Preparation
What to know prior to watching the student video:
This is a review and continuation of Lesson 2a and 2b. We continue discussion of the concept of two, three, and four pulse measures.
This can be a very difficult concept for young children to understand. It’s something that is felt and heard…not seen. If they are not getting it, don’t push it! Continue working on just feeling the pulse. In other words, clap to the beat with your child. Keep going forward with your child.
As long as your child can feel the pulse in music, keep going forward. If they can’t even find the beat, maybe spend some extra time listening to music.
After Lesson 2c:
We call the sounds of the piano using some of the letters of the alphabet. We have now learned A, B, C, D, E, F, and G. We are learning to name the sounds of the white keys by noticing how the black keys are grouped.
Listen to music! Listen for the accented pulse. Folk songs are great for this kind of listening. Hymns are also great. Pay attention to whether your child can march or clap to the beat. If they understand this, then continue to try to identify 2, 3, or 4 pulse measures. Feel free to use the audio recordings in the post “Songs for Two, Three, and Four Pulse Measures.”
Lesson 2c Homework
- Find all of the sounds on the piano. Work on naming them quickly and rapidly. Find a low pitched key. Name the sounds going up one key at a time until the student reaches the top of the piano. Then find a high pitched key. Name the sounds going down one key at a time until the student reaches the bottom of the piano.
- Listen to music. Listen for the accented pulse. Listen for two pulse, three pulse measures, and four pulse measures.
Student Video