How to Teach Music Theory Beginner A Lesson 3
Welcome to the How to Teach Music Theory Beginner A Workbook Series - Lesson 3.
The Ultimate Music Theory Beginner A, B and C Workbook Series is the perfect theory supplement for Beginner Students (ALL ages, ANY instrument). The UMT Beginner A, B, C Series works with every Method Series and with every Learning Style.
In this Blog, we will look at how to teach the concepts in the Music Theory Beginner A Workbook Lesson 3.
Remember to read the first 3 Blogs in this series:
Music Theory Beginner A Overview
How to Teach Music Theory Beginner A Lesson 1
How to Teach Music Theory Beginner A Lesson 2
Join me as we explore tips and tricks to incorporate theory, ear training, sight reading and games into every lesson. Let's jump in!
How to Teach Music Theory Beginner A Lesson 3 - The Difference Between Low, Middle and High Pitch
When a Pitcher pitches the ball in Baseball, the Catcher will often indicate to the Pitcher what kind of pitch they want to catch. Will the Pitcher pitch the ball up high, or down low, or right in the middle of the strike zone?
So how does Pitch relate to Music? Pitch is how high or low a note sounds. To teach this concept, I ask my students: If a Baseball Pitcher was throwing a ball at the keyboard, where would they throw the ball if they wanted it to make a HIGH sound (a HIGH pitch)? What about for a MIDDLE sound (a MIDDLE pitch)? And where would it be thrown for a LOW sound (a LOW pitch)?
To continue to help Students understand the concept of Pitch in music, go to the keyboard.
- Play the lowest 2 Black Key Group. Using a "low" voice, say and play "2 Black Keys pitched down low".
- Play the middle 2 Black Key Group. Using a "middle" voice, say and play "2 Black Keys pitched in the middle".
- Play the highest 2 Black Key Group. Using a "high" voice, say and play "2 Black Keys pitched up high".
Remember, your voice does not need to match the exact pitch of the black keys when you play them. I have a lot of fun helping my students find their low, middle and high voices. We find words to help us describe these different pitched voices.
For example, a low pitch can be a "low grumbly bear voice"; a middle pitch can be a "middle talking voice"; a high pitch can be a "high squeaky mouse voice". Let me know in the comments if you have other ways of describing different pitches to your students. I am always eager to learn new tips & tricks!
To check to make certain that your Student is understanding this concept, play the "Pitch Game". The Pitcher (the Teacher) plays either a low, middle or high pitch using the 2 Black Key Groups. The Catcher (the student, without looking at what the Teacher is playing) has to identify or "catch the pitch" of the 2 Black Keys as either low, middle or high.
Then SWITCH! The Student is the Pitcher and has to play a Black Key Group while the Teacher is the Catcher and has to "catch" whether the Pitcher played a low, middle or high pitch.
How to Teach Music Theory Beginner A Lesson 3 - Direction
Direction can be a hard concept for Students to grasp (especially younger students). Direction involves moving from one pitch to another pitch. If you just play one pitch (one note), you do not have Direction. In order to have Direction, you must either move to a note that is UP higher, or DOWN lower, or is at the SAME pitch (the same note played again).
If you have access to a set of stairs, I like to have my student stand on a step and then I ask them to either step UP higher (go UP to the next step above the step that they are standing on) or step DOWN lower (go DOWN to the next step below) or march in place on the SAME space (do not step to a different stair).
As I've stated in previous blogs, my own learning challenges (dyslexia, etc.) make it harder for me to always see Direction clearly. I'm always second-guessing myself. So I use colored pencil crayons to mark the directional arrows between notes.
- Blue = Blue Sky is up high.
- Red = Same Spot, no movement. (I just picked red here - no real reason!)
- Green = Green Grass is down on the ground.
Whenever there are Directional Arrows in their Music Theory Beginner A Workbook, I have my students trace them with the corresponding color.
How to Teach Music Theory Beginner A Lesson 3 - The "Jump" Game using 2 Black Keys - Pages 18 & 19
Another Game to play is the "Jump" Game:
- Is Max the Turtle going to start on the high group of 2 Black Keys and JUMP DOWN (down to the left) to the middle group and then to the low group?
- Is Max the Turtle going to start on the low group of 2 Black Keys and JUMP UP (up to the right) to the middle group and then to the high group?
I like to play the "Jump" game by having the Student turn their back to the Keyboard so that they can't see whether Max and I are jumping up or jumping down. Once the Student has successfully answered the directions, then I give the Student the chance to "Be the Teacher" while I turn my back to the Keyboard.
How to Teach Music Theory Beginner A Lesson 3 - "Find the 2 Black Keys with your Eyes Closed" Challenge
Finding a group of 2 Black Keys with your eyes shut is NOT easy! This Challenge can be, well, challenging. (Try it yourself first!)
- With their eyes open, have the Student start by placing their Left Hand on the 2 Black Key Group at the very bottom left of the Keyboard.
- Then have the Student close their eyes, moving their fingers up to the next group of 2 Black Keys. Play that group, singing "2 Black Keys".
- Move up to the next group of 2 Black Keys. Play and sing "2 Black Keys".
- Continue up the piano, switching to the Right Hand when they reach the middle of the keyboard.
Was it easy or tricky to skip over the 3 Black Key Groups? (I find it tricky!)
How to Teach Music Theory Beginner A Lesson 3 Page 20 and Page 21
When a Student hasn't had a chance to complete any practicing or writing work at home, then I like to take the opportunity to have them complete a page (or 2, or 3...) at their Lesson. I tell my Students that "So-La Says: Write it, then Play it!". So any writing in their Workbook is completed, and then the Workbook is taken to the Piano so that it can be played.
When completing any of the "Review" pages, remind your Student that "Review" doesn't mean that it is a closed-book exam. "Review" means that if you are not certain of the answer, go back and "review" the concept.
On Page 21, if your Student "mis-identifies" a pitch (for example, they say "low" when you played a "high" group of 2 Black Keys), instead of saying "Wrong", I like to match my voice to the pitch I am playing and say "hmmm...does this sound like a low grumbly bear voice?". This allows my Student to re-think their answer and remember that a high pitch sounds like a high squeaky mouse.
I hope that you have enjoyed learning my Tips and Tricks for teaching the Music Theory Beginner Workbook Lesson 3. You do not need to play every single game with every Student. However, if a child is struggling with understanding a concept, then turn it into a game! To be certain that a child understands a concept, play a game!
These are just examples of some of the games that I play. These games are awesome on those lesson days when the child has not completed any practicing and just needs a "Game Lesson" to get that spark back! I hope that they inspire you too.
With a Smile and a Song,
Shelagh McKibbon-U'Ren
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Keep on Learning... With a Smile and a Song!
Shelagh McKibbon-U'Ren
