Hoffman Methodfor Piano
Unit 1
1
Student Achievement Page
Place a sticker in each box as you master each repertoire song.
Mastery means you can play confidently, without pause, while singing the lyrics or solfège.
For a Super Challenge, try the following:
Play with eyes closed
Transpose to a different pentascale
Once a piece is mastered, continue to review it at least once a day by playing along with the
Practice Album.
Hot Cross Buns
Five Woodpeckers
Frog in the Middle
Chocolate
Listen for Bells
Right Hand Left Hand Hands Together Super Challenge
•
•
ContentsTITLE PAGE
Welcome for Parents & Teachers
Welcome for Kids
Core Principles of the Hoffman Method
Solfège Hand Signs
Practice Album
Hot Cross Buns
Black Keys on the Piano
Musical Alphabet Snakes
C, D & E Hunt
Piano Posture Checklist
D Journey: Right Hand
Piano Posture
C Boogie: Left Hand
F & G Hunt
Five Woodpeckers
Rhythm Dictation: Hot Cross Buns
Frog in the Middle
C Major Pentascale
A & B Hunt
Missing Letters
Rhythm Composition
Chocolate
D Major Pentascale
Rhythm Dictation: Frog in the Middle
Backward Alphabet Snake
Finger Numbers
Listen for Bells
1
2 – 3
4 – 6
7
8 – 9
10
11
12 – 13
14
15 – 16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32 – 34
35
= Repertoire= Finger Power
TITLE PAGE
Rhythm Dictation: Chocolate
More Backward Alphabet Snakes
Adding Chords to Frog in the Middle
Review Challenge
Answer Key
Achievement Award
36
37
38
39 – 40
41 – 49
50
Contents Continued...
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Welcome to the Hoffman Academy family!....................................................................................................................................................................................
The Hoffman Method is rooted in the philosophy that ALL students – including kids, teens, and
adults of any age – can successfully and joyfully learn to play the piano, regardless of so-called
“talent.” Yes, there may be individual differences as to rate of progress. But I believe that when
you combine a sound teaching approach with consistent, focused practice, a great blossoming
of skill and ability will inevitably follow.
My goal in creating the Hoffman Method was to build on my own piano teaching experience and
integrate the most up-to-date research on learning theory and motivation to help anyone learn
piano successfully.
Learning music should be a joy, not a chore. Yes, piano learning requires dedication and
discipline. But, in my experience kids (and adults, too) learn and progress the fastest when they
are engaged and having fun. That’s why I strongly encourage you to approach lessons and daily
practice time with a playful, joyful spirit. As Mary Poppins so aptly puts it, “In every job that must
be done, there is an element of fun. You find the fun and... SNAP! The job’s a game!”
I have made it my professional life work to “find the fun” in piano learning, and I sincerely hope
that the Hoffman Method will help you to do the same. Yes, the Hoffman Method is carefully
designed to help students achieve a high level of skill and well-rounded musicianship, but first
and foremost, I want my students to feel joy in their learning journey. If my method helps bring a
smile to your face or the face of a child you love as you experience the deep joy and satisfaction
of music making at the piano, I will be very grateful.
Happy playing!
Joseph Hoffman
2 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
This section is for KIDS
Welcome to piano lessons!This book will be one tool to help you learn piano, but
the most important tools will be your own fingers and
ears, along with your focus and daily practice! Ever since
the first piano was invented over 300 years ago, millions
of kids around the world have learned to play piano.
Hi there! I’m Mr. Hoffman, and I’m excited to have you learn piano with me!
Why do kids play piano?
Always play with proper
“Piano Posture.”
Have fun!
Only practice on days that you eat.
In this book, be on the lookout for the
frog family! Can you find:
Grandpa Frog
Why do YOU want to play piano?
It’s fun!
I like playing fast, exciting songs!
I like creating my own music!
Playing piano makes me feel calm and happy.
1
2
3
FIND IT!
The Three Rules of Learning Piano
MommyFrog
Baby Frog
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How To Learn a New Piano Song
Expert Tips for Practicing
Every time you learn a new song in this book, use these steps:
LISTEN - Great pianists are great listeners. Before you learn to play a song, first become familiar
with it by listening and singing along with the Listening Album.
SING - Once you are familiar with the song, try singing it by yourself to test your memory. First,
sing with lyrics (lyrics are just the regular words of the song). Then sing it again using solfège.
(To review solfège, go to page 7.)
FIND YOUR PIANO POSTURE - Using the correct piano posture is very important for
developing great habits and playing your best. To learn about piano posture, go to page 15.
1
2
3
4
You can learn piano with a
teacher, or on the Hoffman
Academy website with me!
PLAY AND REPEAT - Play the song with your right hand (RH),
while singing the lyrics. Play the song again while singing the
solfège. Repeat until you can play with confidence and no
missed notes. Then, do it all again with your left hand (LH).
SINGING
Mr. Hoffman encourages you to always sing along while you practice
your songs in this book. Singing is one of the best ways to develop your
musical ear. It will also help you hear and correct your own mistakes.
MEMORY
As you practice your songs in this book, it is best to not look at the page
while you sing or play. Try to play from memory and let your ear guide
you. If you need to refer to the page for help, that’s perfectly fine, but
then close the book and try again from memory.
REVIEW
Once a song is mastered, review it every day using the Practice Album.
Be sure to use both RH (right hand) and LH (left hand). For an extra
challenge, try playing hands together, or try a Super Challenge, like
playing with your eyes closed or transposing. As you learn new songs,
continue to review all the old songs that you already know.
How To Learn a New Piano Song
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Ear Before Eye
One primary goal of the Hoffman Method is to
help children learn music in a manner that is
both efficient and joyful. Music is an art form
that is experienced and enjoyed through
listening, therefore the best music learning
begins with a strong foundation in the ear. With
an “Ear Before Eye” approach, the Hoffman
Method gets kids effortlessly playing “by ear”
(no sheet music) from day one. This provides
immense satisfaction and motivation to kids as
they realize how simple and joyful it is to make
music from the heart.
Unfortunately, piano lessons often begin with
learning to read music from a book. No wonder
so many kids ask to quit piano after just a few
months! No child would be expected to learn to
read in their native language before they were
allowed to speak. Children gain fluency in their
native language by first listening and imitating,
then learning to speak in full sentences, and last
of all learning to read and write. Likewise, piano
students benefit greatly from following the same
learning progression: listen, imitate, play songs
by ear, and then learn to read and write music
notation. Using this sequence, success builds on
success, creating natural, joyful learning.
Steps for Teaching New Songs
1) LISTEN The student should first become
familiar with a song by listening to it on the
Listening Album (see next section).
2) SING Students should be able to sing a
song using lyrics and solfège before
attempting to play it.
3) ESTABLISH PIANO POSTURE Students
should get in the habit of checking their
“piano posture” before and while they play.
4) PLAY Student plays the song:
• using RH (right hand) while singing
the lyrics
• using RH while singing the solfège
• using LH (left hand) while singing the lyrics
• using LH while singing the solfège
The Listening Album
The Hoffman Method begins with listening. Long
before a student learns to play a new piece, the
student should become familiar with the piece
by listening to it many, many times. All Hoffman
Academy pieces are available on the Listening
Album in artistic, professionally recorded
arrangements. The Listening Album can be
enjoyed anywhere and anytime, in the car,
during meals, or at bedtime. Have fun when
....................................................................................................................................................................................Core Principles of the Hoffman Method
This section is for Parents & Teachers
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listening, and feel free to sing along, dance, or
drum with the beat. I have found that students
progress at a much faster rate when they come to
lessons already thoroughly familiar with the piece
to be learned.
Singing
Throughout the entire first year of piano study, I
ask my students to sing along while they play,
using lyrics, solfège, and letter names. So many
amazing things happen in the brain when you sing
and play at the same time. Singing has shown to
be one of the fastest ways to develop strong
rhythmic pulse and a keen musical ear. When
students sing, they are also much more likely to
be able to hear and correct their own mistakes.
Sight Reading vs. Playing By Ear
Parents and teachers may feel concerned that a
child who learns to play music by ear will never
adequately learn to read notes. With the Hoffman
Method, students do learn to play by ear first, but
within a few months they are learning to read
notes by mastering staff basics and dictating
(writing) the music they already know using
traditional staff notation. Dictation is a superior
tool for learning to read notes because the act of
writing notes down by hand creates a kinesthetic
experience, which helps encode the musical
symbols securely in the long-term memory.
Throughout Unit 1, students will learn all new
pieces by ear. In Unit 2, students will continue to
learn songs by ear while also dictating familiar
pieces on the staff to help master the symbols of
music notation. Beginning in Unit 3, students
begin genuine sight reading using hundreds of
short exercises which very gradually build from
simple to complex. Whereas most musicians
gravitate either to the ear or the eye, students
of the Hoffman Method have the unique
advantage of being highly trained to play both
by ear and by sight.
Improvisation
Just as fluency in a language implies you can carry
on a spontaneous, unscripted conversation, true
fluency in music means that you are able to
improvise. With the Hoffman Method, students
are asked to improvise from the beginning.
Improvisation promotes musical exploration and
discovery, and leads to developing composition
skills. It’s also a lot of fun!
Online Technology
The Hoffman Academy website has many video
tutorials, learning tools and games that will
greatly enhance any student’s learning
experience. From the Hoffman Academy website,
you can access hundreds of video lessons,
available for free, which guide students through
every new piece and new concept using clear,
step-by-step instructions and Mr. Hoffman’s
signature creativity and humor. You can also find
online music learning games to help students
drill and master music theory concepts and
staff reading skills. Learn more by visiting
www.hoffmanacademy.com.
....................................................................................................................................................................................
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Transposition
The Hoffman Method trains students to transpose
their pieces into each new key that they learn.
Transposition is another skill that, unfortunately, is
often delayed until much later in a music student’s
career (or never at all), but it can be mastered
most easily if introduced from the beginning.
Transposition strengthens a student’s ability to
play by ear and to understand the relationships
of sounds within a musical scale.
Memory
To build a strong musical memory, throughout the
first few units of the Hoffman Method it is actually
best for the student to not look at the page as they
sing or play. If you always have music in front of
you while you play, it quickly becomes a crutch
that is hard to give up later. Challenge the student
to play from memory right from the start and let
their ear guide them. Refer to the page when
needed for help, but then close the book and try
again from memory.
Review
Children gain a huge confidence boost and great
satisfaction from frequently reviewing all the
pieces they have mastered. Students of the
Hoffman Method are encouraged to review every
day all the pieces they have learned within their
current unit, plus the previous unit. Reviewing old
pieces is also a great opportunity to incorporate
new skills and concepts, like transposing to newly
learned keys, or adding chords or dynamics.
The Practice Album
The Practice Album features accompaniment
tracks to play along with for practice, review, and
enjoyment. Playing along with a backing track
is not only a lot of fun, it also helps develop
steady beat and rhythmic accuracy. Plus, our
backing tracks also provide frequent
opportunities to improvise.
Want more tips, tools, and training for
developing joyful, confident musicians?
Visit the Hoffman Academy websites and
join our online community.
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Solfège Hand Signs
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A piece should be fully mastered before
attempting to play with the Practice Album.
It may be helpful to listen to the track once
without playing to get used to the tempo and
sound of the accompaniment. Then go back
and listen again and this time sing along with
the track.
When you are ready, try playing along with the
track. Each track begins with a musical
introduction that gives you time to prepare.
During the introduction, you will hear 3 or 4
distinct clicks, which will be your cue to begin.
After the 3rd or 4th click, start playing!
(See chart on next page to know whether to
expect 3 or 4 clicks on a particular track.)
As you play, listen to how your notes fit with
the accompaniment, and try to stay together,
at the correct speed. If you are having a hard
time staying with the accompaniment, try just
singing the words or humming the melody
(without playing) as you listen to the Practice
Album track. Or, perhaps you need to practice
a few more times on your own without the
track. Keep trying until you succeed!
Refer to the chart on the next page for specific
instructions about playing along with
each track.
Improvisation: Some tracks also provide time
for you to improvise. For these tracks, first play
through the piece. Then, after you finish
playing the piece, you get to improvise. There
are no right or wrong notes, and it can be
completely different every time. As long as you
••
•
•
•
•
•
•
•
•
•
Remember—there are no right or wrong notes!
Just have fun being creative!
If you’re not sure what to play, just start playing
some repeating notes, or some stepping notes.
If you don’t like the sound of a note you play,
no problem— just step up or down to the next
one. Enjoy listening to the different sounds you
can create!
Don’t just play an endless stream of random
notes. Try to really listen to what you are
playing, and use short, simple patterns. Play
one note at a time, and notice how your notes
fit with the accompaniment. Enjoy making your
own music!
Tips on Improvising
like it, that’s all that matters! If you hear clicks
again, this is your cue to end your
improvisation and to play the melody one
last time.
Review: As you continue to learn new songs, it
is highly valuable to go back and review old
songs every day. A great way to accomplish this
is to finish each practice session by using the
Practice CD, playing along with each song you
have mastered so far.
Tips for Students on Using the Practice Album:
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TRACK TITLE POSITION CLICKS TO START INSTRUCTIONS
1
2
3
4
5
6
7
8
Hot Cross Buns 3 black keys
N/A
N/A
C major
C major
C major
D major
D major
4
4
4
4
4
4
4
3
Play RH, LH, or HTImprovise on black keysPlay RH, LH, or HT
Play RH, LH, or HTImprovise in C major arpeggioPlay RH, LH, or HT
Play RH, LH, or HTImprovise in D major pentascalePlay RH, LH, or HT
Play RH, LH, or HT 2xImprovise in C major pentascalePlay RH, LH, or HT 2x
Play RH, LH, or HT 2xImprovise in D major pentascalePlay RH, LH, or HT 2x
Play RH, LH, or HT
Play LH while counting the beats out loud.
Play RH while counting the beats out loud.
D Journey
C Boogie
Five Woodpeckers
Frog in the Middle
Chocolate in C
Chocolate in D
Listen for Bells
•••
•
•
•
•••
•••
•••
•••
RH= right hand
LH= left hand
HT= hands together
Practice Album Tracks
RH = right handLH = left handHT = hands together
A piece should be fully mastered before
attempting to play with the Practice Album.
It may be helpful to listen to the track once
without playing to get used to the tempo and
sound of the accompaniment. Then go back
and listen again and this time sing along with
the track.
When you are ready, try playing along with the
track. Each track begins with a musical
introduction that gives you time to prepare.
During the introduction, you will hear 3 or 4
distinct clicks, which will be your cue to begin.
After the 3rd or 4th click, start playing!
(See chart on next page to know whether to
expect 3 or 4 clicks on a particular track.)
As you play, listen to how your notes fit with
the accompaniment, and try to stay together,
at the correct speed. If you are having a hard
time staying with the accompaniment, try just
singing the words or humming the melody
(without playing) as you listen to the Practice
Album track. Or, perhaps you need to practice
a few more times on your own without the
track. Keep trying until you succeed!
Refer to the chart on the next page for specific
instructions about playing along with
each track.
Improvisation: Some tracks also provide time
for you to improvise. For these tracks, first play
through the piece. Then, after you finish
playing the piece, you get to improvise. There
are no right or wrong notes, and it can be
completely different every time. As long as you
••
•
•
•
•
•
•
•
•
•
Remember—there are no right or wrong notes!
Just have fun being creative!
If you’re not sure what to play, just start playing
some repeating notes, or some stepping notes.
If you don’t like the sound of a note you play,
no problem— just step up or down to the next
one. Enjoy listening to the different sounds you
can create!
Don’t just play an endless stream of random
notes. Try to really listen to what you are
playing, and use short, simple patterns. Play
one note at a time, and notice how your notes
fit with the accompaniment. Enjoy making your
own music!
Tips on Improvising
like it, that’s all that matters! If you hear clicks
again, this is your cue to end your
improvisation and to play the melody one
last time.
Review: As you continue to learn new songs, it
is highly valuable to go back and review old
songs every day. A great way to accomplish this
is to finish each practice session by using the
Practice CD, playing along with each song you
have mastered so far.
Tips for Students on Using the Practice Album:
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One a pen - ny , two a pen - ny,
Hot cross buns!
Super Challenge
DO
RE
MI
Hot cross buns!
DO
RE
MI
Hot cross buns!
DO
RE
MI
RE RE RE RE
DO DO DO DO
DO RE MI
1
2
Play “Hot Cross Buns” with your eyes closed.
Play “Hot Cross Buns” and improvise using the Practice Albums
backing track. See page 8 for tips on using the Practice Album.
Remember, don’t use this page to teach this song! The songs in this
unit should be learned “by ear.” See page 4 for more information on
the purpose and steps for learning by ear.
PARENTS & TEACHERS
Time to learn our first song! You can learn this song with me online or with your teacher.
Hot Cross Buns
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One a pen - ny , two a pen - ny,
Hot cross buns!
Super Challenge
DO
RE
MI
Hot cross buns!
DO
RE
MI
Hot cross buns!
DO
RE
MI
RE RE RE RE
DO DO DO DO
DO RE MI
1
2
Play “Hot Cross Buns” with your eyes closed.
Play “Hot Cross Buns” and improvise using the Practice Albums
backing track. See page 8 for tips on using the Practice Album.
Remember, don’t use this page to teach this song! The songs in this
unit should be learned “by ear.” See page 4 for more information on
the purpose and steps for learning by ear.
PARENTS & TEACHERS
Time to learn our first song! You can learn this song with me online or with your teacher.
The black keys are organized in groups of TWO and THREE on the piano.
2 23 3
Draw a circle around each group of TWO black keys on the keyboard below.
Play each group of TWO black keys on your own piano, starting from the LOWEST
(on the left) and going to the HIGHEST (on the right).
How many groups of TWO black keys did you find on your piano?
Draw a circle around each group of THREE black keys on the keyboard below.
Play each group of THREE black keys on your own piano, starting from the HIGHEST
and going to the LOWEST.
How many groups of THREE did you find on your piano?
GROUPS OF THREE
GROUPS OF TWO
1
2
3
LOW
LOW HIGH
HIGH
1
2
3
Black Keys on the Piano
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The musical alphabet only uses the first seven letters of the alphabet, repeated over and over.
A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G
Write the musical alphabet on the snake below. Start at the head and work toward the tail.
AB
Musical Alphabet Snake
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More Musical Alphabet Snakes
The musical alphabet can start on any letter:
B C D E F G A or
D E F G A B C
Write in the missing letters of the musical alphabet.
C
E
D
A
D
G
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Color all the C’s BLUE on the piano below.
Play all the C’s on your own piano from LOWEST to HIGHEST. Say
“C” out loud as you play each one.
How many did you find?
C D E
Color all the D’s GREEN on the piano below.
Play all the D’s on your own piano from HIGHEST to LOWEST. Say “D” out loud as you play
each one. How many did you find?
Color all the E’s RED on the piano below.
Play all the E’s on your own piano from LOWEST to HIGHEST. Say “E” out loud as you play
each one. How many did you find?
1
2
1
2
1
2
Super ChallengePlay “Hot Cross Buns” using C, D, and E.
C, D, & E Hunt
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Every time you sit to play the piano, first go through the Piano Posture Checklist.
Too close
1) Bench Position
2) Tall Back
Elbows will float slightly in front of torso when bench position is just right.
Avoid a slouched back
Too far
Use a footstool for feet to rest on something firm.
Shoulders are relaxed and down.
Back is comfortably tall and flexible.
Head is aligned over shoulders and hips.
Adjust bench height so forearms
are parallel to floor. In many cases student
must be raised using folded blankets
or towels.
Piano Posture Checklist
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3) Arm Weight
4) Finger Shape
Pianists use the natural weight of their arms as they play. To help discover the natural weight of your arms, imagine you are a puppet and both hands are being lifted up by strings.
Knuckles have a natural, comfortable curve.
Finger joints for fingers 2-5
have a natural, comfortable
curve.
Finger 1 (thumb) is long and loose, and plays on its side edge near the tip.
Wrist should not be locked in an elevated position. Knuckles should not be flat or concave.
Wrist should not be locked in a lowered position. (If this happens, bench may be too low.)
Avoid finger joints bending backward. Maintain proper curve by keeping finger joints firm as they strike the key.
Fingers 2-5 play near the tip.
As you play the piano, think of your arm, hand, and fingers falling or dropping into each key. Instead of relying on finger motion, let gravity do most of the work for you! Mr. Hoffman or your teacher can demonstrate this for you.
Now imagine that the strings get cut, and your hands and arms drop limply on your lap or by your side.
Gravity
Wrist is flexible and level with forearm.
Piano Posture Checklist
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D Journey: Right Hand
START
Play “D Journey” using your “chicken head” while counting “1 - 2 - 3 - 4” out loud. Play “D” every time you say “1,” using arm weight to comfortably “drop” into each key.
Start on the D nearest the middle of your piano, then journey up to the next D. When you reach the highest D, go back and do it one more time.
D D D D
- 2 - 3 - 4
1
Practice counting “1 - 2 - 3 - 4” with a steady
beat, repeated several times. Clap your
hands every time you say “1”.
Sit at the piano and go through the Piano
Posture Checklist.
Use your RH thumb and pointer finger to
make a “chicken head”.
1 2
3
4
1- 2 - 3 - 4
1- 2 - 3 - 4
4 - 3 - 2
1
Go back and do it one more time!
1 - 2 - 3 - 4
Super ChallengePlay “D Journey” using the Practice Album backing track.
(clap)
As you move from D to D, float your forearm, and let your hand and wrist relax and go limp.
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For each picture below, circle the ‘thumbs up’( ), if good piano posture is being used or the ‘thumbs down’ ( ) if the posture needs improvement.
Draw a circle around words that are a part of good piano posture. Mark an X on words
that are not a part of good piano posture.
Relaxed fingers
Claw fingers
Feet dangling in air
Tall back
Elbows slightly in front of torso
Flat fingers
Piano Posture
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C Boogie: Left Hand
START
Play “C Boogie” using your “chicken head” while counting “1 - 2 - 3 - 4” out loud. Play “C” every time you say “1.”
Start on the C nearest the middle of your piano, then go down to the next C. When you reach the lowest C, go back and do it one more time.
As you move from C to C, float your forearm, and let your hand and wrist and relax go limp.
C C C C
4 - 3 - 2
1
Go through the 4 steps of the Piano Posture Checklist.
Use your LH thumb and pointer finger to make a “chicken head”.
1
2
3
4 - 3 - 2 4 - 3 - 2
1 1 1
Go back and do it one more time!
2 - 3 - 4
Super ChallengePlay “C Boogie” using the Practice Album backing track.
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Several keys are labeled with a . Write the name of each key on the lines below.
F G
Color all the F’s YELLOW on the piano below.
Play all the F’s on your own piano from LOWEST to HIGHEST. Say
“F” out loud as you play each one.
How many did you find?
Color all the G’s GREEN on the piano below.
Play all the G’s on your own piano from HIGHEST to LOWEST. Say “G” out loud as you
play each one. How many did you find?
1
2
1
2
E
F & G Hunt
21© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Look - ing for a bug.
Wood - peck - er Tap! Tap! Wood - peck - er Tap! Tap!
Wood - peck - er Tap! Tap!
Wood - peck - er Tap! Tap!
Wood - peck - er Tap! Tap!
Yum!
C Major Pentascale
DO RE MI FA SO
Super Challenge
Play “Five Woodpeckers” while singing the letter name of each key as you play it.
DO DO DO DO DO
DO
DO
MI
RE
RE
RE RE RE RE
MI MI MI MI
MI
SO
FA
FA
FA FA FA FA
SO SO SO SO SO
C D E F G
Five WoodpeckersC Major Pentascale
22 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Dictate the rhythm for “Hot Cross Buns” in the
heartbeats below.
Sing the rhythm words (ta, ti-ti, etc.) while
touching each heartbeat. Touch each heartbeat
only once, regardless of the rhythm inside.
Super ChallengePlay “Hot Cross Buns” on the piano while singing the rhythm words.
2
1 QUARTER NOTE
2 EIGHTH NOTES
QUARTER REST
“ta” “ti – ti”“rest”
(whispered)
For guidance using this page, refer to our online lesson “Rhythm Dictation: Hot Cross Buns.”
PARENTS & TEACHERS
Rhythm Dictation: Hot Cross Buns
23© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Dictate the rhythm for “Hot Cross Buns” in the
heartbeats below.
Sing the rhythm words (ta, ti-ti, etc.) while
touching each heartbeat. Touch each heartbeat
only once, regardless of the rhythm inside.
Super ChallengePlay “Hot Cross Buns” on the piano while singing the rhythm words.
2
1 QUARTER NOTE
2 EIGHTH NOTES
QUARTER REST
“ta” “ti – ti”“rest”
(whispered)
For guidance using this page, refer to our online lesson “Rhythm Dictation: Hot Cross Buns.”
PARENTS & TEACHERS
DO DO DO
MI
MI
MI
Frog in the mid - dle,
Frog in the sea,
Can’t catch me!
SO SO SO
MI MI
Frog in the mid - dle,
SO SO SO
SO SO SO
C Major Arpeggio
DO MI SO
Super ChallangePlay “Frog in the Middle” with your eyes closed.
C E G
Frog in the MiddleC Major Arpeggio
24 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Write the letter names of each note of the C major
pentascale in the circles on the solfège ladder.
Improvise your own song using the C
major pentascale or arpeggio.
Find and play all the C major pentascales
on your piano. Sing the letter names as
you play each key. How many C major
pentascales can you find?
Super Challenge
C Major Pentascale
C Major Arpeggio
Draw circles to create three C major pentascales.
Draw circles to create three C major arpeggios.
SO
FA
MI
RE
DO
C D E F G
C E G
2
1
DO RE MI FA SO
DO MI SO
C
C Major Pentascale
25© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
A B
Color all the A’s RED on the piano below.
Play all the A’s on your own piano from LOWEST to HIGHEST. Say “A”
out loud as you play each note.
How many did you find?
Color all the B’s BLUE on the piano below.
Play all the B’s on your own piano from HIGHEST to LOWEST. Say “B” out loud as you
play each note. How many did you find?
1
2
1
2
Several keys are labeled with a . Write the name of each key on the lines below.
D
Super Challenge
Can you play “Hot Cross Buns” using the notes G, A, and B?
A & B Hunt
26 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Fill in all of the missing letters on the pianos below.
Decode a secret message from Mr. Hoffman by writing the alphabet letter that corresponds
with each number on the keyboard.
4 5 1 3 2
D E C E F A D G B
F G B D E A C F C
R ____ M ____ M ____ ____ R , O N L Y
P R ____ ____ T I ____ ____ P I ____ N O O N
____ ____ Y S T H ____ T Y O U ____ ____ T !
Missing Letters
27© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Fill in all of the missing letters on the pianos below.
Decode a secret message from Mr. Hoffman by writing the alphabet letter that corresponds
with each number on the keyboard.
4 5 1 3 2
D E C E F A D G B
F G B D E A C F C
R ____ M ____ M ____ ____ R , O N L Y
P R ____ ____ T I ____ ____ P I ____ N O O N
____ ____ Y S T H ____ T Y O U ____ ____ T !
Write your own rhythms in the heartbeats below.
Speak your rhythm while tapping each heartbeat.
Touch each heartbeat only once, regardless of the
rhythm inside.
Super Challenge
Play your rhythm on the piano. Use any keys – you choose!
1
2
QUARTER NOTE
2 EIGHTH NOTES
QUARTER REST
“ta” “ti – ti”“rest”
(whispered)
Rhythm Composition
28 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Transpose “Chocolate” to the D major pentascale.
Yum, yum, yum, yum, yum! choc’ – late I have some!
Super Challenge
D Major Pentascale
RE
MI
FA SO
D E F# G A
C Major Pentascale
MI
C D E F G
FAFA
SO
RERE
DO
MIMI
DODO RE MI FA SO
REPEAT SIGNA REPEAT SIGN
means to go back and play it again!
HALF NOTEA half note holds
for 2 beats.
“two - oo”
Mmm...
chocolate!
For guidance on how to transpose “Chocolate” to D major, refer to our online lesson “D Major Pentascale.”
PARENTS & TEACHERS
SO
DO
ChocolateC & D Major Pentascales
29© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Play these songs in D major:
Five Woodpeckers
Frog in the Middle
D Major Pentascale
AD E G
D Major Arpeggio
D F A
Write the letter names of each note of the D major
pentascale in the circles on the on the solfège ladder.
Draw circles to create three D major pentascales. Draw a line to connect the two keys that form a half step.
Draw circles to create three D major arpeggios.
Super Challenge
SO
FA
MI
RE
DO
SHARPA SHARP raises a note by
one half step. HALF STEPA HALF STEP is the
distance between any two adjecent keys,
black or white, with NO KEY in between.F
G
G
1
2
F
F
DO RE FA
MI
SO
DO
MI
SO
D
D Major Pentascale
30 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Dictate the rhythm for “Frog in the Middle” in the heartbeats below.
Sing the rhythm words while touching each heartbeat. Touch each heartbeat only once,
regardless of the rhythm inside.
Super Challenge
Play “Frog in the Middle” on the piano while singing the rhythm words.
1
2
Rhythm Dictation: Frog in the Middle
31© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Backward Alphabet Snake
GF
GFEDCBAGFEDCBA
Write the musical alphabet BACKWARD on the snake below. Start at the tail and
work toward the head.
32 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Finger Numbers: Left Hand
Trace the outline of your left hand in the box below.
Write “LH” for “left hand” in the middle of the outline.
Write the correct finger number inside each finger.
My Left Hand
1
234
5
LH
1
2
3
33© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Trace the outline of your right hand in the box below.
Write “RH” for “right hand” in the middle of the outline.
Write the correct finger number inside each finger.
My Right Hand
1
2 34
5
RH
1
2
3
Finger Numbers: Right Hand
34 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Label each hand RH or LH.
Write the missing finger numbers.
L H
RH
4
4
5
3
21
2
Remember: “The thumb is one.”
1
21
Missing Finger Numbers
35© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
List - en for bells in the stee - ple to ring :
Ding, ding, ding, ding, ding, ding, ding, ding, ding, ding!
Super Challenge
D Major Arpeggio
DO
MI
SO
D F A
SO SO SOSO
DO DO DODODODO
SO SO
MI MI
DO DO
DO
SO SO SO
DO
SO SO SO
Sing the finger numbers while you play “Listen for Bells.” Try with both RH and LH.
Transpose “Listen for Bells” to the C major arpeggio.
1
2
Echo softly higher or lower on your piano:
DOTTED HALF NOTE
A dotted half note holds for 3 beats.
Listen for BellsD Major Arpeggio
36 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Rhythm Dictation: Chocolate
Dictate the rhythm for “Chocolate” in the heartbeats below.
Sing the rhythm words while touching each heartbeat.
Rhythm Listening GameYour teacher or parent will speak, drum, or play one of the rhythms you see below. Point to the one you hear to earn 1 point. If you’re correct, then perform the rhythm yourself using rhythm words. 5 points wins!
HALF NOTE A half note holds for 2 beats.
1
2
“two-oo” =
Touch both heartbeats while saying “two-oo”
two ------------------------- oo
This heartbeat stays empty because it
belongs to the half note in the beat
before it.
37© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Practice the musical alphabet BACKWARD by writing in the missing letters for each snake. Start at the tail and work toward the head.
B
E
A
G
AG
D
More Backward Alphabet Snakes
38 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
A CHORD is a group of 2
or more notes played
TOGETHER.
For “Frog in the Middle,”
use C and G played at
the same time using
fingers 1 and 5.C G
Play together
Use arm weight to help play each
chord by dropping into the keys. After
you play a chord, relax by floating up
from the wrist.
Play chords with your RH while you
sing “Frog in the Middle.” Play a
chord every time you sing the word
“Frog.” When you sing “Can’t catch
me!” play a chord on every word.
Play chords with your LH while you
sing “Frog in the Middle.”
Play chords with your LH while your
RH plays the melody.
Tips for Learning to Play with Chords
2
3
1
Frog in the Middle
Play
Release
DO DO DO
MI
MI
MI
SO SO SO
MI MI
SO SO SO
SO SO SO
CHORD
CHORD
CHORD
CHORD CHORD CHORD
Adding Chords to Frog in the Middle
39© Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Draw a line to connect each letter to the correct key.
Finger Number Mystery Songs! Place the indicated hand in the C major pentascale on your piano and figure out the mystery song by playing the finger numbers shown. Write the name of the song on the given line.
Draw circles to create the pentascales and arpeggios below. For the pentascales, draw a line connecting the two circles that form a half step.
D
E
E
C
G
AA
BB
F
LH
RH 3 2 1 3 2 1
Mystery Song
Mystery Song
C Major Pentascale
D Major Pentascale D Major Arpeggio
C Major Arpeggio
1 1 1 1 2 2 2 2 3 2 1
Review Challenge
40 © Hoffman Academy. All Rights Reserved.Permission is granted to print 1 single copy for personal use. File sharing or photocopying is not allowed.
Match the rhythms on the left to their names on the right.
Match the symbols on the left to the correct term on the right.
Half note
Quarter rest
2 eighth notes
Quarter note
RH, finger 4
Stepping down
Sharp
LH, finger 1
Skipping up
D major pentascale
Repeat sign
Review Challenege
Blac
k K
eys
on
the
Pian
o (
Page
11)
Mu
sica
l Alp
hab
et S
nak
e (P
age
12)
Wri
te th
e m
usi
cal a
lph
abet
on
the
snak
e b
elo
w. S
tart
at t
he
hea
d a
nd
wo
rk to
war
d th
e ta
il.
AB
GG G
G
F
F
F
F
E
E
E
E
D
D
D
D
C
C
C
C
B
B
B
A
A A
UN
IT 1
AN
SWER
KEY
Th
e b
lack
key
s ar
e o
rgan
ized
in
gro
up
s o
f TW
O a
nd
TH
REE
on
th
e p
ian
o.
22
33
Dra
w a
cir
cle
aro
un
d e
ach
gro
up
of T
WO
bla
ck k
eys
on
the
keyb
oar
d b
elo
w.
Play
eac
h g
rou
p o
f TW
O b
lack
key
s o
n y
ou
r o
wn
pia
no
, sta
rtin
g fr
om
the
LOW
EST
(on
the
left
) an
d g
oin
g to
the
HIG
HES
T (
on
the
righ
t).
Ho
w m
any
gro
up
s o
f TW
O b
lack
key
s d
id y
ou
fin
d o
n y
ou
r p
ian
o?
Dra
w a
cir
cle
aro
un
d e
ach
gro
up
of T
HR
EE b
lack
key
s o
n th
e ke
ybo
ard
bel
ow
.
Play
eac
h g
rou
p o
f TH
REE
bla
ck k
eys
on
yo
ur
ow
n p
ian
o, s
tart
ing
fro
m th
e H
IGH
EST
and
go
ing
to th
e LO
WES
T.
Ho
w m
any
gro
up
s o
f TH
REE
did
yo
u fi
nd
on
yo
ur
pia
no
?
GR
OU
PS
OF
TH
REE
GR
OU
PS
OF
TW
O
1 2 3
LOW
LOW
HIG
H
HIG
H
1 2 3
Mo
re M
usi
cal A
lph
abet
Sn
akes
(Pa
ge 13
)C
, D &
E H
un
t (Pa
ge 14
)
UN
IT 1
AN
SWER
KEY
Wri
te in
the
mis
sin
g le
tter
s o
f th
e m
usi
cal a
lph
abet
.
C D A
D
D
D
EE
E
E
E
F
F
F
F
G
GG
A
A
AB
B
B
B
C
C
C
G
FG
AB
CD
Pian
o P
ost
ure
(Pa
ge 18
)F
& G
Hu
nt (
Page
20
)
UN
IT 1
AN
SWER
KEY
E G
C
F
D
G
C
E
Rh
yth
m D
icta
tio
n: H
ot C
ross
Bu
ns
(Pag
e 22
)C
Maj
or
Pen
tasc
ale
(Pag
e 24
)
UN
IT 1
AN
SWER
KEY
Wri
te th
e le
tter
nam
es o
f eac
h n
ote
of t
he
C m
ajo
r
pen
tasc
ale
in th
e ci
rcle
s o
n th
e so
lfège
lad
der
.
C M
ajo
r P
enta
scal
e
C M
ajo
r A
rpeg
gio
Dra
w c
ircl
es to
cre
ate
thre
e C
maj
or
pen
tasc
ales
.
Dra
w c
ircl
es to
cre
ate
thre
e C
maj
or
arp
eggi
os.
SO FA MI
RE
DO
C
D
E
F
G
CDO
MI
SO
DO
MI
FAR
ESO
EG
G F E D C
A &
B H
un
t (Pa
ge 2
5)M
issi
ng
Lett
ers
(Pag
e 26
)
UN
IT 1
AN
SWER
KEY
C
F
G
A B
D
G
B
C E
F
A
D F
B
G
E A
D
B
Fill
in a
ll o
f th
e m
issi
ng
lett
ers
on
the
pia
no
s b
elo
w.
Dec
od
e a
secr
et m
essa
ge fr
om
Mr.
Ho
ffm
an b
y w
riti
ng
the
alp
hab
et le
tter
that
co
rres
po
nd
s
wit
h e
ach
nu
mb
er o
n th
e ke
ybo
ard
.
D E
A C
F
G
B D
E
G A
B
R _
___
M _
___
M _
___
___
_ R
,
O
N L
Y
P R
___
_ _
___
T I
___
_ _
___
P
I __
__ N
O
O N
____
___
_ Y
S
T H
___
_ T
Y O
U
__
__ _
___
T !
E E
B
E
A C
C
E
A
D A
A
E A
D M
ajo
r Pe
nta
scal
e (P
age
29)
Rh
yth
m D
icta
tio
n: F
rog
in th
e M
idd
le (
Page
30
)
UN
IT 1
AN
SWER
KEY
A G E DF #
DO
MI
SOSOFA
MI
RE
DO
Back
war
d A
lph
abet
Sn
ake
(Pag
e 31
)M
issi
ng
Fin
ger
Nu
mb
ers
(Pag
e 34
)
UN
IT 1
AN
SWER
KEY
G
E
E
E
C
C
C
D
D
D
DF
CB
B
B
B
G G
G
A
A A
FE
Wri
te th
e m
usi
cal a
lph
abet
BA
CK
WA
RD
on
the
snak
e b
elo
w. S
tart
at t
he
tail
and
wo
rk to
war
d th
e h
ead
.
F
FA
LH
RH R
H
LH
LH
RH
RH
44
44
4 4
33
33
3
55
5
5
5
5
21
1
1
11
1
4
5
33
2
221
2
22
Lab
el e
ach
han
d R
H o
r LH
.
Wri
te th
e m
issi
ng
finge
r n
um
ber
s.
1 2
Rh
yth
m D
icta
tio
n: C
ho
cola
te (
Page
36
)M
ore
Bac
kwar
ds
Alp
hab
et S
nak
es (
Page
37)
UN
IT 1
AN
SWER
KEY
Prac
tice
the
mu
sica
l alp
hab
et B
AC
KW
AR
D b
y w
riti
ng
in th
e m
issi
ng
lett
ers
for
each
sn
ake.
St
art a
t th
e ta
il an
d w
ork
tow
ard
the
hea
d.
B EAG
AG
FE
D
D
D
D
C
C
C
C
CA
A
AG
G
GF
F
F
FE
E
E
DB
B
B
B
Rev
iew
Ch
alle
nge
(Pa
ge 3
9)
Rev
iew
Ch
alle
nge
(Pa
ge 4
0)
UN
IT 1
AN
SWER
KEY
RH
, fin
ger
4
Step
pin
g d
ow
n
Shar
p
LH, fi
nge
r 1
Skip
pin
g u
p
D m
ajo
r p
enta
scal
e
Rep
eat s
ign
Dra
w a
lin
e to
co
nn
ect e
ach
lett
er to
the
corr
ect k
ey.
Fin
ger
Nu
mb
er M
yste
ry S
on
gs! P
lace
the
ind
icat
ed h
and
in th
e C
or
D m
ajo
r p
enta
scal
e o
n y
ou
r p
ian
o a
nd
figu
re o
ut t
he
mys
tery
so
ng
by
pla
yin
g th
e fin
ger
nu
mb
ers
sho
wn
. Wri
te th
e n
ame
of t
he
son
g o
n th
e gi
ven
lin
e.
Dra
w c
ircl
es to
cre
ate
the
pen
tasc
ales
an
d a
rpeg
gio
s b
elo
w. F
or
the
pen
tasc
ales
, dra
w a
lin
e co
nn
ecti
ng
the
two
cir
cles
that
form
a h
alf s
tep
.
D
E
E
C
G
AA
BB
F
Mys
tery
So
ng
Mys
tery
So
ng
C M
ajo
r P
enta
scal
e
D M
ajo
r P
enta
scal
eD
Maj
or
Arp
eggi
o
C M
ajo
r A
rpeg
gio
Hot
Cro
ss B
uns
List
en f
or B
ells
for o
utstan
din
g achievem
ent in
com
pletin
g
H
o�man M
ethod Piano Unit 1
Joseph Hoffm
an
Th
is award
is presen
ted to
on
(date)
Achievement Aw
ard