26 lessons

Lesson ObjectivesBy the end of the lessons, students will be able to: Correlate the black key 2s to the white key CDEs. [Comprehension] Correlate the black key 3s to the white key FGABs. [Comprehension] See the musical alphabet and how it relates to the black key groupings. [Identification] Find the letters on the keyboard. [Fluency]Materials NeededK-Piano equipment (2 Device Lesson For Instructor)Zoom meeting platform

Lesson Plan Outline:IntroductionHighlight the K-Piano culture & student expectations.Remind the students how far they’ve climbed in earning their White K-Tag.Review the rules for following directions the first time, remember that when you’re on cam you’re on task and to always do your best.Review the three keyboard learning positions.Mapping 2s & 3s ReviewReinstate the black key 2s and 3s pattern.Be sure that each child can find the 2s and 3s on their own piano.Note Naming ReviewThe musical alphabet (A-B-C-D-E-F-G-A) is introduced.Then the students learn to find the note “A”.The 3 Steps to find the note “A” are to:Start with group of 3 black notes.Find the black note in the middle.Slide to the right & thats the note “A”.With this procedure the next task is to find the 7 white notes on the keyboard.The accompanying song will reinforce the musical alphabet.Focus on Groups of 2 - CDEWe will now explain that the Group of 2 = CDE.Practice finding the Groups of 2 and naming the notes all around the piano.Focus on Groups of 3 - FGABWe will now see that the Group of 3 = FGABPractice finding the Groups of 3 and naming the notes all around the piano.Review - Quick Note NamingNow a song will reiterate what we learned.The students should be able to see the piano with these two families of notes.The entire music alphabet is seen repeating up and down the piano.Knowledge CheckBoom Learning: Quick Naming CDE & FGAB.Recap and Q/AK-Piano Culture & ExpectationsFinger NumbersHand Posture & ControlKeyboard MappingMusical AlphabetFinding the Note “A”White Key Note Names2 Black Key Group = CDE3 Black Key Group = FGABConclusionBy the end of the lesson our students will have two approaches to naming the notes on the piano. Using the musical alphabet starting on “A” or this new landmark key system. With this, we are ready for pentascales.

If some classes do not complete this lesson in one day, do your best to cover as much as you can. When necessary, resume from where you stopped at the start of the next lesson.Introduction (5 minutes)Greet the students and introduce the K-Piano equipment and learning system.Provide an overview of the lesson objectives and what students can expect to learn.Movement Activity (5 minutes)Begin with a movement activity to allow students to practice listening, maintain a steady beat, and release excess energy before class. Click on one of the videos to choose a movement activity, or ask the students which one they would like to do.Rhythm Echos (5 minutes)Begin by improvising rhythms using a neutral syllable, such as "bah," or using 1 and 2-syllable words, such as "pear" and "apple," for students to repeat.Have students repeat the rhythms (echo).Proceed to improvise 8-10 rhythms in this manner.Next, improvise rhythms using the syllables "ta" and "ta-ti" for the students to imitate.Have students repeat the rhythms (echo).Finally, continue by improvising another set of 8-10 rhythms following the same pattern.Steady Beat Practice (10 minutes)Start by introducing the concept of a steady beat.Have students place their hands on their hearts to feel their heartbeat and describe what it feels like.Engage students by asking whether the heartbeat remains steady (demonstrate with claps at a consistent pace) or varies in speed (show with fast and slow claps randomly). Encourage students to identify the steady beat.Explain to students that beats are akin to the heartbeat of music. Practice maintaining a steady beat without using any visual aids.To reinforce the concept, practice steady beat with the video, Prodigies - Steady Beet—Playtime (see resources for link)Rhythm Exploration (5 minutes)Recite the rhyme for the students to listen to attentively.After reciting the rhyme again, prompt the students to identify the body part mentioned in the rhyme.Repeat the rhyme once more, and encourage the students to recognize the body part, such as "feet."Invite the students to embody the beat with their feet.Have the students stand and walk to the beat as the teacher recites the rhyme.Inform the students that a change will occur, and they should follow the teacher's hands with their feet.While reciting the rhyme, clap a steady beat as the students march along.Once more, recite the rhyme and clap eighth notes as the students continue marching.Engage the students by asking them to identify what the teacher did differently, drawing attention to the different rhythms.Repeat the activity using various body parts, and optionally, allow the students to suggest body parts to keep a steady beat with, such as head, arms, elbows, etc.Movement Activity (5 minutes)Select another movement activity to practice active listening, steady beat, and to provide a brain break.Tonal Practice (5 minutes)Instruct students to echo the teacher's actions.Demonstrate and improvise 4-beat patterns using "do," "re," and "mi" on a body piano, using the neutral syllable "bum."Have the students echo the demonstrated patterns.Proceed to improvise 8-10 tonal patterns following the same process.Improvise 4-beat patterns using "do," "re," and "mi" on a body piano while singing the solfege.Prompt the students to echo and replicate the patterns they have just observed.Conclude by improvising an additional 8-10 patterns using the same method.Hand Sign Introduction (5 minutes)Introduce and explain the hand signs for "do," "re," and "mi."Engage students in practicing the hand signs for "do," "re," and "mi."Reinforce the learning by practicing the hand signs while watching a video demonstration, Prodigies - Campfire Song—Playtime 9 (see resources for link)Review and Movement ActivityReview hand signs and practice maintaining a steady beat.Conclude the session with a movement activity.If some classes do not complete this lesson in one day, do as much as you can and resume from where you left off at the start of the next lesson.

Lesson ObjectivesBy the end of the lessons, students will be able to: Become familiar with the K-Piano equipment, including the computer, keyboard, stand, benches, and headphones.Comprehend the K-Piano class rules.Grasp the concepts of the K-Tag learning system.Understand the K-Piano learning positions.Effectively navigate Zoom meeting controls. This is only for classes that use Zoom. (Optional)Materials NeededK-Piano equipment (2 Device Lesson For Instructor)Zoom meeting platform

Lesson Plan Outline:Note to teacher: Today we are focused on building the relationships and connections in the lab. Learning in a synchronous lab is a new experience. We'll start slow getting used to structure, culture and technology of the lab. Build Relationships. Guide Set-Up. and Troubleshoot Technology. Slide 1: Introduction (5-10 minutes)Greet the students and determine if log-ins should happen before or after you begin the lesson. Set Expectations for Enjoyment & Fun. Connect with students. Check Guide Set-up, Check TechnologyProvide an overview of the lesson objectives and what students can expect to learn.Slide 2 - 5: Set-Up (10 minutes)Get familiar with the equipment.Walk students through the various components of the K-Piano equipment, including the computer, keyboard, stand, benches, and headphones.Demonstrate the proper setup and usage of each piece of equipment.Slide 6-8: What to expect (5 minutes) Provide an overview of the Purpose for learning K-Piano. To learn how to read and play piano music. Slide 9-11: How the K-Piano Learning App Works (8 minutes)Provide Overview of The K-Tag Level System. Present Class Goal (Earn White K-Tag by ??? )Slide 13 - 17: Understanding K-Piano Class Rules (10 minutes)Discuss the class rules and etiquette for using the K-Piano equipment and participating in the lesson.Emphasize respecting the equipment and following guidelines for a productive learning environment.Slides 8-22: Using the K-Piano On-Camera Positions (15 minutes)Teach students about the different learning positions for playing the keyboard, including proper posture and hand positioning. Demonstrate and guide students through the correct ergonomic setup for playing the keyboard.Navigating Zoom Meeting Controls (For Remaining Time - TBD)Show students how to effectively use Zoom meeting controls, such as audio settings, video settings, chat features, and screen sharing.Allow students to practice navigating the Zoom platform and troubleshoot any technical issues.Recap and Q&A (5 minutes)Summarize the key points of the lesson and ensure that students have a clear understanding of the K-Piano equipment, class rules, learning system, learning positions, and Zoom meeting controls.Encourage students to ask questions and address any remaining concerns.Conclusion:By the end of this lesson, students will have gained a comprehensive understanding of the K-Piano equipment, class rules, learning system, learning positions, and Zoom meeting controls, setting the stage for a successful and rewarding learning experience.

Lesson ObjectivesBy the end of the lessons, students will be able to:Understand the finger numbering system for piano. (Thumb=1, Pointer=2, Middle=3, Ring=4, & Pinky=5.) [COMPREHENSION]Demonstrate the ability to perform finger number excercises using the finger number system. [FLUENCY].Understand the design of the physical keyboard which is made of white notes, and black notes in groups of 2s and 3s. [COMPREHENSION]Demonstrate the ability to perform excercises requiring them to identify and play black notes in groups of 2s and 3s in response to prompts. [FLUENCY]Materials NeededK-Piano equipment (computer, keyboard, stand, benches, headphones)Zoom meeting platform

Lesson Plan OutlineIntroduction (5 minutes)Greet the students and introduce the K-Piano equipment and learning system.Provide an overview of the lesson objectives and what students can expect to learn.Familiarization with K-Piano Equipment (10 minutes)Walk students through the various components of the K-Piano equipment, including the computer, keyboard, stand, benches, and headphones.Demonstrate the proper setup and usage of each piece of equipment.Understanding K-Piano Class Rules (10 minutes)Discuss the class rules and etiquette for using the K-Piano equipment and participating in the lesson.Emphasize respecting the equipment and following guidelines for a productive learning environment.Grasping K-Tag Learning System Concepts (15 minutes)Introduce the K-Tag learning system and explain the key concepts and symbols used for notation and instruction.Provide examples and interactive exercises to help students become familiar with the K-Tag system.Exploring K-Piano Learning Positions (10 minutes)Teach students about the different learning positions for playing the keyboard, including proper posture and hand positioning.Demonstrate and guide students through the correct ergonomic setup for playing the keyboard.Navigating Zoom Meeting Controls (10 minutes)Show students how to effectively use Zoom meeting controls, such as audio settings, video settings, chat features, and screen sharing.Allow students to practice navigating the Zoom platform and troubleshoot any technical issues.Recap and Q\&A (5 minutes)Summarize the key points of the lesson and ensure that students have a clear understanding of the K-Piano equipment, class rules, learning system, learning positions, and Zoom meeting controls.Encourage students to ask questions and address any remaining concerns.Conclusion:By the end of this lesson, students will have gained a comprehensive understanding of the K-Piano equipment, class rules, learning system, learning positions, and Zoom meeting controls, setting the stage for a successful and rewarding learning experience.

Lesson ObjectivesUnderstand how to identify and count measures in music. [Comprehension] Recognize each measure and where it sits within the music. [Identification] Show that the students can identify a specific measure and play the music notated within the measure. [Identification]Perform Big Dog Run [Fluency]Materials NeededK-Piano equipment (computer, keyboard, stand, benches, headphones).Zoom meeting platform.Lesson Plan OutlineIntroduction:Highlight the K-Piano culture & student expectations.Remind the students how far they’ve climbed in earning their White K-Tag.Review the rules for following directions the first time, remember that when you’re on cam you’re on task and to always do your best.Review the three keyboard learning positions.What is a Measure?Review the song Big Dog Run.Reiterate how to count the quarter notes - half notes - whole notes.Counting the Measures!Count the measures to Big Dog Run.Find specific measures in the song.Replay the song.Recap and Q/A:K-Piano Culture & ExpectationsFinger NumbersHand Posture & ControlKeyboard MappingMusical AlphabetFinding the Note “A”White Key Note Names2 Black Key Group = CDE3 Black Key Group = FGABFinding the note “C”Creating a right hand pentascale on middle CCreating a left hand pentascale on low CPlaying the Pentascale ChallengeWhat is rhythm?Quarter Note = 1Half Note = 2Whole Note = 4Big Dog RunWhat is a measure?Conclusion:At the end of this lesson, students will be able to identify and count measures. Utilizing the building blocks from the last module’s work on rhythm and the previous study on Penta scales we begin to see how measures help us play our music in a more organized way.

If some classes do not complete this lesson in one day, do your best to cover as much as you can. When necessary, resume from where you stopped at the start of the next lesson.Introduction (5 minutes)Greet the students and introduce the K-Piano equipment and learning system.Provide an overview of the lesson objectives and what students can expect to learn.Review previously learned concepts. Heartbeat, Body Piano, and moving to Walk/TiptoeState the new learning concepts students will be able to build from lesson one and achieve in lesson two.Class Expectations (5 minutes)Read over classroom expectations for the Little Fingers class.Have students describe what these behaviors look like and don't look like.Ex: A good choice is following directions. A silly choice is to be laughing at your friends.Movement Activity - Video (5 minutes)Begin with a movement activity to allow students to practice listening, maintain a steady beat, and release excess energy before class. Click on one of the videos to choose a movement activity, or ask the students which one they would like to do.Rhythm Echos (5 minutes)*Do not show slide. This is for teacher reference only*Read rhythm syllable patterns on the neutral syllable "bah" 4 beats at a time.Students echoRead patterns under "Rhythm Syllables" again using rhythm syllables "ta" and "ta-ti" 4 beats at a time.Students echoRemind students of the translation challenge from last week, where the instructor reads rhythms using neutral syllables, and the students echo the rhythms using rhythmic syllables, four beats at a time.Discuss beat of silence. Did it make a sound? (No) This is what it looks like - show quarter rest Rhythm Review Activity - Instructor Drag & Drop (10 minutes)This is a drag-and-drop activity meant for the instructor only. Before sharing your screen in teach/mode, make sure "Student Devices" is unchecked, located at the bottom of the screen. You will use this slide to drag and drop notes to write notations in the heart.Review how many sounds in ta (1) and what it looks like (quarter note).Review how many sounds in ta-ti (2) and what it looks like (paired eighth notes).Instructor write 4 beat pattern on hearts using combination of quarter notes, eighth notes, and quarter rests for students to practice. Practice 3-4 different rhythms Ask the class who would like to create a rhythm. Select a student and invite them to create a rhythm using 'ta' and 'ta-ti.' As the student shares their rhythm, drag and drop the corresponding notes into each heart. Once complete, read the rhythm aloud and have all students perform it together. Then, repeat the process with another student.Rhythm Read Along - An Apple for Teacher ( 5 minutes)Before playing the video, go over the following with the students:Discuss words in last week's video and number of sounds in each word (bat = 1, pumpkin = 2Discuss today's words and number of syllables (bat = 1, pumpkin = 2).Discuss using rhythmic syllables (ta, ta-ti) in today's video. Remind students what quarter rest looks like/means.Show first rhythm and practice as a class.Practice reading the video.Movement Activity - Video (5 minutes)Select another movement activity to practice active listening, steady beat, and to provide a brain break.Body Piano Tonal Practice (5 minutes)Instructor sings using neutral syllable "bum" 4 beats at a timeStudents echoInstructor sings using solfege 4 beats at a timeStudents echoDraw attention to skips ("Was that a step or a skip? What note did I skip?Use the next slide, "Neutral Syllables" as a reference to create a pattern.Body Piano Tonal Practice Neutral Syllable Reference Page (5 minutes)*Do not show slide. This is for teacher reference only*Teacher reads each measure one at a time while singing on neutral syllable "bum" while using body piano.Students echo each measure on neutral syllable while using body piano.Discuss with students new notes (fa and so - do not label for students yet) "Are they higher or lower?" (higher)Body Piano Tonal Practice Solfege Reference Page (5 minutes)*Do not show slide. This is for teacher reference only*Teacher reads each measure one at a time while singing solfege while using body piano.Students echo each measure on solfege while using body piano.Tonal Reading Activity - Instructor Drag & Drop (10 minutes)This is a drag-and-drop activity meant for the instructor only. Before sharing your screen in teach/mode, make sure "Student Devices" is unchecked, located at the bottom of the screen. You will use this slide to drag and drop notes to write notations in the heart.Have students build tonal ladder - "What note is the lowest? (do), "What note comes next?" (re), "What note is last?" (mi)Instructor move icons to make vertical line with do on bottom, re in the middle, and mi on top.Instructor points at and sings patterns of 4 beats on tonal ladder.Patterns:drmmddr-dmm-rrr-ddrrm-r-dmm-rrr-ddrrr-d-Dinosaur Song (10 minutes)*Do not show slide. This is for teacher reference only*You can review the Dinosaur song on Prodogies by following this link: https://play.prodigies.com/programs/448604Before continuing, please get your xylophone or use a digital xylophone from this link: https://playxylo.com/Request the in-class teacher to distribute the Xylophones. Then, instruct the students to place their Xylophones before them and listen attentively.Sing the Dinosaur song with the students to start.Have the students sing the Dinosaur song using solfege.Have the students sing Dinosaur using solfege and play it on the xylophone.Gently Sleep (5 minutes)Introduce students to "Gently Sleep" on the xylophones (you may introduce it by showing on the tonal ladder.Review (5 minutes)Revisit what the student learned earlier:What are Rest?Tonal Ladder Do, Re, Mi ladder stackingDinosaur SongGently SleepConclusion: Movement Activity - Video (5 minutes)If you have time, finish up with a movement activity.Select another movement activity to practice active listening, steady beat, and to provide a brain break.If some classes do not complete this lesson in one day, do as much as you can and resume from where you left off at the start of the next lesson.

Lesson ObjectivesBy the end of the lessons, students will be able to:Understand the different pitches and note names in music. [Comprehension] Recognize and group notes based on their placement next to the 2 and 3 black keys on the piano. [Identification] Demonstrate what they know by doing well in the Boom Card activity for recognizing note names. [Fluency]Materials NeededK-Piano equipment (2 Device Lesson For Instructor)Zoom meeting platformBoomCards

Lesson Plan Outline:Note to teacher: Today we are focused on building the relationships and connections in the lab. Learning in a synchronous lab is a new experience. We'll start slow getting used to structure, culture and technology of the lab. Build Relationships. Guide Set-Up. and Troubleshoot Technology. Introduction (5-10 minutes)Highlight the K-Piano culture & student expectations.Remind the students how far they’ve climbed in earning their White K-Tag.Review the rules for following directions the first time, remember that when you’re on cam you’re on task and to always do your best.Review the three keyboard learning positions.Finger Number Review Review Finger Numbers (Thumb=1, Pointer=2, Middle=3, Ring=4, & Pinky=5).Knowledge Check - Finger NumbersReplay the Finger Number SongPosture ReviewWatch video on why we need power and control to perform on the piano.Technique exercise review. To shape your hand with perfect posture guide students to make the Heart Sign then Straighten Wrist and Raise Thumb.Mapping Review:Reinstate the black key 2s and 3s pattern.Be sure that each child can find the 2s and 3s on their own piano.Note Naming:The musical alphabet (A-B-C-D-E-F-G-A) is introduced.Then the students learn to find the note “A”.The 3 Steps to find the note “A” are to:Start with group of 3 black notes.Find the black note in the middle.Slide to the right & thats the note “A”.With this procedure the next task is to find the 7 white notes on the keyboard.The accompanying song will reinforce 3 steps to “A” procedure.Knowledge Check:Boom Card: “Naming the White Notes”.Knowledge Check: Play all the As & play the Cs.High Flyer Bonus: Hands in Penta Scale Position.Recap and Q/AK-Piano Culture & ExpectationsFinger NumbersHand Posture & ControlKeyboard MappingMusical AlphabetFinding the Note “A”White Key Note NamesConclusion:At the end of the lesson, students will make the connections to the keyboard geography to naming the white keys with the musical alphabet. With the knowledge of where the landmark notes are (like“A” and “C”) we will begin to expand our knowledge of the keyboard and soon begin to make scales off these important notes.

Lesson ObjectivesBy the end of the lesson, students will be able to:Understand that the keyboard is made of black keys and white keys. [Comprehension]Identify patterns of black keys in groups of 2 and 3. [Identification]Understand how the keyboard is structured with black keys in a pattern of 2s & 3s. [Comprehension]Demonstrate your understanding by completing Boom Decks & Other Exercises. [Fluency]Materials NeededK-Piano equipment (computer, keyboard, stand, benches, headphones)Zoom meeting platform

Lesson Plan OutlineIntroduction (5 minutes)Greet the students and introduce the K-Piano equipment and learning system.Provide an overview of the lesson objectives and what students can expect to learn.Familiarization with K-Piano Equipment (10 minutes)Walk students through the various components of the K-Piano equipment, including the computer, keyboard, stand, benches, and headphones.Demonstrate the proper setup and usage of each piece of equipment.Understanding K-Piano Class Rules (10 minutes)Discuss the class rules and etiquette for using the K-Piano equipment and participating in the lesson.Emphasize respecting the equipment and following guidelines for a productive learning environment.Grasping K-Tag Learning System Concepts (15 minutes)Introduce the K-Tag learning system and explain the key concepts and symbols used for notation and instruction.Provide examples and interactive exercises to help students become familiar with the K-Tag system.Reviewing Finger NumbersReview Finger Numbers (Thumb=1, Pointer=2, Middle=3, Ring=4, & Pinky=5).Replay the Finger Number SongMapping the KeyboardStudents will learn keyboard map by using the structure of 2 black key groups and 3 black key groups.For further comprehension there will be Mini Quizzes on identifying the black keys.The 2s and 3s Song will reinforce the important concept.The class will go to the Boom Cards for gamified learning.Sneak PeekThe class will look ahead to the next chapter: “Finding C”.Recap and Q/ASummarize the key points of the lesson and ensure that students have a clear understanding of the K-Piano equipment, class rules, learning system, learning positions, and Zoom meeting controls. Encourage students to ask questions and address any remaining concerns.Conclusion:At the end of the lesson, students will see the keyboard geographical. They will see the ever important pattern that the raised black keys help pianists navigate the keyboard.

If some classes do not complete this lesson in one day, do your best to cover as much as you can. When necessary, resume from where you stopped at the start of the next lesson.Introduction (5 minutes)Greet the students and introduce the K-Piano equipment and learning system.Provide an overview of the lesson objectives and what students can expect to learn.Review previously learned concepts. Heartbeat, Body Piano, and moving to Walk/TiptoeState the new learning concepts students will be able to build from lesson one and achieve in lesson two.Class Expectations (5 minutes)Read over classroom expectations for the Little Fingers class.Have students describe what these behaviors look like and don't look like.Ex: A good choice is following directions. A silly choice is to be laughing at your friends.Movement Activity - Video (5 minutes)Begin with a movement activity to allow students to practice listening, maintain a steady beat, and release excess energy before class. Click on one of the videos to choose a movement activity, or ask the students which one they would like to do.Rhythm Steady Beat (5 minutes)Show the Heart Beat slide to studentsReview with students the steady beatRead the rhythms on the next slide, referring to the Rhythms Echos slide (see resources), while students maintain a steady beat either on their bodies or by pointing to the hearts.Rhythm Echos (5 minutes)*Do not show slide. This is for teacher reference only*Read rhythm syllable patterns on the neutral syllable "bah" 4 beats at a time.Students echoRead patterns under "Rhythm Syllables" again using rhythm syllables "ta" and "ta-ti" 4 beats at a time.Students echoTranslation Challenge (5 minutes)*Do not show slide. This is for teacher reference only*Tell students we have a new challenge for them today. The instructor will say rhythms under "Translation Challenge" with the neutral syllable "bah," and students will echo using rhythm syllables "ta" and "ta-ti." See example below(ta-ti, ta-ti, ta-ti, ta ta-ti, ta, ta-it, tata-ti, ta-ti, ta-ti, ta-tita, ta-ti, ta, ta-tita, ta-ti, ta-ti, ta)Rhythm Exploration (5 minutes)*Do not show slide. This is for teacher reference only*Instructor improvises various combinations of "walk" and "tiptoe."Ask students what two movements they will demonstrate.Ask students to stand and demonstrate walking and tiptoeing.Ask students to demonstrate walking or tiptoeing as the teacher says patterns (see slide)Rhythm Read Along - Video ( 5 minutes)Before playing the video, go over the following with the students:Discuss how many sounds (syllables) in "walk" (1).Discuss how many sounds in "tiptoe" (2).Discuss what fruits they see on the screen (apples and pears).Discuss the number of sounds for each word (pear = 1, apple = 2).Once students understand how many sounds and syllables, show the video.Ask students to read along with the rhythm video.Movement Activity - Video(5 minutes)Select another movement activity to practice active listening, steady beat, and to provide a brain break.Tonal Practice (5 minutes)Instruct students to echo the teacher's actions.Demonstrate and improvise 4-beat patterns using "do," "re," and "mi" on a body piano, using the neutral syllable "bum." Use the body piano notations on the next slide as a reference.Have the students echo the demonstrated patterns.Proceed to improvise 8-10 tonal patterns following the same process.Improvise 4-beat patterns using "do," "re," and "mi" on a body piano while singing the solfege.Prompt the students to echo and replicate the patterns they have just observed.Conclude by improvising an additional 8-10 patterns using the same method.High and Low Exploration - Dinosaur Song (5 minutes)*Do not show slide. This is for teacher reference only*You can review the Dinosaur song on Prodogies by following this link: https://play.prodigies.com/programs/448604Before continuing, please get your xylophone or use a digital xylophone from this link:https://playxylo.com/Request the in-class teacher to distribute the Xylophones. Then, instruct the students to place their Xylophones before them and listen attentively.Discuss measure 3 - Instructor sings "walking through the" - is the sound going higher or lower? (higher)Discuss measure 4 - Instructor sings "valley" - is the sound going higher or lower? (lower)Discuss measure 7Discuss measure 8The instructor randomly plays measures (2, 3, 7, and 8) on Xylo. Is the sound going higher or lower?The instructor randomly plays another measure (2, 3, 7, or 8) on Xylo. Is the sound going higher or lower?Discuss directions (lower = left, higher = right)Assess learning by asking students to play higher and lower on xylosStudents may find it easier if instructors perform actions in reverse (such as instructing students to point to the right while the teacher points to the left) since students tend to mirror their instructors.Review (5 minutes)Revisit what the student learned earlier by asking the following questions:How many sounds are in "Pear" and "Apple"?Recall the higher and lower sounds on the xylophone.Conclusion: Movement Activity - Video (5 minutes)If you have time, finish up with a movement activity.Select another movement activity to practice active listening, steady beat, and to provide a brain break.If some classes do not complete this lesson in one day, do as much as you can and resume from where you left off at the start of the next lesson.

107th Street Elementary Username: 107st.boom@kpiano.org6th Avenue ElementaryUsername: TBDArthur Libby Elementary - Username: libby.boom@kpiano.orgArundel Elementary - Username: n/aAvalon Park Elementary - Username: avalon.boom@kpiano.orgBertrand Elementary - Username: bertrand.boom@kpiano.orgCantara ElementaryUsername: cantara.boom@kpiano.org

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Lesson ObjectivesBy the end of the lesson, students will be able to:Understand that music on the treble clef will be played by the right hand. [Identification]Understand that music on the bass clef will be played by the left hand. [Identification]Play 2 songs for each clef. [Fluency]

Materials NeededK-Piano equipment (computer, keyboard, stand, benches, headphones).Zoom meeting platform.

Lesson Plan OutlineIntroduction:Remind the students how far they’ve climbed in earning their White K-Tag.Hand GameKnowledge Check: Left Hand vs. Right Hand Live Slide Game.Grand Staff Review: Right Hand plays notes on top staff.Review: Left Hand plays notes on bottom staff.Grand Staff Game 2K-Piano Method The 4 Step System:The BeatThe SeatOne HandBoth HandsThe Beat: Count the rhythms.The Seat: Find the hand position.One Hand: Play the right hand or left hand.Both Hands: Play fully. Right Hand BounceStudents review Right Hand Bounce with a series of challenges. First they play alone to learn the notes, then they have metronome and backing track challenges at various speeds. Magic Train The students now do the same for a more challenging song: Magic Train. Left Hand BounceStudents review Left Hand Bounce with a series of challenges. First they play alone to learn the notes, then they have metronome and backing track challenges at various speeds.Go Go Lefty The students now do the same for a more challenging song: Go Go Lefty.

Hi! Welcome to K-Piano where we are changing lives through music! You have been chosen to share the gift of music with the world through our innovative new platform. Thanks to this technology we can bring the amazing opportunity of playing the piano to children that may have not had the chance before. This is an incredible treasure to bring to the world and this is our guide for success. Your success is our success, and our success is our student’s success, so let’s learn the best possible practices for music making!The first part of our training is to Set up your Zoom Classroom. This technology is the bridge between you to your students. The better each of us is with this aspect, the better the experience. Zoom is our classroom and the features found in it will make for a tremendous learning journey. The elements we will address here are:Muting - Assuring that you have audio control over the class.Chatting - Students can answer or ask questions, but only to you.Hosting - An extra abilities teachers have.Breakout rooms - Spaces to meet with select participants.Next we will master the details of Controlling your Zoom Classroom. While teaching; it is imperative to navigate the class, thus we need command of the technology. This is crucial to know for troubleshooting scenarios. A high level of control gives us freedom to interact with our participants and the autonomy to make the class more interesting and engaging.Connectivity Check - Making sure all students are connected.Camera - How to request turning a camera on.Unmuting - Asking a student to activate their microphone.Renaming - Changing the name of someone.Removing - How to remove a device from the meeting.And now, finally, the act of Teaching in your Zoom Classroom. As teachers we naturally know how to interact with, motivate, engage and of course educate our pupils. We can add powerful tools to our tool belt with these robust technological features.Views - Gallery Views (grid) vs. Speaker View (highlights speaker).Spotlighting - Spotlighting a particular learner.Sharing - How to present your screen and audio.Pausing - Halting your screen during a screen share.Annotation - Add notes to your screen.Camera - Using second alternate cameras.Naturally, with new technology there are new protocols, but there are also new possibilities! Embracing, and ultimately mastering, this platform will give us more reach to do better and better for more and more people. Our goal is to change lives through music, we welcome you to change as many people as you can!

If some classes do not complete this lesson in one day, do your best to cover as much as you can. When necessary, resume from where you stopped at the start of the next lesson.Introduction (5 minutes)Greet the students and introduce the K-Piano equipment and learning system.Provide an overview of the lesson objectives and what students can expect to learn.Review previously learned concepts. Heartbeat, Body Piano, and moving to Walk/TiptoeState the new learning concepts students will be able to build from lesson one and achieve in lesson two.Class Expectations (5 minutes)Read over classroom expectations for the Little Fingers class.Have students describe what these behaviors look like and don't look like.Ex: A good choice is following directions. A silly choice is to be laughing at your friends.Movement Activity - Video (5 minutes)Begin with a movement activity to allow students to practice listening, maintain a steady beat, and release excess energy before class. Click on one of the videos to choose a movement activity, or ask the students which one they would like to do.Rhythm Echos (5 minutes)*Do not show slide. This is for teacher reference only*Read rhythm syllable patterns on the neutral syllable "bah" 4 beats at a time.Students echoRead patterns under "Rhythm Syllables" again using rhythm syllables "ta" and "ta-ti" 4 beats at a time.Students echoRemind students of the translation challenge from last week, where the instructor reads rhythms using neutral syllables, and the students echo the rhythms using rhythmic syllables, four beats at a time.Rhythm Read Along - Pumpkin Walk Video ( 5 minutes)Before playing the video, go over the following with the students:Discuss words used last week and their syllables (apple = 2, pear = 1).Discuss today's words and number of syllables (bat = 1, pumpkin = 2).Begin by playing the video and pausing on the first rhythm. Then, discuss the empty box, what it is supposed to sound like, and the motion to use for the rest.Practice reading the video.Rhythm Review Activity - Instructor Drag & Drop (10 minutes)This is a drag-and-drop activity meant for the instructor only. Before sharing your screen in teach/mode, make sure "Student Devices" is unchecked, located at the bottom of the screen. You will use this slide to drag and drop notes to write notations in the heart.Discuss how many sounds in ta (1)Discuss how many sounds in ta-ti (2)"Would bat be called ta or ta-ti?" (ta). "How do you know?" (Ta and bat both have 1 sound)."Would pumpkin be called ta or ta-ti?" (ta-ti). "Why?" (ta-ti and pumpkin have 2 sounds)Show students this slide: "Which of these notes would be ta?" "Why?" "Which one of these notes would be ta-ti?" "Why"Pick a rhythm from the video and write in notation on hearts (start by reading as pumpkin and bat - have students read as rhythm syllables)Ask the class who would like to create a rhythm. Select a student and invite them to create a rhythm using 'ta' and 'ta-ti.' As the student shares their rhythm, drag and drop the corresponding notes into each heart. Once complete, read the rhythm aloud and have all students perform it together. Then, repeat the process with another student.Movement Activity - Video (5 minutes)Select another movement activity to practice active listening, steady beat, and to provide a brain break.Tonal Practice (5 minutes)Instructor sings using neutral syllable "bum" 4 beats at a timeStudents echoInstructor sings using solfege 4 beats at a timeStudents echoDraw attention to skips ("Was that a step or a skip? What note did I skip?Use the next slide, "Body Piano Tonal Practive," as a reference to create a pattern.Body Piano Tonal Practice (5 minutes)*Do not show slide. This is for teacher reference only*Instructor sings using neutral syllable "bum" 4 beats at a time while using body pianoStudents echoInstructor sings using solfege 4 beats at a time while using body pianoStudents echoDraw attention to skips ("Was that a step or a skip? What note did I skip?")High and Low Exploration - Dinosaur Song (5 minutes)*Do not show slide. This is for teacher reference only*You can review the Dinosaur song on Prodogies by following this link: https://play.prodigies.com/programs/448604Before continuing, please get your xylophone or use a digital xylophone from this link: https://playxylo.com/Request the in-class teacher to distribute the Xylophones. Then, instruct the students to place their Xylophones before them and listen attentively.Begin by explaining to the students that the "Dinosaur" song includes skips.Engage the students in singing the Dinosaur song for review.Lead a discussion on skipping using xylophones, specifically focusing on measure 1 of the Dinosaur song. Prompt the students with a question: "Starting on the red bar, if you were to perform a skip, which color bar would you play next?" (Answer: yellow)Instruct the students to add measures 1 and 5 to the song.Have the students play the entire song.Review (5 minutes)Revisit what the student learned earlier by asking the following questions:Review the words covered last week and count their syllables (e.g., apple = 2, pear = 1).Discuss today's words and the number of syllables (bat = 1, pumpkin = 2)Display the first rhythm of the video, explain the concept of the empty box, describe the intended sound, and demonstrate the appropriate motion for the rest symbol.Engage in a reading practice session with the video.Conclusion: Movement Activity - Video (5 minutes)If you have time, finish up with a movement activity.Select another movement activity to practice active listening, steady beat, and to provide a brain break.If some classes do not complete this lesson in one day, do as much as you can and resume from where you left off at the start of the next lesson.

Lesson ObjectivesBy the end of the lessons, students will be able to:Become familiar with the K-Piano equipment, including the computer, keyboard, stand, benches, and headphones.Comprehend the K-Piano class rules.Grasp the concepts of the K-Tag learning system.Understand the K-Piano learning positions.Effectively navigate Zoom meeting controls. This is only for classes that use Zoom. (Optional)Materials NeededK-Piano equipment (2 Device Lesson For Instructor)Zoom meeting platform

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Lesson ObjectivesBy the end of the lesson: Pupils will understand the hand & grand staff relationship. [Comprehension] We will be able to identify the treble clef and bass clef in written music. [Identification] Students will learn a song written in the treble clef. [Fluency] Students will learn a song written in the bass clef. [Fluency] The 4 Step System will be implemented. [Fluency]Materials NeededK-Piano equipment (computer, keyboard, stand, benches, headphones).Zoom meeting platform.Lesson Plan OutlineIntroduction:Highlight the K-Piano culture & student expectations.Remind the students how far they’ve climbed in earning their White K-Tag.Review the rules for following directions the first time, remember that when you’re on cam you’re on task and to always do your best.Review the three keyboard learning positions.Left Hand vs. Right Hand:Knowledge Check: Left Hand vs. Right Hand Live Slide Game.Bass Clef vs. Treble Clef:Treble Clef = Right Hand.Bass Clef = Left Hand.The Grand Staff: Right Hand Top and Left Hand Bottom.Knowledge Check: Bass Clef vs. Treble Clef Live Slide Game.Knowledge Check: Grand Staff vs. Hands Challenge.The K-Piano Method:The 4 Step System Overview:The BeatThe SeatOne HandBoth HandsThe 4 Step System Explanations:The Beat: Count the rhythms.The Seat: Find the hand position.One Hand: Play the right hand or left hand.Both Hands: Play fully.Playing Treble Clef:New SongRight Hand BounceReviewFinger Numbers ReviewPosture ReviewThe 4 Step SystemThe BeatThe SeatOne HandBoth HandsKnowledge Check: Boom Learning - Magic TrainLeft Hand BounceFinger Numbers ReviewPosture ReviewThe 4 Step SystemKnowledge Check: Boom Learning - Go Go LeftyRecap and Q/A: K-Piano Culture & Expectations Finger Numbers Hand Posture & Control Keyboard Mapping Musical Alphabet Finding the Note “A” White Key Note Names 2 Black Key Group = CDE 3 Black Key Group = FGAB Finding the note “C” Creating a right hand pentascale on middle C Creating a left hand pentascale on low CPlaying the Pentascale Challenge What is rhythm? Quarter Note = 1 Half Note = 2 Whole Note = 4 Big Dog Run What is a measure? Treble Clef = Right Hand Bass Clef = Left Hand Grand Staff The 4 Step System The Beat The SeatOne Hand Both Hands Right Hand Bounce Left Hand Bounce Conclusion: At the end of this lesson, students will be able to decipher the Treble Clef and Bass Clef, as well as which hands use which. The 4 Step System is introduced and will be followed for songs to come. To begin the process we learned the songs “Right Hand Bounce” and “Left Hand Bounce”.

If some classes do not complete this lesson in one day, do your best to cover as much as you can. When necessary, resume from where you stopped at the start of the next lesson.Introduction (5 minutes)Greet the students and introduce the K-Piano equipment and learning system.Provide an overview of the lesson objectives and what students can expect to learn.Class Expectations (5 minutes)Read over classroom expectations for the Little Fingers class.Have students describe what these behaviors look like and don't look like.Ex: A good choice is following directions. A silly choice is to be laughing at your friendsMovement Activity (5 minutes)Begin with a movement activity to allow students to practice listening, maintain a steady beat, and release excess energy before class. Click on one of the videos to choose a movement activity, or ask the students which one they would like to do.Rhythm Echos (5 minutes)Begin by improvising rhythms using a neutral syllable, such as "bah," or using 1 and 2-syllable words, such as "pear" and "apple," for students to repeat.Have students repeat the rhythms (echo).Proceed to improvise 8-10 rhythms in this manner.Next, improvise rhythms using the syllables "ta" and "ta-ti" for the students to imitate.Have students repeat the rhythms (echo).Finally, continue by improvising another set of 8-10 rhythms following the same pattern.Steady Beat Practice (10 minutes)Start by introducing the concept of a steady beat.Have students place their hands on their hearts to feel their heartbeat and describe what it feels like.Engage students by asking whether the heartbeat remains steady (demonstrate with claps at a consistent pace) or varies in speed (show with fast and slow claps randomly). Encourage students to identify the steady beat.Explain to students that beats are akin to the heartbeat of music. Practice maintaining a steady beat without using any visual aids.To reinforce the concept, practice steady beat with the video, Prodigies - Steady Beet—Playtime (see resources for link)Rhythm Game (5 minutes)The instructor will create different combinations of "walk" and "tiptoe".Ask students to identify and describe which two movements they will be demonstrating.Instruct students to stand and demonstrate "walk" and "tiptoe", and remind them to be mindful of their personal space. They should only use their own personal space when performing.Have the students perform "walk" or "tiptoe" as the teacher calls out patterns (refer to the slide). If there is enough time, create various "tiptoe/walk" patterns for the students to perform.Discuss the number of sounds (syllables) in "walk" (1) and in "tiptoe" (2).Keeping a Steady Beat (5 minutes)Show the Heart Beat slide to studentsAsk what these are (beats)Discuss how to track when reading (read left to right, NOT right to left)Have students practice tracking heart beats as they say "beat, beat, beat, beat." Have students practice reading beats with and without the labeling, but end with hearts that are not labeled.5. Improvise rhythms as students track beats, students echoMovement Activity (5 minutes)Select another movement activity to practice active listening, steady beat, and to provide a brain break.Tonal Practice (5 minutes)Instruct students to echo the teacher's actions.Demonstrate and improvise 4-beat patterns using "do," "re," and "mi" on a body piano, using the neutral syllable "bum."Have the students echo the demonstrated patterns.Proceed to improvise 8-10 tonal patterns following the same process.Improvise 4-beat patterns using "do," "re," and "mi" on a body piano while singing the solfege.Prompt the students to echo and replicate the patterns they have just observed.Conclude by improvising an additional 8-10 patterns using the same method.Hand Sign Review (5 minutes)Review hand signs for "do," "re," and "mi."Reinforce the learning by practicing the hand signs while watching a video demonstration, Prodigies - Campfire Song—Playtime 9 (see resources for link)Learn Song (5 minutes)**Teacher Instructions (Not to be shown to students):**Sing "Dinosaur" to the students.After singing the song again, ask the students the question: "What kind of animal is in my song?" (answer: dinosaur)Sing the song again and ask, "Where is the dinosaur walking?" (answer: through the valley)Sing the song again and ask, "What should we do if the dinosaur is sad?" (answer: rub their belly)Teach students how to sing the song - Begin by singing the first phrase "Dinosaur, dinosaur," and have the students echo. Then, sing the second phrase "walking through the valley," and have the students echo. Continue this pattern until the students have learned the entire song.Movement Activity (5 minutes)Select another movement activity to practice active listening, steady beat, and to provide a brain break.Hand Sign Introduction (5 minutes)Introduce and explain the hand signs for "do," "re," and "mi."Engage students in practicing the hand signs for "do," "re," and "mi."Reinforce the learning by practicing the hand signs while watching a video demonstration, Prodigies - Campfire Song—Playtime 9 (see resources for link)Review (5 minutes)Review the following with the students:Hand signsHow to track steady beatsThe number of sounds in "walk" and "tiptoe."ConclusionIf you have time, finish up with a movement activity.If some classes do not complete this lesson in one day, do as much as you can and resume from where you left off at the start of the next lesson.

Lesson ObjectivesBy the end of the lesson, students will be able to: Students will be able to perform the Superfly Work-out. [Fluency] Coordination will be built through practice of this song. [Fluency] Apply the K-Piano Method to music. [Comprehension] Read music written in the Grand Staff. [Comprehension]Materials NeededK-Piano equipment (computer, keyboard, stand, benches, headphones).Zoom meeting platform.

Lesson Plan OutlineIntroduction:Highlight the K-Piano culture & student expectations.Review the three keyboard learning positions.Review the rules for following directions the first time, remember that when you’re on cam you’re on task and to always do your best.Remind the students how far they’ve climbed in earning their White K-Tag. GrandstaffReview Left Hand vs. Right HandReview Bass Clef vs. Treble ClefHand GameGrand StaffRight Hand plays notes on topLeft Hand plays notes on bottomK- Piano Method The 4 Step System:The BeatThe SeatOne HandBoth HandsThe Beat: Count the rhythms.The Seat: Find the hand position.One Hand: Play the right hand or left hand.Both Hands: Play fully. Superfly Warm-Up Students begin learning Superfly Warm-Up one section at a time.

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