pitfalls of standardinstruction. Music Moves for Piano focuses on developing the entiremusician—the student’s ability to sing, to move gracefully, to audiatemusical substance with understanding, to make a palpable physicalconnection to music. And it does this in conjunction with a wise,systematic presentation of purely pianistic skills: keyboardknowledge, technique and body awareness, notation, and, initially,attractive folk literature. The series of books represents amonumental and inspired contribution to piano pedagogy, which willsurely become the benchmark by which other methods, before andafter, will be measured.

Seymour Fink, Professor Emeritus Binghampton UniversityAuthor of Mastering Piano Technique

Contributor to A Symposium for Pianists and Teachers

In Music Moves for Piano, Marilyn Lowe has given us materials for anew generation of piano instruction, perfectly suited to the 21st –century student. They usher the student into the “language” of musicin a way that results in independent music making and musicalthinking. The process of native language acquisition is morethoroughly applied here than in any previous piano method. Studentslearn music as an aural (listening) art and an oral (performing) art.

Garik Pedersen, DMAProfessor of Piano and Piano Pedagogy

Eastern Michigan University

What Other Piano Teachers Say“Even five-year-olds understand the symbols for rote pieces.”

“Movement activities always bring a smile.”“A pattern vocabulary is acquired very quickly.”“Students love the neat pieces and folk songs.”

“Keyboard skills are strong and foster a good-looking playing position.”“Ensemble playing is so much fun.”

“Kids enjoy creating and improvising.”“Creative activities make performing feel more comfortable.”

“Transposing and harmonizing become natural skills.”“It is so exciting to teach about the ‘sound’ and ‘feel’ of music.”

“With this approach, reading music notation becomes effortless.”

Available MaterialsMusic Moves for Piano: Preparatory Book, Books 1 and 2Teacher’s Guide/Lesson Plans: Preparatory Book, Books 1 and 2Boogies and BluesMusic Moves for Two: Books 1 and 2Christmas Music: Books 1 and 2Pattern CD

Books in ProgressMusic Moves for Piano: Books 3, 4, and 5Teacher’s Lesson Plans: Books 3, 4, and 5Tone Colors for Piano: Books 1 and 2Repertoire for Piano: Books 1, 2, and 3Reading and Writing Music Notation

student book1 web

Documents