Preparatory C (from 5+). Lesson 40
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Integration with story or theatrical action. For early learners, it is especially important to follow the development of musical thought. The easiest way to do this is if there is a fascinating story behind the image. In our Method there are samples of such stories (“Music and Noise,” “What it Takes to Make Mistakes,” “Heart of Music,” “Kingdom of Tune”).
A teacher can come up with any simple story that would be well combined with the musical work and its development. We teach this in sufficient detail with the help of fairy tales about the "Kingdom of Tune." This is a very interesting and fascinating process.
However, without musical "teasers"--the ability to play the material of any story or fairy tale-- the effectiveness of learning falls.
"The driver remembers the road better than the passenger." Active learning prevails. Always!
From active music listening to music history and musicology. The ability to play a classical piece of music at least partially, the ability to dive into it and recognize various interpretations, prepare the platform for the child’s analytical and cognitive activity: the desire to get more information about the composer, the era, the genre of the piece, and so on.
The next step in development will be the ability to generalize and see musical art in the system of other arts. This truly awakens the child’s desire to learn more about whole layers of history, about different eras and much more.
So, from the possibility of personal interaction of the child with the musical text, the child begins the path of his or her intellectual and spiritual development. Without this small, but important personal contact with the world of sounds, the development of love for the musical language is ineffective.
This approach helps our children overcome the “clip thinking” and achieve a higher spiritual and intellectual level of development.
My sincere thanks for English adaption of the article to Reba Kochersperger
1. Improving the playing of the C Major scale with separate and two hands with a metronome. We play at a fast pace. We try to play even sounds, remember the exercises of O.M. Egorova and watch your hand and elbows.
2. If possible, repeat the exercises of the previous lessons.
3. This is the last week of the assignment. Don't forget to make a video and post it in the progress diary.
If your child is growing faster or slower than our plans suggest, we encourage you to contact us at email@example.com to start learning with our certified professionals.
1. Gentle Piano®- Reading from a sheet. First Steps: Fingerobics #4
Playing R, L and P on 2, 4, 5, 6
2. Gentle Piano®- A piece to perform - "Cat Boogie"
Learning R - RH, L - LH and P
M. Ravel "Bolero"
TEASER: Gentle Piano® - easy or more difficult version of "Bolero": we play with separate or two hands.
We find other interpretations of the work on the Internet and listen - we look. This is the last week of work on this piece. Do not forget to make a video - photo report and publish it in your progress diary.
Visit our Soft Mozart forum and start your progress diary here. Use the current year section. This is the place for you to ask questions and share your experiences.
At least 2 photos and 1-2 videos of the listed activities will count towards your child's credits for the graduation DIPLOMA. Please upload the video to You Tube, copy the address from the BROWSER window and paste it into your Progress Diary. Do not forget to indicate the year and type of work in the description of your Soft Mozart Academy photo / video.
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