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Vibrant Music Teaching Vibrant Music TeachingBut-the-Pieces Plan: 40 Week Piano Powerbooster Two

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Overview

Quick Look Lesson Plan

Wk 1 Double or Nothing Sidestep Solfa Swap-Swap Popcorn, spaghet-ti, marshmallow

Wk 2 Dynamic Dynamo Playbacks Coordination combos

Scale with cadence

Wk 3 Lilypad Pond Poster conductor Go, Blank, Go! I V improvisation in C & G

Wk 4 Scale Engineer Once a Man Rhythm Race I V improvisation in D, A, E

Wk 5 Slippery Steps Once a Man Honk Time Popcorn, spaghet-ti, marshmallow

Wk 6 Chordface Greedy Magpie Memory Train Pedal arpeggio patterns

Wk 7 Don't Minor My Major

Once a Man Rhythm Pass B major improvisation

WEEK THEORY AURAL RHYTHM TECHNIQUE WEEK THEORY AURAL RHYTHM TECHNIQUE

This ‘But-the-Pieces’ lesson plan will help you teach theory, aural, technique and rhythm through games and creative activities. It is designed to be used directly after the Piano Powerbooster One.

There are 40 weeks of lesson plans and each will last about 20 minutes (including the warmup). Feel free to use these plans in conjunction with your method book of choice. There may be some overlap in the concepts taught but none of this is “conflict” – just a fantastic opportunity for students to experience these concepts in different contexts.

Although the theory, aural, technique and rhythm work is designed to work together, you’re welcome to pick out just certain tracks to follow if you don’t have time for, or don’t want to teach some of these areas. For example, you could follow only the rhythm activities for about 5 minutes of lesson time each week, or the aural and technique exercises for about 10 minutes each week.

But-the-Pieces Plans cover aspects other than repertoire. These plans will work well one on one with a student, or in partner, buddy, overlap-ping or small group lessons. Activities at the piano will work with multiple students sitting side-by-side at one piano or at separate keyboard without much alteration.

Wk 8 Time Rush Once a Man Clap, Tap, Think B major scale

Wk 9 Major Puzzle Do/re/mi/so/la I.D.

Marching Orders F major improvisation

Wk 10 Interval Sprinterval

Bow, Wow, Wow What did I say? F major scale

Wk 11 Bananas and Ladders

Bow, Wow, Wow Blind Mirror B flat major improvisation

Wk 12 Closer Look Sidestep Solfa Twins or triplets B flat major scale

Wk 13 Signature Spiral Bow, Wow, Wow Tree Time E flat major improvisation

Wk 14 Pit Stop Bow, Wow, Wow Take a Rest E flat major scale

Vibrant Music TeachingBut-the-Pieces Plan: 40 Week Piano Powerbooster Two


WEEK THEORY AURAL RHYTHM TECHNIQUE WEEK THEORY AURAL RHYTHM TECHNIQUE

Overview

Wk 28 Tempo Trick Posters

Sing for Your Supper

Musical market I V vi IV patterns

Wk 29 Creative Candies Transposing Rhythm Race Pedalling scales

Wk 30 Note Stem Smash Dip-i-du Go, Blank, Go CoF chord drill

Wk 31 Run, Race, Repeat Dip-i-du Count Teddy CoF broken chord drill

Wk 32 Compose in A flat Solfa sidestep Memory Train Rhythmic scales

Wk 33 Compose in E flat Hand sign conductor

Rotate I V vi IV patterns

Wk 34 Legend of the Ledgers

Page's Train Double Bubble Interval scales

Wk 35 Enharmonic Mates

Page's Train Beat My Rhythm Scale dynamics

Wk 36 Accidental Accidents

Sing for Your Supper

Count Teddy Arpeggio + scale

Wk 37 Fishing Lines Page's Train Canon Slurred scales

Wk 38 Honk Time Page's Train Listening Locomotive

Animal improvisation

Wk 39 Key Collector Vamping patterns Memory Train Look at paintings for inspiration

Wk 40 Pitstop (level 2) Different patterns Marching Orders Switcheroo improvisation

Wk 15 Signature Sprint Bow, Wow, Wow Count Teddy in F, B flat, E flat

Wk 16 Whirlword Sing for Your Supper

Rotate Perfect & plagal improvisations

Wk 17 60 Second Silver Poster conductor Unjumble Switcheroo improvisation

Wk 18 60 Second Silver Ritsch, Ratsch Stegosaurus Ascent

A flat improvisation

Wk 19 60 Second Silver Ritsch, Ratsch Beat My Rhythm A flat improvisation

Wk 20 Stem Fail Greedy Magpie Canon D flat improvisation

Wk 21 Note Stem Boomerang

Ritsch, Ratsch Count Teddy D flat improvisation

Wk 22 Symbol Splash Ritsch, Ratsch Copycat G flat improvisation

Wk 23 Note Stem Smash Ritsch, Ratsch Q&A G flat improvisation

Wk 24 Bass About Face Sidestep Solfa Musical Maths Matchup

Switcheroo improvisation

Wk 25 Accidental Abacus Floor notation What did I say? Scale dynamics

Wk 26 Compose in G flat Dip-i-du Listening Locomotive

Rhythmic scales

Wk 27 Compose in D flat Dip-i-du Coordination Combos

Scaling the chords


TIME EST. ACTIVITY FOCUS DIRECTIONS


5 min Swap-Swap dffg ry q h • Review ta, titi, tikatika and ta-2 and practise them together.• Now tell them that you’re going to start with ta-2 and they’re going to start with ta. When you say so, you’ll swap with each other.• Start off clapping and saying “1 2 rea-dy go!” If they have trouble finding the ta against your ta-2 try saying ta while still clapping ta-2.• Next try ta against tikatika, then ta-2 against titi, then ta-2 against tikatika• If you have multiple students you can do this by splitting them into 3 teams and rotating the note values around in a circle at each “1 2 rea-dy swap!”. As students get used to the exercise you can take yourself out of the picture and have the teams of students do it by themselves.

5 min Popcorn, spaghetti, marshmallow

Articulation • Review legato, staccato and portato and discuss which one sounds like spaghetti, which like pop-corn, and which like marshmallows.• Play the Popcorn, spaghetti, marshmallow improvisation together in C major. Switch between the different parts and ask your student to follow your lead.

• Next try transposing to other keys your student that your student knows. Do as many as you can!

7 min Double or Nothing

Note names • Play Double or Nothing together. (Teachers can only name one note – no doubles!)

3 min Sidestep Solfa Solfa • Play Sidestep Solfa using the level 3 cards.

Week 1

https://vibrantmusicteaching.com/double-or-nothing/

https://vibrantmusicteaching.com/sidestep-solfa/




3 min Coordination Combo

dffg q • First practise the tikatika pattern dffg as clap-patsch (tap lap/knees)-patsch (tap lap/knees)-patsch (tap lap/knees) together.• Then, start marching a steady beat and trying to add this rhythm pattern on top of your march-ing.

7 min Dynamic Dynamo

Terms/symbols

• Play the game Dynamic Dynamo together.

5 min Pentascale playbacks

Ear training • Tell your student to find the C pentascale.• Put your hand in the same place, either on a second instrument or in a different octave on the same piano.• Play a short phrase and ask your student to repeat it. Keep it very simple at first and add com-plexity and length as they’re able.• Once they’re comfortable with this swap roles and have them play phrases for you to copy.

5 min C scale cadence

I and V chords

• Have your student play the C scale to review.• Ask them, if they made a chord starting on the first note of the scale, what would that be? • Have them go through and make a chord starting on each note of the scale, saying the numbers as they go. • Now ask them to play the C scale again but this time play a V then I chord at the end. (I like to sing “the end!” with the chords to reinforce the feeling of the cadence.)

Notes to self:

Week 2

https://vibrantmusicteaching.com/dynamic-dynamo/




5 min I-V chord improvisation

Chords & scales

• Go over the I and V chords in C that your student learnt last week. • Teach them this simple vamping pattern. Get them to repeat this lots of times and show them how to do reverse the pattern to make a perfect cadence at the end.

• Have them play the accompaniment while you improvise. Swap roles and play the accompani-ment while they improvise.• Try this in C major and then try G major.

5 min Go, Blank, Go! #4 dg ryqQ h q. e

• Get your student to draw 6 Rhythm Vocab cards at random from level 2 numbers 1-40.• Place the cards in a row and clap the full rhythm together a few times.• Now, ask your student to choose one card to be the “blank”. Make sure you’re both clear on which one it is but do not turn it over or remove it.• Clap the rhythm together again but this time think this card rather than clapping it aloud.• Repeat this as many times as your student needs to be able to start clapping again after the blank in time with you.

5 min Poster conductor

Solfa • Put up the Solfa Posters on a door or wall, or lay them out on the floor if you don’t have a place to stick them up.• Point to the posters and sing together. Start on do and steps up and down the full major scale as well as skips do-mi, mi-so and do-so.• After some practice let your student be the “conductor”. (Even the conductor has to sing!)

5 min Lilypad Pond Intervals • Play Lilypad Pond together.

Week 3

https://vibrantmusicteaching.com/rhythm-vocab-level-2

https://vibrantmusicteaching.com/solfa-hand-sign-posters/

https://vibrantmusicteaching.com/lilypad-pond/




5 min Once a Man Singing • Sing this song together several times while doing the actions. (Sing in whatever key is comfort-able for your student, it is written in C for convenience.)

5 min I-V chord improvisation

Chords & scales

• Review the vamping pattern that your student learnt last week. • Ask your student to work out how it would go in D major.• Have them play the accompaniment while you improvise. Swap roles and play the accompani-ment while they improvise.• Next try this in A major and then E major.

Week 4




3 min Rhythm Race #4 dg ryqQ h q. e

• Get your student to draw 4 Rhythm Vocab cards at random from level 2 numbers 1-40.• Say each rhythm together and then place the cards in different spots in the room.• Clap one of the rhythms and ask your student to run to the one you clapped.• If this is easy, get your student to draw 4 more cards at random, say them together and ask your student to choose 4 more spots for these. Now clap one of the 8 and ask your student to run to the one you clapped.

7 min Scale Engineer Scales • Play Scale Engineer together.

Notes to self:

https://vibrantmusicteaching.com/rhythm-vocab-level-2/

https://vibrantmusicteaching.com/scale-engineer




5 min Once a Man Playing by ear

• Sing Once a Man again together while doing the actions.• Tell your student to start on C and try to figure out how the song goes from there. Help them as much as they need until they can play and sing the whole song.

5 min Slippery Steps Intervals • Play Slippery Steps together.

5 min Popcorn, Spaghetti, Marshmallow

Articulation • Review the legato, staccato and portato techniques.• Get your student to try their scales first hands separately and then hands together contrary mo-tion popcorn, spaghetti and marshmallow style. Do this with each of the major scales they know so far: C, G, D, A and E.

5 min Honk Time Time signatures

• Play Honk Time together.

Notes to self:

Week 5

https://vibrantmusicteaching.com/slippery-steps/

https://vibrantmusicteaching.com/honk-time/




5 min Memory train #4 dg ryqQ h q. e

• Get your student to draw 6 Rhythm Vocab cards at random from the full level 2 set.• Place the cards in a row and clap and say the full rhythm together a few times.• Now, turn over the first card so that your student can no longer see the rhythm. Ask them if they can remember what it was. If they can’t, show it to them again so they can look at it and memorise it and then turn it back over.• Clap and say the full rhythm together again.• Turn over the next card and repeat the process until you’re doing the whole rhythm from mem-ory. Then, ask them to clap it one final time, this time without saying it.

5 min Greedy Magpie Ear training • Play Greedy Magpie together.

5 min Arpeggio pedalling

Pedal technique

• Review the C and G major arpeggios with your student. • Get them to play the C and then G major arpeggios with pedal, staying as long as needed on the first note of the arpeggio, as shown below.

• Discuss good pedalling technique, keeping the heel on the floor and moving swiftly up/down to clear the sound each time. If your student is too small to reach the pedal properly I recommend a pedal extender if at all possible.• After they get used to C and G try getting them to cycle through all 5 arpeggios they know so far: C, G, D, A and E.

5 min Chordface Ear training • Explain the semitone (half step) patterns in major, minor and diminished chords.• Play Chordface together, helping them as much as they need until they get used to the patterns.

Week 6


https://vibrantmusicteaching.com/greedy-magpie/

https://vibrantmusicteaching.com/chordface/




5 min Once a Man Transposing • Sing Once a Man again together while doing the actions.• Review the song at the piano and sing it together while they play.• Now, tell them to pick a new note to be do. Help them to work out where re, mi, fa and so are for this do and to work out the song in the new key.

5 min Rhythm Pass Dictation • Play Rhythm Pass together. (You don’t need to use all 4 spots if there are only 2 of you.)

5 min B major improvisation

Scales & keys

• Ask your student to play the E major scale and tell you how many sharps are in it.• Get your student to try the B major scale with just finger 2, hopping from key to key. Tell them we’re going to keep the F sharp, C sharp, G sharp and D sharp from the E major scale, and add one new sharp as well. Ask them to try and find it by listening and playing.• Improvise together in B major. You can use this pattern to accompany your student or use your own favourite chord progression.

5 min Don’t Minor My Major

Chords • Play Don’t Minor My Major together.

Notes to self:

Week 7

https://vibrantmusicteaching.com/RHythm-pass/

https://vibrantmusicteaching.com/dont-minor-my-major/




3 min Time Rush Time signatures

• Play Time Rush with your student.

5 min B major similar motion

Scales & keys

• Repeat the B major improvisation from last week. • Work on the B major scale (with fingering) hands separately and then together similar motion.• Try allowing your student to discover the problem with the left hand fingering if they play with the same fingering they used for other scales. Then, give them the solution (starting on finger 4) once they understand why we need a different fingering.

5 min Clap, Tap, Think

ryq q. e Q h h . w

• Create a 4 bar/measure rhythm together using the Relative Rhythms cards. Use popsicle sticks or pencils as the barlines. • Clap and say the rhythm together. • Decide on one note value to turn into a tap and perform the rhythm again. For example, all q are tapped but all other note values are still clapped.• Now choose one note value that you will both think instead of making any sound and perform the rhythm again.

7 min Once a Man Harmony • Sing and play the song together.• Find do and so together and go through and play the melody of short sections (1-2 beats depend-ing on where the harmony will change) while your student tests them with do and so and figures out which works best.• Once they’ve figured out the whole song, try it as a duet. (You can play with both hands while they do just the harmony if they need a bit of help remembering the pattern.)

Notes to self:

Week 8

https://vibrantmusicteaching.com/time-rush

https://vibrantmusicteaching.com/relative-rhythms/




5 min Major Puzzle Scales • Get your student to put together the Major Puzzle. (Give them some help if they need it.)

5 min Marching Orders

dffg ryqh w • Practise each of these note value actions with your student:• dffg = tap your hands gently on your head• ry= run on tip-toe• q= march• h= high-knee march• w= jump

• Put on some music in $4 and hold up one Jumbo Note Values card at a time. (You only need to print these 5 cards, not the whole set!)• Change note value every few bars/measures and do the actions together for whichever note value you’re holding up.

5 min F major improvisation

Scales & keys • Explain that the F major scale has just one flat. Get your student to try the F major scale with just finger 2, hopping from key to key and try to find which the flat by ear. • Improvise together in F major. You can use this pattern to accompany your student or use your own favourite chord progression.

Week 9

https://vibrantmusicteaching.com/Major-Puzzle

https://vibrantmusicteaching.com/jumbo-note-values/




5 min Do/re/mi/so/la I.D.

Ear training • Tell your student that if they hear do they must sit down, if they hear re they should kneel, for mi they should stand, for so they should stand with their hands on their head and for la they should stand with their hands in the air.• Play do, re, mi, so, la on the piano while singing. Then play do, re, mi, so or la. Your student should do the action to match the note.• Repeat this all over the piano, in different keys, high and low.

Notes to self:

Week 9




5 min Bow, Wow, Wow

Singing • Sing this song together several times while doing the actions. (Sing in whatever key is comfort-able for your student, it is written in F for convenience.)

3 min F major similar motion

Scales & keys

• Repeat the F major improvisation from last week. • Work on the F major scale (with fingering) hands separately and then together similar motion.• Try allowing your student to discover the problem with the right hand fingering if they play with the same fingering they used for other scales. Then, give them the solution (continuing to finger 4) once they understand why we need a different fingering.

5 min What did I say? Dictation • Spread out the Relative Rhythms cards in a loose pile. • Clap and say a short rhythmic phrase. This can really be anything said as a chant, such as “Mis-sissippi mud pie” or “mountain high, valley low”. Choose words that will easily translate to note values your student knows. If you’re stuck for inspiration, take phrases from kids’ nursery rhymes and songs.• Ask your student to recreate the rhythm with the Relative Rhythms cards.• Clap and count the rhythm together, saying the rhythm syllables and then the words.

7 min Interval Sprinterval Shminterval

Intervals • Play Interval Sprinterval Shminterval with your student.

Week 10



https://vibrantmusicteaching.com/interval-sprinterval-shminterval/




5 min Bow, Wow, Wow

Playing by ear

• Sing Bow, Wow, Wow again together while doing the actions.• Tell your student to start on F and try to figure out how the song goes from there. Help them as much as they need until they can play and sing the whole song.

7 min Bananas & Ladders

Theory review

Play Bananas and Ladders together.

5 min B major improvisation

Scales & keys

• Get your student to try the B major scale with just finger 2, hopping from key to key. Tell them we’re going to keep the B flat from the F major scale, and add one new flat as well. Ask them to try and find it by listening and playing.• Improvise together in B major. You can use this pattern to accompany your student or use your own favourite chord progression.

3 min Blind Mirror Dictation • Sit back-to-back with your student with a pile of Relative Rhythms cards in front of each of you and some popsicle/lollipop sticks or pencils to act as barlines. • Tell your student to make a 1 bar/measure rhythm. You make one as well. • When the rhythms are ready, take turns to clap your rhythm for each other. • The other person then has to recreate this rhythm underneath their own. They can ask to hear the rhythm again as many times as they need to.• When both you and your student are ready, you can go and look at each other’s rhythms to see if they match. If there are differences, discuss where/how the miscommunication happened. • If you’re working with multiple students they can create the rhythms (sitting back-to-back in pairs) and you can give helpful hints as they work.

Week 11

https://vibrantmusicteaching.com/bananas-and-ladders/





Week 12

3 min Twins or Triplets

Duple vs triple metre

• First, practice these 2 patterns with your students. • Count “1 2 3” with the pattern clap-patsch (tap lap/knees)-patsch (tap lap/knees)• Count “1 2” with the pattern clap-patsch (tap lap/knees)

• Go back and forth between these patterns until your student is really comfortable with them.• Now, put on some music in either duple or triple metre and ask your student to try both patterns and see which fits best. Does the music have twins or triplets hiding inside?• Once they have discovered the correct answer explain what we call this metre and why it feels the way it does.

5 min B major similar motion

Scales & keys

• Repeat the B major improvisation from last week. • Work on the B major scale (with fingering) hands separately and then together similar motion.• At this stage, you may find it useful to give your student the major scale booklet to help them remember the fingering at home.

5 min Sidestep Solfa Solfa • Play Sidestep Solfa using level 3 cards.

5 min Closer Look Note names • Play Closer Look with your student.

Notes to self:

https://vibrantmusicteaching.com/major-scales-booklet/


https://vibrantmusicteaching.com/closer-look/




Week 13

5 min E major improvisation

Scales & keys

• Get your student to try the E major scale with just finger 2, hopping from key to key. Tell them we’re going to keep the B and E from the B major scale, and add one new flat as well. Ask them to try and find it by listening and playing.• Improvise together in E major. You can use this pattern to accompany your student or use your own favourite chord progression.

5 min Tree Time ryqh w • Spread the Relative Rhythms cards in a loose pile. • Ask your student to find a semibreve/whole note.• Now ask them to find a minim/half note. How many of those will fit inside the semibreve/whole note? Create a rhythm tree together by asking questions like this and laying out the cards in this pattern:

• Put a token (toy, eraser, pencil, etc.) beside one of the tree layers and tell your student you’ll both patsch (tap lap/knees) whichever note value this token is sitting beside.• Put on some music in $4with a strong beat and patsch (tap lap/knees) the note value together. Move the token every 4 bars/measures or so to practise the different note values.





5 min Bow, Wow, Wow

Transposing • Sing Bow, Wow, Wow again together while doing the actions.• Review the song at the piano and sing it together while they play.• Now, tell them to pick a new note to be do. Help them to work out where re, mi, fa and so are for this do and to work out the song in the new key.

5 min Signature Spiral

Key signatures

• Play Signature Spiral together.

Notes to self:

Week 13

https://vibrantmusicteaching.com/signature-spiral/




Week 14

5 min Bow, Wow, Wow

Harmony • Sing and play the song together.• Find do and so together and go through and play the melody of short sections (1-2 beats depend-ing on where the harmony will change) while your student tests them with do and so and figures out which works best.• Once they’ve figured out the whole song, try it as a duet. (You can play with both hands while they do just the harmony if they need a bit of help remembering the pattern.)

5 min Take a Rest eqh wQH • Play Take a Rest together.

5 min E major similar motion

Scales & keys

• Repeat the E major improvisation from last week. • Work on the E major scale (with fingering) hands separately and then together similar motion.• At this stage, you may find it useful to give your student the major scale booklet to help them remember the fingering at home.

5 min Pit Stop Terms & symbols

• Play Pit Stop together with the level 1 cards or the level 2 cards, depending on what terms and symbols your student has encountered so far.

Notes to self:

https://vibrantmusicteaching.com/take-a-rest/


https://vibrantmusicteaching.com/pit-stop/




Week 15

5 min Count Teddy Metric counting

• Place the ry q h and wJumbo Note Values cards on the floor in a row. • Put a stuffed toy or teddy bear (I like to introduce him as Count Teddy or Count Oink, etc. depend-ing on the type of toy) sitting on top of the q• Count and patsch “1 2 3 4 1 2 3 4...”.• Now ask your student to move Count Teddy to another card. Tell them you’re going to count out these note values and they should change it at some point during your counting to a different card again.• Count and patsch the new note value and, when your student moves Count Teddy, finish out the bar/measure before changing to the new note value.

5 min Bow, Wow, Wow

Vamping • Sing and play the song together as a duet with the harmony you decided on last week.• Teach your student this simple vamp pattern for the I and the V (or do and so).

Try the duet again together, replacing every do in the secondo part with the new I pattern and every so in the secondo part with the new V pattern.

5 min Slurred scales Two note slurs

• Practise the down-up motion needed for slurs on a hard surface (closed piano lid or table).• Get your student to try two note slurs in the F, B and E scales, as below, hands separately first.

https://vibrantmusicteaching.com/jumbo-note-values




5 min Signature Sprint

Key signatures

• Play Signature Sprint using just the C, G, D, A, E, B, F, B and E major cards.

Notes to self:

https://vibrantmusicteaching.com/Signature-Sprint/




Week 16

5 min Perfect improvisation

Perfect cadence

• Review the I-V vamp that your student learnt last week for Bow, Wow, Wow.• Show them how to create an ending by playing the V and then the I pattern as a longer chord. • Get them to play the vamp as an accompaniment while you improvise using the F major scale. Tell them to play as many times as they like and then do the cadence at the end. • Switch places and do the vamp while they improvise. Ask them to listen out for the cadence and land on do when they hear it.

5 min For Your Supper

Ear training • Play For Your Supper together.

5 min Rotate #4 dg ryE qQ h q. e

• Get your student to draw 3 Rhythm Vocab cards at random from the complete level 2 set.• Say each rhythm together and then place the cards in between you and your student to make a circle/triangle of cards.• Tell your student you’ll both start by clapping the rhythm closest to them and then when you say “1 2 ready rotate!” you’ll each change to the next rhythm in the circle, clockwise. Point to each card in the order they will do them so that they’re clear on the order.• Now, tell them they’re going to do the same pattern before, starting with the card closest to them, but you’re going to start with the card closest to you. If they have trouble sticking with their rhythm while you clap something different, get them to say the rhythms as they clap.

5 min Whirlword Note names • Play Whirlword with your student.

Notes to self:

https://vibrantmusicteaching.com/for-your-supper


https://vibrantmusicteaching.com/Whirlword




Week 17

5 min Poster conductor

Solfa • Put up the Solfa Posters on a door or wall, or lay them out on the floor if you don’t have a place to stick them up.• Point to the posters and sing together. Start on do and only use steps with do, re, mi, fa, so, la and ti and skips do-mi and do-so.• After some practice let your student be the “conductor”. (Even the conductor has to sing!)

5 min Switcheroo Improvisation

Key signatures

• Ask your student to choose a key to improvise in first. Tell them at some point, you will ask them to change key (without stopping) and they will need to alter which scale they are using to impro-vise. • Play a few rounds in their chosen key, then say “_ major, ready, change!” in time with the music before changing to the new key. Move through a few keys in this way.

7 min Unjumble #4 dg ryE qQ h q. e

• Get your student to draw 4 Rhythm Vocab cards at random from the complete level 2 set.• Place the cards in a 2x2 grid.• Choose a secret order for the cards and clap it for your student.• It’s your student’s job to then put the cards in a row in the correct order. They can ask to hear the rhythm again as many times as they like.

3 min 60 Second Challenge

Note names • Try the Silver 60 Second Challenge with your student and record their time.

Notes to self:

https://vibrantmusicteaching.com/solfa-hand-sign-posters/


https://vibrantmusicteaching.com/60-second-challenges-2/




Week 18

7 min Stegosaurus Ascent

Note value review

• Play Stegosaurus Ascent together.

5 min Ritsch, Ratsch Singing • Sing this song together several times while doing the actions. (Sing in whatever key is comfort-able for your student, it is written in C for convenience.)

https://vibrantmusicteaching.com/stegosaurus-ascent




5 min A major improvisation

Scales & keys

• Get your student to try the A major scale with just finger 2, hopping from key to key. Tell them we’re going to keep the B , E and A from the E major scale, and add one new flat as well. Ask them to try and find it by listening and playing.• Improvise together in A major. You can use this pattern to accompany your student or use your own favourite chord progression.



Notes to self:





Week 19

7 min Ritsch, Ratsch Playing by ear

• Sing Ritsch, Ratsch again together while doing the actions.• Tell your student to start on G and try to figure out how the song goes from there. Help them as much as they need until they can play and sing the whole song.

5 min Beat My Rhythm

#4 dg ryE qQ h q. e

• Get your student to draw 4 Rhythm Vocab cards at random from the complete level 2 set.• Ask your student to tap a beat in the pattern clap-patsch-patsch. They can choose the tempo but it has to stay steady, like a ticking clock.• Once their beat is established, clap the rhythm in time with their beat.• If they stop or falter, stop clapping, help them to start their beat again and then start the rhythm again.

5 min A major similar motion

Scales & keys

• Repeat the A major improvisation from last week. • Work on the A major scale (with fingering) hands separately and then together similar motion.• At this stage, you may find it useful to give your student the major scale booklet to help them remember the fingering at home.



Notes to self:







Week 20

5 min Greedy Magpie Ear training • Play Greedy Magpie together.

5 min D major improvisation

Scales & keys

• Get your student to try the D major scale with just finger 2, hopping from key to key. Tell them we’re going to keep the B , E , A and D from the A major scale, and add one new flat as well. Ask them to try and find it by listening and playing.• Improvise together in D major. You can use this pattern to accompany your student or use your own favourite chord progression.

5 min Canon #4 dg ryE qQ h q. e

• Get your student to draw 6 Rhythm Vocab cards at random from the complete level 2 set.• Place the cards in a row and say the full rhythm together a few times.• Then tell your student to say the rhythm again, but this time, you’re going to start 2 bars/meas-ures after them to create a canon.• If your student is able to stick with their rhythm successfully, swap roles and tell them to start 2 bars/measures after you.

5 min Stem Fail Note stems • Play Stem Fail together.

Notes to self:

https://vibrantmusicteaching.com/greedy-magpie/


https://vibrantmusicteaching.com/stem-fail/




Week 21

5 min Ritsch, Ratsch Transposing • Sing Ritsch, Ratsch again together while doing the actions.• Review the song at the piano and sing it together while they play.• Now, tell them to pick a new note to be do. Help them to work out where re, mi, so and la are for this do and to work out the song in the new key.


• Place the ry q and h. Jumbo Note Values cards on the floor in a row. • Put a stuffed toy or teddy bear (I like to introduce him as Count Teddy or Count Oink, etc. depend-ing on the type of toy) sitting on top of the q• Count and patsch “1 2 3 1 2 3...”.• Now ask your student to move Count Teddy to another card. Tell them you’re going to count out these note values and they should change it at some point during your counting to a different card again.• Count and patsch the new note value and, when your student moves Count Teddy, finish out the bar/measure before changing to the new note value.

5 min D major similar motion

Scales & keys

• Repeat the D major improvisation from last week. • Work on the D major scale (with fingering) hands separately and then together similar motion.• At this stage, you may find it useful to give your student the major scale booklet to help them remember the fingering at home.

5 min Note Stem Boomerang

Note stems • Play Note Stem Boomerang together.

Notes to self:



https://vibrantmusicteaching.com/note-stem-boomerang




Week 22

5 min Ritsch, Ratsch Harmony • Sing and play the song together.• Find do and so together and go through and play the melody of short sections (1-2 beats depend-ing on where the harmony will change) while your student tests them with do and so and figures out which works best.• Once they’ve figured out the whole song, try it as a duet. (You can play with both hands while they do just the harmony if they need a bit of help remembering the pattern.)

5 min Copycat dg ryE qQ h q. e

• Clap a one bar/measure rhythm using a mixture of note values dg ryE qQ h q. e and ask your stu-dent to copycat it back to you. Repeat this several times.• Now ask your student to clap a rhythm for you to echo.• Swap roles back and forth. Encourage your student to keep their rhythm simple.

5 min G major improvisation

Scales & keys

• Get your student to try the G major scale with just finger 2, hopping from key to key. Tell them we’re going to keep the B , E , A , D and G from the D major scale, and add one new flat as well. Ask them to try and find it by listening and playing.• Improvise together in G major. You can use this pattern to accompany your student or use your own favourite chord progression.

5 min Symbol Splash Terms and symbols

• Play Symbol Splash together using the level 2 cards.

Notes to self:

https://vibrantmusicteaching.com/symbol-splash




Week 23

5 min Q&A dg ryE qQ h q. e

• Clap a simple rhythm and ask your student to answer it with a similar rhythm. Repeat this sev-eral times.• Now ask your student to clap a rhythm question for you to answer.• Swap roles back and forth. Encourage your student to keep their rhythm simple.

5 min Ritsch, Ratsch Vamping • Sing and play the song together as a duet with the harmony you decided on last week.• Teach your student this simple vamp pattern for the I and the V (or do and so).

Try the duet again together, replacing every do in the secondo part with the new I pattern and every so in the secondo part with the new V pattern.

5 min Sidestep Solfa Solfa • Play Sidestep Solfa using card levels 2 and 3.

5 min Note Stem Smash

Note stems • Play Note Stem Smash together.

Notes to self:


https://vibrantmusicteaching.com/note-stem-smash/




Week 24

5 min Sidestep Solfa Solfa • Play Sidestep Solfa using card levels 4 and 5.

5 min Bass About Face

Note names • Play Bass About Face together.


Key signatures

• Ask your student to choose a key signature to improvise in first from B , E , A , D and G major. Tell them at some point, you will ask them to change key (without stopping) and they will need to alter which scale they are using to improvise. • Play a few rounds in their chosen key, then say “_ major, ready, change!” in time with the music before changing to the new key. Move through a few keys in this way.

5 min Musical Maths Matchup

Note value review

• Play Musical Maths Matchup together.

Notes to self:


https://vibrantmusicteaching.com/Bass-About-Face/

https://vibrantmusicteaching.com/musical-maths-matchup/




Week 25

5 min Floor notation Ear training • Put three ropes, ribbons or lines of tape on the floor to represent a three line staff. • Play the tonic chord (in any key) followed by a short phrase using only do-re-mi-fa-so-la. Can your student recreate it on the staff? Give them clues and play the phrase several times as they need.

5 min Scale dynamics Phrasing • Ask your student to choose a scale. • Tell them to choose one note of the scale to be the “most important” and to play the scale with a crescendo towards this note and diminuendo away from it. • Try this with different scales and different “most important” notes.

5 min Accidental Abacus

Accidentals • Play Accidental Abacus together.

5 min What did I say? Dictation • Spread out the Relative Rhythms cards in a loose pile. • Clap and say a short rhythmic phrase. This can really be anything said as a chant, such as “Mis-sissippi mud pie” or “mountain high, valley low”. Choose words that will easily translate to note values your student knows. If you’re stuck for inspiration, take phrases from kids’ nursery rhymes and songs.• Ask your student to recreate the rhythm with the Relative Rhythms cards.• Clap and count the rhythm together, saying the rhythm syllables and then the words.

Notes to self:

https://vibrantmusicteaching.com/accidental-abacus/






Week 26

5 min Listening Locomotive

Note names • Start by clapping and saying a rhythm pattern and ask your student to join in and say it with you when they’re ready.• Stop the rhythm for a moment and explain that this time you’ll start with this rhythm and change to a new rhythm pattern at some point. They need to try and keep the first rhythm pattern going while listening to your new pattern – once they feel like they’ve got it they should change to the new one.• Don’t worry if your student’s transition to the new rhythm isn’t very smooth when you first try this. Don’t stop to correct them, just keep repeating the second rhythm until they catch on, then change to a new pattern again once they’re confident with it.

5 min Rhythmic scales

Scales • Get your student to draw 1 Rhythm Vocab card at random from the complete level 2 set. • Use this rhythm to review a random selection of scales. If the rhythm doesn’t quite fit the num-ber of the notes in the scale you can repeat the last note to finish it off.

5 min Dip-i-du Singing • Sing this song together several times while doing the actions. (Sing in whatever key is comfort-able for your student, it is written in C for convenience.)• Use the action clap-right patsch-left patsch for the #4 section and the action clap-patsch for the @4 section.

5 min G major composition

Key signatures

• Improvise together in G major. • Pick out one short phrase that your student did during the improvisation and create a 4 bar/measure composition together on blank staff paper.





Week 27

5 min Dip-i-du Playing by ear

• Sing Dip-i-du again together while doing the actions.• Tell your student to start on G and try to figure out how the song goes from there. Help them as much as they need until they can play and sing the whole song.

5 min Coordination Combos

eq e • First practise the ti-ta-ti or syn-co-pa pattern eqe as clap-patsch-clap together.• Then, start marching a steady beat and trying to add this rhythm pattern on top of your march-ing.

5 min Scaling the chords

Chords • Get your student to play a triad starting on each note of the C major scale, using only the notes from the scale and say what it is as they go. For example, they play and say “C major, D minor, E minor, F major, G major...etc.• If they aren’t sure whether one is major, minor or diminished encourage them to listen and try playing with the middle note a semitone (half step) higher or lower to hear the difference.• You may also like to ask them to say the numbers as they go, to pave the way for understanding chord numerals.

5 min D major composition

Key signatures

• Improvise together in D major. • Pick out one short phrase that your student did during the improvisation and create a 4 bar/measure composition together on blank staff paper.

Notes to self:




Week 28



5 min I V vi IV chord

patterns

Chords • Run through the scaling the chords exercise from last week.• Now ask your student to play the I V vi IV chords in C with the chord in the right hand and root note in the left hand, holding each for 4 beats like this:

• If your student is doing well and you have time, you can get them to try this in other keys too.

5 min Tempo Trick Posters Improvisation

Tempo marks

• Get your student to draw one Tempo Trick Poster at random. • Discuss what the tempo mark means and the “trick” that helps us remember the meaning.• Put this up on the stand and improvise together at this tempo. Use the chord pattern in C that they just learnt (or another key if you got to one).

5 min Musical Market

Note value review

• Play Musical Market together.

Notes to self:


https://vibrantmusicteaching.com/tempo-trick-posters/

https://vibrantmusicteaching.com/musical-market/




Week 29

5 min Dip-i-du Transposing • Sing Dip-i-du again together while doing the actions.• Review the song at the piano and sing it together while they play.• Now, tell them to pick a new note to be do. Help them to work out where re, mi, fa and so are for this do (they should know from their major scales by now!) and to work out the song in the new key.

5 min Rhythm Race $4 eqQ h q. _ • Get your student to draw 4 Rhythm Vocab cards at random from level 3 numbers 1-16.• Say each rhythm together and then place the cards in different spots in the room.• Clap one of the rhythms and ask your student to run to the one you clapped.• If this is easy, get your student to draw 4 more cards at random, say them together and ask your student to choose 4 more spots for these. Now clap one of the 8 and ask your student to run to the one you clapped.

5 min Pedalled scales Syncopated pedalling

• Get your student to try the G major scale with syncopated pedal, first hands separately, then hands together.

• They've done this before with chords so remind them of the quick down-up motion and the need to keep the heel on the floor. • If your student is doing well and you have time, you can get them to try this in other keys too.

5 min Creative Candies

Expression marks

• Improvise using Creative Candies and any of the improvisation patterns we have covered so far. Don't worry if your student hasn't encountered the expression marks yet, use this as an opportu-nity to meet them.


https://vibrantmusicteaching.com/creative-candies/




Week 30

5 min Note Stem Smash

Note stems • Play Note Stem Smash together.

5 min Dip-i-du Harmony • Sing and play the song together.• Find do and so together and go through and play the melody of short sections (1-2 beats depend-ing on where the harmony will change) while your student tests them with do and so and figures out which works best.• Once they’ve figured out the whole song, try it as a duet. (You can play with both hands while they do just the harmony if they need a bit of help remembering the pattern.)

5 min Go, Blank, Go! $4 eqQ h q. _ • Get your student to draw 6 Rhythm Vocab cards at random from level 3 numbers 1-16.• Place the cards in a row and clap the full rhythm together a few times.• Now, ask your student to choose one card to be the “blank”. Make sure you’re both clear on which one it is but do not turn it over or remove it.• Clap the rhythm together again but this time think this card rather than clapping it aloud.• Repeat this as many times as your student needs to be able to start clapping again after the blank in time with you.

5 min Circle of fifths chord drills

Major chords

• Get your student to play all the major chords starting at C, going all the way around the circle of fifths and then back again. • If you need a circle of fifths diagram you can choose your favourite style from the Circle of Fifths Pack.• If you're interested in using iReal Pro as a backing track for this drill click here to go to the tuto-rial video and get the tracks.

Notes to self:

https://vibrantmusicteaching.com/note-stem-smash/


https://vibrantmusicteaching.com/circle-of-fifths-pack/

https://vibrantmusicteaching.com/circle-of-fifths-pack/

https://vibrantmusicteaching.com/using-ireal-pro-to-practice-playing-piano-chords/

https://vibrantmusicteaching.com/using-ireal-pro-to-practice-playing-piano-chords/




Week 31


• Place the dg rty q. and h. Jumbo Note Values cards on the floor in a row. • Put a stuffed toy or teddy bear (I like to introduce him as Count Teddy or Count Oink, etc. depend-ing on the type of toy) sitting on top of the rty • Count and patsch “1 2 3 4 5 6 1 2 3 4 5 6...”.• Now ask your student to move Count Teddy to another card. Tell them you’re going to count out these note values and they should change it at some point during your counting to a different card again.• Count and patsch the new note value and, when your student moves Count Teddy, finish out the bar/measure before changing to the new note value.

5 min Dip-i-du Vamping • Sing and play the song together as a duet with the harmony you decided on last week.• Teach your student these simple patterns for the I and the V (or do and so) in @4 and #4• I have written this new vamp pattern for left hand alone so that your student will able to try it hands together once they're used to the pattern. Feel free to adjust if your student would be more comfortable with 2 hands.

• Try the duet again together, replacing every do in the secondo part with the new I pattern and every so in the secondo part with the new V pattern.

5 min Circle of fifths broken chord drills

Major chords

• Get your student to play all the major chords starting at C as broken chords, going all the way around the circle of fifths and then back again.





Week 31

5 min Run, Race, Repeat

Repeat & tempo marks

• Play Run, Race Repeat together.

Notes to self:

https://vibrantmusicteaching.com/run-race-repeat/




Week 32

5 min Sidestep Solfa Solfa • Play Sidestep Solfa using the level 5 cards.

5 min Rhythmic scales

Scales • Get your student to draw 2 Rhythm Vocab cards at random from the complete level 2 set. • Use these rhythm to review a random selection of scales with you playing one rhythm while your student does the other.

5 min Memory Train $4 EQ dg e q q. h _

• Get your student to draw 6 Rhythm Vocab cards at random from level 3 numbers 1-32.• Place the cards in a row and clap and say the full rhythm together a few times.• Now, turn over the first card so that your student can no longer see the rhythm. Ask them if they can remember what it was. If they can’t, show it to them again so they can look at it and memorise it and then turn it back over.• Clap and say the full rhythm together again.• Turn over the next card and repeat the process until you’re doing the whole rhythm from mem-ory. Then, ask them to clap it one final time, this time without saying it.

5 min A major composition

Key signatures


Notes to self:







Week 33

5 min E major composition

Key signatures


5 min I V vi IV chord

patterns

Chords • Review the I V vi IV chords in C and try it out a couple of other keys.• If your student is doing well with this try a different rhythm such as this one:

5 min Rotate $4 EQ dg e q q. h _

• Get your student to draw 3 Rhythm Vocab cards at random from level 3 numbers 1-32.• Say each rhythm together and then place the cards in between you and your student to make a circle/triangle of cards.• Tell your student you’ll both start by clapping the rhythm closest to them and then when you say “1 2 ready rotate!” you’ll each change to the next rhythm in the circle, clockwise. Point to each card in the order they will do them so that they’re clear on the order.• Now, tell them they’re going to do the same pattern before, starting with the card closest to them, but you’re going to start with the card closest to you. If they have trouble sticking with their rhythm while you clap something different, get them to say the rhythms as they clap.

5 min Hand sign conductor

Solfa • Do the hand signs and sing together. • At first do random patterns using the full major scale to practise. Then do one of your recent songs in solfa. See if your student can guess you what it is!

Notes to self:





Week 34

5 min Page's Train Singing • Sing this song together several times while doing the actions. (Sing in whatever key is comfort-able for your student, it is written in C for convenience.)

5 min Interval scales Staccato, non-legato & legato

• Get your student to play a scale of your choice starting on the third note in the right hand, and the first note in the left hand so that they are playing an interval of a third throughout. • Do this legato first, then try non-legato and staccato.

5 min Double Bubble Note values • Spread out the Relative Rhythms cards in a loose pile. • Tell your student to make a short rhythm using only ry and q• Ask your student which note is twice the size of q Can they find one?• Now ask your student which note is twice the size of e Can they find one?• Ask them to recreate the rhythm using qand h instead of ry and q• Clap both rhythms together at fast, slow and medium speeds. • Then tell your student you're going to clap one of them. Can they figure out which one it is? • Clap the rhythm and talk about how there's no way to tell because it could be one of them at a fast tempo or the other one quite slow.

5 min Legend of the Ledgers

Ledger line notes

• Play Legend of the Ledgers together.

https://vibrantmusicteaching.com/relative-rhythms

https://vibrantmusicteaching.com/legend-of-the-ledgers/




Week 35

5 min Page's Train Playing by ear

• Sing Page's Train again together while doing the actions.• Tell your student to start on A and try to figure out how the song goes from there. Help them as much as they need until they can play and sing the whole song.

5 min Enharmonic Mates

Enharmonicnotes

• Discuss enharmonics at the piano and how there can be two names for the same key.• Play Enharmonic Mates together.

5 min Scale dynamics Phrasing • Ask your student to choose a scale. • Tell them to choose one note of the scale to be the “most important” and to play the scale with a crescendo towards this note and diminuendo away from it. • Try this with different scales and different “most important” notes.• Then, try having them split up the scale into 2-3 short phrases, each with a "most important" note.

5 min Beat My Rhythm

$4 EQ dg e q q. h _

• Get your student to draw 4 Rhythm Vocab cards at random from level 3 numbers 1-32.• Ask your student to tap a beat in the pattern clap-patsch-patsch. They can choose the tempo but it has to stay steady, like a ticking clock.• Once their beat is established, clap the rhythm in time with their beat.• If they stop or falter, stop clapping, help them to start their beat again and then start the rhythm again.

Notes to self:

https://vibrantmusicteaching.com/Enharmonic-Mates/





Week 36



5 min Arpeggio + scale

Scales and arpeggios

• Review the C major arpeggio.• Get your student to try playing the scale and arpeggio together as shown here:

• Try this in other keys once they can do it in C major.


• Place the dffg ryq and h. Jumbo Note Values cards on the floor in a row. • Put a stuffed toy or teddy bear (I like to introduce him as Count Teddy or Count Oink, etc. depend-ing on the type of toy) sitting on top of the q• Count and patsch “1 2 3 1 2 3...”.• Now ask your student to move Count Teddy to another card. Tell them you’re going to count out these note values and they should change it at some point during your counting to a different card again.• Count and patsch the new note value and, when your student moves Count Teddy, finish out the bar/measure before changing to the new note value.

5 min Accidental Accidents

Accidentals • Play Accidental Accidents together.

Notes to self:



https://vibrantmusicteaching.com/Accidental-Accidents




Week 37

5 min Page's Train Transposing • Sing Page's Train again together while doing the actions.• Review the song at the piano and sing it together while they play.• Now, tell them to pick a new note to be do. Help them to work out where re, mi, so and la are for this do (they should know from their major scales by now!) and to work out the song in the new key.

8 min Slurred scales Two note slurs

• Review the down-up motion needed for slurs on a hard surface such as the closed piano lid.• Get your student to try playing two note slurs in one hand and legato in the other as shown here:

• Try this in other keys once they can do it in C major.

5 min Canon $4 EQ dg e q q. h _

• Get your student to draw 4 Rhythm Vocab cards at random from level 3 numbers 1-32.• Place the cards in a row and say the full rhythm together a few times.• Then tell your student to say the rhythm again, but this time, you’re going to start 2 bars/meas-ures after them to create a canon.• If your student is able to stick with their rhythm successfully, swap roles and tell them to start 2 bars/measures after you.

5 min Fishing Lines Note names • Play Fishing Lines together.

Notes to self:


https://vibrantmusicteaching.com/fishing-lines




Week 38

5 min Page's Train Harmony • Sing and play the song together.• Find do and so together and go through and play the melody of short sections (1-2 beats depend-ing on where the harmony will change) while your student tests them with do and so and figures out which works best.• Once they’ve figured out the whole song, try it as a duet. (You can play with both hands while they do just the harmony if they need a bit of help remembering the pattern.)

5 min Listening Locomotive

Note names • Start by clapping and saying a rhythm pattern and ask your student to join in and say it with you when they’re ready.• Stop the rhythm for a moment and explain that this time you’ll start with this rhythm and change to a new rhythm pattern at some point. They need to try and keep the first rhythm pattern going while listening to your new pattern – once they feel like they’ve got it they should change to the new one.• Don’t worry if your student’s transition to the new rhythm isn’t very smooth when you first try this. Don’t stop to correct them, just keep repeating the second rhythm until they catch on, then change to a new pattern again once they’re confident with it.

5 min Animal improvisation

Expression • Get your student to choose an animal and a key signature.• Ask them to improvise as this animal using do and so in their left hand and the major scale in their right hand.

5 min Honk Time Time signatures

• Play Honk Time together.

Notes to self:

https://vibrantmusicteaching.com/honk-time




Week 39

5 min Memory train $4 EQ dg e q q. h _

• Get your student to draw 6 Rhythm Vocab cards at random from level 3 numbers 1-32.• Place the cards in a row and clap and say the full rhythm together a few times.• Now, turn over the first card so that your student can no longer see the rhythm. Ask them if they can remember what it was. If they can’t, show it to them again so they can look at it and memorise it and then turn it back over.• Clap and say the full rhythm together again.• Turn over the next card and repeat the process until you’re doing the whole rhythm from mem-ory. Then, ask them to clap it one final time, this time without saying it.

5 min Page's Train Vamping • Sing and play the song together as a duet with the harmony you decided on last week.• Review the vamp patterns they know so far and get them to try them in F major.• Try the duet again together using their vamp pattern of choice for the secondo part.

5 min Painting improvisation

Expression • Show your student a famous painting (show on an iPad or computer or print one out).• Ask them to improvise something to match this using do and so in their left hand and the major scale in their right hand in a key of their choice.

5 min Key Collector Key signatures

• Play Key Collector with your student.

Notes to self:


https://vibrantmusicteaching.com/Key-Collector




Week 40

5 min Folk songs Ear training • Review all the folk songs they have learnt throughout Piano Powerbooster Two: Once a Man, Bow Wow Wow, Ritsch Ratsch, Dip-i-du and Page's Train• Try each song as a duet and sing along as you play!


Key signatures

• Ask your student to choose a key to improvise in first. Tell them at some point, you will ask them to change key (without stopping) and they will need to alter which scale they are using to impro-vise. • Play a few rounds in their chosen key, then say “_ major, ready, change!” in time with the music before changing to the new key. Move through all 12 major keys in this way.

5 min Marching Orders

dffg ryqh w • Practise each of these note value actions with your student:• dffg = tap your hands gently on your head• ry= run on tip-toe• q= march• h= high-knee march• w= jump

• Put on some music in $4 and hold up one Jumbo Note Values card at a time. (You only need to print these 5 cards, not the whole set!)• Change note value every few bars/measures and do the actions together for whichever note value you’re holding up.

5 min Pit Stop Theory review

• Play Pit Stop together using the level 2 cards.

Notes to self:

https://vibrantmusicteaching.com/jumbo-note-values/

https://vibrantmusicteaching.com/pit-stop/

v m usic - amazon s3 · once a man rhythm pass b major improvisation week theory aural rhythm...

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