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A lfred’s Premier Piano Course Pop and Movie Hits Book 6 includes familiar pieces that reinforce concepts included in Lesson Book 6. The music continues the strong pedagogical focu[r]

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Music That Students Love to Play

2014–2015

Music Sampler

Contents:

About Premier Piano Course 2

Premier Online Assistant 3

Piano Maestro 3

New 4

Level 1A 12

Level 1B 21

Level 2A 33

Level 2B 41

Level 3 49

Level 4 58

Level 5 67

Level 6 76 Authors Gayle Kowalchyk, E L Lancaster, Martha Mier, Dennis Alexander, and Victoria McArthur

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About the Core Books

• The music of Dennis Alexander and Martha Mier is accessible and sounds great.

• The pacing and sound pedagogy produces strong sight-readers

• Musical structure and concepts are presented in a fun and interactive way.

• The emphasis on performing rhythms in patterns helps with reading and memorization

• The CDs for Lesson and Performance books, beautifully performed on acoustic piano,

provide an excellent model.

• Creative orchestrations on the GM disks for the Lesson and Performance books are

appealing to students.

• Correlating Pop and Movie Hits take the guess work out of finding popular music at the right level.

Lesson Book—introduces all new concepts.

Theory Book—promotes comprehensive musicianship.

Performance Book—contains outstanding music written

in varied styles to reinforce new musical concepts.

Technique Book—introduces easy-to-understand

technique tools and applies them to artistic performance

(Additional materials are available for the course

See back cover.)

Dennis Alexander has earned an international reputation as one of the most prolific and popular

composers of piano music for students at all levels His pieces have been staples on festival and

syllabus lists for more than 20 years

Martha Mier is the composer of the popular piano series Jazz, Rags & Blues, the top-selling

supplemental piano series in the world Because she taught piano for many years, her compositions reflect her keen sense of what students want to play and how they learn

Dr Victoria McArthur is Program Director of Piano Pedagogy at Florida State University,

Tallahassee She is a noted expert in the areas of piano technique, sight-reading, and practice strategies.

Dr Gayle Kowalchyk and her husband, Dr E L Lancaster, have authored more than 400

educational piano books based on their years of experience on college faculties and in their private piano studio At Alfred, Gayle is Senior Editor of Supplemental Piano Publications and E L is Senior Vice President and Keyboard Editor-in-Chief.

What Teachers Like About Premier Piano Course

About the Authors

About Premier Piano Course

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About the Core Books

About the Authors

FREE Support for Teachers and Students!

Premier Piano Course, Lesson Books 1A-2B are now available

in the award-winning lesson assistant and practice motivation app:

What is Piano Maestro?

• Piano Maestro is a smart iPad app that “listens” to an acoustic piano or keyboard (no wires or cables required).

• Music is displayed on the screen while the student plays along to background tracks.

• The graphics are designed to help students “look ahead”

Why Piano Maestro?

• Motivates the student to work to earn a higher score and level, like a game.

• Keeps track of the pieces students play and how long they play them with weekly progress reports sent

to the teacher’s E-mail.

• Receive access to the music from Premier Lesson Books and other pieces and exercises when you purchase a full membership.

How do I start?

• Purchase an iPad, iPad Air, or iPad Mini.

• Download the FREE Piano Maestro app from the app store.

• Plug in your Alfred promotional code and start exploring.

• Give the promotional code to your students to take advantage of the homework and assessment tools.

Visit PremierPianoCourse.com today!

Get Piano Maestro NOW!

Level 1A–2B Available now!

Premier Online Assistant is a resource to support teachers

and students who are using Premier Piano Course In these

short videos, co-author Gayle Kowalchyk explains each new concept introduced in the corresponding Lesson Book in a concise way.

Students can watch each video on their computer

or smart device to:

• introduce the concept before they study it in the lesson

• review the concept after they have studied it in the lesson.

Scan the QR Code with your smart device to see all videos for Level 1B.

Text SCAN to 43588 to download a free QR reader.

Scan the QR Code with your smart device to get the app!

Premier Online Assitant Video correlates with Lesson Book 1B, page 18.

3

SPECIAL INTRODUCTORY GIFT!

Receive 30 FREE songs from Premier Piano Course, Lesson Books 1A-2B.

Redeem using coupon code ALFGFTSUMR inside the app.

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4 Notespeller 1A • Gayle Kowalchyk and E L Lancaster • 42680

3

C–D–E on the Keyboard

Lesson Book: page 19

1 Write the letter name on each key marked X.

on the bass staff (LH)

Middle C

on the treble staff (RH) Bass F

RH Middle C

Treble G

2 Draw a line to connect each note on a spaceship to its matching name on one of the planets.

30

Haydn Mozart

More About Skips

1 A skip moves from a space to a space 2 A skip moves from a line to a

Meet Wolfgang Amadeus Mozart (1756–1791)

4 Name the notes to learn about this famous composer.

&

? w

w w

? w

H

? w

21

C 5-Finger Pattern in Bass Clef

1 Name each note in the C 5-finger pattern in bass clef.

2 Name each note in the C 5-finger pattern in bass clef.

3 Draw a line to connect

each note on a T-shirt to

its matching name on

one of the skateboards

These notes step

?

? w

NEW

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5 Notespeller 1B • Gayle Kowalchyk and E L Lancaster • 42681

8

Lesson Book: pages 14–15

The Music Dictionary

Name the notes to fill in the missing letters from note names and dynamics in the music dictionary

NOTE NAMES

DYNAMICS

15

1 Draw a half note a 2nd up from Treble C Then, draw a half

note a 2nd down from Treble C Name each note.

4 Write the note names on the blank lines Then, play on the keyboard.

5 Draw a line to connect each note to its matching name.

line–space–line space–line–spaceskipping a

On the staff, the notes of a 5th

move up or down:

• from a space to a space,

• from a line to a line,

skipping a space–line–space

1 Name each note Then, cross out the measures that do not contain 5ths.

2 Draw a line to connect the 5ths to the matching note names on one of the wind chimes.

Meet Clara Schumann (1819–1896)

2 Name the notes to learn about this famous composer.

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lon

& w Sh

& w w h

pi nist

& w

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4

Unit 1: Middle C and Bass F

Use with Alfred’s Premier Piano Course, Lesson Book 1A, page 37

&

?

44 44

Write the names of the notes in the boxes Then, play each note using finger 2

q Activity 1 Play the Note

Write the names of the notes in the boxes, then play

q Activity 2 Play from Note-to-Note

Tap the rhythm on the closed keyboard cover or on your lap

Count and keep a steady beat

q Activity 3 Rhythm Challenge

Sight-Reading 1A • Carol Matz and Victoria McArthur • 41040

5

&

?

44 44

∑ œ

5

œ œ ŒWalk - ing on

1

œ œ Œdes - ert trails,

∑

˙ ˙hot and

∑

˙ Ódry,

∑

˙ Ócrow

Choose a tempo at which you can play with a steady beat Keep going, even if you play a wrong note or leave notes out

q Activity 4 Play Without Stopping

&

?

44 44

∑ œ

5

œ

1

œ œHik - ing in the

Moderately

∑

œ œ œ œcan - yons all a -

∑

˙˙ Ósound

Circle all the tempo and dynamic markings Then play, making the music as expressive as you can

q Activity 5 Play ExpressivelyDesert Trails

RH

œ Œ œ

31

&

?

43 43 œ

&

?

44 44 œ

Happily

œ œ ˙sand - cas - tle

∑

œ œ œ Œright here on the

build one more!

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7 Sight-Reading 1B • Carol Matz and Victoria McArthur • 41041

RH

LH

11

&

?

44 44 œ

1

Œ œ Œdrib - ble

∑

œ œ œ Œclos - er, then

∑

œ œ œ Œaim for the

∑

˙ Ónet

Choose a tempo at which you can play with a steady beat Keep going, even if you play a wrong note or leave notes out

&

?

44 44 œ

1

œ œ œWhen I roll my

∑ p

Moderately fast

œ œ ˙bowl - ing ball

∑

œ œ œ œsmooth-ly down the

∑

.˙ Œlane,

RH

29

&

?

43 43

ŒIœ

&

?

44 44

ŒIœ

˙

1

œ F

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Œ œ œ œ.

ww œ

Half Step Blues

&

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21œ

1

œ#

3

œ œb w

˙ w

œ

3

œ# ˙ w

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9 Premier Jazz, Rags & Blues 2B • Martha Mier • 42426

∑ œœ.

∑ œ

œ

3

˙ œ ww

Red Satin Jazz

Martha Mier

&

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44 44

∑ œ

www œ

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8

Silver Dollar Rag

3

œ# Jœ ˙

˙˙1 œ œ . f

∑

˙˙1 ˙˙b1P

Slow blues tempo, with swing (swing style)

Œ 1 ˙˙˙

.œ

1 Jœb2 œ.1 œ.

Gonna Swing Those Blues

Martha Mier

28

Jazz Waltz in D Major

œ œ œ œ.

˙ poco rit.œ.

.˙˙

œ4

œ

1

œ œ ˙˙˙

œ4

œ1

œ œ œ ˙˙˙

œ œ œ œ.

.˙˙

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11 Technique Book 6 • 35262

20

Technique Tool 2

Voicing the Melody

Voicing means to bring out the melody by playing it so that

it stands out from the other notes played by the same hand Usually this note is played louder Play with more weight on the notes to be voiced as the melody

1 Play the RH melody notes with added weight ( f )

4 Finally, add the LH playing the bass notes Remember to play all melody notes with added weight ( f )

3 Play the RH melody in No 2 with added weight ( f ) as you play the other RH notes softly The soft notes were previously “the shadow ”

2 Play the RH melody with added weight ( f ) while you simultaneously and silently “play” the other RH notes Pianists call the silent notes “the shadow ”

& ## 43 œ5

œ œ œ œ œ f

Allegro moderato

& ## 43 œ5

œ œ œ œ œ f

œ

4

Voice top note

4

Voice top note œ

5

&

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##

43 43

œ5

œ œ œ œ œ

∑

f

P

œœ

4

œœ œœ œœ

2

œœ œœ

Voice top note

œ5

œ œ œ œ œ

∑

œœ

2

œœ œœ œœ

1

œœ œœ Voice top note

5 3 more weight

The following music examples each represent one of the four major style periods: Baroque, Classical,

Romantic, and Contemporary

Play each example written by famous composers Listen carefully to your sound, then circle the name

of the Technique Tool you used to play each

Music Time Traveler

&

c

œ5œ œ œ œ œ œ œ

plegato

Allegro

.œ

1

œœœ Œ

œ œ œ2œ œ œ œ œ

˙

3 œ œ

œ œ œ œ œ œ œ œ

œ3

œ œœœ Œ

œ œ œ œ œ œ œ œ

Sonata in C Major

K 545 (excerpt)

Rock the Alberti Bass

or

Playing Grace Notes

Technique Tip: Play the LH evenly

and lightly using gentle hand rocks.

&

?

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43

œ1

œ2

œ3 œ5

œ1 œ4

˙

1

œ

2

f

Animato

œ

œ œ œ

5

œ

4

œ

2 œ œ œ

œ

1

œ œ œ œ1 œ

œ

œ œ

œ œ œ œ œ œ

Minuet in G Major

(from the Notebook for

Anna Magdalena Bach)

Johann Sebastian Bach (1685–1750)

(excerpt)

Sustained Notes

or

Open the Hand

(circle one)

Technique Tip: Voice the melody

as it moves from RH to LH

in alternating measures

Baroque

Classical

48

Technique Tools Review

Circle the Technique Tool needed to play each example Then play, using that Technique Tool

Slur Gestures

or

Open the Hand

(circle one)

1

2

(circle one)

4

3

5

(circle one)

Trills

or

Building Scale Velocity

Voicing the Melody

or

Over and Back

or

Slur Gestures

(circle one)

or

Open the Hand

(circle one)

? 42 œ

5

œb

4

œ

2

Moderato

P

œ

1

œb

4

œ

2

œ œ

2

œb

4

œ

1

œ

2 œb

4 ˙5

& 44 œ2œ œ œ œ œ œ œ3œ1œ2œ œ œ œ œ œ F

Allegro

œ œ œ œ œ5. œ2 ˙

? ### 83 œ

1

œ

2

œ

1

œ œ œ

Lively

œ

4

œ

2

œ.

&

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#

44 44

œ1

œ œ œ œ

˙ ˙

˙˙

1

˙˙

P

Andante

œ œ œ ˙

1

˙˙ œ œ

œ1

œ œ œ1

œ

˙

3

? bbb 42 œ3 œœ

1

œ

4

œœœ

1

F

3

œ

1

œœœ

4

œ

1

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1

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4

œœ œ

1

˙

3

T echnique 5

Contents Edited by Morton Manus

Cover Design by Ted Engelbart

Interior Design by Tom Gerou

Illustrations by Jimmy Holder

Music Engraving by Linda Lusk

ISBN-10: 0-7390-7071-1

ISBN-13: 978-0-7390-7071-0

A Note to Teachers 2

Technique Tools Review 3

Artistic Etude 1 (Music with Action) 4

Hands-Together Workshop 1 6

The Primary Chords in D Minor 7

Technique Tool 1 (Even Sixteenth Notes) 8

Artistic Etude 2 (Dueling Melodies) 8

Masterwork Etude 1 10

Technique Tool 2 (Playing Grace Notes) 12

Playing Augmented Triads 13

Technique Tool 3 (Body Balance) 14

Technique Tool 4 (Over and Back) 15

Artistic Etude 3 (Long Phrases) 16

The Primary Chords in A, E, and B Major 18

Technique Tool 5 (Building Scale Velocity) 22

Technique Tool 6 (Sustained Notes) 25

Triads and Inversions .28

Two-Octave Arpeggios Beginning on White Keys 30 Technique Tools Review 32

Building Scale Velocity in Bb Major 34

The Primary Chords in Bb Major 35

Building Scale Velocity in G Minor .36

The Primary Chords in G Minor 37

Artistic Etude 4 (Finding the Heart Note) 38

Slur Gestures Voicing the Melody Building Scale Velocity in Flat Keys Trills

Form and Expression Changing Meters The Soft Pedal (Una Corde) What Makes It Swing?

NEW

E Major Scales in Parallel Motion Two-Octave Harmonic Minor Scales

in A, E, G, and D

C Harmonic Minor Scales in Parallel Motion Hands Together Workshops

Technique Tools

Artistic Etudes

6

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Pedagogical Focus

• Reading skills

• Steady, rhythmic pulse

• Basic technical foundation

Reading

• Landmark notes C, G, F

• Steps and skips up and down

from landmark notes

• Bass clef introduced before treble clef

• Varied fingerings to prevent

reading by finger numbers

• No fixed hand positions

• Short sight-reading examples

included in Lesson Book

• Sight-reading examples (Now Play

This) included in Theory Book

• Flash Cards include sight-reading

examples

Rhythm

• New notes immediately used in

short rhythm patterns

• Corresponding rest introduced

after each new note

• 10 multiple-note rhythm patterns

develop sight-reading skills

• Duet accompaniments promote

a steady pulse

Technique

• Developed equally in both hands

• Short, effective technical exercises

(Workouts) included in Lesson

• Analysis (Closer Look) to

promote musical understanding

• Suggestions (Premier Performer)

to enhance performance skills

• Activities such as composition

and improvisation (Imagination

Station) to encourage creativity

beyond the music on the page in both Lesson Book and Theory Book

• Ear-training activities (Now Hear

This) included in Theory Book

Classical Composers Introduced

• Johann Sebastian Bach

• Ludwig van Beethoven

• Franz Joseph Haydn

• Wolfgang Amadeus Mozart

• Hush Little Baby

• Merrily We Roll Along

• Mozart: Eine Kleine Nachtmusik

• Old Joe Clark

• Old MacDonald

• The Wheels on the Bus

Familiar Music Used in Performance Book (Arranged)

• Mulberry Bush

• Verdi: Anvil Chorus

Level 1A Overview

Level 1A Overview

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13 Lesson Book & CD 1A • 20652

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15 Theory Book 1A • 22354

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16 Performance Book & CD 1A • 21232

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18 Premier Jazz, Rags & Blues 1A • Martha Mier • 41038

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at Disney Parks The ride was featured at the 1964 New York World’s Fair, and the song in round form so that it could be repeated continuously during the

-page with the materials in Lesson Book 1A instructions in the upper right corner of each assigned as review material at any time after Book page P

can be used to supplement any beginning piano method

Pop and Movie Hits 1A includes included in Lesson Book 1A The music continues the str

of playing familiar music Duet and can aid the student with

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down from landmark notes

• Sight-reading, Now Play This, and

flash card examples continue

Rhythm

• Review of rhythm patterns from Level 1A

• 3 new rhythm patterns

• Continuation of duet accompaniments for rhythmic stability

Technique

• Hands-together coordination developed through a sequence

of pieces and Workouts

Creative Thinking and Musicality

• Closer Look, Premier Performer, and Imagination Station continue

• Activities in Theory Book (Musical

Detective) encourage analysis and

• Row, Row, Row Your Boat

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22 Lesson Book & CD 1B • 22352

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23 Lesson Book & CD 1B • 22352

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24 Theory Book 1B • 22174

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25 Performance Book & CD 1B • 22172

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27 Premier Jazz, Rags & Blues 1B • Martha Mier • 410392

Dizzy Lizzy Boogie

Moderate and steady

Play eighth notes evenly

œ

5

œ œ œ

∑ F

Moderate and steady

œ œ ˙

∑

∑ œ

5

œ œ œ

∑ w

1

œ œ ˙where you hide

Music by Martha Mier Words by Gayle Kowalchyk

˙ œ

∑ F

With a steady beat

2

Ó ˙

˙ Ó

œ ˙ œ w

w

Œ œ

5

œ œMartha Mier

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The pieces in this book correlate page-by-page with the materials

in Lesson Book 1B They should

be assigned according to the instructions in the upper right corner of each page of this book

They also may be assigned as review material at any time after the student has passed the designated Lesson Book page

Pop and Movie Hits 1B also can be used to supplement any beginning piano method

Edited by Morton Manus

P oP and M ovie H its 1B

CONTENTS

(Meet) The Flintstones 2Great Balls of Fire 8 Inspector Gadget 22 Over the Rainbow 16 Puff (The Magic Dragon) 18Supercalifragilisticexpialidocious 6Theme from “Ice Castles” 10 Theme from “Superman” 12We’re Off to See the Wizard 14What a Wonderful World 20

Yo Ho (A Pirate’s Life for Me) 4

Alfred’s Premier Piano Course

Pop and Movie Hits Book 1B

includes familiar pieces that

in Lesson Book 1B The

music continues the strong

pedagogical focus of the course

while providing the enjoyment

of playing familiar popular

music Duet accompaniments

create rich sounds and can

aid the student with rhythmic

security Both solo and duet

parts contain measure numbers

for easy reference

Allowing students to study music they enjoy is highly motivating Consequently, reading and rhythm skills often improve greatly when studying pop and movie music The authors hope that the music in Pop and Movie Hits 1B brings hours of enjoyment

Printed in USA.

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: 0-7390-6496-7 ISBN-13: 978-0-7390-6496-2

Produced by Alfred Music Publishing Co., Inc

P.O Box 10003 Van Nuys, CA 91410-0003

alfred.com

8

© 1957 (Renewed) UNICHAPPELL MUSIC INC., MIJAC MUSIC, CHAPPELL & CO., INC and MYSTICAL LIGHT MUSIC All Rights on behalf of itself and MIJAC MUSIC Administered by UNICHAPPELL MUSIC INC All Rights on behalf of itself and MYSTICAL LIGHT MUSIC Administered by CHAPPELL & CO., INC

Jerry Lee Lewis is best known for his riveting

on-stage performance of Great Balls of Fire After

its release in 1957, it reached No 1 on the country hit list and No 2 on the Billboard pop chart Rolling Stone magazine named it as one

of 100 greatest songs ever written.

Lesson Book: page 29

Great Balls of Fire

&

?

44 44

1

˙ œ œnerves and you

Œ

9 17

13 21

Duet: Student plays one octave higher

Words and Music by Otis Blackwell and Jack Hammer

∑

∑ w

The classic song Over the Rainbow was sung by

Judy Garland in the popular film The Wizard of Oz

It eventually became Garland’s “signature song,”

meaning it was the most requested song during her

by the executive producers of the film since they thought it “slowed down” the movie The composer successfully argued that the song was an asset and it was put back into the movie

Lesson Book: pages 40–41

All Rights controlled and Administered by EMI FEIST CATALOG INC (Publishing) and ALFRED MUSIC PUBLISHING CO., INC (Print)

Music by Harold Arlen Lyric by E Y Harburg

Over the Rainbow

(from the M-G-M Motion

Picture The Wizard of Oz)

2

high,w

1

w w

∑ w

&

?

12Ó

˙

1

˙ Óheard of

∑ wby

∑ w

&

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17

∑ w

3

Some

∑

∑ w

1

w w

∑ w

&

?

28Ó

˙

˙ Ódare to

∑

˙ ˙

do come

∑ wtrue

Theme from “Superman”

We’re Off to See the Wizard What a Wonderful World

Yo Ho (A Pirate’s Life for Me) Pop and Movie Hits 1B • 34016

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Contents

Angels We Have Heard on High

Coventry Carol

Dance of the Sugar-Plum Fairy (from The Nutcracker)

Deck the Halls

God Rest Ye Merry, Gentlemen

It’s the Most Wonderful Time of the Year

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A Note to Teachers

understanding the major cultural periods, musical

styles, and the development of music through the

ages The book and CD includes art and listening

examples to encourage discussions Although not

correlated page-by-page, Book 1 is appropriate for

piano students in various levels of Premier Piano

Course (based on the individual student’s reading

level) It also may be used with other piano methods

or in group lessons

An introduction focuses on musical style and how

to listen to music The units that follow provide

overviews of the major musical style periods Each

highlights cultural trends, important composers,

musical forms, and how music relates to other arts

The enclosed CD includes excerpts from important

musical compositions to reinforce the concepts

presented Art vividly illustrates each time period

Each unit is organized in the following order:

• a one-page overview, including

an historical background

• a two-page look at important

musical developments

• a two-page art spread to provide

insight into life at the time

• a one-page summary with listening

examples and a written review

An answer key for the review is provided

on page 56 It can be used to quickly check

answers after completion of each activity and

can be cut and removed if so desired

No part of this book shall be reproduced, arranged, adapted, recorded, publicly peformed, 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: 0-7390-8760-6 ISBN-13: 978-0-7390-8760-2

Produced by Alfred Music P.O Box 10003 Van Nuys, CA 91410-0003

alfred.com

A Note to Students

musical journey throughout history You will learn about musical style periods, important composers, their compositions, how musical styles developed, other arts, and what life was like during the times

As you travel through time, you will see important works of art and hear outstanding pieces of music

You will be able to apply what you learn about music history to music that you are studying and performing Enjoy your travels!

Contents

Introduction 2

Unit 1 The Greco-Roman Era 7 Unit 2 The Middle Ages 13 Unit 3 The Renaissance 19 Unit 4 The Baroque Period 25 Unit 5 The Classical Period 31 Unit 6 The Romantic Period 37 Unit 7 The Turn of the 20th Century 43 Unit 8 1945 to the Present 49

Answer Key 56

43

Impressionism

At an art show in 1874, the painting Impression,

Sunrise by Claude Monet (1840–1926) was

described as unfinished—a sketch Monet and other artists used brush strokes of pure color to show the reflection of light on objects This style

of art was called Impressionism

The term was also used to describe the music

of Claude Debussy (1862–1918) Inspired by a

poem, his Prelude to the Afternoon of a Faun

portrays the dreams and visions of a faun (a Roman god, half man and half goat) through unusual melody, harmony, and orchestration

CD Track 16: Prelude to the Afternoon of a Faun (1894) by Claude Debussy

The Turn of the 20th Century

By the 20th century, developments in science and technology began to influence society and the arts International communication allowed musicians to develop an awareness of cultures from around the world Musical trends and styles changed quickly as composers explored new ideas Many even wrote in multiple styles throughout their musical against the overly emotional style of the Romantic period Composers continued to use musical forms and instruments of the past but in new and unique ways

Expressionism

Influenced by new psychological studies of

the subconscious mind, Arnold Schoenberg

(1874–1951) developed a musical style called

Expressionism Schoenberg no longer accepted

beauty as necessary Instead, he used harsh

musical dissonances to express powerful,

yet personal, inner emotions Schoenberg’s

Pierrot Lunaire uses a technique known as

sprechstimme, a type of sung speech using

approximate pitches and wide leaps

CD Track 17: “Valse de Chopin”from

Pierrot Lunaire (1912)

by Arnold Schoenberg

In the Expressionist painting The

Scream by Edvard Munch (1863–1944),

fear is conveyed through the use of

heavy brushstrokes, striking colors,

and the distorted face

44

Portrait of Adele Bloch-Bauer I

(1907) by Gustav Klimt (1862–1918)

From Klimt’s “Golden Phase,” this

painting uses gold leaf (real gold

hammered into very thin sheets).

45

Jazz Influences

in the field of popular music at age 15 when he heard the African-influenced rhythms of jazz He was one of the first musicians to be successful

in both popular and serious music Among his works are many Broadway musicals, piano

concertos (Rhapsody in Blue and Concerto in F), the orchestral piece American in Paris, and an opera (Porgy and Bess).

In 1927, Gershwin went to Paris to study composition with the famous teacher Nadia Boulanger (1887–1979) She told him she could teach him nothing and encouraged him to continue his unique jazz-influenced style

CD Track 18: Rhapsody in Blue (1924)

by George Gershwin

Sergei Prokofiev (1934)

by Pyotr Konchalovsky (1876–1956)

movement is a gavotte, which was a popular

Baroque court dance However, it certainly departs from the style of Haydn.Great Music and Musicians, Book 1 • Nancy Bachus and Tom Gerou • 39060

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46

Taking place in St Petersburg, Russia, the exotic and brightly colored stage set reflects elements of primitivism.

Petrushka (1911) by

Alexander Benois (1870–1960)

Primitivism

Through his use of energetic rhythms and

complex harmonies, Igor Stravinsky

(1882–1971) became identified with a

musical style called Primitivism He

revolutionized music with his early works

for the Ballets Russes (The Russian Ballets)

The music of Petrushka uses the technique

called parallel harmonies (chords locked

into an unchanging shape that move up

or down)

Primitivism in art idealized folk and non-Western cultures The brilliant colors and rough, flat decorations of Alexander Benois’

Petrushka set design

and Picasso’s portrait reflect this style

CD Track 19: “Russian Dance”

48

Word Scramble

Unscramble each composer’s

name to match his musical style:

Listening Guide

CD Track 16: Prelude to the Afternoon of a Faun

by Claude Debussy (Impressionism)

A flute playing a dreamy solo opens, followed

by the harp and horns—unique colors for a concert hall in 1894

CD Track 17: “Valse de Chopin” from Pierrot

Lunaire by Arnold Schoenberg

CD Track 19: “Russian Dance” from Petrushka

by Igor Stravinsky (Primitivism)

A full orchestra opens with the theme

Woodwinds, strings, and piano are featured in turn, along with exciting percussive effects

Summary: The Turn of the 20th Century

Around the turn of the 20th century, there were

many different musical styles Some composers

felt the extreme emotionalism of Romantic music

needed to be limited

• Most composers rejected Romantic tradition

• Western musicians were introduced to art

and music from different cultures

• Many composers wrote in different, unique

styles within their careers

• Trends in the visual arts influenced music

Jazz (with its complex rhythms) and

technology (especially music recordings)

impacted the arts

• Forms and instruments of the past were still

used in the 20th century, but often in very

Teacher: You may cut and remove the answer key from the book.

1 _ Western art music

• music for church

• where monks and nuns live

• one voice

• travelling musicians from the Middle Ages

H

1

2 2

3

M A D R I R S I

C A P P H M

A R M O N

E T

L

L A

A A

A something not working

B measures air pressure

C irregularly shaped pearl

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8

The Hydraulis

The hydraulis was the first keyboard

instrument, a type of pipe organ using

water pressure to send air into the pipes

The cornu was a brass instrument used to

signal troops during battle Both instruments

were heard at gladiator fights The hydraulis

and diamond-studded swords became

popular gifts among royalty

Street Musicians

The Roman city of Pompeii was

buried and preserved by ash and pumice after a volcanic eruption

in 79 CE It was rediscovered in

1748 This mosaic (created with small pieces of colored glass and stone) from a Pompeii home shows street musicians playing

an aulos (a double flute), small cymbals, and a tambourine

1500s, the harpsichord (which plucks

the strings with quills) was popular in Europe, especially in England Many collections of solo keyboard music were published requiring technical skills now associated with piano playing (fast scales, broken chords)

Musicians playing a harpsichord, lute, recorder, and viola da gamba.

Queen Elizabeth I (1533–1603) of England was a patron of music and played the lute and the harpsichord.

Cities had grown and become centers for trade and commerce In northern

Italy, a new merchant class developed

in the city-states and republics Venice,

located on the sea, became a crossroad for international trade between the East (Asia) and northern Europe Florence also flourished and was home to the largest bank in Europe

Prominent Italian families hired artists and musicians to fill their homes with sculptures, paintings, and music They competed to employ the finest musicians, sometimes having 10 to 60 musicians in a household

A Note in History

34

The two keyboard players at the keyboards are fourteen-year-old Wolfgang Amadeus Mozart and his father, Leopold The overall picture has “classical” balance, even the bookshelves Greek vases are used decoratively The artist is shown painting this painting.

41

The Polish composer Frédéric Chopin (1810–

1849) wrote almost exclusively for the piano, with his waltzes among his most popular works

Schumann wrote that a dancer of Chopin’s waltzes ought to be at least a countess since they should

be performed with regal elegance

The “Minute Waltz” title, nicknamed by one

of Chopin’s publishers, meant a “small” waltz

Actually taking about two minutes to perform, this piece has been played by many amateur and concert pianists

CD Track 14: Waltz in D-flat Major (“Minute Waltz”) (1847) by Frédéric Chopin

The Russian composer Peter Ilyich Tchaikovsky

(1840–1893) created one of the most popular

piano concertos of all time, Piano Concerto

No 1 in B-flat Minor The first performance

was held in Boston, Massachusetts, in 1875 The solo piano part has many virtuosic passages and beautiful themes

CD Track 15: Piano Concerto No 1 in B-flat Minor (1875) by Peter Ilyich Tchaikovsky

In the early 1800s, clothing styles changed and men had stopped wearing wigs Franz Schubert (1797–1828) is seen wearing trousers at the piano whereas the man in front right is wearing the old-style stockings and knee breeches

Schubertiade (1897) by Julius Schmid (1854–1935)

Great Music and Musicians, Book 1 • Nancy Bachus and Tom Gerou • 39060

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33 Level 2A Overview

• Treble notes E, F, G added

• Melodic and harmonic 6ths used

to aid in moving freely around

the keyboard

• Sight-reading, Now Play This, and

flash card examples continue

Rhythm

• Eighth notes introduced for the

first time allowing for greater

rhythmic security

• Eighth-note rhythm patterns

added to other rhythms of

gradually increasing complexity

Technique

• Workouts continue developing

skills for playing hands together, hand-over-hand crossings, and finger crossings

Creative Thinking and Musicality

• Closer Look, Premier Performer, and Imagination Station continue

• Activities in Theory Book (Under the

Microscope) encourage analysis

and musicality

• Artistic Interpretation

(Telling a Story with Music)

• Harmonization with Tonic and Dominant

Classical Composers Introduced

• Clarke: Trumpet Voluntary

• Boom, Boom!

(Ain’t It Great to Be Crazy?)

• Yankee Doodle Dazzle

Classical Piano Repertoire

in Lesson Book

• Bartók: Study (First Term at the Piano)

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Trang 35

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36 Theory Book 2A • 22371

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37 Performance Book & CD 2A • 22368

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The D and A major 5-finger patterns are played with four white keys and one black key

in the middle (3rd finger) First practice slowly, then gradually increase the tempo

A Major (Contrary Motion)

D Major (Parallel Motion)

Parallel Motion Workout

Play again using an A major 5-finger pattern

Play again using a D major 5-finger pattern

Artistic Etude 4

Tools for Expressive Performance

Playing expressively is like assembling a challenging, fun puzzle with many pieces!

To play with expression, you must use:

• Appropriate tempo (speed)

• Steady or even meter (time signature)

• Dynamic contrasts

• Articulation (staccato and legato)

• Correct pedal, if needed

• Good balance between melody and accompaniment

An expressive pianist doesn’t just play the correct notes and rhythms All the other musical “puzzle pieces” also must be there!

Reach for the Stars

There is noth-ing that you

VV can - not do when you

Ê

3

Ê

Technique Tip: Keep your foot over

the damper pedal at all times, with your heel on the floor

T echnique 2A

ContentsEdited by Morton Manus

Cover Design by Ted Engelbart

Interior Design by Tom Gerou

Illustrations by Jimmy Holder

Music Engraving by Linda Lusk

ISBN-10: 0-7390-5863-0

ISBN-13: 978-0-7390-5863-3

A Note to Teachers 2Technique Tools Review 3

Hands-Together Workshop 1 (Parallel Motion) 4 Technique Tool 1 (Dynamic Shaping) 6

Artistic Etude 1 (Feeling Intensity and Relaxation

with Dynamics) 8

Technique Tool 2 (Crossing over the Thumb) 10

Preparing for Chords 11

Technique Tool 3 (Solid-Sounding Chords) 12

Technique Tool 4 (Two-Note Slurs) 14 Artistic Etude 2 (Creating Moods in Music) 16 Hands-Together Workshop 2 (Contrary Motion) 18 Technique Tool 5 (Seamless Melodies) 20 Technique Tool 6 (Balance Between Melody

and Accompaniment) 22

Technique Tool 7 (Damper Pedal Footwork) .27 Artistic Etude 3 (Ringing Tone) .28

Artistic Etude 4 (Tools for Expressive Performance) 38

Crossing over the Thumb

When playing the piano, fingers often cross over the thumb On the closed keyboard cover:

• Place the RH in a rounded hand position

• Keeping the thumb on its side tip, cross finger 2 over the thumb and tap the keyboard cover

• Bring finger 2 back to its starting position Repeat 3 times each day with RH, then LH

Balance Between Melody and Accompaniment

Damper Pedal Footwork

C and G 5-finger patterns

D and A 5-finger patterns

Hands Together Workshops

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39 Pop and Movie Hits 2A • 34415

Edited by Morton Manus

P oP and M ovie H its 2a

ContEnts

Beauty and the Beast (from Walt Disney’s Beauty and the Beast) 14Catch a Falling Star 16 The Chicken Dance 6Chim Chim Cher-ee 12 Happy Birthday to You 24Heigh-Ho

(from Snow White and the Seven Dwarfs) 4It’s My Party 8James Bond Theme 20The Lion Sleeps Tonight 22(We’re Gonna) Rock Around the Clock 10Star Wars (Main Theme) 2Wipe Out 18

The pieces in this book correlate page-by-page with the materials

in Lesson Book 2A They should

be assigned according to the instructions in the upper right corner of each page of this book They also may be assigned

as review material at any time after the student has passed the designated Lesson Book page Pop and Movie Hits 2A also can be used to supplement any beginning piano method

Alfred’s Premier Piano Course

Pop and Movie Hits Book 2A

includes familiar pieces that

in Lesson Book 2A The

music continues the strong

pedagogical focus of the course

while providing the enjoyment

of playing familiar popular

music Duet accompaniments,

when included, create rich

sounds and can aid the student

with rhythmic security Both

solo and duet parts contain

measure numbers for easy

reference

Allowing students to study music they enjoy is highly motivating Consequently, reading and rhythm skills often improve greatly when studying pop and movie music The authors hope that the music in Pop and Movie Hits 2A brings hours of enjoyment

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.

1

˙laugh and

œ Œ Óplay ) F

6

the Chicken Dance

(Dance little Bird)

Duet: Student plays one octave higher

Lyrics by Howard Ashman Music by Alan Menken

Beauty and the Beast

(from Walt Disney’s Beauty and the Beast)

œ#

ly.wMove

˙˙

1

œ œ ŒJust a

˙˙

3

œ œ

w ww

Contents

Beauty and the Beast (from Walt Disney’s

Beauty and the Beast)

Catch a Falling Star

The Chicken Dance

Chim Chim Cher-ee

Happy Birthday to You

Heigh-Ho (from Snow White and

the Seven Dwarfs)

It’s My Party

James Bond Theme

The Lion Sleeps Tonight

(We’re Gonna) Rock Around the Clock

Star Wars (Main Theme)

Wipe Out

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40 Christmas Book 2A • 30895

Contents

Arabian Dance (from The Nutcracker)

Bring a Torch, Jeannette, Isabella Ding, Dong, Merrily on High

It Came Upon the Midnight Clear Jingle Bells

The Little Drummer Boy

O Come, All Ye Faithful

Over the River and Through the Wood Ukranian Bell Carol (Carol of the Bells)

Up on the Housetop

We Wish You a Merry Christmas

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