all play drums - level 1 · 2018-08-19 · 5 all play drums- level 1 introduction these books are...

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Table of contents: All Play Drums- Level 1

Workbook section:

• Introduction: Page 5

• Parts of drums/set up: Page 9

• Holding the sticks: 1

• Single and double strokes: Page 13

• Beat, tempo, staff, measures: Page 15

• 4/4 time, whole, half, and quarter notes: Page 17

• Individual rhythms on kick, snare, and hat. Page 19

• All Play Drum music/quarter notes: Page 21

• Kick, snare, and hat notation: Page 23

• Play basic quarter note beat, (The Ringo beat): Page 25

Songs Section:

Beverly Hills Page 29

Yellow Page 33

The Reason Page 36

Hey Jude Page 39

I won’t back down Page 43

Notes Section: Page 47

Completion Page: Page 57

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All Play Drums- level 1

Introduction

These books are designed to give you solid musical training while you LEARN SONGS.

• Our books support 3 different steps in your musical journey, first you PLAY

music, then you UNDERSTAND music, finally you CREATE your own music.

This book is the FIRST BOOK in the PLAYING section.

• At the back of this book is the “NOTES” section. At the end of each lesson your

teacher should write a brief description in the “notes” section, of the things you

should work on in between lessons. This gives you a clear outline of what to

work on, as well as how far you have come.

• At the very back of each book is a checklist of information that you should

understand before moving on to the next book. And the COMPLETION page,

stating that you learned all of the info on the checklist.

• Upon completing each level/book you instructor will notify the office and we will

send you a CERTIFICATE OF COMPLETION and the book for the NEXT

LEVEL.

What you should expect when your teacher gets to your house.

• There must be ADULT SUPERVISION other than the instructor in the home

while the lesson is conducted.

• Your teacher should ARRIVE ON TIME, and should leave on time.

• Your teacher should have a way to play recordings.

• The lesson should be held in a PUBLIC PLACE in the house, and should have

good lighting.

• Your teacher should always encourage and facilitate the learning of SONGS.

• If you have questions or concerns about your lessons please call our office at:

(310) 745-4007

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This is the workbook section of this book,

the following information is very important,

but remember that your priority should be

learning songs.

The song section is of this book is after the

workbook section.

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PAGE GOAL: Know the PARTS OF YOUR DRUMS and how to SET

THEM UP.

ACTION!

Your teacher should point out each part of YOUR Drum kit, including its name, function

and how to set it up.

CHECK BOX when task is complete

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PAGE GOAL: Be able to HOLD DRUM STICKS PROPERLY.

ACTION!

Your teacher should describe to you and show you how to properly hold the drum

sticks. Then you should do the drum stick exercises below.

PLAYING TIP:

If you hold the sticks about three quarters back from the tip, it should balance in your

hands and bounce on the snare head with out effort.

The Drop:

Hold your stick using the correct technique, and let it drop on the snare head. Let it

bounce until it fades to a stop. Do this with your right hand only, then your left hand

only.


The Steady bounce:

Hold your stick using the correct technique, and make it bounce on the snare head. As

the stick starts to come down after bouncing make it bounce again, and again, until you

have a steady beat. Do this with your right hand only, then your left hand only.


13

PAGE GOAL: Be able to Play SINGLE and DOUBLE STROKES.

ACTION!

Your teacher should demonstrate and describe how to play SINGLE STROKES, and

DOUBLE STROKES. Then your teacher should help you play the exercises below.

The symbol for the RIGHT HAND will be an R. And the symbol for the LEFT HAND

will be an L.

Play the following exercises while counting out loud. First say the the hand that you

are using, then continue to play the pattern, but say the number underneath the

hand symbols.

SINGLE STROKES:

R L R L R L R L

1 2 3 4 1 2 3 4


DOUBLE STROKES:

R R L L R R L L

1 2 3 4 1 2 3 4


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PAGE GOAL: To understand the concepts of BEATS, TEMPO,

MEASURES, and know what STAFF is used for.

ACTION!

Your teacher should describe what BEATS are, and demonstrate counting FOUR BEATS

IN A ROW. Then your teacher should describe TEMPO, and demonstrate by counting

four beats in a row at different tempos.

Next your teacher should describe what MEASURES are and show you how to group

beats together into measures on the STAFF.

PLAYING TIP:

A measure is designated amount of time.

Your teacher should help you create measures on the staff below.


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PAGE GOAL: To understand 4/4 TIME, and be able to count and play

WHOLE, HALF, and QUARTER NOTES.

ACTION!

Your teacher should describe Rhythmic Beats, Counting, measures, and 4/4 time,

whole notes, whole note rests, half notes, half note rests.

Your teacher should help you count out loud and play the whole, half , and quarter note

rhythms below on your snare drum, then your teacher should write whole and half

note rhythms on the blank staff and help you read those rhythms.


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PAGE GOAL: Be able to COUNT, READ, and play rhythms with THREE

LIMBS.

ACTION!

Your teacher should help you play the following rhythms in four different steps.

1. Count the beat numbers out loud.

2. Count out loud and play the rhythms on the high hat with just your right hand.

3. Count out loud and play the rhythms on the snare with just your left hand.

4. Count out loud and play the rhythms on the kick with just your right foot.

For this exercise, don’t play more than one limb at the same time.


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PAGE GOAL: Be able to read ALL PLAY DRUM MUSIC.

ACTION!

Your teacher should describe how ALL PLAY DRUM MUSIC works. Then your

teacher should CIRCLE the drum symbol underneath the beat number that they want

you to play, and help you count and play the appropriate drum/s for each beat.

Now you circle the some drum symbols and see if you can play your own beat.


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PAGE GOAL: Be able to READ KICK, SNARE, and HIGH HAT

NOTATION.

ACTION!

Your teacher should help you learn the NOTATION for the KICK DRUM, SNARE

DRUM, and HIGH HAT.

Then you should read the notation below.

PLAYING TIP:

Relax while you are playing, if you are tense you will probably play too fast.


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PAGE GOAL: Be able to play a basic QUARTER NOTE beat.

ACTION!

Your teacher should help you play the beat notated below, then you should circle the

drum symbols in the ALL PLAY DRUM MUSIC that match this beat.

Next, your teacher should help you play this beat in time to a song!

PLAYING TIP:

This beat is sometimes called the “Ringo beat” because it was used in so many Beatles

songs.


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This is the SONG section of this book

Each week you should be learning songs as

well as the workbook concepts.

Remember, its OK TO MAKE MISTAKES.

Try to play along with the song as far as you

can WITHOUT STOPPING.

There are more song charts at

www.allplaymusic.com

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*This transcription is the author's own work and represents his interpretation of this song. It's intended solely for private study,

scholarship or research.

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Yellow- Coldplay- Parachutes

Note: Tune High E string down step, and let the B and High E string ring throughout

the song.

INTRO: |B |B Bsus |B |B Bsus |

|B | % |F#7 |F#7 |

|Emaj7 | % |B | % |

Verse

|B |% |

Look at the stars look how they shine for

|F#7 |% |EMaj7 |%

|

You And everything you do Yeah, they were all

yellow

|B |% |

I came along I wrote a song for

|F#7 |% |Emaj7 |%

|

You And all the things you do And it was called yellow

|B |% |F#7 |%

|

So then I took my turn Oh what a thing to have

|Emaj7 |% |B |Bsus B |

Done And it was all yellow

Chorus:

|Emaj7 |G#m F#7 |

Your skin, oh yeah your skin and bones

|Emaj7 |G#m F#7 |

Turn in into something beautiful

|Emaj7 |G#m F#7 |

D'you know? You know I love you so

|Emaj7 |% |

You know I love you so

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GUITAR SOLO:

|B |B Bsus |B |B Bsus |

|B | % |F#7 |F#7 |

|Emaj7 | % |B | % |

VERSE 2

I swam across I jumped across for

You Oh what a thing to do 'Cos you were all yellow

I drew a line I drew a line for

You Oh what a thing to do And it was all yellow

CHORUS 2

And your skin, oh yeah your skin and bones

Turn in into something beautiful

D'you know? For you I bleed myself dry

For you I bleed myself dry

REPEAT GUITAR SOLO

BRIDGE

|B |% |

It's true Look how they shine for

|F#7 |% |

You Look how they shine for

|Emaj7 |% |

You Look how they shine for

|B |% |

you Look how they shine for

|F#7 |% |

you Look how they shine for

|Emaj7 |% |

you Look how they shine

OUTRO

|B |% |

Look at the stars look how they shine for

|F#m7 |% |EMaj7 ||

You And all the things that you do

Allplaymusic.com *This transcription is the author's own work and represents his interpretation of this song. It's intended

solely for private study, scholarship or research.

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Verse 3:

Jude, don’t let me down You have…

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Steps to achieving your musical goals!

1. With your teachers help, select a target date to complete this book. Workbook target completion date:_____________________

2. Each week your teacher will make sure you have material to focus on for each subject, and will write what to practice in the space provided next to each subject.

The teacher will check the box next to each subject confirming that they taught you the information listed during that weeks class.

Then the teacher and the student will briefly share what is being taught with the parent.

The teacher will also write the lesson date, and sign their initials showing that weeks lesson is completed.

3. In the days between lessons the student must practice a minimum of 3 times, for a minimum of 10 minutes each time.

The parent must write their initials and the date on the practice page for each of the 3 required practices.

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LOOK HERE FOR WHAT TO PRACTICE

PRACTICE SUBJECTS SONGS __________________________________________________________________________________________________________________________________________________________________________________________________

RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________

PLAY ALONG WITH RECORDING (Package permitting)

PARENTAL INVOLVEMENT. Student plays for the parent, and the teacher informs the parent what the student is learning. Teachers initials________________ Lesson Date_____________

PRACTICE CONFIRMATION The above subjects were practiced for a minimum of 10 minutes. Parents initials_________________ Practice Date_______________ The above subjects were practiced for a minimum of 10 minutes. Parents initials_________________ Practice Date_______________ The above subjects were practiced for a minimum of 10 minutes. Parents initials_________________ Practice Date_______________

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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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RHYTHM __________________________________________________________________________________________________________________________________________________________________________________________________

THEORY __________________________________________________________________________________________________________________________________________________________________________________________________




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The Level 1 COMPLETION PAGE

So now you have completed the subjects of this workbook. Listed below are some topics

that you should understand and be able to play before moving on to the next workbook.

Your teacher should go through the following subjects with you and make sure that you

understand them and or can play them. If you are struggling with a subject you should

refer back to the workbook and your teacher should work with you on that subject.

Check off the completed subjects once you are confident with it.

Know the parts of drums and how to set them up

Know how to hold the sticks properly

Be able to play single and double strokes

Understand the beat, tempo, staff, and measures

Be able to count 4/4 time, whole, half, and quarter notes

Be able to read All Play Drum music/quarter notes

Know kick, snare, and hat notation on staff

Play basic quarter note beat (the Ringo beat)

Be able to along with FIVE songs using the basic quarter not beat.


Congratulations! You have completed your Level 1 workbook.

Your teacher SHOULD ALERT ALL PLAY MUSIC office of your achievement so we

can mail you your certificate of achievement, and the book for your next level.

SMCP

Typewritten Text

SMCP

Typewritten Text

SMCP

Typewritten Text

SMCP

Typewritten Text

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www.allplaymusic.com

Contact us at:

[email protected]

or

(310) 745-4007

By Tim Guille

Copyright 2009

all play drums - level 1 · 2018-08-19 · 5 all play drums- level 1 introduction these books are...

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