Seimpi Lesson 15

31 Oct 2010 (Sun):

We missed last week's lessons so we were a early today to practice what we have missed. Actually i hv caught Rachel playing solo on video, using my hp but blame it on my stupidity, i am unable to trsf the files & upload onto this blog due to incompabality of programs. Shall bring my camera instead for the next lesson, hopefully to be able to capture her playing solo.

Anyhow, we learned our Xmas performance item which would be Xmas carolling, singing " Angels We Have Heard On High ". There would 4 four little singers & this includes Rachel. Uh Oh! I'm nt sure if she would open her mouth & sing out loud on that day. Its about another 5 lessons only before the actual performance.

For lessons today, we revised Time Signatures - 2/4 counts & 3/4 counts. We did the flashcards on ' ta ' & ' titi '. And more practice on Steps & Skips. Teacher Marcia did mentioned this topic would be a little more complicated than the rest & so the kids would need more time to slowly learn & absorb. Not to worry.

A Skip Higher or Lower. Paste a ladybird on a line or space which is a skip higher from the following ladybirds. // Paste a ladybird sticker on a line or space which is a skip lower from the following.

Paste the missing letter names.

We played a little game. On the floors of the classroom, there were 5 tapes glued across the classroom, representing the music staff - Lines & Spaces. The kids stand in line , 2 by 2. When teacher Marcia called out " Step on the 1st space ", the kids gt to stand correctly. Then maybe " Skip 1 space " & the kids gt to step on the correct area again. This way, the kids learned from each other & will be able to know whether they are right or wrong. Parents can also checked if they themselves know the exact space or line to stand on. Interesting. Can i hv 5 lines/tapes gled across the floors of my living room too? Yes daddy? Hee.

We also did a new topic ( well, this was taught last week) but nevermind, we went thru it today again. Its the musical symbols:

Staccato - short, detached. Eg: a bouncing ball

Slur - smooth. Eg: a boy skating

Tie - together. Eg: friends holding hands

Fermata - pause/stop. Eg: a car stopping in front of a traffic light

( i checked with teacher Marcia on the above flashcards - did i or did i not purchase that set. Neither one of us remembered). Luckily, i hv the above exercise to help emphasize. This is only a simple beginning. We will go into depth next week.

We did the more exercises on Steps & Skips. As we missed last week's lessons, we have some extra homework to work on.

A Step Higher or Lower. Paste a sticker note on a line or space which is a step higher from the following. // Paste a sticker note on a line or space which is a step lower from the following notes.

Keyboard Topography - Skips. Paste a letter name which is a skip higher from the keys stated with letter names below. // Paste a letter name which is a skip lower from the keys stated with the letter names below.

Rachel got confused on the differences between Steps & Skips so i hv to very patiently teach & guide her along. This is where those jewel notes will come in handy. I am going to get those flashcards which i bought from Seimpi laminated in the next few days & to start refreshing Rachel's memory on a daily basis.

( a checked done when i got home. Nope. Those set of muscial symbols were not part of what i hv bought). Maybe i can get it next week. Next week, 07 Nov, by right is Seimpi's holiday due to Deepavali but teacher Marcia said that classes would still be conducted. Then 14 Nov will be a rest day as the school is having its SMART recital.

We did another new topic as well. Major & Minor Sounds. With the help of the CD player, the kids listen to the happy & sad pitch played & identify whether its a happy tone or a sad one.

I AM HAPPY.

I AM SAD.

Teacher Marcia showed Rachel how to position her fingers on the piano keyboard. " Just like a spider ", she told Rachel. And she taught Rachel how to play each note without the rest of the fingers leaving the keyboard. But of course, the actual age for children to really be able to stretch open their little fingers would be ard 5-6 years old.

But i felt that Rachel was able to position her fingers quite well & she remembered which were the exact notes/fingering. Though it still took her a little while to figure out where exactly was each note but she was able to grasp the method required to play those pieces. Yes, i repeat again. Slowly but surely. :)