HOW THIS BOOK IS ORGANIZED This book has 3 sections 2 Introductory Materials & Setup 2h Student Songs & Activities with Lesson Notes of Parent/Teacher Appendix How The Musicolor Method Work: Color on Hands Color on Keys Color on Page Un Published by the Musicotor Method, a division of 300 Monks, LLC. 114 Garfield Place, 3R. Brooklyn, NY 11215, USA | Email: [email protected] HET Ter TER Tet Copyright © 2018 Andrew Ingkavet. All rights reserved. Unauthorized copying, arranging, adapting, posting tothe Internet, recording. public performance, distribution of the printed notation, ‘music and recording of the materials in this book is strictly prohibited and an infringement of copyright. Visit our website: www.themusicolormethod.com ‘Musicolor Method® is a registered trademark of Andrew Ingkavet. Page 2TABLE OF CONTENTS Introductory Materials & Setup Title Page + Name Slot How This Book Is Organized What You Need ~ Copyright -~ Table of Contents ~ Dedication & Acknowledgements ~ Introduction: What Makes This Unique? ~ Is Your Child Ready? Why The Musicolor Method® Works - Why Every Child Should Begin With Piano Setting Up Keys & Fingers - Trace Hands ~ Student Songs & Activities a oooooggo oa ‘Song 1 - What's Your Favorite Ice Cream? ‘Song 2 - Birthday Cake-— ‘Song 3- Let's Jump In The Pool and Play Song 4 - Dinah ‘Song 5 - Who's That Tapping? Song 6 - Orange Who? ~ Song 7 - Red is For Apples ~ Song 8- Ants In My Pants -~ ‘Song 9 - Bingo Bongo Boom-~ ‘Song 10- The Zebra Who Only Ate Achievement Certificate ---~ Parent / Teacher Appendix Songs in Standard Notation: Practice Tips-- Practice Chart -~DEDICATION To my friend, guide, mentor. high school music teacher. the late great Andy Blackett...hank you. ACKNOWLEDGEMENTS Thank you to the parents ofall the students | have worked with over the years. Thank you to all the music teachers around the world who are using the Musicolor Method® to bring joy and life skills to so many. Thank you fo all my students! Thank you to my father and mother for giving me the seeds of music and encouraging my passions. Thank you to Alejandro and Monica, | love you both so much. Thank you to my branding guru/designer and brother. Steve Ingkavet! ‘Thank you to my book launch team: Anne Vardanega, Marcie Estes, Nicole Clark. Melonie Coll mann. Sudiksha Joshi, Ali Watts Sise. Thank you Brett Crudgington, Susan Petters, Carol Koczo, Esther Farkas. Igor Mitrovic, Adam Holmes. Susan Soltano, Erin Soltano for proofreading, design comments and beta testing Cover and Logo design: Steve Ingkavet Book Design. Layout & Illustratio indrew Ingkavet Additional Illustrations by Steve Ingkavet Back Cover Photo: Michelle Ingkavet Cavanagh VIDEO SUPPORT AVAILABLE This book can be used to teach piano fo your child or student from an earlier ‘age than you ever thought possible. But it's only the tip of the iceberg. There is a lot more behind the method including a 7-point teaching framework. more songs and activities. Learn more: http//themusicolormethod.com/classroom.INTRODUCTION My son Alejandro entered the world singing. Ever since | can remember. we sang to him, and he sang back. When he turned three. he began asking for music lessons. Even though | had trained to be @ music teacher at NYU (Scholar in Education), | had never ‘made that my professional focus. | figured Id just get him a local teacher. To my surprise. not a single teacher would accept a three year old. They would say. “Come back when he's eight.” So | decided to make teaching my son a home-school project. | pulled out all my old music education textbooks, dove deep into the library. and spent thousands of hours (and dollars!) researching methods. materials. and curriculum. What | discovered was... a gap in music education There were plenty of toddler clap-along and sing-along programs, but no one presented a viable curriculum to teach a preschooler how to play an instrument. The more | experimented. though, the more | knew if was possible Today. I've spent over a decade with music education as my primary professional focus. I've gone from a handful of children to a thriving music school with several teachers and close to 100 students per week. ‘The Musicolor Method® is now being taught worldwide with incredible results. By following along that you can successfully introduce the magic of music to your child / student. imple proven songs and activities in sequence, | am confident ‘And my son? I'm happy and proud to say he is growing up into a fine young man and accomplished musician who sfill sings everyday! I wish you the best with your musical magical journey! Best, ‘Andrew Ingkavet Brooklyn. NY May 2018WHAT MAKES THIS UNIQUE? Does your child show an interest in music but you're not quite sure about divin; lessons? Or have you already tried teaching them yourself only to end up in frustration or worse..tears? This book and the Musicolor Method® can help! We start with playing first. We use color on keys. fingers. and a simple notation. Color is direct labelling and creates a scaffolding for children to quickly figure out what fo do. It makes learning to play fast. fun, and intuitive. Using the simple proven approach in this book. you can teach your preschool child (and yourself). to play piano (or keyboard) while beginning to learn about the fundamentals of music. Each song is a finger exercise in disguise. You should only work on one per week. This allows your child fo build up the strength and dexterity to tackle a new pattern the following week. Try not fo speed through. IS YOUR CHILD READY? This method works for kids 4 years old @ and up. Sometimes, even 3 year olds, Check to see if your child... Recognizes basic colors and their names: red, orange, yellow. green, blue, purple Recognizes and can name the letters of the alphabet, at least from Ato Knows the sequence of the alphabet A to G Can pick up small objects with their fingers and/or write their name Can count fo 10 Can focus on one activity for 5 minutes If they can do the above, then this method can be used with almost any child. I've also had great success with special needs children on the autism spectrum. Even if you have had lttle or no musical training. you can teach yourself the basics. Because the graphics are so simple. young children “read the music” even if they can't read words. They instantly know what fo play and practice without help from an adult.WHY THE tn MUSICOLOR METHOD WORKS We created a visual way to communicate sound with color. Kids make direct connections from sheet music to keys to fingers. We bypass symbols like letfer names. clef signs and staff and get right to playing music. The direct labeling and color scaffolding make learning fun, fast and easy. Even preliterate and special-needs students can They intuitively understand and know what to play. This gives instant confidence. They can practice on their own! Progress is rapid. By playing simple songs over and over. students can memorize a repertoire of songs and begin honing technique. Each lesson adds new patterns. Eventually, we ‘add details like structure, rhythm, harmony and more. There are six phases of Musicolor Notation™. This book covers phase one, How The Musicolor Method Works WW eHWHY EVERY CHILD SHOULD BEGIN WITH PIANO We recommend every child to start learning music with a piano (or keyboard). There are many reasons: The keyboard is visual and logically organized making ‘comprehension much easier. It doesn't require a lot of physical effort to produce a pleasing sound. Concepts of music theory. especially intervals. harmony and chords, can be explained spatially and visually. These concepts can then be transferred to other instruments. Every note in the orchestra can be produced on the piano. II's why composers use the piano and every music major studies piano.SETTING UP KEYS & FINGERS ORDER OF COLORS We use five colors to match the five fingers of each hand. 1. Red (C) 2. Orange (0) 3. Yellow (E) 4, Green) 5. Blue (6) . 1 USE WASHABLE MARKERS OR CHILD-SAFE NAIL Wea rainbow! POLISH TO LABEL FINGERNAILS. (OR EVEN STICKERS) ee PLACE COLORS ON THE KEYS AS ABOVE Watch a setup video in our online classroom hitp://themusicolormethod.com/classroomTrace Your Piano Hands! my SS cS PAINT CHILD'S FINGERNAILS WITH WASHABLE MARKERS TRACE THEIR HANDS HERE COLOR FINGERS TO MATCH FINGERNAILS MARK DATE TELL THEM “ONE DAY YOU WILL BE AMAZED AT THE SIZE OF YOUR HANDS!” ye Page 10STUDENT SONGS & ACTIVITIES i A EN \ v Nl aPARENT / TEACHER NOTES FOR SONG 1 1.Introduce * Ask your child what their favorite ice cream flavor is © Tell them this song is about ice cream 2. Notice & Note * Read and sing the words while pointing at each color box * Alternatively, use the color names instead of lyrics. 3. Demonstrate © This first song introduces using all 10 fingers right away. © Sing and play to demonstrate, © Bounce the entire arm from the wrist © The objective is to have your child build up finger dexterity and the use of each finger for a specific key and color. This is called a5 finger position and is based around middle C. eee 4. Now It’s Your Turn * Encourage them to sing and play at the, same time. This keeps good rhythm. © Gently correct the fingering - try to use the right color for the right finger. 5. Practice Notes * Work on this one hand at atime. When it gets easy. try two hands together. Then, try it with eyes closed, * After this becomes easy, start working on gently curving the fingers as if they were gently holding a ball of cotton candy. © This song should be practiced everyday for at least the first week. Don't skip ahead This is like taking your fingers to the piano gym © Then have them do it one hand at atime After a few days/weeks, you can have them sing and play with both hands together. * Coloring activity: ice cream cone. Page 12What's Your Favorite Ice Cream? fom ime ie Be ewe | yeePARENT / TEACHER NOTES FOR SONG 2 1.Introduce © Ask your child, “What is this a picture of? 2. Notice & Note © There are only three colors/notes in this, song. * Note: you may recognize this as a variation on Hot Cross Buns. © See if your child can figure out what fingers to use on each hand. © Then, read/sing each word while pointing to the color box. 3. Demonstrate © Sing and play to demonstrate, then have them do it one hand at atime. After a few days/ weeks, you can have them sing and play with both hands together. Petey 4. Now It’s Your Turn * Encourage them fo sing and play af the same time. This keeps good rhythm. © Gently correct the fingering - try to use the right color for the right finger. 5. Practice Notes * Work on this one hand at atime. When it gets easy, try two hands together. Then, try it with eyes closed. © After this becomes easy, start working on gently curving the fingers as if they were gently holding a ball of cotton candy. © This song should be practiced everyday for at least the first week. Don't skip ahead. This is like taking your fingers to the piano gym * Then have them do it one hand at atime. After a few days/weeks, you can have them sing and play with both hands together. © Coloring activity: birthday cake. Page 14Birthday Cake = fibtyPARENT / TEACHER NOTES FOR SONG 3 1.Introduce © This song is about...swimming| * Ask your child if they notice a pattern to the colors - it's like steps going up. 2. Notice & Note * Anew finger pattern that walks up and down the 5 finger C scale. * Read/sing each word while pointing to the color box. 3. Demonstrate © Sing and play to demonstrate, then have them do it one hand at atime. After a few days/ weeks, you can have them sing and play with both hands together © The object here is to drop your arms on the first note and roll up (or down) to the next notes. * Watch the accompanying video for more detail. Pe Hee eT 4. Now It’s Your Turn * Encourage them to sing and play at the same time. This keeps good rhythm. © Gently correct the fingering - try to use the right color for the right finger. 5. Practice Notes * Work on this one hand at atime. When it gets easy, try two hands together. Then. try it with eyes closed * Coloring activity: Sun, Pontus in the pool.Let's Jump In The Pool and Play a wd Ne m AIG a ee Sy. tnrrnes/ ~~ 1a EaPARENT / TEACHER NOTES FOR SONG 4 1.Introduce * Does your child know what a banjo is? © Try searching for banjo images and videos online. * Ask your child if they notice a pattern to the colors. 2. Notice & Note @ Point to the first line and ask your child “How many red boxes are on this first line?’ * Do you notice something about the other lines? They also have five red boxes. © But notice the last line is very different. © Ask your child, have you ever seen the pattern at the end of the song? (Birthday Cake) 3. Demonstrate * Sing and play to demonstrate. * A bouncy pattern followed by skipping keys/ notes. * Bounce your arms for the repeated red notes. Fe UHULMLATMA 4. Now It’s Your Turn ¢ Encourage them to sing and play at the same time. This keeps good rhythm © Gently correct the fingering - try to use the right color for the right finger. 5. Practice Notes © Work on this one hand af atime. When it gets easy, try two hands together. Then, try it with eyes closed * Coloring activity: Banjo.Dinah —— = es eee ee mmr om BEES’ BePARENT / TEACHER NOTES FOR SONG 5 1.Introduce © This song is a story about someone knocking at the door and the window. © Ask, “What happens if | forget my keys?’ 2. Notice & Note * Point out that this song has a lot of similar patterns, © Notice how every line starts with red, then goes to blue. etc. © The only difference is the end of each line. * By having them notice the patterns, they begin to understand the structure of songs. This aids in memorization and ability to retain longer phrases in memory. 3. Demonstrate * Read/sing the words to them while pointing to each box. * Sing and play to demonstrate. 4. Now It’s Your Turn © Encourage them fo sing and play at the same time. This keeps good rhythm. © Gently correct the fingering - try to use the right color for the right finger. 5. Practice Notes © Work on this one hand at atime. When it gets easy. try two hands together. Then, try it with eyes closed. * Coloring activity: Pontus in the window. .Who's That Tapping? za flPARENT / TEACHER NOTES FOR SONG 6 1.Introduce © This song is based on the old children’s knock-knock jokes. © Note the joke is that “orange"sounds similar to aren't you? 2. Notice & Note * Ask your child if they notice a pattern. * Read/sing the words to them while pointing to each box 3. Demonstrate * Read/sing the words to them while pointing to each box © Sing and play to demonstrate 4. Now It’s Your Turn * Encourage them to sing and play at the same time. This keeps good rhythm. © Gently correct the fingering - try to use the right color for the right finger. 5. Practice Notes * Work on this one hand at atime. When it gets easy, try two hands together. Then, try it with eyes closed * Coloring activity: orangeOrange Who? — STPARENT / TEACHER NOTES FOR SONG 7 1.Introduce * This song reinforces the patterns learnedthus | A Alowy It’s Your Turn far. © Encourage them to sing and play at the 2 Notice & Note same time. This keeps good rhythm. © Gently correct the fingering - try to use the right color for the right finger. © Ask your child if they notice a pattern, © Read/sing the words to them while pointing to acchiics 5. Practice Notes 3 De monstrate © Work on this one hand at atime. When it gets easy, try two hands together. Then, try it © Read/sing the words to them while pointing to with eyes closed. each box. * Coloring activity: apple * Sing and play to demonstrate PeRed Is For Apples Page 25PARENT / TEACHER NOTES FOR SONG 8 1.Introduce © A great song for kids who can't sit sfill! © This song is bouncy, fast and fun! 2. Notice & Note * Ask your child if they notice a pattern * Read/sing the words to them while pointing to each box. © Explain | repeat sign - play it again 3. Demonstrate © Read/sing the words to them while pointing to each box. © Sing and play to demonstrate. © Use the whole arm when bouncing repeated notes © It may be more fun to stand while playing 4. Now It’s Your Turn * Encourage them to sing and play af the same time. This keeps good rhythm © Gently correct the fingering - try to use the right color for the right finger. 5. Practice Notes © Work on this one hand at atime. When it gets easy. try two hands together. Then. try it with eyes closed © Coloring activity: antsAnts In vee *, Mie 7 B Do oo e@ = Page 27PARENT / TEACHER NOTES FOR SONG 9 1.Introduce * Another fast, bouncy song 2. Notice & Note * Ask your child if they notice a pattern * Read/sing the words to them while pointing to each box 3. Demonstrate © Try clapping along while singing it at first. * Read/sing the words to them while pointing to each box, © Sing and play to demonstrate. * Use the whole arm when bouncing repeated notes. Pe 4. Now It’s Your Turn * Encourage them to sing and play at the same time. This keeps good rhythm © Gently correct the fingering - try to use the right color for the right finger. 5. Practice Notes * Work on this one hand at atime. When it gets easy, try two hands together. Then, try it with eyes closed. * Coloring activity: bongo drums.BingoBongoBoom neo S ty. EEEPARENT / TEACHER NOTES FOR SONG 10 1.Introduce © A funny story song 2. Notice & Note Ask your child if they notice a pattern * Read/sing the words to them while pointing to each box, 3. Demonstrate © Tryclapping along while singing it at first * Read/sing the words to them while pointing to each box. * Sing and play to demonstrate. * Use the whole arm when bouncing repeated notes. Pe Pe 4. Now It’s Your Turn * Encourage them to sing and play at the same time. This keeps good rhythm © Gently correct the fingering - try to use the right color for the right finger. 5. Practice Notes © Work on this one hand at atime. When it gets easy. try two hands together. Then. try it with eyes closed © Coloring activity: zebra and pizzas.The Zebra Who Only Ate Pizza wy 4:0 OG:Page 32Page 33When your child can sing and play alten songs from memory with both hands, award them this certificate. Page 34MUSICOLOR METHOD ACH TEYESENT CERTIFICATE IS HEREBY AWARDED TO FOR SUCCESSFULLY REACHING LEVEL 1PARENT / TEACHER APPENDIX STOP NO KIDS NOSONGS IN STANDARD NOTATION Wwnar's your Fv ~~ “WE = EEA? WHAT'S YOUR FW - TEER? DO ee oe ess sls SS ss se SS WHAT'S YoUR Fiv-ITE ICE CREAM? WHAT'S YOUR FAV-PITE ICE CREAMBHAT'S YOUR FAV-RITE ICE CREAMLET'S Go HAVE SOME NOW! i Seon | BS a a Sark ony CALE, Serh -oly Cake, 4, £4 Bt Rt ae Zl g ful Ball gu au ISoNG #3]| LET'S TUM? IN THE Poo. Seer: ot: | ee Ht side fl NZI al A TT IT'S $0 VE-RY HOT OUT-SIOE NINE-TY NINE OE-GREES TO-DAY | OON'T WANT TO STAY IN~SIOE LET'S TUM? IN THE POOL AN PLAY! [SONG #4] [Oinad SS = * aa HE No ONE IN THEHOUSE UT Ol - NAX, 01 - NAM NO ONE IN THE HOUSE SUT ME | KNOW.— a PUY=ING ON THE CLO BN ~ Ol SONG #5] | WHo's THAT TAPPING? bo Wee's = Tha TAP-PING AT THE WIN - OWN? WHO'S = THAT ‘TAPPING AT THE = 90087 21d THP-PING AT THE D000 , 2 jit tl i eo 3 Mom = MyS = TAP-PING AT THE WN - O00, 010 = OS SONG #6|| ORANGE WHO? go i ei puis is dy i! KWocy KNoce. uwe'S THERE? @ - GANGE. © O-RANGE WHO? -SANGE YOU [Song #7|[ eo Is For APPLES nt ot j] er re eer IG ass gd 1S FOR? AP - PLES AND ED BAL - LOONS!. feo IS THE SUN UTE AF - TER - NOON! [Song #8][Ar's IN My PANTS —_—+ — + } + + Tes eee a |) QoT ANTS «IN MY PANTS «THEY MACE «ME =OANCE = OH ‘YEAH OH ‘YEAH!BINGO B0NGO Boom! Se oe le oe ig - 0 B0NG-0 Boom! | PLAY ORUMS «IN MY ROOM! BING - 0 B0NG-0 Boom ———— ———— $ Z SSS ved tad is ote ered FEEL iT SHAE THE FLOOR! BING - 0 BONG -0 BOOM WHO'S ENOCK- ING AT MY 0087 [Song HO][ THe Zesea wHo OnLy ATE pizza] ian FJ ra THERE. ONCE WAS A ZE- SCA HER NAME WAS FE-LI- CA SHE LVEDIN TUN - SA AND ON-LY ATE Pia ~ 2A Ss a Whar A cea-zy 2E - Sek ONLY EATS PZ = ZA E=VY-80-OY KNOWS —»PED-PLE EAT PIL Al‘FOR MUSIC TEACHERS & PARENTS * CHECK OUT MY 5-STAR RATED BOOK ALL ABOUT MAKING PRACTICE FUN - THE GAME OF PRACTICE WITH 53 TIPS TO MAKE PRACTICE FUN! PRACTICE TIPS ABOUT PRACTICE Practice is essential for learning any new skill. In the beginning, it takes willpower. But by creating a routine, you can then turn it info a habit. We are creatures of habit and by consciously choosing which habits to cultivate, we are designing our lives. HOW MUCH TO PRACTICE The best option is short sessions daily. In the beginning, five or ten minutes is more than enough. It makes it less overwhelming. You can always practice longer, but try not to miss a day. WHEN TO PRACTICE Pick a time of day when you can practice consistently. Perhaps it's before breakfast. before school, or right after school? Before dinner can work too. By scheduling it at the same time everyday, it makes it easier to become a routine. When my ‘son was young, he would practice right before school. As he got older, it shifted fo not only after dinner, but also anytime he feels bored. Music has become a constant companion in his life WHERE TO PRACTICE ‘Some parents make the mistake of putting the instrument in a far- off corner or playroom. This is almost certain to fail. Children long to be around their parents and family. Being told to go practice in isolation is like telling them to go to the practice dungeon! Put the piano/keyboard in the center of the living area. You will beamazed at how much more they want fo play. They may play it multiple times a day. even every time they walk past! HOW TO PRAISE PRACTICE Kids need love and attention. They seek your approval. No matter how many times you've heard this piece. you need to praise their effort! The more you take an interest. the more they will be encouraged. But be specific about what you praise. Avoid a general ‘comment like “good job!” Try and find a specific thing or even just focus on effort. By praising specifically. you are actually fostering a growth mindset full of grit. You can learn more about this in Dr. Angela Duckworth’s excellent book Grit: The Power of Passion and Perseverance. WHAT TO PRACTICE Each lesson presents a single song. These songs are building technique. Don't try to learn too many too soon or out of order. | recommend one song per week. with lots of practice to “get the song in their fingers, minds, and bodies.” Each practice session should be spent working on the current song and any other previous songs. Encourage singing along as it will help them keep a steady rhythm.Pal esscanon my Practice Chart WEEK SUN TUES OF