183 lessons

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”.

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.

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.

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.

Hot Cross Buns (Performance)Week 27

Mary Had A Little Lamb (Performance)Week 26

Gently Sleep (Performance)Week 28

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.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. Body Piano (5 minutes)*Instructor Reference OnlyIf you are uncomfortable improvising, you may use the patterns on the next slide. Please ensure that you are singing in the key of C major to avoid confusing the students later on.Create 4-beat patterns using the syllable "bum" for notes do, re, mi, so, and la while mimicking playing a piano on your body. Students will then repeat the patterns using body piano.Generate 4-beat patterns using the solfege syllables (do, re, mi, so, la) and body piano. Students will echo the patterns back.Refer to the next slide for pattern ideas.Rhythm Echo Challenge (8 minutes)*Do not show slide. This is for teacher reference only*Instructor improvises 4-beat patterns using do, re, mi, so, and la and body piano, or use the reference provided.Learn the Song - My Heart's Song*For Instructor Reference Only*The instructor sings the whole song for students to hear once.Instructor: "I have some questions for you now. I am going to sing the song again, and when I'm finished, I want you to tell me what I have inside my heart." The instructor sings the whole song again. Students answer after the instructor finishes the song.Instructor: "After I am finished singing, can you tell me what rhyming words you hear in the song?"The instructor sings the whole song again. Students answer (heart and art; bring and sing)Instructor: "After singing, tell me what feeling the song brings." The instructor sings the whole song again. Students answer (joy)Movement Activity - Video (5 minutes)Freeze Dance VideoStudents dance along to the video. Draw students' attention to slow motion. Review Clouds SongThe instructor sings the whole song for students to hear one time.Instructor asks Students if they remember the song. Have students sing the song with you. Then hear students sing song alone. Review any sections that students need extra support in. Be aware of measure 3 that students clear feel the pick up eighth note.The Song - First Two Measures*For Instructor Reference Only*The instructor sings and plays the first two measures of "The Song" on xylophone."Which note did I start on?" (so)"How many times did I play so at the beginning?" (3 - may have to sing and play first two measures again so students can count)."What note did I play after so?" (do)Have the students practice singing and playing sssd on xylophones with fingers in rhythm.Once students are comfortable singing and playing with fingers, add next part. "I want you to listen to the part 'inside my heart.' Are the notes moving higher or lower?" (instructor sings and plays the first measure again - higher"What notes did I play for 'inside my heart?'" (do re re mi)Students practice singing and playing the next part with fingers; add to the beginning - may add mallets if students are successful.The Song - Measures 5-6*For Instructor Reference Only*"There is another part in the song that has the same melody as the part we just played. Can you tell me what the words are to that part?" ("I love the joy that this song brings."Instructor sings and plays, student responds. "Were you correct?""Now I want you to sing and play the parts you know with your fingers. I will show you an example."Instructor sings and plays the first 2 measures, only sings measures 3-4, sings and plays measures 5-6, and only sings measures 7-8. Students repeat - may add mallets once successful.Clouds Song Review*For Instructor Reference Only*The instructor asks students to sing "Clouds."If students remember how to sing song, proceed to singing and playing the parts they know with fingers on the xylophone.If students are successful, proceed to measures 3-4"What note do we start on for 'when the wind stops?' I'll give you a hint: it's the lowest note we've learned so far." (do)"Does the melody move higher or lower?" (higher)"Let's see if you can figure out the notes for 'when the wind stops.'" Have students sing m. 3, if students are successful, give students a few seconds to see if they can figure out notes for m. 3. "I want you to sing the notes to 'when the wind stops' starting on do." (do re mi so) - if successful, play on xylophone with fingers"Does the melody for 'you all stand still' move higher or lower? (lower)"Starting on so, see if you can figure out the notes for 'you all stand still.'" Have students sing m. 4, if students are successful, give students a few seconds to see if they can figure out notes for m. 4. "I want you to sing the notes for 'you all stand still' starting on so." (so mi re do) - if successful, play on xylophone with fingers."Let's see if we can play those two measures together without stopping." Instructor have students sing solfege to measures 3-4 first, if successful, have students sing and play using fingers.Clouds Song Review Measures 5-6*For Instructor Reference Only*The instructor sings measures 5 and 6. "Does part of that melody sound like something we've heard before?" (yes)."What are the words?" (When the wind blows) "What part does it sound like?" (When the wind stops)Have students sing solfege to measure 5, if successful, play and sing solfege with fingers"Now, the next measure is a little different. Starting on so, I want you to see if you can figure out how to play "walk away slow." Have students sing measure 6 as a reminder, give students a few seconds to see if they can figure out solfege (so la so so)Have students sing solfege. If successful, have students sing and play with fingers.Add to measure 5Have students sing an entire song as a reminder. Then, have students sing and play the whole song using fingers. If successful, they may transition to mallets.Conclusion: Movement Activity - Video (5 minutes)If you have time, finish up with a movement activity.Have students follow along with the Super Yoga video.Review (5 minutes)Revisit what the student learned.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.

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.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. Rhythm Echo Challenge*Do not show slide. This is for teacher reference only*Read rhythms as neutral syllable "bah"Students echoRepeat with rhythm syllables "ta" and "ta-ti"Students echoRhythm Translation Echo Challenge*Do not show slide. This is for teacher reference only*Read rhythms as neutral syllable "bah"Students echo rhythms as rhythm syllables "ta" and "ta-ti" for the translation challengeMovement Activity - Video (5 minutes)Freeze Dance VideoStudents dance along to the video. Draw students' attention to slow motion. Learn the Song "Dreams"*For Instructor Reference Only*Instructors sing only the melody for students to hear one time.Instructor: "I have some questions for you now. When I am finished singing, can you tell me how many times I sing the word dream?"The instructor sings the whole song again. Students answer after the instructor finishes (3)Instructor: "After I am finished singing, Where is the person going?"The instructor sings the whole song again. Students answer (sky)Review Clouds SongThe instructor sings the whole song for students to hear one time.Instructor asks Students if they remember the song. Have students sing the song with you. Then hear students sing song alone. Review any sections that students need extra support in. Be aware of measure 3 that students clear feel the pick up eighth note.Song Review & Practice with XylphonesAsk the students to sing "Clouds" again, but this time, move in slow motion as they sing. You may need to explain the connection between moving in slow motion in freeze dances and moving slowly while singing the song.Students who can sing the song and move slowly may receive xylophones.Have a discussion about do, re, and mi on xylophones, including their corresponding colors and identifying which bar is the biggest and smallest.Demonstrate how to sing solfege and play drm on the xylophone using fingers only (without mallets). Have students echo your demonstration.Show students how to sing solfege and play mrd on the xylophone using fingers only. Students should echo your demonstration.Adding "So"*For Instructor Reference Only**Note: If students struggle to maintain a steady beat or start rushing, pause and have them sing the song again while dancing in slow motion to feel the song's movement.*Sing the first measure of "Clouds" using solfege (dssm).Ask the question, "What note did I add?" (so).Follow up with, "What color is 'so'?" (green).Prompt the question, "Will 'so' produce a high sound or a low sound?" (high).Ask, "Will 'so' be played on a big bar or a little bar?" (little).Playing "So" on XylophonesAsk students to touch "so" with their fingers to see if they can identify the note.Sing and demonstrate how to play the first measure of the song using solfege and fingers. Have students echo your demonstration.Once students can successfully sing the solfege and play with their fingers, they may start using mallets.Adding Second MeasureIf there is no more time, we will start at this point and continue with the remaining slides in the next lesson.*Instructor Reference Only*"Now, I will begin playing from 'so.' Can you tell me if the second note is higher or lower than 'so'?"Play the sequence and have students answer once you finish playing the second measure (higher).Ask, "Which note is higher than 'so'?" (la).Play 'so' and 'la' and confirm with the students, "Is that correct?" (yes).Adding LaStudents will play and sing "so" and "la" using fingers (without mallets).The instructor plays the second measure again and asks, "Is the note after 'la' going to be higher or lower than 'la'?" (lower)Ask, "What note is lower than 'la'?" (so)Next, ask, "How many 'so's do I play at the end?" (2)The instructor demonstrates the second measure on the xylophone, and students sing solfege and play the second measure with their fingers. If successful, students may transition to using mallets.Measures 7-8*For Instructor Reference Only*Ask the student to listen. Start by singing the last phrase of the song for the students. After singing measures 7-8, ask them whicha part they already know how to play. ("White sheep, white sheep")Ask, "Is the ending the same or different from what you just learned to play?" (Different)Then ask, "Does the ending go higher or lower?" (lower)Have the students play "White sheep, white sheep" again and stop after the second "sheep." Ask them, "What note did we end on?" (mi)Follow up by asking, "So if the ending goes lower, what note is lower than mi?" (re)Play measure 7 and the first note of measure 8. Confirm by asking, "Is that right?" (yes)Repeat the same process for the rest of measure 8.Have the students sing measures 7-8 with solfege, then add fingers on xylophones. Progress to mallets if the students can successfully sing solfege and play with their fingers.Review measures 1-2 and 7-8 with the students.Conclusion: Movement Activity - Video (5 minutes)If you have time, finish up with a movement activity.Have students follow along with the Super Yoga video.Review (5 minutes)Revisit what the student learned.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.

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 Echo Challenge (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.Translation Challenge (5 minutes)*Do not show slide. This is for teacher reference only*Read rhythms as neutral syllable "bah".Students echo rhythms as rhythm syllables "ta" and "ta-ti" for the translation challenge.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 the visual representation of quarter notes and paired eighth notes by displaying examples of each.Explain that a quarter rest represents silence (no sound) and receives one beat. Display a quarter rest to illustrate.Instruct the teacher to drag and drop notes/rests onto hearts to form a 4-beat rhythm.Have students practice reading the rhythms they have created.Challenge students by creating 2-3 additional rhythms for them to practice reading.Rhythm Read Along - We Don't Talk About Bruno ( 5 minutes)The read-along video includes quarter notes, quarter rests, and eighth notes. The exercise aims for students to clap and use syllables (ta, ta-ti) while following along.Prior to starting the video, review with students the visuals of quarter notes, quarter rests, and eighth notes.Display the first rhythm and practice it as a class. Proceed to play the entire video once students demonstrate understanding of the concept.If students encounter difficulties with the patterns, pause the video and review the patterns together.Reinforce the visual representation and meaning of a quarter rest to the students.Practice reading along with 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)Create 4-beat patterns by improvising with the notes do, re, mi, fa, so using the neutral syllable "bum."Create 4-beat patterns by improvising with the notes do, re, mi, fa, so using solfege. Discuss the pitches of fa and so, whether they are higher or lower.Create 4-beat patterns using the notes do, re, mi, and the students are tasked with interpreting or "translating" these patterns.Use the next slide, "Body Piano Tonal Practice" as a reference to create a pattern.Body Piano Tonal Practice Reference Page (5 minutes)*Do not show slide. This is for teacher reference only*Read each measure one at a time while singing on the neutral syllable "bum" and utilizing the body piano.Students echo each measure on the neutral syllable while also using the body piano.Engage students in a discussion about the new notes (fa and so) by asking "Are they higher or lower?" (Answer: Higher) Avoid labeling the notes for students at this stage.Body Piano Translate Reference Page (5 minutes)*Do not show slide. This is for teacher reference only*The teacher reads each measure one at a time while singing solfege and using the body piano.Students echo each measure on solfege while also using the 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. Use this slide to drag and drop the notes onto the tonal ladder, positioning do, re, and mi.Ask students to construct a tonal ladder by identifying the lowest note (do), the next note (re), and the highest note (mi).Guide students as the instructor arranges icons in a ladder, positioning do at the bottom, re in the middle, and mi at the top.Point at each note on the tonal ladder and sing patterns of 4 beats.Patterns:drmmddr-dmm-rrr-ddrrm-r-dmm-rrr-ddrrr-d-Are You Sleeping? Song (10 minutes)*Do not show slide. This is for teacher reference only*Before 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.Please note DO NOT SHOW students the notation, they are learning by using the rote method.Have the students solfege song on the tonal ladder.Review the song with the students so they can learn the words.Tonal Reading (5 - 10 minutes)Students play the first phrase of the Are You Sleeping? song on xylosInstruct students to play the first phrase of the song on their xylophones.Have students practice a few times, correcting and issues.Invite student volunteers to attempt playing the first phrase.Once students have practiced a few times, switch to reviewing the following songs:RainbowDinosaurGently 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.Review (5 minutes)Revisit what the student learned.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.

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.

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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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!

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: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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