 AGE • What is the age range of APPC? CATALOG • What is the release schedule for the subsequent levels? • Is there a teacher's guide for Alfred's Premier Piano Course (APPC)? COMPONENTS • What are the materials at each level of APPC? • What supplementary materials will be available? • What is the At-Home Book? • What is included with the Flash Cards? • How can I use the Flash Cards with my child? CORRELATIONS COURSE PROGRESSION • What is the reading approach? • What playing level will my student be upon completion of APPC? • How long should it take my child to complete Level 1A of APPC? • Does APPC meet the standards of the Royal Conservatory of Music auditions? • When is classical music introduced in the method? PERFORMANCE • I would like to put the composers' names in my student's recital program; who wrote the various pieces? PRACTICE • Should my child practice each day, and if so, for how long? • How should my child structure his/her practice? • What if my child wants to have long fingernails? • What if my child doesn't want to practice? • What if my child doesn't want to count or sing aloud? • What if my child doesn't like a particular piece? • What if my child doesn't want to perform? • How can I help my child with theory if I'm not a musician? RECORDINGS • What is on the Compact Discs? • Why is the performance tempo recorded first? • How should teachers and parents use the CD with students? What is the age range of APPC? Students may begin APPC as young as age 6 and as old as age 12. >> Back to top What is the release schedule for the subsequent levels? We plan to release two levels each year until Level 6 is complete. >> Back to top Is there a teacher's guide for Alfred's Premier Piano Course (APPC)? The Parent Pages in Alfred's Premier Piano Course At-Home Books give various ideas for specific activities that can be done on each page of the Lesson Book. While these were written for parents to use at home with their child during practice periods between each lesson, they work equally well for teachers to use in the lesson. As a part of each lesson, teachers should be sure to include the Workouts, Closer Looks, Sight-Reading, Rhythm Patterns and Rhythm Reviews with every student. The Premier Performer and Imagination Station activities are designed as incentives for faster learners. Somtimes, due to limited time at the lesson, it is not always possible to do these with average or below-average students. >> Back to top What are the materials at each level of APPC? Levels 1A, 1B, 2A, 2B are the elementary levels. There are four books for each of these levels: 1. Lesson 2. Theory 3. Performance 4. At-Home Levels 3, 4, 5 and 6 are the intermediate levels. The intermediate levels will not have an At-Home Book. The Lesson and Performance Books have CDs included with the book (not available as book alone). Other materials currently available include Flash Cards and General MIDI disks. >> Back to top What supplementary materials will be available? Technique 1A is the first supplementary book for APPC. Christmas Books 1A—2B are available fall 2008. The Famous and Fun Series Favorites, Classic Themes, and Pop also work well as supplements to APPC. >> Back to top What is the At-Home Book? The At-Home book consists of three parts: 1. Assignment Pages for the teacher to write the assignment 2. A story about two piano students, P. J. and Sara, for parents and students to read at home together (The story is a kind of chapter book that continues with each elementary level of the course 1A-2B) 3. Parent Pages—These pages answer questions that parents frequently ask about piano lessons and music education. Teachers can use these pages to highlight important points during interviews and ask parents to read it at home. There are specific practice suggestions for each page of the Lesson Book with advice on how parents can help on each page—even if they have no musical background. >> Back to top What is included with the Flash Cards? There are two types of flash cards at each elementary level: 1. Music cards include symbols, note identification, rhythm patterns and keyboard layout. 2. Sight-reading cards include short playing examples to be done one time each day. The Flash Cards can be used both in the lesson and at-home with parents. (Answers to the questions are given on back of card.) >> Back to top How can I use the flash cards with my child? There are two types of flash cards in this course—Music Cards and Sight-Reading Cards. Use the Music Cards to help the student review important concepts. Each card shows the corresponding Lesson Book page number in the upper right corner on the back of the card. Also, on the back of each card is a question for you to ask the child, with the answer given. The Sight-Reading cards contain a short musical example for the student to play on the keyboard. Ask the student to play each example one time daily in practice when studying the corresponding Lesson Book page (shown in the upper right corner of the card). >> Back to top Does APPC correlate with Alfred's Basic Piano Library (ABPL)? 1A of APPC does not cover exactly the same materials as 1A of ABPL. Each method follows its own individual order and pacing regarding the introduction of materials. This was done to give the teacher a choice based on the individual needs and learning style of each student. >> Back to top How does the course differ from Alfred's Basic Piano Library? 1. The music is all new, with original titles written by the authors and new arrangements of old favorites 2. The reading is a non-position reading approach based on patterns and landmarks. 3. The concepts are introduced in a slightly different order. 4. The Theory Books of ABPL are primarily written theory; the theory books of APPC are based on a comprehensive musicianship approach that includes written theory, ear training, sight-reading and creative activities (composition and improvisation). >> Back to top How does APPC relate to Music for Little Mozarts (MfLM)? When a student completes Level 4 of MfLM, they should continue in APPC, Level 1B. Again it may require some extra work by the teacher on naming notes and moving around the keyboard. >> Back to top
My
student is finishing a specific level of ABPL. Where do I put them
in APPC?• Students finishing 1A of ABPL would go to 1B of APPC. • Students finishing 1B of ABPL should go to 2A of APPC. This is as far as we can recommend at this point. Keep in mind that APPC is not a position approach to reading like ABPL. It may require some extra work by the teacher on naming notes and moving around the keyboard. >> Back to top I have a student who has finished Alfred's Basic Piano Library, Level 1A. I would like to transfer the student to Alfred's Premier Piano Course. What level should the student enter? A student completing Alfred's Basic Piano Library, Level 1A can move to Alfred's Premier Piano Course, Level 1B. >> Back to top I have a student who has finished Alfred's Basic Piano Library, Prep Course B. I would like to transfer the student to Alfred's Premier Piano Course. What level should the student enter? A student completing Alfred's Basic Piano Library, Prep Course B can move to Alfred's Premier Piano Course, Level 1B. >> Back to top I have a student who has finished Alfred's Basic Piano Library, Level 1B. I would like to transfer the student to Alfred's Premier Piano Course. What level should the student enter? A student completing Alfred's Basic Piano Library, Level 1B can move to Alfred's Premier Piano Course, Level 2A. >> Back to top I have a student who has finished Alfred's Basic Piano Library, Prep Course D. I would like to transfer the student to Alfred's Premier Piano Course. What level should the student enter? A student completing Alfred's Basic Piano Library, Prep Course D can move to Alfred's Premier Piano Course, Level 2A. >> Back to top What is the reading approach? The reading approach is comprehensive—a blend of intervallic, multi-key and Middle C. There is much less focus on the uncomfortable Middle C position with both thumbs on Middle C than other approaches. In APPC, students learn to recognize landmark notes and move by intervals from those landmark notes—yet the music is much more melodic than most intervallic methods. Students learn to name notes, read them by interval without relating them to a position. They also move around the keyboard freely. >> Back to top What playing level will my student be upon completion of APPC? Late intermediate >> Back to top How long should it take my child to complete Level 1A of APPC? It depends on the age and maturity of the student, the amount of practice time, and the level of family involvement and support. Students should progress through the books at a steady pace, always seeking a balance between being challenged and feeling comfortable. Some students may complete Level 1A in three months, while others may take the entire school year. >> Back to top Does APPC meet the standards of the Royal Conservatory of Music auditions? No more than any other method. It is up to the teacher to determine if the material is suitable. >> Back to top When is classical music introduced in the method? Levels 1A and 1B have simplified arrangements of classical themes. Also, several of the teacher accompaniments introduce students to classical piano music (and folk music). Level 2A has the first original piano solo. From 2A on, classical repertoire is used when appropriate for the concept being introduced. >> Back to top I would like to put the composers' names in my student's recital program; who wrote the various pieces? The uncredited music in Alfred's Premier Piano Course was written by Dennis Alexander and Martha Mier. All music by other composers/arrangers has been noted in the books next to each piece. >> Back to top Should my child practice each day, and if so, for how long? Your child should practice on a daily basis. Some teachers recommend that students have one day off each week from practice. Check with your teacher to determine the amount of practice time necessary for your child, based on the student's age, maturity and level of advancement. Don't automatically assume that the child should practice one hour a day. Several short practice periods are usually more successful for younger students than one longer session. Beginners often start with 15 minutes of practice a day, gradually increasing to 30 minutes by the end of the year. Intermediate students usually practice between 45 and 60 minutes. Advanced students may practice 1—3 hours a day. >> Back to top How should my child structure his/her practice? Use the assignment pages to keep track of what should be practiced and how to practice effectively. Encourage the student to follow the written assignment, but do not discourage experimentation and improvisation at the keyboard. In general, begin with something that is fun and that the child does well. Then, proceed to more difficult things (often new materials). End the practice session with something that the child does well. >> Back to top What if my child wants to have long fingernails? Unfortunately, short fingernails are necessary to develop a good hand position and a fluid technique. Ask the teacher to further explain the importance of keeping the nails at a length that will promote good technical habits. >> Back to top What if my child doesn't want to practice? Accept the fact that most students don't always like to practice, but realize that a child will never play an instrument well without regular practice. If your child is particularly resistant to practice on a certain day, substitute another music activity. If this continues over a long period of time, discuss the problem with the teacher. Many parents establish a reward system for effective practice. >> Back to top What if my child doesn't want to count or sing aloud? Most students dislike counting aloud, but can learn to do so. It is an important phase in gaining independence for students to learn to count for themselves. Counting with a steady, audible pulse is an important step before the student can play with a metronome, Compact Disc, General MIDI disk, or comfortably play duets. First, students should learn to tap the rhythm while counting aloud. When that skill is attained, then they should proceed to counting aloud while playing. Eventually, counting will become a comfortable habit. Singing the words to pieces reinforces many basic issues such as rhythm and note reading. It is a critical key to helping students learn to play with expression. If the student is hesitant about singing, simply say the words in rhythm. As the student progresses to singing, join them. He/she can even count and sing along with the CD. >> Back to top What if my child doesn't like a particular piece? No one specific piece is crucial to the success or failure of a student. However, if a student does not like a piece, it is often because it seems difficult in some way. Students often discover that "least-favorite" pieces later become "most-favorite" pieces after some quality practice. Ask the teacher if there is something the child does not understand about the piece. If the student continues to dislike the piece, sometimes the teacher can find a substitute piece that teaches the same concept. >> Back to top What if my child doesn't want to perform? No student should be forced to perform. However, if they are thoroughly prepared well in advance for a performance and rehearse until they feel confident, most students will conquer their performance fears. Encourage informal performances at home on a regular basis to prepare for more formal performances. Never force a student who is not adequately prepared to play. One bad performance experience can become a trauma that can stay with the student for years. >> Back to top How can I help my child with theory if I'm not a musician? The Theory Book is designed to enhance all elements of musicianship. With consistent theory work, note reading will improve, and ear training, sight-reading and creative activities will enhance overall musicianship. If you are not a musician, your most important role is to make sure that the student has completed all theory activities prior to the lesson so that a minimum of lesson time can be devoted to the Theory Book. If you are a musician, you can check theory pages to save lesson time for the teacher. >> Back to top Are there other factors I need to consider when transferring a student from Alfred's Basic Piano Library (ABPL) to Alfred's Premier Piano Course (APPC)? There are two additional factors that teachers should consider when moving from ABPL to APPC: 1) Teachers will need to do extra work with flash cards and sight reading to help ABPL students adapt to the non-position reading approach of APPC. 2) Some of the concepts will be reviewed, but of course the pieces reinforcing those concepts will be different. This is a positive factor because the students can use the review to solidify their adaptation to the non-position reading approach. >> Back to top What is on the Compact Discs? Both the Lesson Book and Performance Book for each level includes a Compact Disc. Each CD includes two performances of each piece on acoustic piano—a performance tempo and a slower practice tempo. >> Back to top Why is the performance tempo recorded first? The performance tempo was recorded first so that students could hear a model performance. This was done for motivation purposes as well as to be in-line with many educational philosophies that embody ear training as a primary teaching activity. The slower practice tempo was added as a support tool to help students practice for accuracy. >> Back to top How should teachers and parents use the CD with students? Listen to the performance version on the CD to provide a performance model for the student. The practice version on the CD can be used in a variety of ways. Students can clap or tap the rhythm as the CD plays, point to the notes on the page as the CD plays, say note names as the CD plays, or sing (or say) the words as the CD plays. Finally, when the student is secure playing the piece, he/she can play along with the practice version or performance version. The At-Home Book contains other suggestions. NOTE: Students who purchase the Lesson and Performance Books are granted permission from the publisher to download the CD tracks to an MP3 or digital music player (such as Apple's iPod®) for personal practice and performance. The digital music player provides a convenient practice companion for the student. It can be used with earphones or small portable speakers that sit on the piano. >> Back to top
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