MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
Pre-Primary (Ages 7 – Under)
1. Bober, M.
Rockin’ Good Time
M
My First Recital Book, Vol. 1 (FJH: FF1343) p. 4 - 6
Tempo: Lively = 168 or faster
Style: Driving rock n’ roll with a solid beat.
Suggestions: This piece is enjoyable to perform. As soon as your student can play it fluently,
play the duet with them. It will really help in capturing the rock style. Play the repeated staccato
notes like a drum, very percussive, but with good resonance. I experimented with using finger 3
(strongest finger) at mm. 1 – 4 and mm. 29 – 30 for more control. A young student may have
more success playing the staccato loud and strong with finger 3. Observe all accents, staccatos
and dynamics.
2. Goldston, M.
Indian Feather Dance
Contest Winners, Book 1 (Alfred: 22485) p. 6 - 7
ME
Tempo: Brightly = ca. 92
Style: A Native American dance, more on this later in the notes. The piece is described as being
“light and lively, like a feather floating from the sky” in its product description.
Suggestions: Follow the directions to practice the “drop and lift” on the fallboard to learn the
gesture of the 2 – note slur. Shape phrases expressively. I added an echo dynamic at m. 5 of p.
Diminuendo at m. 12 and then p again at m. 13 – 16. Cresc. to m. 17 at the mf. The fingerings are
very good – follow them!
3. Linn, J.
Jazzy Gypsy
E
Sheet (Hal Leonard: HL00296697)
Tempo: Lively = 126 - 132
Style: A jazzy gypsy dance in the key of A minor.
Suggestions: What really gives this piece the “jazzy” feel is a very well-written and fun to play
duet. Play with your student as soon as possible! Add < > to the phrases and keep a steady
tempo. Have student sing the words in learning the piece as well. Have a discussion about what
a gypsy is and how they are Nomadic, free-spirited people.
4. Mier, M.
Sheet (Alfred: 22473)
Charlie’s Adventure
ME
Tempo: Fast with a steady beat = ca. 100
Style: A delightful story of a train with a fun duet.
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October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
Suggestions: Add expression with < > following the rise and fall of the melody. I like feeling
three main phrases in the piece with the first two being short (mm. 5 – 8, mm. 9 – 12) and a long
phrase from mm. 13 – 20 for the “Three Tries” phrasing that Peter Mack suggested. For the
choo-choo train whistles, I changed the LH fingering to 1 and 3 rather than 3 and 5 for more
strength and power. Also, I was always instructed not to play repeated notes the same, so I
increased the dynamic on the chords at the beginning and decreased at the end to symbolize the
train approaching at the beginning and departing at the end.
5. Miller, C.
Cookies
M
Sheet (Willis: HL00406670)
Tempo: Cheerfully = ca. 176
Style: An ode to Mom’s homemade cookies – makes me hungry!
Suggestions: Be sure to feel the first note as an upbeat to m. 1. Have student prepare by
counting before they begin and placing a bit of emphasis on beat 1. Play the 2nds in the LH mp
as marked, lightly and feeling “up, up.” Add < > to phrases and sing with the words to tell the
story. I added a poco rit. to m. 16 before the return of the A section. At m. 26 on the “yum, yum,
yum!,” I began softly and increased volume with a cresc. to the accented note at the end.
6. Turk, D.
Curtain Raiser
MD
An Introduction to Classics to Moderns (Amsco: AM76654) p. 4
TAKE D. C., PLAY TO END
Tempo: Moderato = 144 - 152
Style: An elegant little piece in the classical style.
Suggestions: Even though this piece is short, I think it might be the most difficult on the preprimary list, especially to play beautifully. A curtain raiser is a short play or skit presented
before the principal dramatic production; or a preliminary event. I added < > to mm. 1 – 2, mm.
3 – 4, and mm. 4 – 8, and on the repeat used an echo effect with a softer dynamic level and a rit.
at the end. It is a good example of “Three tries” phrasing. This piece is also on the Upper
Midwest Music Festival list – Class H.
Primary (Ages 7 – 8)
1. Bober, M.
Dancing Raindrops
E
My First Recital Book, Vol. 1 (FJH: FF1343) p. 14 - 15
Tempo: Lightly = 132 - 160
Style: A dance in middle C position with staccato and legato articulations
Suggestions:
1. Play staccato notes with firm fingertips, but loose wrists. Be careful that the staccato
notes aren’t harsh. Keep it buoyant. Have student imagine gentle raindrops splashing on
the window.
2. I added a crescendo and diminuendo at mm. 17 – 20 and a poco rit. at mm. 23 – 24.
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October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
3. Hold the fermata at m. 34.
2. Bober, M.
Spooks in Step
MD
Solos in Style, Book 2 (FJH: FF1285) p. 16 - 19
Tempo: Moderately fast = ca. 152
Style: A Halloween march in D minor.
Suggestions:
1. Tell a story of the spooks sneaking around scaring people. The accented notes are the
“boo.” They should be startling and scary!
2. Save the loudest accent for the bitonal chord at the end in m. 42. Set this up to be a
surprise chord at the end by listening for a good diminuendo in. mm. 41 – 42 pretending
that the D played in both hands is the end.
3. Practice transition from m. 20 – m. 21 using stop prepare and moving quickly.
4. Observe all dynamics and articulation marks carefully, especially the tenutos.
3. Bastien, J.
Minuet
M
st
1 Parade of Solos (Kjos: WP237) p. 35
TAKE D. C.
Tempo: Moderately = 132 - 152
Style: A minuet in ternary form with the A section in G major and the B section in E minor.
Suggestions:
1. To capture the Baroque style of the Minuet, I detached the LH dotted half notes
throughout and played the LH quarter notes in m. 4 and m. 12 legato, and RH slurred as
indicated.
2. Play the mf in section A with a bright tone and a darker tone for mp in B section for the
minor mode. However, tempo should stay steady! Capture a different character and
color by imagining different instruments for each section. For example, violin in the A
section, viola in the B section.
3. I added a poco rit. at m. 15 – 16 before the return of the A section.
4. Goldston, M.
Brave Hawk
ME
Fantastic Fingers, Book 2 (FJH: FF1275) p. 6 - 7
Tempo: Steadily = 136 - 144
Style: A tribute to the Native American people and their culture.
Suggestions:
1. To bring this piece to life, have your student do some research on the Native American
dances. Notice the colorful costumes, feathers, singing, and use of the drum. The dances
are not only for fun but spiritual in itself. Dance can be a form of prayer, an expression
of joy or grief, and a way to become closer to nature. Native American dance is centered
around the drum. It beats in time with the heart of Mother Earth and provides a base for
the song. The Native Americans in Minnesota (Blackfoot, Lakota and Crow) are well
known for their powwow dances. The dances are done in a circle to symbolize their
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October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
belief that everything before, during, and after in life is connected, with no end, just like
a circle.
2. Play with a very steady beat. Tap and count the B section. Imagine the drums. Follow
dynamics as marked.
3. Add echo dynamics at mm. 5 – 8 and mm. 21 – 24.
5. Greenleaf, E.
Wild Gallop
My World in Motion, Book 2 (FJH: FF1306) p. 6 - 7
E
Tempo: Very fast
= 112 - 132
Style: A quick dance in the key of C minor.
Suggestions:
1. Practice the LH alone as suggested in the score, especially the G to the Ab. I like to
emphasize the LH, feeling one beat per measure.
2. Student needs fast and accurate fingers for a convincing performance.
3. Determine the tempo by how fast and accurately m. 31 - 35 can be played.
6. Matz, C.
Amanda the Panda
M
My Friends at the Zoo (FJH: 1127) p. 12 – 13
NO REPEATS
Tempo: Gently = 132 - 156
Style: A lovely piece that could be used as a study in playing softly.
Suggestions:
1. Notice that the softest dynamic marking is pp and the loudest is mp! Not only does the
student need to be able to play softly, but also make a beautiful singing sound.
2. I googled “how to play softly on the piano” and found a great video on a website called
Piano from Scratch - http://www.pianofromscratch.com/piano-basics/how-to-playsoftly-and-create-a-beautiful-sound
3. Use the rests (play the rests) at m. 4, 8, 13, 18, 22, 25, etc. to facilitate the register changes.
Prepare LH at m. 16 for the Bb in m. 17.
4. Add a cresc. and dim. to mm. 9 – 12, mm. 13 – 16, mm. 25 – 28, and mm. 29 – 32.
7. Mier, M.
Mystery at Blackwater Creek
M
Sheet (Alfred: 31958)
Tempo: Slowly and stealthily = ca. 100
Style: In the key of C minor and in 4/4 time, this piece employs use of the low registers in both
hands and needs to tell a dramatic mysterious story.
Suggestions:
1. Use a drop – lift gesture for the slurs in mm. 2, 3, 5, 6, and so on.
2. Shape phrases expressively.
3. Be sure to count two beats at m. 27 for the half rest in the left hand.
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October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
8. Nehrenberg, S.
Knights on Horseback
Fast Track Solos, Book 2 (Heritage Music Press: LO.70-1584H) p. 6 - 7
MD
Tempo: At a Gallup = 72 - 88
Style: A march in C Major, employing the ascending 5-finger pattern in both the RH and LH.
Suggestions:
1. Be sure to play the eighth notes steadily and evenly. Practice using both different
rhythms and staccato for evenness.
2. For even more variety in dynamics, I added an “echo” with a piano dynamic at mm. 7 – 8
and mf at 25 – 28, returning to f at m. 29 with a strong ending.
9. Rollin, C.
My Ducks Love to Quack!
M
Contest Winners, Book 1 (Alfred: 22485) p. 22 – 23 TAKE D. C. AND CODA
Tempo: Playfully = 160 - 184
Style: A lyrical waltz in the key of F major.
Suggestions:
1. Emphasize beat 1 slightly to bring out the style of the dance.
2. Play LH lightly and quietly at mm. 3 – 4, mm. 7 – 8, mm. 11 – 12, etc. Observe the tenuto
mark, however, at m. 4, 8, 12, 16, etc.
3. In the B section, project the LH melody and play RH “quack, quacks” softly.
4. Shape the melody by adding a cresc. at mm. 1 – 4 and dim. at mm. 5 – 8, the same at
mm. 9 – 16.
10. Setliff, C.
Big Green Frog
MD
Sheet (Willis: HL00416702)
Tempo: Brightly = 132 - 152
Style: A fun piece with lots of staccato and LH cross-overs.
Suggestions :
1. Practice mm. 9 – 16, tapping and counting first to get comfortable with the cross-overs.
Then use stop-prepare for accuracy. These measures are the most difficult in the piece
and require lots of repetition and careful practice.
2. Keep RH seconds in mm. 2, 3, 4, 6, etc. light and crisp.
3. I added an echo dynamic at mm. 12 – 13 followed by a cresc. to the V7 chord at m. 16, as
well as a poco rit. in mm. 21 – 22.
4. Have a plan for fingering and be consistent. I recommend using finger 2 on the D’s in
mm. 15 – 16.
11. Unknown
Bagpipe
E
The Festival Collection, Preparatory Level (FJH: 2048) p. 6
TAKE REPEATS
Tempo: Andante = 152
Style: LH drone bass accompaniment with melody in RH imitating a bagpipe.
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October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
Suggestions : This piece is pretty straightforward and fun to play. Keep a very steady tempo
and exaggerate dynamic contrasts. On the second repeat, I changed the dynamic to piano in m. 5
– 6 and mp in 7 – 8, tapering at the end of the phrase. This piece reminds me of the Baroque
musette.
12. Vandall, R.
Power Walk
Celebrated Virtuosic Solos, Book 1 (Alfred: 27810) p. 14 - 16
MD
Tempo: Lively = 100 - 116
Style: A very fast march with fast eighth note passages that is super fun to play!
Suggestions:
1. The faster I played this, the more I liked it. However, determine the tempo by how fast
the student can play mm. 28 – 29 in the LH cleanly.
2. I added a little < > in the left hand staccato ascending and descending lines.
3. Observe dynamic markings and accents – really exaggerate!!
4. Keep staccato crisp and eighth notes absolutely even.
5. Be sure to notice the skips at m. 16 in the LH.
6. Practice the RH descending 8th note using “impulse” practice or “add-a-note” as well as
tapping fingers fast on a table or the fallboard of the piano, keeping them light and airy.
13. Vogt, J.
My First Sonatina, 1st Mvt.
M
Master Class Series, Level 2A
(Heritage Music Press: 40/1092H) p. 18 - 19
Tempo: Moderato = 132 - 152
Style: A teaching sonatina in the classical style.
Suggestions :
1. As stated in the notes that precede this sonatina in the book, remind students that “the
audience will enjoy a performance that captures the wide variety of musical styles that
the Sonatina has to offer.”
2. Practice m. 10 carefully and be sure that beat 4 is on time.
3. Imagine the different sounds of the orchestra – e.g., trumpets at the beginning in mm. 1
– 4, followed by woodwinds and strings, then full orchestra at mm. 19 – 20..
4. I added a fermata at m. 18 on beat 3 on the diminished chord.
14. Vogt, J.
Shadow Box Rag
Fast Track Solos, Book 2 (Heritage Music Press: LO.70-1584H) p. 18 - 19
Tempo: A ragtime bounce = ca. 144
Style: An entertaining rag with lots of syncopation.
Suggestions:
6
MD
October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
1. Lean into beat 2 in mm. 1 – 4 and the tied notes throughout, keeping the LH steady by
emphasizing beats 1 and 3 (especially at mm. 9 – 10, mm. 13 – 14, m. 17, m. 21, mm. 25 –
26, and 29 – 30). This will help the balance in projecting RH.
2. Add a < > at m. 20, leaning into beat 4.
Junior A (Ages 9 – 10)
1. Alexander, D.
Mission in Outer Space
MD
Sheet (Alfred: 22476))
Tempo: Moderately = 120 - 132
Style: Using half steps, whole tone and Lydian scales, Alexander captures the sounds of outer
space in this fun march.
Suggestions:
1. Play half notes and quarter notes not marked with a slur detached, e.g., m. 1 and m. 4.
2. Add < > to m. 3, 7, 9 – 10, , 11 – 12, 13 – 14, etc.
3. Observe all fermatas, ritardandos, and tempo changes.
2. Alexander, D.
Close Caper!
The Best of Dennis Alexander, Book 2 (Alfred: 14694) p. 2 - 4
D
Tempo: Allegro = 112
Style: A caper is a frivolous escapade or prank. The caper is expressed with many leaps,
crossing hands and staccato. This piece is very fun to play and requires good technical facility
and speed.
Suggestions:
1. Keep wrist loose and buoyant when playing staccato notes for clean and clear tone
without harshness.
2. Bring out the larger phrase structure by feeling more on beat one of measures 1, 3, 5, 7, 9,
11, 13, 15. Feel each of these two-measure groups as one hyper-measure with the third
group as the goal. This will propel the piece forward and create rhythmic energy!
3. Use finger 3 on the D in LH at m. 33 and RH 1 and 3 together at m. 52.
4. Use “back-chaining” practice for the ending in learning the piece and to insure accuracy.
5. Tap and count the B section for even eighth notes. Keep wrists loose on the alternating
hands.
3. Bober, M.
Skeleton Stomp
In Recital Throughout the Year, Vol. 1, Book 3 (FJH: FF1461) p. 22 - 23
MD
Tempo: Running scared! = ca. 88
Style: A Halloween march in the key of D minor.
Suggestions:
1. Follow all dynamic markings. Consider adding p as an echo dynamic at m. 11 – 14.
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October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
2. Project the RH melody above LH.
3. I changed the RH fingering at m. 17 to 2-3-4-1 and m. 8 to 2 and 3 on the C# and E to
preserve the pattern of the previous measures.
4. Add a touch of pedal at the end on last chord at m. 34 to help with the sforzando.
4. Clarke, J.
King William’s March
Piano Literature, Book 2, ed. Faber & Faber
(Hal Leonard: HL 00420143) p. 4 – 5
TAKE REPEATS
D
Tempo: Moderato = ca. 76
Style: A regal march most likely written for King William III of England.
Suggestions:
I found this piece in multiple sources: Succeeding with the Masters, Book 2 and The Joy of First
Classics. If using another edition, just be sure to add repeats. Neither of the two aforementioned
editions contained repeats.
1. Play with majestic confidence!
2. Imagine that the RH is a trumpet and the LH is a drum at the beginning. Be sure to play
quarter notes detached where indicated.
3. Add a diminuendo at m. 4 and m. 8.
4. Consider adding a cadential trill to m. 8 and m. 16 on the repeats. Helen Marlais in
Succeeding with the Masters suggests a four-note trill starting on the upper auxiliary.
5. Cuellar, M.
The Silent Garden
M
ND
Sheet (FJH: W9214)
NO REPEAT, TAKE 2 ENDING
Tempo: Allegro = ca. 96
Style: A lyrical song with an opportunity for the LH to sing out in the B section.
Suggestions:
1. Lean into the dissonances in m. 2 and m. 4 and add subtle shading (cresc. and dim.) to
m. 4 – 5 and m. 6 – 7. Play the staccato G in RH in m. 2 and m. 4 with a gentle wrist
staccato.
2. More pedal can be used than indicated in the score. I like to pedal on beats 1 and 3
throughout except where indicated for the full measure.
3. Listen for good balance between the hands, especially in the B section to project LH
melody. This should be very rich and strong with a soft RH.
6. Fuchs, R.
Timid Little Heart
The Festival Collection, Book 2 (FJH: 1586) p. 39
TAKE REPEATS
Tempo: Somewhat agitated = 108 - 116
Style: A fearful and apprehensive dance.
Suggestions:
1. Shape the RH melody expressively playing on the finger pads for singing tone.
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D
October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
2. When first learning the piece, block the LH chords and the feel tension – resolution from
dominant to tonic (note the secondary dominants in m. 5 and m. 7!).
3. The first note needs to be played at about a mf dynamic with a ringing tone in order for
it to last. Match the next note to the faded sound of the first for a seamless line.
7. Gurlitt, C.
Sonatina in C
M
The Developing Artist Piano Sonatinas, Book 1
NO REPEATS
(Hal Leonard: HL00420199) p. 4 - 5
Tempo: Moderato = 116 - 126
Style: A teaching piece in the style of a sonatina, using broken chords and scales.
Suggestions:
1. I like the dynamic and articulation marks used in this edition, especially because there
are no repeats allowed.
2. Use logical and consistent fingering.
3. Have a conversation with the antecedent and consequent phrases in the A section.
4. Be sure to play an A in m. 13, beat 4.
5. The warm-ups in Faber Sonatina book are great. Learn hands separate first. Duet with
your student (have student play one hand while you play the other).
8. Mier, M.
Sheet (Alfred: 3622)
Fiddle Tune
MD
Tempo: Allegro = ca. 80
Style: A fun Hoedown or square dance
Suggestions:
1. This is a super fun piece to play and once all the rhythms are learned it practically plays
itself! Feel in duple time to create a sense of the dance.
2. Bring out the RH in A section and observe accents. Bring out LH melody in B section.
3. Let finger 5 lead in m. 5 – 7, 9 – 11, 21 – 23, and 25 – 27. Play thumb lightly here.
4. Have a discussion about the origins of square dancing and watch some Hoedowns on
You Tube as well as listen to Aaron Copland’s Hoe-down.
9. Mier, M.
Bazaar in Morocco
Keyboard Kaleidoscope, Book 1 (Alfred: 14683) p. 12 - 13
Tempo: Slowly, mysteriously = 108 - 120
Style: A leisurely stroll through a marketplace in Morocco.
Suggestions:
1. This is a very accessible piece and a great study in the harmonic minor form.
2. Shape RH phrases expressively adding < >.
3. Use ultra-legato fingers
9
M
October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
4. Be sure to keep the 8th notes in m. 33 – 35 even. Practice playing staccato and in different
rhythms for clarity and even rhythms.
5. Have student research Morocco (where it is located, languages spoken there, etc.)
6. Tell a “mysterious” story of a trip to the Bazaar and the different people and items
encountered while there.
7. Be sure to hold the last two measures for a full 8 beats.
10. Myette, W.
Kool Dudes
M
Sheet (Alfred: 23240)
Tempo: Medium swing = 104
Style: Jazzy, syncopated and very cool.
Suggestions:
1. Tap and count the rhythm with both hands first to master the swing feel.
2. Bring out bass line in Finger 5 on the 5ths in m. 1 - 14 and m. 27 – 32.
3. Be sure to let go of the A in m. 6, 15, and 32 to observe the half rest. Use a drop-lift
motion with the wrist.
4. This piece needs a real “attitude.” Imagine playing with your sunglasses on!
5. Choreograph the ending and count rests carefully
11. Norton, C.
Caribbean Song
D
Connections Book 1 (Frederick Harris: CNR01) p. 38 - 39
Tempo: Relaxed = 132
Style: A Caribbean-style piece written with Latin rhythms and flair.
Suggestions: This is a rhythmically challenging piece. Many good suggestions for learning it
can be found in the companion workbook: Connections Activities written by Christopher Norton
and Dr. Andrew Hisey. Also, be sure to require students to listen to and perform with the
online audio tracks.
1. To begin the piece, tap the rhythm.
2. Observe all articulations carefully, especially the staccato notes. Play quarter notes
without slurs detached.
3. Bring out the accented notes in m. 15, 16, 27, and 28.
4. The end result should sound relaxed and fun – play with a smile on your face!
12. Olson, K.
Song of the Sea
E
Sheet (FJH: W9055)
Tempo: Wistfully = ca. 132
Style: A flowing melody with ostinato accompaniment, good for the sensitive student.
Suggestions:
1. Shape the RH phrases expressively with < > build each section to the forte in m. 17.
2. Keep LH ostinato pattern soft, like gentle waves.
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October 9, 2012
MMTA Contest Class: Pre-Primary, Primary, Junior A 2013
Suzanne Greer
3. Hold the last note until the sound fades away – insist that students really listen to the
fade.
13. Olson, K.
Too Cool
My Kind of Music, Book 2 (FJH: FF1704) p. 7 - 9
M
Tempo: Relaxed
= ca. 76
Style: A laid-back, groovy example of the blues.
Suggestions:
1. As with any popular style, rhythm is paramount. Tap and count, play and count, play
with the metronome.
2. A good performance of this piece should include choreography. Student must be able to
move with the music – move or lean in through m. 1 – 13, move out and relax after the
climax at m. 14 – 15.
3. The phrasing and sections are in groups of three – short, short, long or “Three tries.”
Each phrase could increase in volume and taper on the last phrase. Drive into the last
section at m. 33.
4. Follow the warning given at the beginning of the piece to keep tempo relaxed and not
too fast.
14. Vandall, R.
Sheet (Alfred: 30582)
Feelin’ Good
ME
Tempo:
= 162
Style: An energetic, happy piece that is fun to play!
Suggestions:
1. Have student imagine themselves doing their favorite thing and play with a smile!
2. Observe staccato and accents. Follow dynamic marks as indicated. I added a little cresc.
and dim. At m. 17 – m. 24, but only to mf. Save the biggest f for the climax at m. 31 – 32.
3. Keep a loose wrist on the repeated chords in B section.
4. I added a poco rit. and fermata at m. 31 – 32 before the return of the A section.
5. Be sure to pause for the “railroad tracks” (or caesura) at m. 46 for a dramatic ending.
6. Hold the whole note fermata at m. 48.
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October 9, 2012