Debra Perez Will Baily

Welcome to “Way Cool” Keyboarding 4 Kids

This new piano program was developed for the 7 - 10 year old beginning piano student. In this first
experience playing and enjoying the piano, your “Way Cool” students will:

 Learn to read music through a natural approach to music notation. The logical sequencing of
their new Musical Language will help create a feeling of ease for the process.

 Enjoy playing Chord Charts in contemporary styles they are accustomed to hearing and singing.

 Discover the joy found in playing duets and ensembles as they make music with others.

 Play along with quality CD tracks that will inspire creativity and expressiveness.

 Explore improvisation and the fun of creating their own songs.

 Develop their listening skills through a variety of styles and orchestrations

Our hope is that this will be the beginning of a lifelong love of making music at the piano for your
students. “Way Cool” Keyboarding 4 Kids was designed to create success for each student at every
lesson. So, enjoy the music, have fun and don’t forget to sing!

Debra Perez Will Baily

www.MusicalMomentsRMM.com

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
2

Playing and Learning Tips

Learning the language of music is a very natural and enjoyable experience when the Hear-Do-
See-Label approach to learning is used. As you read through the following ideas, compare this
approach to the natural way children learn to talk. Their language skills begin by listening to
others speak. As they grow and develop, children begin to imitate the sounds and words they
hear. And lastly, they learn how to read and write what they have been hearing and speaking.

HEAR
We begin the learning experience by hearing the music. This initial listening experience can be
accomplished by the teacher playing the piece, the class listening to the CD, or the teacher playing
along with the pre-recorded orchestration. Because it is important for students to hear how a
piece will sound, we have provided CD’s with all student books. Ideas for listening experiences are
provided throughout to help the student develop their listening skills. This aural impression will
expedite rhythmic, melodic and harmonic understanding of each piece the student plays.

DO
Next, activities at the piano, on the closed key cover and at the table are included to help
familiarize the student with the physical aspects of each new piece. These activities could also
include tapping, clapping, arm piano, singing, conducting and imagining. This also will help with
any coordination challenges they may experience and aid in internalizing the meter and rhythm.
This stage of the learning process will help provide success for each student and should not be
omitted. These activities also show students how to become independent learners.

SEE
Once they have heard the music and experienced it, seeing and understanding the written page
becomes a natural next step in the learning process. The student now has several experiences and
reference points to connect the hearing, doing and visual aspects of the musical notation. In this
stage of the learning process, directional reading and pattern recognition is the primary focus.

LABEL
Lastly, labels or names are attached to what they see and what they’ve experienced. This learning
approach provides a natural flow and logical sequence for playing piano music.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 3

Sun-Up
[ CD 1 ]

Low RH High
2 3 4 2 3 4 2 3 4 2 3 4

*RH starts on the 3 black keys in the middle of the keyboard and moves higher,

| 2 3 4  |

| 2 3 4  |

| 2 3 4  |

*RH | 2 3 4  |

Low LH
High
4 3 2 4 3 2 4 3 2 4 3 2

then, *LH starts on the 3 black keys in the middle of the keyboard and moves lower.

*LH | 2 3 4  |

| 2 3 4  |

| 2 3 4  |

| 2 3 4  |
Copyright © 2011 by Pedagogy in Motion
International Copyright Secured. All Rights Reserved.
4

RH RH
2 3 2 3 4
Back N’ Forth
[ CD 2 ]

2 3 4  2 3 4 
RH 2 3 2  2 3 2 

2 3 4 
2 3 2  2 3 2 

Try This: Try playing Back N’ Forth on different 3 black key groups on your piano.
Which sound do you like best for Back N’ Forth: Low, middle or high sounds?

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 5

A Mile in the Rain RH

2 3 4
[ CD 3 ]

    
  
4 4 4 4
RH 3 3 3 3 3 3
2 2 2

Play-hold Play-hold Play-hold

    

Repeat from beginning

      :
4 4 4 4
3 3 3 3 3 3
2 2

Play-hold Play-hold-hold-hold

HEAR
Before playing, listen to [ CD 3 ] and follow the notes with your eyes.
Then, listen again and sing the finger numbers.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
6

Lavender
[ CD 4 ]

Low RH High
2 3 2 3 2 3 2 3

*RH starts with fingers 2 and 3 on the 2 black keys in the middle of the keyboard. Follow the
arrows up and then back down.

| 2 3 2  |

| 2 3 2  | | 2 3 2  |

| 2 3 2  | | 2 3 2  |

*RH | 2 3 2  | | 2 3 2  |
Optional Teacher Accompaniment
Flowing Calmly Student enters

Try This: Using the Teacher Accompaniment, play Lavender as

a side-by-side duet with your students.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 7
RH
2 3
Echo
[ CD 5 ]

C
1

          
RH 2
3
2 2
3
2 2
3
2 2
1
Play-hold Play-hold Play-hold-hold-hold

2 3
 
       
2 2
3
2 2
3
2
1
2 :
P - h P - h P - h - h - h

DO
Using the following chart, clap and speak the rhythm as you listen to
Echo [ CD 5 ]. As you are listening, notice how Echo begins slowing down at the
end of the song.

 = Play  = Play-hold
= Play-hold-hold-hold
Copyright © 2011 by Pedagogy in Motion
International Copyright Secured. All Rights Reserved.
8

C D E F G C D E F G
5 4 3 2 1 1 2 3 4 5

Sittin’ by the Lake

Off-Staff
[ CD 6 ]

5
4
G
3 F
2 E P - h - h - h
1 D
1 RH C
2 G
3 F
4 E Play-hold-hold-hold
5 D
C
LH

5
4
G
3 F
2 E P - h - h - h
1 D
RH
:
C
1
2 G
3 F
4 E Play-hold-hold-hold
5 D
C
LH

HEAR
Listen to the guitar solo before repeating from the beginning.
Copyright © 2011 by Pedagogy in Motion
International Copyright Secured. All Rights Reserved.
 9

Let’s Dance
Off-Staff
[ CD 7 ]

5 5
RH G 4
3
4 G 4
F 3 F F 3
E 2 2 E E 2
D 1 D D 1
C C
P - h - h - h

1 1
LH G 2
F 3 3
2
F
G 2
F 3

:
E 4 4 E E 4
D 5 D D 5
C C
P - h - h - h

SEE
Once you have played both Sittin’ by the Lake and Let’s Dance, turn the
page to discover how both pieces look when written on music paper.
Talk about what looks the same and what you notice that is different.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
10

Sittin’ by the Lake

[ CD 6 ]
Will Baily

Ç Î Ï Ì Ê
ÇÎ Ï Ì Ê

Î Ï Ì Ê

Stop here the second time

Ç
ÇÎ Ï Ì Ê

SEE
As you play, watch the music and sing the finger numbers. Next, play again
and sing the note names.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 11

Let’s Dance
[ CD 7 ]
Will Baily

ÈÌÏÎ ÇÎÏÌ ÈÌÏÎ Ø

ÈÌÏÎ ÇÎÏÌ ÈÌÏÎ Ø

DO
It is fun to use different touches to create different sounds when playing
the piano. Try playing Let’s Dance legato the first time through and then
staccato when you repeat.

Staccato . Legato

.
To play a note detached or separated. Smooth and connected with no pause
A dot is placed above or below a note in sound between notes. The opposite
to indicate that it should be played of staccato.
staccato.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
12

Learning to play the piano is like learning a new language. As you play and learn
new songs, you will begin to see words and symbols that make up this musical
language. Look back at this page when you need help remembering what the
new words and symbols mean.

C D E F G C D E F G

Treble Clef Time Signature Grand Staff

Measure Measure Measure

Bass Clef Bar Line Repeat Sign

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 13

C5 “Way Cool” Chords 1 C2

[ CD 8 ]

C G C D G
1 5 1 2 5

RH C5 / / / C2 / / / C5 / / / C2 / / /

C5 / / / C2 / / / C5 / / / C2 / / /

C5 / / / C2 / / / C5 / / / C2 / / /

C5 / / / C2 / / / C5 / / / C2

SEE
When you see slash marks ( / ), repeat the same chord until the chord
symbol changes.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
14

Chord Shell

I Can Fly
[ CD 9 - Piano Only / CD 10 - Orchestration ]

C G
5 1
Will Baily

Ç ƒ

DO
Before playing I Can Fly on the piano, pretend to play it on a table or flat
surface. As you pretend play, sing the finger numbers of the R.H.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 15

Swingin’
[ CD 11 - Piano Only / CD 12 - Orchestration ]

Will Baily

Try This: Have you ever tried to make up a song at the piano?
Use Swingin’ as a model: L.H. plays Chord Shells and R.H. finds the melody.
Have fun as you experiment with creating your song.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
16

Chord Shell

Island Vacation
[ CD 13 ]

Bb

Play-hold-hold-hold

Play-hold Play-hold

DO
Before playing Island Vacation, try finding C-G and Bb-G Chord Shells with
your eyes closed. Notice how each Chord Shell feels and how far you have to
stretch as you move back and forth.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 17

Chocolate Cake
[ CD 14 - Piano Only / CD 15 - Orchestration ]
Will Baily

Ï ò

SEE
As you listen to [ CD 14 ] and watch the music, follow the right hand and
discover each time:

the notes step down the notes stay the same the notes step up

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
18

Bell Will Ring Soon

[ CD 16 - Piano Only / CD 17 - Orchestration ]
Will Baily

DO
Can you sing the words to Bell Will Ring Soon while you play?
At first, try singing while playing the R.H. only.
When you are ready, add the L.H. Chord Shells.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 19

“Way Cool” Chords 2

[ CD 18 - Piano Only / CD 19 - Ensemble ]

Try This: Bell Will Ring Soon and “Way Cool” Chords 2 can be played
together as an ensemble. [ CD 19 ] is one example of how the two songs
sound when played together. To create an ensemble, imagine you are in a
band with your friends and each friend is playing a different part. If you
are playing on digital pianos, have fun trying different voices with each part.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
20

White Key Improvisation

[ CD 20 ]

Improvisation provides a chance to express yourself at the piano. You can

create music that is entirely new or you can expand on something you already
have played or heard. The fun thing about this White Key Improvisation is
that there is no right or wrong, just different choices.

Begin by listening to [ CD 20 ]. What instruments do you hear? How does

this music make you feel? What style of music would you call this? Now,
listen again and begin to play along with your right hand. Stay on the white
keys as you play and you will be amazed at how good the music will sound.

Optional Teacher Accompaniment

 The chord progression you hear on [ CD 20 ] is provided below. You may want to
play along with the recording, or create your own improvisation with the chords.

 If you have a digital piano with built-in accompaniment styles, this White Key
Improvisation can become a new experience each time by simply selecting and
playing with a different accompaniment style. Your students will loves this!

 This is a fun and enjoyable way for your students to discover various styles of music.

Repeat and Enjoy.

Copyright © 2011 by Pedagogy in Motion
International Copyright Secured. All Rights Reserved.
 21

Piano Band
[ CD 21 - Piano Only / CD 22 - Orchestration / CD 23 - Ensemble ]
Will Baily

Try This: Ideas for making music with your friends.

Each person will play one of the following parts:

 Vamp RH chords on E. Piano

 Play RH melody on Guitar
 RH melody move up an octave and play on Flute
 LH Chord Shells on Bass Strings

Don’t forget to sing!

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
22
Chord Shell

FunkyTown
[ CD 24 ]

Ab

C
5 1

Ê ˜ ÊØ ˆ

îò å î Ø
ç

SEE
As you listen and watch the music, follow the arrows as they show you which
note of the chord shell is changing. Can you find the notes that change in
measures 5-8 and draw the arrows?

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 23

Disco Ball
[ CD 25 - Piano Only / CD 26 - Orchestration ]
Will Baily

Flat Sign

Eb

The flat remains active for the entire measure, unless otherwise marked.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
24
Chord Shell

Major Funky
[ CD 27 ]

C A
5 1

Ê ˜ ÊØ ˆ

îò å î ç

SEE
Compare Major Funky to Funky Town and discover what is the same and
what is different about the Chord Shells in each piece.
Try playing Major Funky with your eyes closed.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 25

Hoedown
[ CD 28 - Piano Only / CD 29 - Orchestration ]
Will Baily

DO
As you listen to Hoedown [CD 28], watch the music and pretend to play on a
table top or key cover on your piano. This pretend play will help you become
familiar with Hoedown before trying it at your piano.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
26

“Way Cool” Chords 3

[ CD 30 ]

C5 CSUS C2

C G C F G C D G
1 5 1 4 5 1 2 5

RH C5 / / / CSUS / / / C5 / / / C2 / / /

C5 / / / CSUS / / / C5 / / / C2 / / /

C5 / / / CSUS / / / C5 / / / C2 / / / C5

In popular music, keyboardists often read from Chord Charts. In this style,
the right hand provides the harmony by playing the chords.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 27

Circus Phantom
[ CD 31 ]

When you repeat, move up to the next C and play staccato.

DO
Before playing Circus Phantom, discover and write in the best fingering
for measures 3 - 4, 7 - 8, 11 - 12 and 15 - 17.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
28

Peace
[ CD 32 ]

Play one octave

lower than written.

Blocked Chord Shell Broken Chord Shell

Notes of the chord shell are Notes of the chord shell are played
played together. one note at a time.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 29

Blue Sky
[ CD 33 - Piano Only / CD 34 - Orchestration ]
Will Baily

Try This: Find a friend and make Blue Sky a side-by-side duet. One person
plays the LH and the other plays the RH. Have fun!

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
30

My Best Friend
[ CD 35 - Piano Only / CD 36 - Orchestration ]
Will Baily

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 31

“Way Cool” Chords 4

[ CD 37 ]

A tie is a curved line placed between two notes that are the same pitch. Play
the first chord shell and hold without playing the second.
The two together equal 8 beats.
Copyright © 2011 by Pedagogy in Motion
International Copyright Secured. All Rights Reserved.
32

Animal Clouds
[ CD 38 - Piano Only / CD 39 - Orchestration ]
Will Baily

Try This: Create a duet with a friend by playing

Animal Clouds and Canoe Ride together.
Listen to [CD 42] and discover the instruments used in this duet.
Copyright © 2011 by Pedagogy in Motion
International Copyright Secured. All Rights Reserved.
 33

Canoe Ride
[ CD 40 - Piano Only / CD 41 - Orchestration / CD 42 - Duet ]
Will Baily

SEE
As you listen and watch Canoe Ride [ CD 40 ], discover and then label the 3
patterns used to create this piece.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
34

C5 Csus

C C2
C G C F G
1 5 1 4 5

C E G C D G
1 3 5 1 2 5

“Way Cool” Chords 5

[ CD 43 ]

Will Baily

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 35

gradually slow down

A curved line either under or over two notes is

called a two-note slur. This curved line means the notes are to be played
legato (smooth and connected). Try the playing directions below to create
this sound each time you see the two-note slur in “Way Cool” Chords 5.

Play - Lift Play - Lift

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
36

Summer Camp
[ CD 44 - Piano Only / CD 45 - Orchestration ]
Will Baily

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 37

Broomhilda
[ CD 46 - Piano Only / CD 47 - Orchestration / CD 48 - Solo Accompaniment ]
Will Baily

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
38

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 39

Try This: The “Solo Accompaniment” version [ CD 48 ] is the band minus the
piano part. After you feel comfortable playing Broomhilda, try
playing along with this version which features you as the solo keyboardist.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
40

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 41

Try This: It is your turn to write your own “Way Cool” Keyboarding song.
The following ideas are to help you get started.

 Choose your favorite piece in this book and add on to it to make it yours.

 Write something that uses different ideas from throughout the book, like
blocked or broken chord shells, “Way Cool” Chords or a song with words.

 Think of a title for your song.

 If you have a digital piano, record a rhythm track to play along with your new
music.

Have fun expressing yourself through your own music. And, please share your
“Way Cool” song with your friends and family.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
42

“Way Cool” Tips and Techniques

Whether in a group, partner or solo lesson, you will experience success when you incorporate the
following tips and techniques.

1. Creating lesson plans

As you are creating your lesson plan, imagine the classroom, what you will say, and how
your students will respond. Along with the songs to cover, the lesson plan also includes:

 how you will prepare a piece in advance

 how you will present the concepts
 how the class will play the piece
 how you will create an experience around the piece

The HEAR, DO and SEE icons at the bottom of the page are examples of activities used to
prepare, present, play and create each piece. The main goal of each lesson is to create a
positive musical experience for each student. These positive musical experiences will
motivate your students and cause them to look forward to their next lesson.

At the end of each class, take a moment to write down comments that will help you prepare
for the next week. Because each of your classes create a different group dynamic, your
notes will help you plan the next lesson. For more ideas and examples of detailed lesson
plans, visit our website and explore Musical Moments Teacher’s Manuals.

2. The beauty of group teaching is the diversity of students

Diverse learning styles, personalities, strengths and skill levels are what create the group
dynamic of each class. If you are new to group teaching, embracing this idea of "diversity of
students" may be your biggest challenge. But once understood and embraced, this concept
becomes the beauty of the group experience.

In group learning environments, your goal is to have all the students engaged at all times.
Involve every student in every activity, song and discovery. Your students will quickly
form friendships with their classmates and they will look forward to coming together each
week to make music at the piano.

3. Open-air group playing

This is simply playing together without headphones. From the first lesson, your students
learn how to make music together. With clear and consistent cueing and directions, your
students become very proficient playing the piano together without headphones. Practice
both verbal and physical cueing. Assigning different instrument voices on the digital
pianos will provide your students the experience of playing in a band or orchestra with you
as the conductor. This is very satisfying and enjoyable for the students. The majority of
each class should be open-air group playing.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
 43

4. Demonstrate around the piano

With the students gathered around you at the teacher piano, help them discover what you
want them to hear and see. Discovery questions, specific directions and tasks will help
keep everyone involved and engaged. It is also a great opportunity to model posture, hand
position, touch and tone. Students will enjoy playing games that reinforce learning while at
the teacher piano.

5. Echo Play

This is a very effective technique when teaching a new piece of music. When using this
technique, the students will simply echo back to you whatever you say, sing, play or do.
Examples of this include: singing note names, speaking or clapping rhythms and playing
two or four measure phrases. Short sections, repeated, work best when using echo play
with your class.

6. Team Play

Team play is simply dividing the class in half and practicing. One team will play right hand,
while the other team plays left. Then the parts are reversed. Or, one team will play the first
and third line while the second team plays the second and fourth line. Also, one team might
play the melody using woodwind instruments while the other team plays the chords using
strings. In a solo lesson, the student is one team and the teacher becomes the other team.

7. Ensemble Play

Students enjoy the musical experience of playing in an ensemble. Possible ensemble

scenarios include: a true ensemble arrangement where each student reads a different part
using a different instrument voice, duet music with parts divided and orchestrated or
creating ensemble arrangements from solo pieces. This activity lends itself well to group
piano and allows people of various skill levels to make music together. There are several
examples of how to create ensembles throughout the program.

8. Celebrations, Jam Sessions, Piano Parties and Recording Events

From the very first lesson, Way Cool students learn to play and share music with others.
Playing duets, ensembles and being in the band provides positive and enjoyable
experiences for students in this early stage of learning. And in the relaxed environment of a
Celebration, Jam Session or Piano Party, children look forward to playing their music with
and for others. This sense of musical enjoyment and accomplishment will motivate and
inspire everyone involved to make music participation an important component of their
family culture.

Copyright © 2011 by Pedagogy in Motion

International Copyright Secured. All Rights Reserved.
“Way Cool” Keyboarding 4 Kids
“Way Cool” Keyboarding

Musical Moments