I

Crumpy Old Rests

a E

G
'o'
IlalIlI

Grumpy Old Troll has made mistakes on his theory work below
. Put an X through the measures with too many beats. d
I
o
1 .-
t - -- w v
- t-

. Put an X through the measures u.ith too ferr' beats

a I
l I
I I I 2.
o a
- if
t

Your teacher will set a steady beat for you to tap rvith 1,our hand or foot.
. As you tap, listen to the musical example that your teacher play,s.
. Circle the kind of rest you hear in each example.
^

a
1
I (quarter) 2. )
t
(quarter) J )
t (quarter)

I (halD --r- (ha10 _--I_ (half)

--r-- (whole) T (whole) ----- (whole)

For Teacher Use Only: The examples may be played in any order. Set a steady beat for the student to tap as you play
Count one measure aloud before each example.

"!f

p
tl19 Lesson p.39 (Grumpy Old Troll)
6 *b
=
The Sharp
A sharp means to play the key
#
a half step higher
I
(the closest key to the right).

c E E# A

Merlin's Sharps
I l- I t- I l- I l-
1

1. Trace these sharps. , -L-t

I z- -L-t
I a- -L-t
| -l-
-L-t
I s-
-rI
-(I
r -(I
-f
I
t

Now draw your own fi in each of Merlin's stars.

2, Connect the sharp letter name in Merlin's wands to the correct key.

d
f

Px. Dfi c# B# A#
I
Ef
I
cil
tl
F#
f tt
,
{f
I
.il

gi
E

/ // f f
il

3. In the blank, write the sharp name of the circled key on Merlin's robe.

30 Lesson p.40 (Merlin s Wond)

Merlin's Sehool

o line or
in o spocc'
be on
"G rhorp con

1. Draw several sharps on the line below. d Draw several sharps in the space below. ,

."R

Hint: The line passes through Hint: The sharp "boxes in" the space
the middle of the sharp.

bor \inc
but not Post o
cniira rneosure
though on
"C ,hotP corries

,
a . How many notes are How many notes are How many notes are
played as F sharp? _ played as C sharp? _ played as G sharp? _

\. TLr -
t l I
, ,

notc
rprittan in front of t}te
ohools
"{hn s\orp sign is

3. Draw a sharp in front of each note below. Write the note name inside Merlin's hat

')
\
, ii
,,.,:,,,,,;
. l-z

Ex.

a 7)
a
7z

+ ,:i' k: :irl
'1' lr.t
r
+c*u

,*#m
Lesson p.40 (Merlin's Wond)
 The Flat

Aflat means to play the key a half step lower

(the closest key to the left).
D G cb c

Party Game lvith Flats

I

;1
t-
1. -sir# Troce t,
.*asre;d
ee+ls# these flots l/
t
l

J.
o '.,--i.,:,'
'?iii!li:i.
,::j' 'i

&
.
Now drow o flot
r!
in eoch porty hot
.1.,

., ,.1'

2. Connect each flat letter name to the correct key on the keyboa ,a. ,f
Dh ch Bb Eb cb Fb
^b

* On the stoff,
g Drow o flot
in fronf of eoch A flot con be on
.elEE
€B.e o flot is olwoys
.f &
ffir o line or spoce. written in front
r).
ffi
w
note. Then nome
the note
,ffl of the note

at
a 4,,
, \.-u

"s1,
_trx.

32 Lesson p.43 (Porty Song) I

Broad\{ay Tirnes b t
I
,.G Sightread the examples below. d 'How
ToNIGHTI

''€t' Watch carefully for sharps and flats!

J
r[[l]ltrG

1 5
J
\ \
f
a. a , ^ I a. A u, t
-
mf Broad - way! Here we come. Broad - way! Mu - sic fun.

Broad - way danc-in'! Peo - ple danc - in' on the stage.

mf
a
a
)
- I I

b
1

1 1 3

.aa
I I

C. I I (, a)
v I

mp Come and see the cit - y lights. Watch theBroad-way show to-night.

Your teacher will play two notes for each example.

The second note will be a half step higher or lower than the first note.
. Draw u fl in front of the second nore if it is higher.
..,r& . r ({7 E N ...
. Draw a h in front of the second note if it is lower. "'' LI

\. z\ v/\
o
t;-------v a
1 / 2. 3

4. 5 6

a \. \,-t \,
a
7 8 9 7

Note to Teacher: In each of the above examples, sharp or flat the second note

Lesson p.44 (Boogie on Broodwoy)

7 D OM INANT

TONIC

=
Tonic and Dominant Notes
In the C 5-finger scale and other 5-finger scales that you will learn:

The first note The fifth note

is called the is called the
tonic. dominant.
a
scale steps: 1 2 J 4 5

tonic dominant

Bicycle Tirne
,8
Write a tonic or dominant whole note in each meas.rt.. .{
. If the melody is mostly scale steps t-3-5, use the tonic.

. If the melody is mostly scale steps 2-4-5, use the dominant.

Moderately
1 ) 3 4

,
,. (
s\. /+ I
at I
o
ai 4
p Ped o
al, ped dl, up the steep hill,

t- a !i..

a
7 ,, #"

you write
Ex.
t t t t
5
1 ) 3

ttFl
\\,, r ( r
c lav o - IJ
o
huff and puff, huff and puff, up the long steep hill,
nw
a

t t t t
34 Lesson p.a7 lGnl/Boy on o Bicycle)
 9
3 13 5

rfil I I

r-
S\.'
1'
aJ Just -- + a IJ
o+-
lit tle far - ther now, I',ll be at top!
a

a
,!f the

t t t t
13
5 s-l-o-w-i-n-g down
,
f-l7t1
- I ) - I )
c)c - a v
o v o €>
J com -ing down, I'm com-ing down, I'm brak - ing to a stop!

a
a

t t t t

. Play your completed Bicycle Tune. You have harmonized the melody!

Your teacher willplay a short example that will end on the tonic or dominant.
Circle the bicycle wheel with the correct answer. (Each example begins on the tonic.)

a. b
^6 ,B". ^6 ""@-
c. d
^6 ,ry. ^6 ".6r.
For Teacher Use Only: The examples may be played in any order.
Create more examples of your own for the student to verbally answer

f m,p

--o- --r-
mf f
,49
8 a
a
a

The C Chord
line-line-line
/
The C chord builds UP
in 3rds (thirds) from C

Middle C

(\o I
v lo I
, (

space-space-space

Chords for a Scarecrow

I Write a C chord starting on each C below.
Hint: Refer to the chords above for help. -*d

Boss Middle Treble

C C C

a
;f;t^
a

c *
{

Chords in the Cornfreld

2, Add the missing notes up ot downto form C chords. ,
Remember, C should be the bottom note of the chord.

/ I a.l (t
\
I

, ji{g. I
l-,

€>
Ex

\. a.D a.D
a l
a.t (t
7 (t (I

Notice the clef!

,:6 Lesson p.49 (Song for o Scorecrow) FF

 I is the
Roman numeral
o t
o I chord
for the nu-b., 1

In the C 5-finger scale, the C chord is called the I chord

because it builds up from scale step 1.

Row, Row, Row Your Chords

I Y
Circle each C chord, then write a I lRoman numeral) underneath.
^',o' Remember, C should be the bottom note of each C chord.
InAtillilG
Draw an X through the other chords.

7 r) a.t
6
r r) 2. a.t
a Sa\ 2.
,{xg r.

Ex. X
Notice the clef!

\.a (t 2
.) j. L).
(t 7)o
(l I

I I
n.
I

Your teacher will play either example a or b.

Listen carefully and circle the one you hear. i

la 2a. 3a

or OI or

b L b. b -#
# (.

4a. 5a. ,t 6a.

----l

or 0r or

b. b b.

F;
Lesson p.51 (Row, Row, Row Your Boot)
I V'
=

The Yz Chord V -
(pronounced ofive- seven")
o 5
Y t the Roman numeral for the ,ru*b", 5.
The V7 chord is formed by playing both the dominant note and
the note below it in the 5-finger scale.
V7
a
Play a

together:
note dominant For more information on the V7,
below the refer to Lesson Book p. 52.
dominant

Mr. Haydn's Chords

I. . Write I or V7 under each meas ur". /
. Play the chords as your teacher plays the London Symphony Theme
high on the piano. (Lesson Book p. 52)

With spirit
\. I
-- a) -- -- n
a 7) 7)
7 t) n t) t) n
I I

mp
Ex.

\. AD
- a.t

f
2. Write I or V7 in each of Mr. Haydn's wigs. Now play the chord pattern you wrote.

Lesson p 52 (Theme from the "London" Symphony) FF

 Fun Faets for Mr. Haydn
l. Read the words, then play each melody.
2, Now write I or V7 in each box to harmonize the melody. f#
. If the R.H. plays mostly scale steps 1-3-5, use the I chord.
. If the R.H. plays mostly scale steps 2-4-5, use the V7 chord

3. Play each melody with the chords.

s"
Ex.
1
1
4
, il r,

f-p Hay- dn was the

Hay-dn's fa - ther
sec - ond child
worked as a
of
wag -
twelve
on
chil - dren.
mak - er.

5
,_ il
+ ll.
I ,, ll.
/
F
- a-

f p Aus-tri - a was
As a child he
Hay - dn's home,
loved to sing,
Hay - dn's home,
loved to sing,
Hay-dn's home
loved to sing.

)
I llo
a ,, - -
t * lt

f-p Hay
Hay
dn loved to
dn thought of
hunt
na -
and
ture.
Hay - dn was a
Na - ture helped him
fish-er-man.
to com-pose.

I Il.
, I l -
f-p Guess how man-y sym - pho - nies that Hay - dn wrote?
Here's the an - swer: one hun-dred and four, he wrote!

rY$ . Your teacher will play each line of music and change the rhythm or
notes of one measure.
rItlNr[6 . Look closely and point to the measure that was changed.

Lesson p.52 (Theme from the "London" Symphony)

rit. = ritardando
means a gradual slowing down.

Ritardando is often shortened to ritard. or rit.

1. Add bar lines to match the time signature.

Then sightread the music. Fun Faets for
2, Now write I or V7 in the boxes to harmonize eachmelody. Mr. BeethoYen
Play the melodies again with the chords.

Ex.
1
5l
t,
t ,
+ - -
np 2nd time rit
Lud - wig - tho - ven was
Bee born in De - cem - ber.
Lud - wig is Old Ger - man for "fa - mous war - rior."

a
, +,, ll.
TI

f Bee tho - ven played the

2nd time rit.
vi-o-lin and or gan.
When he com - posed he sat at the pi an o.

3
*
, I
l.
t
, +,. lt (,
€>
mf Guess how man-y sym - pho - nies
2nd time rit
he wrote?
One, two, three, four, five, six, seven, eight, nine!

3. Can you answer these three questions? Hint: Refer to the lyrics to help you!

Quuslion,
,
Question: Question:
Whot does the nome
Ludwig meon? ':i^3:*l;:ilxi'1I ,#j:l"i.i:s

Lesson p.54 (Shepherd's Song) FF

 An Eye for Chords

,"ft
.r€j;- Sightread the music below. Set a steady beat and keep your eyes moving ahead.
IRAIIIIIIG

Cheerfully
\. 5I|
-t- -t) -t)
a. a o,
t) t) t)
t
- I

mp 1 I)
3
5
5
broken chord
a ) )
!
I I

rit.

Like a march

ta
a +,, -- -- \
f -- \
J
\
J --
b. t) t) i t) a. t-
I I I ^ I

mf 1
I
5
rest! 1
,,

la
- -t) \ )- \ -t) \ (l
at
a L J - - J
.
J
Z..r
I
- I

EAR
1. Put your L.H. in the Bass C S-finger scale.
7
rn.alilil{G
2. Close your eyes as your teacher plays a short example using I and V7 chords.

3. Listen and play back what you hear.

Note: If two pianos are available, the teacher and student can each play in the same octave.

For Teacher Use Only: The teacher may play the examples in any order

F
f p

H
mf m,p

It is recommended that teachers continue by creating patterns of their own.

t-9 ,...,. Lesson p.54 (Shepherd's Song)

r0
- 4 Three G's on the Grand Staff
Treble G

Middle G
I /
a
a

Bass G

Bongo Drums Play G's

1 Draw a whole note on the comect G for each drum.

q & & ffi

q &

Yt F
- at
,

K w w

ThisGhasalow, ThisGisa5th ThisGisa5th

bass sound. ABOVE Bass C. ABOVE Middle C

# 4
& F q &
?
Y
r
r\
,
re P

This G is an octave This G is known as This G is known as

ABOVE Bass G. Treble G. Bass G.

2, Your teacher will point to a drum above. Play that G on the piano.

j-) F
-_ Lesson p.56 (Bongo Drummers)
 G S-Finger Scales on the Grand Staff
Treble G
/
f
\

Middle G
e o
-s ./
a
a

Bass G

Chord Goy Is the Leader!

. Complete Chord Guy's instructions for each /
"*u*pt".
Wr ite o G 5-fi n ge sco le Wr ite o G 5-finger sco Ie
U
P fro m Bqss G U
P fro m Treble G

a
a

Nome these
intervqls.

a
Y l-
-
F r- I (

Write I or V7
Hint: Look for broken chords, too!
in eoch box.

a <n 7)
I
I

ln the G scole,
tonic dominant
nome the tonic ond
dominonf notes.

F Lesson p.5Z (Worm-Up in G)

accent mark r- iT \
/

means accent the note by playing

r it louder than the others around it.

ffi -

/
Dinosaur Tails Thump Accents!

l. Draw an accent mark under beat 1 of each measure. Then play. ,

,. a, \ \
a f
1- !t t t- rt t
F

f
2, Draw an accent mark above beat2 of each measure. Then play

,+l-l-lrlc

3. Draw an accent mark under beat 4 of each measure. Then play

a
f
t

+. YOU choose where to draw accent marks. Then tap on the closed keyboard lid.

4
4 l J J J J J J J IJ ] ] ) IJ J ) II

Lesson p.5B (Dinosour Stomp) FF

 Dinosaur Dance Improv
it
Improvise "dinosaur dance" by doing the follor,ving: O

. First, listen to your teacher play the accompaniment.

Feel the strong dance beat.
. When you are ready, play notes IN ANY ORDER from a
high G S-finger scale. Listen! When your teacher plays softly,
can you play softly? Match your teacher's dynamics.

. To end, piay a final G.

D
c
B .1
i )

4
>
1 H
or I

5 H

Play on GABCD
HIGH G

Teacher Improv Accompaniment

Moderately
4
1 5 1
9
3
R.H. 1

L.H.
nlf p
Etld y-7ur on G.
>
13

mf o '--/
rtt.

-9 Lesson p.5B (Dinosour Stomp)

 Castle of Toys
#
l. Collect a toy by completing the challenge that is in each "room." S

2, Then circle the toy and follow the arrows through the castle.
Your goal is to arrive at the tower where you can go down the water slide!

.ffi i

(\

ffiffi*ffi ffiH'T*l:
#$l** ti # ,c
Name the interval.
This upbeat begins
on beat _ ?
f, Draw a Bass c. h
---€>- ,
-_-(r- +t
I

a ,, A A
,+-

oc s% w
Draw a half rest to Write the notes for
-Draw a G chord.
complete the measure.

v
the G S-finger scale.
(Use whole notes.)
a
t
9r
&a
.& 4
Draw a whole rest to Draw two different
complete the measure. whole note G's on

+
Draw a whole note
up a 5th from G.
the staff.
t
II c\, @-
I Draw a quarter rest Write in the letter names

t
T - the G S-finger scale.
I,l to complete the
measure.
for

II
\ ( )
I t ,t
! )

+ t
Enter here I y
t

Write your initials here.

YOU MADE IT!

+6 Lesson p.59 (The Dreydl Song) F

 .t,i}\
'{#'
Each example has one or more upbeats.
Answer each question and then sightread the music. ? ffiP r,,*,J
Begins on beat _ ?
13 > l>
,
a. |-
)
^
l- I I- -
, l-

"!f It went POP! It went POP! Did you hear my bub- ble POP?

Begins on beat ?

-
I',ll blow a big bub - ble and then watch it POP!

la
"!f
?
\
J
b 7
-
5

Begins on beat _ ?
I a great bie then it went
Jr. blew bub ble, POP!

C. a A
f) vl
-
>

Your teacher will play two melodies for each example.

Circle same or different.
1
s ame 2. s ame 3. s ame
dt.$fq,rENiil dlff*.,rEn I drd'fe,rEr*?

4. s ame 5. s ame 6. s ame

dr:fl-f*,rExT drf,fu:rEuT
For Teacher Use Only: The examples may be played in any order. (Choose your own dynamics for each pair.)

a. L a. a.

b. b. b tr

a _eL a. a.

b b
r-f b.

r019 Lesson p.60 (The Bubble)

 Final Review (uNlrs t-to)

T[ophy Time!
Connect each example on the left to the matching trophy on the right.

CDEFG o-.-,o
/

go up a half step legato

the tie
#

smooth and connected

-----.--

2beats of silence rit.

go down a half step

{P JJ l
- ,/

I
whole rest

slow down

interval of a 3rd
b

slur

48 L=llesson p.60 (The Bubble)