poco piano for young children series: a preview

Hotel Ciputra, Jakarta (12 August 10) IOI Boulevard, Poco Centre of Excellence (16

August10)

www. pocostudio.org

“Poco Piano for Young Children”Strategies for Effective Learning

Margaret O’Sullivan Farrell & Ying Ying Ng

Background: Margaret O’Sullivan Farrell Almost 40 years experience teaching and performing Lecturer in the DIT Conservatory of Music and Drama Former vice-chair of EPTA Ireland Adjudicator of piano, choral and instrumental

competitions Interests: Piano Pedagogy, Piano Accompaniment,

Duet and Chamber Music Coaching Current Research: Beethoven’s Folksong

Arrangements Co-author of Poco Piano for Young Children

Background: Ying Ying Ng 20+ years of experience in music education Principal Consultant, Senior Trainer Interests: Pedagogy, Musicianship,

Curriculum Development, Adaptation of Kodaly Method

Author of: Music Theory for Young Children Poco Piano for Young Children Sight-Reading for Young Children Music Theory for Young Musicians

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Questions:(1 )

Session 1: The Challenges of Teaching Beginners

Playing The Piano: A Most Complex Task Do we, as teachers, realise the

complexity of learning/playing the piano?

Scientific research The Internet as a source of teachers’

self-development Tasks we require the pupil to perform in

the first lesson

Development of Posture and Technique in the Early Stages of Piano Playing

Teachers’ understanding of basic anatomy

Movement in performance Body-mapping Alexander technique Feldenkrais

Developing a Good Sense of Rhythm Pupil’s own body (pulse, heartbeat) Rhythm in the pupil’s world (clock,

phone ringtone, tap dripping) Dalcroze Orff Kodaly Which system of counting to use?

Adapting the Kodaly Approach to Poco Piano Pieces: “Pease Pudding

Hot” clap the 2 part rhythms sing in solfege (with

handsign) part singing with solfege

(upper & lower) polyphonic activity (sing

upper & play lower, do the other way)

add a simple ostinato (rhythm)

reinforce the tone set: d-r, r-m, m-f

Poco Piano 1

Adapting the Kodaly Approach to Poco Piano Pieces: “Are You

Sleeping?” sing upper part with solfege (with handsign) part singing with solfege (upper & lower) sing with letter names (melody) polyphonic activity (sing upper

& play lower, do the other way) sing as canon (melody) add a simple ostinato (rhythm) melodic patterns (AABBCCDD)

What is Ostinato?

Ostinato 1

Ostinato 2

An ostinato derived from Italian "stubborn", is a motif or phrase which is persistently repeated. The repeating idea may be a rhythmic pattern or part of a tune.

Poco Piano 2

Adapting Kodaly Approach to Poco Piano pieces: “Musette in D”

sing upper part with solfege (with handsign)

2 part solfege singing (upper & lower)

polyphonic activity (sing upper & play lower)

add a simple ostinato (rhythm) melodic patterns (ABAB1) Bach (Baroque Composer) legato & staccato tone set (sing intervals: d-s, d-m, r-s,

Poco Piano 3

Enabling Students to read music with confidence How do children learn to read the

written word? Is reading music different? Varying approaches in piano tutors Suzuki method “Sight” reading

Encouraging Expressive Playing

Appealing to children’s imagination Information about period and style Teaching of phrasing and articulation Interpretative and dynamic markings Pointing out structure (melodic and

rhythmic patterns)

Incorporating Musicianship and Theory into Piano Lessons

Children like explanations! Musical literacy Interactive learning through activities

(writing, colouring and pasting stickers)

Using age-appropriate material

Session 2: General Questions When Sourcing a Suitable Piano Tutor Book Is the method systematic and logical in its

presentation of concepts and skills? Is the format attractive and pupil-friendly? Is it age-appropriate? Does it provide enough reinforcement for

effective learning? Does it present a comprehensive

introduction to music through piano playing?

In Session 2 these matters will be addressed in detail

Specific Criteria for Evaluating Piano Tutor Books for Beginners

Application of Learning Principles Format (Presentation) Approach to Technique Development of Rhythmical playing Reading Approach Aural Development Development of Musical Playing Musicianship and Theory

Poco Piano Series: Inspiring Students While Making Teaching EffectiveSpecial features of Poco Piano for Young Children

Pedagogical principles adopted Presentation and design Preparation pages: introducing technique,

rhythm, reading Development of musical playing: aural

development, musical awareness & interpretation, musicianship & theory

Adapting the Kodaly method to Poco Piano pieces

Ensemble playing

Pedagogical Principles Adopted systematic and progressive in presentation

of difficult concepts, for easy understanding

problem-solving: tasks are broken down into component parts, and practised individually to build confidence for the bigger challenge (preparation pages on the left hand side)

progressive learning with ample reinforcement throughout, from easy to difficult, from the known to the unknown

Presentation and Design appropriate size of music notations imaginative full-colour illustrations relevant to the

tune landscape layout to facilitate reading coloured new notes or music signs to aid recognition preparation activities for difficult techniques short, clear explanations of musical terms taught by

an owl! activity icons (pasting, colouring etc) to draw

attention well structured units, each focused a specific new

concept

Poco Piano 1: Presentation and Design

(Ying Ying:page 40 of Poco Piano 1 here)

Poco Piano 1: Presentation and Design

(Page 41 of PP 1 here)

Preparation Pages: Technique Book 1 starts with the third fingers of each

hand; this develops a natural hand position with a good “hand-bridge”, and avoids fatigue and difficulty associated with the early use of the thumb, 4th & 5th fingers.

Simple see saw exercises are included in preparation pages

technical tips, in simple, clear language introduced by the ‘owl’ teacher throughout the series

Development of Technique in the Early Stages of Piano Playing

Poco Piano 1: Start with 3rd Fingers

Poco Piano 1:Technique (see-saws)

Poco Piano 2: Technique (changing fingers)

Poco Piano 2: Stretching Thumb

Poco Piano 3: C Major Scale, Fingerings

Poco 3: C Major Tonic Triads

Poco Piano 3: G Major Scale, Fingerings

Poco Piano 3: G Major Tonic Triad

Poco Piano 3: D Major Scale, Fingerings

Poco Piano 3: D Major Tonic Triad

Preparation Pages: Rhythm

new time names and time values introduced, and reinforced in subsequent pieces

preparation includes writing counts, identifying note values and time signatures

rhythmic skill acquisition by clapping & counting exercises

coordination skills achieved by 2-part rhythmic tapping (with both hands simultaneously)

Rhythm: Poco Piano 1

Preparation Pages: Reading one stave line highlighted at a time, as new

notes are learnt: orange for bass & blue for treble;

good for children with learning challenges (i.e. dyslexia)

each new note introduced in a single, colour-coded unit, comprising several pages

reading exercises in preparation pages (colouring the note on the keyboard, finding and circling the new note, writing letter names, alphabet sticker puzzles etc.)

Reading Approach: Poco Piano 1

Development of Musical Playing: Aural Development timeless nursery rhymes, folksongs and

classical favourites

attractive and humorous lyrics attached to many of the tunes

singing lyrics will help in the interpretation of the song

Aural Development: Poco Piano 1

Development of Musical Playing: Music Awareness and Interpretation simple tempo and interpretive markings

are used from the beginning helpful information about the tune (i.e.

“Waltz”) stories about composers and their music dynamic instructions introduced gradually,

first in English, then in Italian, to encourage expressive playing

Music Awareness & Interpretation: Poco Piano 1

Music Awareness & Interpretation: Poco Piano 2

Development of Musical Playing: Musicianship and Theory musical patterns of selected pieces are introduced

from Book 2 onwards: Apple = pattern A; banana = pattern B; Cherry = pattern C; Durian = pattern D. Where there is an alteration in the pattern, a worm appears in the fruit (sometimes two worms!)

pupils thus introduced to music analysis, which is essential in later stages of study

Poco Piano correlates closely with Poco Studio’s attracively presentd “Music Theory for Young Children” Series (pointers at the top of relevant pages in Poco Piano indicate suitable pages in the theory books)

Musicianship: Musical Patterns Poco Piano 2

Introduction to Poco Piano 4 Reinforces and revises concepts learnt in Books 1-3 Attractive repertoire in various styles and from

different periods Comprehensive preparation covering musical,

technical and structural matters encountered in the pieces

The aim is to cultivate critical thinking and musical awareness

The standard of the repertoire approaches that of Grade 1

(Sample pages are available to view)

Poco Piano 4: Page 6 – 17

Poco Piano 4

Ensemble Playing sociable good for group teaching teaches pupils to listen good for developing sight-reading skills great for end-of-term concerts!

Piano Duet

Why Poco Piano?

Poco Piano aims:

to make the difficult process of learning piano fun for children

to provide a good beginner method for the teacher

to help children develop good playing techniques

Poco Piano for Young Children Series

A Word from the Authors

It's not possible or desirable to teach piano and theory in exactly the same sequence, so the recommended theory pages are just suggestions for relevant simultaneous learning. The teachers can, of course, use their own discretion in this.

Contact Us

Poco Studio Sdn BhdTel: 03- 5891 0155

Email: poco_studio@yahoo.co.uk

Website: www.pocostudio.orgFacebook: Poco Studio Sdn Bhd

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