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| Book I Summary - The Maison System of Music |
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The Maison System Book I begins by teaching a child how to develop
a mental image of the keyboard in order to identify the letters
rapidly. For example, the group of two black keys is called
the dog house. Doggy D is the white key inside the doghouse.
Now it is very simple for the student to learn where D is on
the keyboard using a visual or tactile method of identification.
Next, color and body parts are used to instruct a student how
to identify the blue bass clef line notes and pink bass clef
space notes. The higher the body part, the higher the note.
For instance, blue line four is your elbows or the note F. Whereas,
blue line 5 is your ears or the note A. Instead of using traditional
acronyms to learn the notes, tactile learning makes it possible
to learn the notes out of sequence instantly. In addition, the
different colors used for the lines and spaces insures that
a child will distinguish between a line and space note. The
student plays a bean bag game to reinforce the notes he or she
just learned.
Thirdly, color is used to locate intervals, (the distance between
two notes). For example, notes D to E are stepping because they
are next door neighbors and different colors. Unlike notes B
to D, which are skipping because they leap frog over the letter
C and are the same color. A scrabble game is used to strengthen
a child's ability to identify intervals.
The last unit introduces rhythm, (the duration of sound and
silence), using terms such as "TA" to represent a
quarter note or "TA-AH" as a half note to assist a
child in clapping and saying rhythm accurately, while maintaining
a steady tempo. The student plays matching games to learn the
names of rhythmic symbols and how many beats, (units of rhythm),
each symbol receives.
The back of the book contains a question and answer section,
(where each unit of Book I is reviewed), along with games that
are to be laminated, cut out and used on a regular basis. |
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Students with coursework/experience in music performance and music appreciation
scored higher on the SAT: students in music performance scored 57 points
higher on the verbal and 41 points higher on the math, and students in
music appreciation scored 63 points higher on verbal and 44 points higher
on the math, than did students with no arts participation. |
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The Maison System books are now available for
purchase.
Click here to get started. |
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