Our Program

MATB Lesson 1 - Book One: Swimming Down and Up

 

Introduction

This piece introduces directionality, i.e. the movement of melody up or down the staff. Remember, pitches have only three ways to move: Up higher, DOWN lower, and REPEAT or stay the same. This idea helps to simplify music. Many people (adults mostly) think that music is way too complicated to learn when actually it can be quite simple. Keep it simple for the beginning students and for children. Let dexterity be their only real challenge (and allow time for that to develop). Be sure to incorporate lots of movement in class. Have the children move up and move down. Have them swim. Show directionality with your hands and body. Move while singing. Physicalizing the concept will help them to understand and hear changes in direction.

The first three notes in the bass staff are also introduced along with the three strongest fingers in then left hand. Many children, especially then kindergartners, will find this difficult. Do not worry. These notes occur again and again and, eventually, it will become very easy. The first 12 pages of this book have songs limited to three notes in the left or right hand. (An idea throughout Book One is to use both hands equally and balance the pieces as much as possible. We want to develop the children's dexterity in both hands.) They will not need to be concerned with different letter-names between the hands. There are three numbers no more, no less for a while. The 4th and 5th fingers are introduced a little later.
Though most children in our program do not have pianos to practice on, the can and should leave the class with the songs in their head. This allows them to practice and go over the concepts without even knowing that they are practicing. They can sing pitches, words, and they can remember the rhythm. Everything contributes to their understanding of music and to their growing abilities at the keyboard.

Remember, you will only start this book when you feel that the children are ready. Presumably, you will have introduced the concepts of notes moving up and down and repeating, of having a rhythm, of being played by fingers that have assigned numbers, etc. before bringing the children to the keyboards to play this song. Also, they should be prepared ahead of time to use their fingers. Drills at and away from the keyboard are helpful and fun and focus on moving the fingers rather than playing specific notes at specific times. Finger exercises should be used as warm-ups for most lessons.

Music/Concepts

  1. Directionality (up, down, stay the same)
  2. Quarter notes and rest
  3. Bass Clef/staff
  4. Measures
  5. Left hand finger numbers

Difficulties

  1. Playing evenly
  2. Playing a long song
  3. Using three fingers (encourage it, but do not insist)
  4. Letting go for the quarter rest
  5. Stopping the 1-2-3-2 pattern at the end to go to the repeated notes

Activities Away From the Piano

  1. Clap back the rhythm of the song. Start with just one measure and then add on.
  2. Show them the rhythm cards for the rhythms used in this song.
  3. Introduce the quarter rest. Say "shhh"
  4. Using the enlarged music, clap the entire song
  5. Sing the numbers. Sing the words.
  6. Discuss and demonstrate going up and down. (High and low) Use arms or the entire body.
  7. Allow the children to create their own up and down movement.
  8. Follow the melody with your finger and have the class identify up and down while singing numbers,

Ear Training

  1. Play this song in a lower or higher register. Ask the difference.
  2. Teacher plays three notes (that are moving up or down or repeating) and the children identify the direction.

Activities at the Piano

  1. Finger Exercise: 1-2-3-2-1-2-3-2-1
  2. Exercise: 1-1-1
  3. SLOWLY, call out numbers and have them try to play along with you.
  4. Be sure to model playing the melody with your (opposite) hand in the air where they can see in. Remember that your hand and fingers should be in a good playing position even in the air. The children will copy you and you don't want to show stiff or pointing up fingers.
  5. Let students work alone. Go around and help.

Extensions/Creativity/Exploration

  1. What can swim? Or what does swimming feel like? Make up a song (on the piano) describing that swimming.
  2. Draw a picture of something that goes down and up.

Questions

  1. How many times do we swim down?
  2. Which hand do you use to play this piece? How did you know which hand?
  3. How many measures are in this song?
  4. Why is this song called Swimming Down and Up?
  5. What swims? 6) Do any of you like/know how to swim?
  6. Which measure is different from the others?
  7. Can you see something in the music that is not a note? What does it look like?

More Activities

  1. For R.H./L.H., the chant "up to the ceiling, down to the floor, left to the (window), right to the (door)" works
  2. Make a copy of the music for each child and have them draw arrows showing the direction. See file for Flying Up and Down (many of same activities and observations apply)

Observations and Suggestions (from the Music Rooms)

  1. It will help and is fun for the kids if you put yellow dots on hands and music
  2. It's important for kids to have had familiarity with the rhythm cards, with finger numbers, and with left hand/right hand.before starting to learn the song.
  3. Now is the time for teachers to start modeling hand position correctly. Model a softly cupped hand position rather than showing fingers fully extended.
  4. Mirroring sometimes takes practice for the teachers. The kids will not have a problem.