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Consolidating Level One ~ Focus One Piano Skills
Welcome to the Achieve Zone! Building upon your success in the Find, Create, Grow, Explore, and Build Zones, this section focuses on solidifying your grasp of fundamental musical concepts. At this stage, you will apply your knowledge by playing pieces within a specific range and exploring basic dynamics. This will enhance your performance skills and analytical abilities, laying a strong foundation for future musical endeavors. These melodies have the melody initially in the treble clef for eight bars and then it transfers to the bass clef for eight bars.
The M-series pieces can be played by all students when the preliminary work has been completed.
Learning Objectives
Upon completing this zone, you will be able to:
Play melodies within the C3-G3 and C5-G5 range with confidence.
Demonstrate accurate execution of forte and piano dynamics.
Perform rhythms using semibreves (whole notes), minims (half notes), and crotchets (quarter notes) in 4/4 time.
Analyse simple melodies to identify melodic patterns and intervals.
Apply effective practice techniques to improve performance.
Core Concepts
This section revisits and reinforces the following core musical concepts. Students will explore note range, specifically C3 to G3 in the bass clef and C5 to G5 in the treble clef. They will also learn about dynamics, understanding the difference between forte (loud) and piano (quiet). The section covers rhythm, focusing on the 4/4 time signature and the relationship between note values, including crotchets, minims, and semibreves. Before playing, carefully look at (analyse) the musical structure. Begin by identifying and highlighting any three- or four-note melodic patterns that emerge. For notes that do not fit within these patterns, examine the two-note intervals, paying attention to steps (adjacent notes) and skips (larger intervals). Write any newly discovered patterns in your music pattern book (available at (https://amzn.to/3Y6OZAP).
Finally, students will revisit the C Major Tetrachord, a foundational element in understanding scales and harmony.
Effective Practice Strategies
To maximise your learning, adopt these practice strategies. Effective practice begins with pattern recognition, where you identify and notate three- and four-note melodic patterns, as well as two-note intervals, such as steps and skips. Developing a strong rhythmic foundation is crucial; therefore, you should clap rhythms and verbalize note names before playing, and use a metronome to ensure accurate timing. To improve your control over expression, practice dynamic variation by playing scales and simple exercises with contrasting dynamics, specifically forte and piano. Efficient technique is also developed through hands-separate practice, where you master each hand independently before combining them slowly. Finally, analytical listening is essential. Actively listen to recordings, paying close attention to phrasing, dynamics, and articulation to internalize musicality.
Focus One Piano Skills Pieces
The following pieces provide opportunities to apply the focus one piano skills, concepts and practice strategies outlined above:
"Suo-Gan" (Welsh Lullaby): A traditional Welsh lullaby, known for its soothing and calming melody from the 1800’s (The Traditional Tune Archive, 2025).
"Merrily We Roll Along" (Children's Song): A classic children's song, characterized by its cheerful and upbeat tune. The song is from the chorus of a song called Goodnight Ladies by Ediwn Pearce Christy (Petrucci Music Library, 2017)
"Hot Cross Buns" (Children's Song): A well-known children's song based on a sweet bread from the 1700’s in England often eaten in Lent, hence the cross. (Uitti, 2023) This song is perfect for practicing rhythmic accuracy.
"Mary Had a Little Lamb" (American Children's Song): A popular American children's song, with a simple and memorable melody. It speaks about Mary Sawyer, born in 1806 America, and her Little Lamb (Amelinckx, 2017). Use an energetic tempo again as you imagine a child running to school with a lamb bouncing along beside you.
"Ode to Joy" (Beethoven): An iconic melody from Beethoven's Ninth Symphony, known for its powerful and uplifting character written when he was profoundly deaf (Classic FM, 2020).
"Go Tell Aunt Rhody" (Folk Song): A traditional folk song, with a flowing and graceful melody that has roots in a 1752 opera. According to Ballad of America the song may have originated as a play-party song in New England’s colonial days (Ballad of America, 2019). The song is much older originating as a Gavotte in an Opera from 1752 called Le devin du village (The Village Soothsayer) by Jean-Jacques Rousseau (Petrucci Music Library, 1753; Caton-Greasley, 2021).
Performance Guidance
For each piece, please refer to the provided digital score (see the listing below) and listen to the teacher recordings (links provided below) to understand the nuances of the performance. After you've practiced the notes and rhythm, focus on playing each piece continuously, without pauses. This stage of practice is not about mastering every detail, but about experiencing the joy of making music and developing fluency. It's important to cultivate this mindset, which complements the detailed work of mastering a piece.
Demonstration Videos
Suo Gân
Digital Recording
Demonstration by Vikki: TQ Teacher
Merrily We Roll Along
Digital Recording
Demonstration by Vikki: TQ Teacher
Hot Cross Buns
Digital Recording
Demonstration by Vikki: TQ Teacher
Mary Had a Little Lamb
Digital Recording
Demonstration by Vikki: TQ Teacher
Ode to Joy
Digital Recording
Demonstration by Vikki: TQ Teacher
Go Tell Aunt Rhody
Digital Recording
Demonstration by Vikki: TQ Teacher
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So many students misplace music by accident, leave it on the bus, drop it in a puddle, or the dog ate my homework, it fell behind the piano etc … or simply cannot find it on lesson day. Use the downloads below to ensure you have a copy of the music when you need it.
Portfolio Preparation
To complete the Achieve Zone Focus 1, a TQ teacher is looking for you to perform the pieces with accuracy and musicality, demonstrating an understanding of the core concepts: note range, dynamics, and rhythm. The practice strategies being introduced will help you to practice efficiently and enjoy making music. The analysis of simple melodies, identification of melodic patterns, intervals, and rhythmic structures is in its early stages but is already helping you to achieve your musical goals.
Remember to fill in your musical journal and video the final result of all the hard work for your TQ Assessment portfolio, which counts towards your final module points.
Further Exploration:
Compose a short melody using the notes within the C3-G3 and C5-G5 range using ideas from the songs in this blog.
Research the composers and historical context of the assigned pieces in more detail, and prepare a historical summary of your findings. Remember to list your sources.
Complete a small research project investigating how friends and family respond to the forte and piano markings being applied in different places. Write about your findings.
Quiz
What is the primary goal of the "Achieve Zone," Focus One, in TQ Piano Level One?
Which new notes are introduced in the "Achieve Zone," Focus One, and what dynamic markings are emphasized?
Describe the structure of the melodies in the first seven pieces of the M-series in terms of clef changes and time signature.
According to the "Effective Practice Tips," what are some initial steps a beginner should take when learning a new piece?
What is a "tetrachord," and how is the C tetrachord relevant to the pieces in this section?
Explain the term "analytical practice" as described in the context of learning the piano pieces.
Identify two traditional children's songs included in the M-series set of pieces.
What is notable about Beethoven's "Ode to Joy" in the context of Level One piano learning?
What is the possible historical origin of the song "Go Tell Aunt Rhody"?
How are the provided digital scores and TQ Teacher recordings intended to support the learner?
Glossary of Key Terms
Treble Clef: A musical symbol placed at the beginning of the stave (set of five lines) indicating the higher range of notes, typically played with the right hand on the piano.
Bass Clef: A musical symbol placed at the beginning of the stave indicating the lower range of notes, typically played with the left hand on the piano.
Crotchet: A musical note with a duration of one beat in 4/4 time (also known as a quarter note).
Minim: A musical note with a duration of two beats in 4/4 time (also known as a half note).
Semibreve: A musical note with a duration of four beats in 4/4 time (also known as a whole note).
4/4 Time (Common Time): A time signature indicating that there are four crotchet beats in each bar of music.
Forte (f): A dynamic marking in music indicating that a passage should be played loudly.
Piano (p): A dynamic marking in music indicating that a passage should be played quietly.
Tetrachord: In music theory, a series of four consecutive notes, usually within a scale, often defined by the intervals between them. The C tetrachord typically refers to the sequence C-D-E-F.
Step (Interval): The interval between two adjacent notes in a musical scale (e.g., C to D).
Skip (Interval): An interval larger than a step between two consecutive notes in a melody (e.g., C to E).
Bar (Measure): A segment of musical time containing a specific number of beats, indicated by vertical lines on the stave.
Tempo: The speed at which a piece of music is performed.
Dynamic: The degree of loudness or softness in a piece of music.
TQ Teacher Training
Essay Format Questions
Discuss the importance of "analytical practice" as outlined in the source material for beginner piano students learning new pieces. How does this approach contribute to effective learning?
Explore the connection between prior learning from previous zones (Find, Create, Grow, Explore, Build) and the "Achieve Zone," Focus One, specifically referencing the use of tetrachords.
Evaluate the selection of pieces in the M-series for "Achieve Zone," Focus One. How do these particular melodies support the primary and secondary learning objectives of this section?
Consider the role of dynamic markings (forte and piano) in the context of these beginner piano pieces. Why is the development of dynamic control emphasized at this stage?
Based on the provided text, what are the key principles of effective practice for beginner piano students, and how can a learner implement these principles when working on the pieces in "Achieve Zone," Focus One?
Reference list
Amelinckx, A. (2017). The True Story behind ‘Mary Had a Little Lamb’. [online] Modern Farmer. Available at: https://modernfarmer.com/2017/12/true-story-behind-mary-little-lamb/ [Accessed 26 Mar. 2025].
Ballad of America (2019). Go Tell Aunt Rhody: about the Song - Ballad of America. [online] Ballad of America. Available at: https://balladofamerica.org/go-tell-aunt-rhody/ [Accessed 26 Mar. 2025].
Caton-Greasley, C. (2021). Performance Level 1: Go Tell Aunt Rhody. [online] Chris at the Piano. Available at: https://www.chrisatthepiano.com/post/performance-level-1-go-tell-aunt-rhody [Accessed 26 Mar. 2025].
Classic FM (2020). The Remarkable Story of Beethoven’s ‘Choral’ Symphony No. 9 and the ‘Ode to Joy’. [online] Classic FM. Available at: https://www.classicfm.com/composers/beethoven/music/symphony-no-9-d-minor/ [Accessed 26 Mar. 2025].
Kirschner, P. (2005). Optimizing the Number of Steps in Learning Tasks for Complex Skills. British Journal of Educational Psychology, [online] 75(2), pp.223–237. Available at: https://www.academia.edu/2722909/Optimizing_the_number_of_steps_in_learning_tasks_for_complex_skills [Accessed 25 Mar. 2025].
Petrucci Music Library (1753). Le Devin Du Village (Rousseau, Jean-Jacques). [online] Imslp.org. Available at: https://imslp.org/wiki/Le_devin_du_village_(Rousseau,_Jean-Jacques) [Accessed 26 Mar. 2025].
Petrucci Music Library (2017). Goodnight Ladies (Christy, Edwin Pearce) - IMSLP. [online] Imslp.org. Available at: https://imslp.org/wiki/Goodnight_Ladies_(Christy%2C_Edwin_Pearce) [Accessed 26 Mar. 2025].
Rosenshine, B. (2012). Principles of instruction: Research-Based Strategies That All Teachers Should Know. [online] American Educator, pp.12–19. Available at: https://www.aft.org/sites/default/files/Rosenshine.pdf [Accessed 25 Mar. 2025].
The Traditional Tune Archive (2025). Suo Gân - the Traditional Tune Archive. [online] The Traditional Tune Archive. Available at: https://tunearch.org/wiki/Annotation:Suo_G%C3%A2n [Accessed 26 Mar. 2025].
Uitti, J. (2023). Behind the Meaning of the Ad Jingle Nursery Rhyme ‘Hot Cross Buns’. [online] American Songwriter. Available at: https://americansongwriter.com/behind-the-meaning-of-the-ad-jingle-nursery-rhyme-hot-cross-buns/ [Accessed 26 Mar. 2025].