I have decided now however that being messy is a positive attribute and that a lot of my best ideas come out of the mess! I think it might be one of the reasons I like mind-mapping so much: it allows me to organise my thoughts in a colourful, expressive and non-linear way.
In an earlier post I talked about the inception of 'messy piano' and, as I have been messing about with a piece of Telemann in the last few days, I thought I would share this with you.
The music in question is a piece of Telemann - Très Vite, the third movement from Fantaisie in E minor, TWV 33:21. It is on the current ABRSM Grade 2 syllabus in the A list of pieces.
The more I have looked at the piece the more I have come to like it. It is a lovely example of a Baroque dance, without actually being called a dance, with great rhythmic drive and energy. It should appeal to a wide range of pupils if presented in the right way. I find that younger pupils in particular often struggle with Baroque music, finding it quite hard to understand and master but hopefully the following suggestions might help to get over this problem.
To introduce it to my pupils I have created a number of worksheets. It is up to each teacher to decide on what order to use these in but this is what I do over a number of weeks.
The pupil should be familiar with the scales of G major and E minor, both natural minor and harmonic. The arpeggios and triads for these keys should also be known.
Perform the piece to the pupil once - it is important at this stage that the pupil is just listening rather than following the music so do get them to stand well away from the keyboard.
Listening sheet - how to use these is explained on the sheet. They help the pupil to focus on what s/he can hear as well as allowing them to become increasingly familiar with the piece.
Tres Vite Discovery sheet - this is for the pupil to take home to complete, along with a copy of the score. I will go through it in the lesson just to make sure that everything is understood. This is effectively the practice sheet for the week
I have attached a copy of the score and there is also a version available on imslp. I haven't included any dynamics on the sheet as that makes it more fun for all concerned!
These are just some ideas is for starters - more worksheets to follow in my next post along with a comparison of where the piece fits in the Piano Curriculum for Levels 1 - 2.
As always, please do share any comments and other thoughts on how to present the piece.