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| Book II Summary - The Maison System of
Music |
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The family members are reviewed from Book I to develop a mental
image of the keyboard through tactile learning. For example,
the group of three black keys is the brothers' house. Georgy
G and Andy A are the two white keys inside the brothers' house.
Color and body parts are used to teach the red treble clef line
notes and green treble clef space notes. The higher the body
part, the higher the note. For example, red line 4 is your shoulders
or the note D. Whereas, red line 5 is the top of your head or
the note F. Once again, the student plays a bean bag game to
review the notes he or she has just learned out of sequence.
The interval of a step, (or next door neighbor) and a skip,
(or leap frog), are taught descending using color. For example,
red line G steps down to green space F or red line D skips down
to red line B. It's imperative for a child to read notes descending
as rapidly as he or she reads notes ascending in order to maintain
a steady tempo when executing music. A scrabble game is used
to reinforce the intervals. Odd intervals are taught using color.
For instance, green space F up to green space A is a 3rd because
it's the same color. A knowledge of spatial relationships is
essential in order to acquire an ability read notes that are
played simultaneously or in succession rapidly.
The rhythm taught in Book I is reviewed. Rests, (beats of silence),
are taught as well as time signatures, (a symbol designating
the number of beats per measure in addition to what type of
note gets one beat), through the use of kinesthetic activities.
Matching games are used to expedite a child's ability to memorize
rhythmic symbols and their meanings.
There is a question and answer review section at the end of
Book II and various games which reinforce note, interval and
rhythm reading that are to be laminated, cut out and played
frequently.
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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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