Monster Eyeballs (Note Review)

Here is a Halloween-themed way to review the notes while creating a decoration for your studio.  It’s sure to thrill kids. Except for my own daughter, who said it was creepy and she didn’t want to touch the eyeballs. Other than her, everyone loved it.

What You Need:

  • A set of monster eyeballs. These are available at dollar stores around Halloween.
  • A bag big enough to hold your monster eyeballs.
  • A clear vase, bowl, or other container.
  • Flashcards or a sheet of piano music.

Setup:

  • Before the lesson, use a permanent marker to write note names on each of the eyeballs.
  • Put all the eyeballs in the bag.
  • If you’re using flashcards, lay them out face up, but not in order.

How to Play:

  • The student reaches in the bag and draws out an eyeball.
  • The student then looks through the flashcards or sheet music and finds a note that matches the letter on the eyeball.
  • If they correctly find the match, the student can add the eyeball to the vase to add to your Halloween decorations.

Variations:

  • For pre-readers, have them play the note on the piano instead of looking for it on the staff.
  • For readers who haven’t yet learned all the notes, limit the flashcards to the ones they have learned. You may also want to use treble clef notes separately from bass clef notes.
  • For more advanced readers, use flashcards or music with lots of ledger lines, or you can require them to find not the note on the eyeball, but a note that is a third above that note (or a fifth or whatever).

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Colorful Intervals

This week I played a game to practice the concept of intervals:

What you need:

  • A set of cards with intervals
  • Two keyboard sheets* printed out and laminated or put in a sheet protector
  • Whiteboard markers, preferably in a variety of colors

Setup:

  • Shuffle the cards.
  • Each player should label Middle C with a whiteboard marker.

How to Play:

  • The first player draws a card and names the interval. Once you have named it, color in the entire interval (meaning the top note, the bottom note, and all notes in between) on your keyboard. This ends the turn.
  • The second player follows the same process.
  • If you have already colored in some or all of the notes contained in the interval on the card, you can color in an equivalent interval anywhere else on the keyboard. For example, if you draw a fourth from middle C to F, but you’ve already colored those notes, you can draw a fourth from G to B above it.
  • If your keyboard is so full you cannot find an equivalent interval, color in the largest interval you can find and name it.
  • The first person to completely fill their keyboard wins.

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*My keyboard sheets are from Kristin’s site at http://www.myfunpianostudio.com/. I highly recommend her Piano Magic improv course.

 

 

Musical Alphabet

These cards print up the musical alphabet 15 times, in various colors and fonts. They include sharp and flat signs. Here are just a few ideas for using them that have worked well for me:

  • Student draws a card out of the bag and plays that note on the piano.
  • Use sticky tack and hide them around the room. When they find one, they play that note.
    • ​If I’m on the ball, I have them hidden before the student arrives. If I’m not, no worries. I have them play their song for the week while I hide them. They’re too busy to see exactly where I’m putting them.
    • If it’s taking too long, we play Hot and Cold to find them.
    • It’s also possible to have them hide a few for me. Then I find them and play them, but they have to watch to make sure I don’t make any mistakes. 
  • Student draws several cards out of the bag and lays them out. Then they play the sequence of notes they have drawn.
  • Very young students can practice putting the cards in order on the floor. 
    • ​We practice it both forwards and backwards.
    • We also try building a tower that is longer than they are. (If you do this, make sure that A is on the bottom of the tower and build up, just like the notes on t he staff work.) Periodically, they lie down on the flower next to their tower to see if they need to build it any higher.
  • More advanced students can play a major or minor scale starting on the letter than they draw.


Naturally, there’s no limit to the different ways you could use these, which is the only reason I was willing to go to the effort of creating them.