Hey, Hey, Look at Me!
Lesson Book page 48
- Line-to-line skips on the staff
- Skips on the keyboard
- 1-3-5 finger combinations
- Reading line-to-line skips on the staff
- Skips with fingers 1-3-5
let's get started
- Play skips from Middle C to the top. Use a braced third finger. I'll hold the pedal down. Magical sounds!
- Super-duper challenge! Can you say the names of the keys as you skip from Middle C to the top? Go slowly.
- When you skip notes, you also skip fingers. Let's test out some 1-3-5 skips (on the fallboard or table top).
- Copy Cat. (Use 1-3-5 on C-E-G.) Repeat what I play. Can you make up skipping patterns for me to copy?
- Hey, hey, let's play the piece!
Reading thirds and playing thirds are separate skills.
explore and create
Hey, Hey, Play in FPut your thumb on F and play again. Think line-to-line skips.
Hey, Hey, Play in GPut your thumb on G and off you go!
Hey, Hey, Play Up the KeysAfter you play it once, move your thumb to the very next key (D) and repeat the piece. Can you go all the way up the white keys to the next C? Hey, hey, let's play a duet! (See video and download duet)
Skip It Your Way!Put your RH fingers 1-3-5 over C-E-G. I'll play a duet. Listen to my beat and mood. You make up a melody using only C-E-G keys in any order. Nice skipping sounds! (See video and download duet)
Finger patterns and note patterns are musical building blocks
p. 36 Skips on the Staff
- Line-to-line skips are presented first to foster success with this new reading concept.
- Students draw line-to-line skips up and down, then name the notes.
p. 22 Dancing with Frankenstein
- Frankenstein's line-to-line skips in the key of A minor pair nicely with the cheerful Hey, Hey, Look at Me for this week's practice.
- After playing the song, let the student improvise on any white keys with the teacher duet. When you say, "Freaky Frankenstein", return and play the song once again.
The student is introduced to skips on the staff and in the hand. At this point, skipping focuses only on recognizing and playing line-to-line thirds, and using only fingers 1-3-5. Begin by testing out alternating fingers on the fallboard or a flat surface. Call them "skipping fingers". That way, the student can concentrate on the coordination required without depressing keys or reading specific notes.
Referring to finger and note patterns continues the process of guiding the student to read and think in musical units.
accompaniments on disk
- CD Tracks 62-63
- MIDI File 31