Preparatory A Repertoire

Question 1

List the 3 main pedagogical goals for the piece “I Asked My Mother”, Alfred Premier Piano Course Lesson book 1B.

Answer 1

1. Upbeat (anacrusis) and incomplete measures, counting the beats in incomplete measures, and the effect on the rhythmic pulse.
2. LH crossing over RH.
3. RH moving to different positions on the keyboard, and associated fingering; meaning of 8va —-,(one octave higher than written).

Question 2

Are the pieces in Alfred Premier Piano Course level 1B more appropriate for the end of the first year or the second year of study (for young beginners)?

Answer 2

The first year.

Question 3

List the 3 main pedagogical goals for the piece “My Dog”, p. 20, Alfred Premier Piano Course Performance Book 1B.

Answer 3

1. Accidentals: sharps.
2. New musical term: ritardando (rit.), gradually slower tempo. Teach student both meaning and how to do it properly. Also, fermata, to hold longer than the normal duration.
3. Legato phrasing and slurs, contrasting with staccato, and legato between hands.

Question 4

What are the main pedagogical goals of the piece “Rainbow Fish” by Catherine Rollin, in the RCM 2015 Prep A Repertoire book?

Answer 4

1. The whole-tone scale.
2. Use of the damper pedal, held down throughout, to create a wash of sound in the Impressionist style.
3. Free and fluent arm gestures for smooth crossed-hand playing over a wide (6 octave) range up and down the keyboard.
4. 6/4 time signature and its rhythmic pulse; dotted half and dotted whole note values. Counting the piece “in two” establishes a flowing tempo and AIDS in hearing the dotted whole notes, as they are then felt as two pulses.

Question 5

Who are the composers of “My Dog”, in Alfred Premier Piano Course Performance book 1B?

Answer 5

Dennis Alexander, Gayle Kowalchyk, E.L. Lancaster, Victoria McArthur, Martha Mier

Question 6

Who are the composers of “I Asked My Mother”, in Alfred Premier Piano Course Lesson Book 1B?

Answer 6

Dennis Alexander, Gayle Kowalchyk, E.L. Lancaster, Victoria McArthur, and Martha Mier.

Question 7

How can the piece “Rainbow Fish” be mapped to aid learning?

Answer 7

Once the two phrases (A and B) are learned, the challenge is in finding the correct octave for the start of each phrase and its repetition. To help with this process, create a visual/verbal map of starting places for each phrase. Ask the student to feel and diagram/name the starting notes of each phrase. Consider concrete labels such as Middle C, Bass C, Low C, etc. Memorizing this broad map will facilitate ease and forward flow in performance.

Question 8

In the piece “Rainbow Fish”: What teaching approach could you take to help the student learn the last two measures of the B phrase (mm. 13-14), where the student plays blocked thirds in a crossed hand pattern?

Answer 8

Ask your student to complete these steps before playing:
1. Name the letters of each blocked third (the first one is different).
2. Feel and speak the fingering on the closed lid, with the crossed-hand gesture (different fingering is used for each blocked third).
3. Silently feel the positions on the keys, with the correct hands and fingering.
These three steps prepare correct playing, and these thirds can be easily joined to the beginning of the B phrase.

Question 9

What are the two modalities and sections of “Rainbow Fish” by Catherine Rollin?

Answer 9

1. A section - whole-tone crossed-hand scales

2. B section - five-finger position with Lydian tonality

Question 10

List three pieces you’ve chosen as Preparatory A repertoire selections.

Answer 10

1. My Dog, by Dennis Alexander et al., Alfred Premier Piano Course Performance Book 1B
2. I Asked My Mother, by Dennis Alexander et al, Alfred Premier Piano Course Lesson Book 1B
3. Rainbow Fish, by Catherine Rollin, RCM 2015 Celebration Series Repertoire, Preparatory A