How to Teach Music Theory Beginner A Lesson 4
Welcome to the How to Teach Music Theory Beginner A Workbook Series - Lesson 4.
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 4. Remember to read the first 4 Blogs in this series:
Music Theory Beginner A Overview
Music Theory Beginner A - Lesson 1
Music Theory Beginner A - Lesson 2
Music Theory Beginner A - Lesson 3
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 Pages 22 & 23
As you read through my Blog Series on how to teach the Ultimate Music Theory Beginner A Workbook, you are going to see this suggestion again and again:
Take the Workbook to the Piano and PLAY IT!
I find that it is often best to have younger students stand at the piano to play these groups of 3 Black Keys (instead of sitting on the piano bench). It is easier to move up and down the keyboard and - by moving their body to be balanced with the pitch of the 3 Black Keys - they are usually able to play properly (with a curved finger position).
If you teach younger students, or students with special learning needs, having the chance to stand up is physically and mentally beneficial to them. Those off-bench games often give their body a chance to "get the wiggles out". When they return to the on-bench playing, they are usually able to focus a bit more.
How to Teach Music Theory Beginner A - The Importance of Reviewing Pitch
In the How to Teach Music Theory Beginner A Lesson 3 Blog, I explained one way that I teach Students about "Pitch". When the Student has completed Page 23 (either at the Lesson or at home) and I have marked their work, I often review their understanding of Pitch by playing the Ear Training Game that I call "Which Pitch Am I?".
The Student turns so that they cannot see the Piano. At the Piano, the Teacher plays one of the following:
- the 3 black keys that has a LOW pitch (the answer to Question 1)
- the 3 black keys that has a MIDDLE pitch (the answer to Question 2)
- the 3 black keys that has a HIGH pitch (the answer to Question 3)
The Student must identify which pitch they heard.
If a Student struggles to answer correctly, I like to tell them to "listen again". But this time, I use either my LOW (grumbly bear) voice or my MIDDLE (normal) voice or my HIGH (squeaky mouse) voice, and I say "What Pitch is this? Am I down low; am I in the middle; or am I up high?"
Usually, by hearing my voice and the 3 black keys being "sung and played" at the same pitch, the Student is able to hear and identify the correct answer.
Now, some Students may struggle, and that is, in my experience, quite common. To support getting a better understanding, play these Ear Training activities at every lesson. You don't need to stick to the ones that I am suggesting. Be creative.
Often Students need to match their body with the sound that they hear. Play a low group of 3 black keys and have them crouch down low close to the ground. Play a middle group of 3 black keys and have them stand like normal (or pretend to stand like the Teacher). Play a high group of 3 black keys and have them reach way up high to the sky.
If you have a Pitch Game that you have had success with, please share it with us in the comments below.
How to Teach Music Theory Beginner A Pages 24 & 25
Again, especially for younger students, have your Student trace the going up arrows (moving from left to right) with a blue arrow and the going down arrows (moving from right to left) with a green arrow.
Play each page! Explore with your Student how the sound gets higher and higher as we move UP from LOW to MIDDLE to HIGH (Page 24). When we play one group of 3 Black Keys, that group has a PITCH (either low, middle or high) but it does not have a DIRECTION. In order to have a direction, we have to GO from one group of 3 Black Keys to another group.
You may have noticed that the picture of the keyboard that we use in the Workbook is not a full sized keyboard. (There is not enough room on the page to fit a full sized keyboard.)
When I teach these pages, I typically use the group of 3 black keys below Middle C as the "Middle 3 Black Key Group". That is just my preference as it makes it easier for me to sing "Low, Middle and High" as I play the three groups of 3 Black Keys. (Does anyone else have a preference? If so, what is your reasoning behind your preference?)
How to Teach Music Theory Beginner A Pages 26 & 27
I like to assign Page 26 as a homework page (instead of reviewing it at the lesson). This allows me to see if the Student understands these concepts. I remind my Students that the title on Page 26 says "Lesson 4 Review with So-La & Ti-Do". A "Review" means that if you don't remember a concept, you go back to review it. These are not "Exam" pages.
On Page 27, for Question #1, I like to have the Student "be the Teacher".
Step #1 - The Student sits at the piano and the Teacher sits so that they cannot peak at the Keyboard. The Student has to pick a pitch - they have to decide whether they are going to play the 3 Black Key group down low (on the left), or in the middle, or up high (on the right).
Step #2 - The Student then plays this 3 Black Key group. It is sometimes tricky to play all 3 Black Keys in a solid (or blocked) position. Remind your Student to play as if they are holding a Turtle Shell (or practice having them grab their knees with curved fingers).
Step #3 - The Teacher gets to identify the pitch of the 3 Black Keys.
As a "teaching moment", I like to talk through how I identified the pitch. For example, I might say "If I were to sing those notes, I think I'd be singing in a high voice like this - insert exaggerated high squeaky singing notes here - so I think that you played 3 Black Keys up high!".
How to Teach Music Theory Beginner A Lesson 4 Page 27
Oh my goodness, but my Students get so excited when they see that they have an "ICE" to create! "ICE" is an opportunity for a Student to write a song, create a story or just make "sound effects" that for the picture in the Workbook..
I like to ask my students what kind of music would play in the background as a sound effect for So-La sliding down a slide.
- Would it be a bumpy or smooth sound?
- Would it be a slow or fast sound?
- Would the sound descend (get lower and lower) or would it ascend (get higher and higher)?
Discuss what happens when she reaches the bottom of the slide. Does she lightly land on her feet or does she fall off the end of the slide and land on the ground? Does she run or walk to the bottom of the ladder? How high is the ladder? Does she climb slowly or quickly?
All of these actions can be reflected in the story that the Student is creating. Have fun. Nothing has to be written down!
Buy having fun with "ICE", Students are learning the foundations of Word Painting! Also known as Tone Painting or Text Painting, this is the technique of writing music using melody, harmony and/or rhythm to reflect the meaning of the words. Word Painting connects the music to the text (or, in this instance, the picture).
If you are teaching the Music Theory Beginner A Workbook in a class or small group, it is fun to hear how each Student creates different sound effects.
Even though I explain to my Students that there really isn't a "right or wrong" ICE, if they are nervous about creating sound effects, then I will make up the story and ask them to create the sound effects.
I will have the Student choose a group of 2 or 3 black keys for each hand. With their hands on the black keys, I start my story, stopping to encourage the Student to create:
- So-La ran to the bottom of the ladder. (How could we play the black keys so that it sounds like someone is running?)
- So-La slowly climbed up the ladder. (What speed should we play? Should we start up high and play going down low, or should we start down low and play going up high? How tall is the ladder?)
- So-La sat down at the top of the slide. (Did she sit down gently or did she plop down loudly at the top of the slide?)
- So-La slid so quickly down the slide that she flew off the end, landing with a big thunk! (How fast do you think she went? How loud was the sound when she landed in the sand at the bottom of the slide?)
I'd love to hear about your experiences encouraging Composition with ICE! Please comment below or post your Ice experience in the Ultimate Music Teachers Facebook group!
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
