Common Approach Keyboard Owner's Manual

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Summary of Contents for Common Approach Keyboard

Page 1 A Common Approach Keyboard...
Page 2: Table Of Contents
Contents Introduction The Keyboard Framework Programme of Study 1 Programme of Study 2 Programme of Study 3 Programme of Study 4 Programme of Study 5 Unit of Work Template Specimen Units of Work Short-term Planning and Recording Template Summary of Learning Outcomes...
Page 3: Introduction
By drawing on good practice, A Common Approach aims to improve the quality of musical experience for all pupils by encouraging instrumental / vocal teachers to reflect on, develop and improve their professional skills, knowledge and understanding.
Page 4 Teachers should remember to give pupils information on Health and Safety issues. The following should be observed: – all safety instructions given in keyboard instruction manuals should be followed – small children need help when setting up, packing away, moving and transporting instruments –...
Page 5: The Keyboard Framework
KEYBOARD The Keyboard Framework Pupils should be offered broad and balanced programmes of study that promote and develop musical playing and singing. They should be given opportunities to: express their musical ideas and feelings use their creativity, imagination and intuition...
Page 6: Programme Of Study 1
CLASSICAL GUITAR Programme of Study 1 NQF entry level / Pre-grade 1 Learning objectives A. listening and internalising Pupils should learn to: listen to music with concentration in and out of lessons, enjoying their experiences and building on them have some aural perception of the music to be played iii recognise and discriminate between the musical elements of pulse, pitch, rhythm, tempo, During Programme 1, pupils aim to dynamics, texture, and notice changes of tone quality and colour...
Page 7 CLASSICAL GUITAR Programme of Study 1 NQF entry level / Pre-grade 1 Possible teaching activities Points to note A. listening and internalising • Ask pupils to listen with concentration to different pieces of music in their own time and then It is important that listening is describe them in the lesson, including aspects of dynamics, instrumentation, character, etc.
Page 8 CLASSICAL GUITAR PROGRAMME OF STUDY 1 Learning objectives B. making and controlling musical sounds: developing technique posture and freedom of movement Pupils should learn to: • develop a balanced and relaxed posture, supporting the instrument in an appropriate manner, securely and without tension tuning •...
Page 9 PROGRAMME OF STUDY 1 CLASSICAL GUITAR Possible teaching activities Points to note B. making and controlling musical sounds: developing technique posture and freedom of movement • Show pupils how to hold the guitar at the correct height and angle relative to the upper body, The aim is to support the instrument in by means of a footstool or other adjustable support device.
Page 10 CLASSICAL GUITAR PROGRAMME OF STUDY 1 Learning objectives B. making and controlling musical sounds: developing technique contd... Pupils should learn to: • control alternating pairs of right-hand fingers, using apoyando and tirando strokes • play with a full, clear sound at two or more dynamic levels iv left hand •...
Page 11 PROGRAMME OF STUDY 1 CLASSICAL GUITAR Possible teaching activities Points to note B. making and controlling musical sounds: developing technique contd... • Show pupils how to practise alternating by walking the fingers on one string without playing. Encourage pupils to: •...
Page 12 CLASSICAL GUITAR PROGRAMME OF STUDY 1 Learning objectives B. making and controlling musical sounds: developing technique contd... articulation and co-ordination Pupils should learn to: • play legato by moving the fingers of both hands together rhythmically to the pulse • understand and use the phrasing slur •...
Page 13 PROGRAMME OF STUDY 1 CLASSICAL GUITAR Possible teaching activities Points to note B. making and controlling musical sounds: developing technique contd... articulation and co-ordination • Demonstrate good legato playing to pupils. Discuss how it is acheived. Ensure that pupils can adjust the •...
Page 14 CLASSICAL GUITAR PROGRAMME OF STUDY 1 Learning objectives C. creating, developing and interpreting musical ideas contd... Pupils should learn to: make use of instrumental skills when beginning to compose iii begin to interpret music with some expression and with a sense of its intended effect; talk about its mood and how it is played and suggest improvements D.
Page 15 PROGRAMME OF STUDY 1 CLASSICAL GUITAR Possible teaching activities Points to note C. creating, developing and interpreting musical ideas contd... • Ask pupils to compose short pieces from a given starting point, e.g. a story, poem, theme, Through composing, pupils are able picture, or one of the musical techniques suggested above.
Page 16 CLASSICAL GUITAR PROGRAMME OF STUDY 1 Learning objectives D. playing music contd... Pupils should learn to: repeat with accuracy short, easy rhythmic and melodic patterns by playing back from memory iii play short, easy pieces from notation / symbols, conveying the character of the music iv memorise with accuracy selected short, simple pieces from their repertoire read and play at sight short, simple phrases at a regular pulse;...
Page 17 PROGRAMME OF STUDY 1 CLASSICAL GUITAR Possible teaching activities Points to note D. playing music contd... • Perform a piece and ask pupils to respond to the music by clapping, tapping or moving with There is always scope to design new a regular pulse and at a variety of tempi.
Page 18 CLASSICAL GUITAR PROGRAMME OF STUDY 1 Learning objectives E. playing music with others Pupils should learn to: play with others, demonstrating some basic ensemble skills by listening, watching and keeping in time with the group explore and discuss the character of the music and the expressive possibilities F.
Page 19 – play with an accompaniment, provided either by the teacher or by recorded means, e.g. should be provided with opportunities keyboard, tape, CD / minidisc, computer / midi sequencing for participation in ensembles. By – play in a small guitar ensemble or suitable mixed group playing with others, they are likely to: •...
Page 20: Programme Of Study 2
KEYBOARD Programme of Study 2 NQF 1 foundation level / Grade 1 Learning objectives A. listening and internalising Pupils should learn to: listen to music with concentration in and out of lessons, enjoying their experiences and building on them have some aural perception of the music to be played, including some feeling of the...
Page 21 KEYBOARD Programme of Study 2 NQF 1 foundation level / Grade 1 Possible teaching activities Points to note A. listening and internalising • Ask pupils to listen with concentration to different pieces of music in their own time and then describe them in the lesson, including aspects of dynamics, instrumentation, character, etc.
Page 22 KEYBOARD PROGRAMME OF STUDY 2 Learning objectives B. making and controlling musical sounds: developing technique contd… registration Pupils should learn to: • make creative and musically expressive choices by: – applying given registration directions and experimenting with alternatives where appropriate –...
Page 23 PROGRAMME OF STUDY 2 KEYBOARD Possible teaching activities Points to note B. making and controlling musical sounds: developing technique contd… registration • Encourage pupils to practise setting up registration effectively and quickly, taking account of the auto-accompaniment, voice and tempo. Ask them to follow written instructions and to experiment with alternatives, discussing the musical effects.
Page 24 KEYBOARD PROGRAMME OF STUDY 2 Learning objectives B. making and controlling musical sounds: developing technique contd… vii co-ordination and balance Pupils should learn to: • play with a secure pulse: – short pieces co-ordinating and integrating a right-hand melody and left-hand chords (single- and/or full-fingered), and including repeats of their own devising, e.g.
Page 25 PROGRAMME OF STUDY 2 KEYBOARD Possible teaching activities Points to note B. making and controlling musical sounds: developing technique contd… co-ordination and balance • Remind pupils to work through a structured sequence of activities outlined in programme 1. • Show pupils how to make necessary adjustments to accompaniment volume and / or touch response to gain a satisfactory balance between melody and auto-accompaniment.
Page 26 KEYBOARD PROGRAMME OF STUDY 2 Learning objectives D. playing music Pupils should learn to: work out by ear how to play easy, well-known tunes in simple keys repeat with accuracy short, easy rhythmic and melodic phrases by playing back from...
Page 27 PROGRAMME OF STUDY 2 KEYBOARD Possible teaching activities Points to note D. playing music • Show pupils how to work out the notes and rhythms of simple, well-known pieces by ear and ask them to play them to others. •...
Page 28 KEYBOARD PROGRAMME OF STUDY 2 Learning objectives E. playing music with others Pupils should learn to: play with others, helping to maintain a separate part and showing awareness of their role within the ensemble explore, discuss and convey the character of the music F.
Page 29 PROGRAMME OF STUDY 2 KEYBOARD Possible teaching activities Points to note E. playing music with others • Using the auto-accompaniment, ask pupils to play a variety of ensemble pieces together, Regular ensemble experiences provide maintaining a regular pulse and listening to the other players.
Page 30 KEYBOARD PROGRAMME OF STUDY 2 Learning objectives F. performing and communicating contd… Continued from previous page Pupils should learn to: evaluate the quality of their performance in relation to the character of the music, suggesting improvements and commenting on how the intentions were achieved...
Page 31 PROGRAMME OF STUDY 2 KEYBOARD Possible teaching activities Points to note F. performing and communicating contd… (Notes continued from previous page) Continued from previous page Be aware of the possibility of causing damage to eardrums if volumes are set too high. Avoid using inner-ear...
Page 32: Programme Of Study 3
KEYBOARD Programme of Study 3 NQF 1 foundation level / Grades 2 - 3 Learning objectives A. listening and internalising Pupils should learn to: listen with concentration, responding to the expressive character of music, using their experiences to inform their playing...
Page 33 KEYBOARD Programme of Study 3 NQF 1 foundation level / Grades 2 - 3 Possible teaching activities Points to note A. listening and internalising • Ask pupils to listen to a variety of music, e.g. country, Latin, dance, and then describe the expressive character of the music with reference to the musical elements.
Page 34 KEYBOARD PROGRAMME OF STUDY 3 Learning objectives B. making and controlling musical sounds: developing technique contd… registration Pupils should learn to: • make creative and musically expressive choices by: – applying given registration directions, experimenting with appropriate alternatives, and making some autonomous decisions –...
Page 35 PROGRAMME OF STUDY 3 KEYBOARD Possible teaching activities Points to note B. making and controlling musical sounds: developing technique contd… registration • Help pupils to set up registration effectively and quickly, following written instructions. Voice effects could include chorus, Experiment with alternatives, including voice effects, discussing suitability.
Page 36 KEYBOARD PROGRAMME OF STUDY 3 Learning objectives B. making and controlling musical sounds: developing technique contd… iv fingering Pupils should learn to: • recognise and use consistent fingering, beginning to suggest fingering for short, simple phrases • use appropriate fingering for scales and arpeggios •...
Page 37 / arpeggios in related keys. left hand • Play three chords – one major, one minor, and one a seventh chord. Ask pupils to identify Pupils often use the keyboard screen each one aurally. to confirm that they have played the •...
Page 38 KEYBOARD PROGRAMME OF STUDY 3 Learning objectives C. creating, developing and interpreting musical ideas Pupils should learn to: improvise in a variety of genres and styles, sustaining and developing musical ideas and achieving different intended musical effects with the instrument...
Page 39 PROGRAMME OF STUDY 3 KEYBOARD Possible teaching activities Points to note C. creating, developing and interpreting musical ideas • Give pupils pentatonic patterns on which to improvise within a piece, using the existing chord Improvisation provides opportunities structure and keeping in time with the auto-accompaniment. Encourage all the players in an for pupils to extend their own musical ensemble piece to contribute improvised sections in an extended arrangement.
Page 40 KEYBOARD PROGRAMME OF STUDY 3 Learning objectives D. playing music contd… Pupils should learn to: repeat with accuracy moderately short musical phrases (melodic, rhythmic, textural and harmonic) from memory iii play a variety of moderately easy pieces from different styles and traditions, showing an...
Page 41 PROGRAMME OF STUDY 3 KEYBOARD Possible teaching activities Points to note D. playing music contd… • Ask pupils to repeat moderately short phrases, of appropriate difficulty, performed by the teacher or other pupils. These can include music with a variety of time signatures, including compound time, ‘swing quavers’...
Page 42 KEYBOARD PROGRAMME OF STUDY 3 Learning objectives E. playing music with others Pupils should learn to: play with others, independently maintaining an individual line, demonstrating awareness of their role within the ensemble contribute to collective decisions, e.g. tempo, ensemble, tuning, balance, conveying the character of the music F.
Page 43 PROGRAMME OF STUDY 3 KEYBOARD Possible teaching activities Points to note E. music with others • Increase the frequency and range of ensemble experiences. These could include both Help pupils to learn their parts for new instruments and voices. ensemble pieces by providing time in •...
Page 44: Programme Of Study 4
KEYBOARD Programme of Study 4 NQF 2 intermediate level / Grades 4 - 5 Learning objectives A. listening and internalising Pupils should learn to: use their listening skills and experiences of a variety of musical styles and traditions to inform their interpretations, e.g. use of rubato, shaping of phrases, variety of tone...
Page 45 KEYBOARD Programme of Study 4 NQF 2 intermediate level / Grades 4 - 5 Possible teaching activities Points to note A. listening and internalising • Ask pupils to listen to a variety of music from different styles and traditions, using more It is important for pupils to be extended and complex structures.
Page 46 KEYBOARD PROGRAMME OF STUDY 4 Learning objectives B. making and controlling musical sounds: developing technique posture and freedom of movement Pupils should learn to: • play with ease and control: – maintaining an appropriate posture – maintaining appropriate forearm, wrist and hand positions and an appropriate hand shape...
Page 47 PROGRAMME OF STUDY 4 KEYBOARD Possible teaching activities Points to note B. making and controlling musical sounds: developing technique posture and freedom of movement • Check pupils’ posture and forearm, wrist and hand positions. Affirm and encourage good practice. •...
Page 48 KEYBOARD PROGRAMME OF STUDY 4 Learning objectives B. making and controlling musical sounds: developing technique contd… Continued from previous page right hand Pupils should learn to: • develop finger independence, dexterity and strength using touch response at a variety of tempi •...
Page 49 Encourage pupils to explore the use of unconventional timbres as a means of enhancing or Some pieces can be effectively altering the mood and character of piano pieces adapted for keyboard performance. interpreted using two voices in ‘split’ mode. This depends on the placement of the split point.
Page 50 KEYBOARD PROGRAMME OF STUDY 4 Learning objectives B. making and controlling musical sounds: developing technique contd… vii co-ordination and balance Pupils should learn to: • play with rhythmic control and security: – their own arrangements of pieces co-ordinating and integrating a complex right-hand melody and a wide range of left-hand full-fingered chords –...
Page 51 PROGRAMME OF STUDY 4 KEYBOARD Possible teaching activities Points to note B. making and controlling musical sounds: developing technique contd… co-ordination and balance • Help pupils to evaluate the balance between right- and left-hand voicings when playing pieces with an independent left-hand part.
Page 52 KEYBOARD PROGRAMME OF STUDY 4 Learning objectives D. playing music Pupils should learn to: work out by ear how to play moderately easy tunes, e.g. with simple modulations, a wider range of intervals and different octaves / positions repeat with accuracy phrases of a moderate length and complexity in a variety of styles...
Page 53 • Encourage pupils to read the score away from the keyboard, as another way to help with This is a challenging activity that memorising pieces. depends on internalising the music, •...
Page 54 KEYBOARD PROGRAMME OF STUDY 4 Learning objectives E. playing music with others Pupils should learn to: play with others, independently maintaining an individual line with sensitivity and demonstrating awareness of their role within the ensemble contribute to collective decisions, e.g. balance, ensemble, interpretation, conveying the character and style of the music F.
Page 55 • Encourage more independence by promoting unsupervised rehearsals and by asking pupils Remember to take account of to take the lead, e.g. pupil-led keyboard groups, instrumental / vocal groups. independent group activities, • Encourage pupils to use eye contact when playing in small groups.
Page 56: Programme Of Study 5
KEYBOARD Programme of Study 5 NQF 3 advanced level / Grades 6 - 8 Learning objectives A. listening and internalising Pupils should learn to: listen systematically and critically to a wide variety of music from different styles and traditions to develop their own independent interpretations During programme 1, pupils aim to control sounds on the guitar.
Page 57 KEYBOARD Programme of Study 5 NQF 3 advanced level / Grades 6 - 8 Possible teaching activities Points to note A. listening and internalising • Ask pupils to listen to and identify music from a variety of styles and traditions, including It is important for pupils to be extended pieces with complex structures.
Page 58 Pupils should learn to: • play with ease and control: – maintaining an appropriate posture when using one or more keyboard instruments – maintaining appropriate forearm, wrist and hand positions, and playing comfortably across the range of one or more instruments registration •...
Page 59 Demonstrate the effectiveness of using the pedal as a switch for changing registrations. This involves reprogramming the pedal Ask pupils to explore this technique and refer them to the keyboard’s operating manual for set-up. There are normally instructions technical assistance.
Page 60 KEYBOARD PROGRAMME OF STUDY 5 Learning objectives B. making and controlling musical sounds: developing technique contd… iv fingering Pupils should learn to: • observe and adhere to chosen fingering, suggesting and writing in fingering for passages • use standard fingering in a wide range of scales and arpeggios, including scales in thirds and sixths •...
Page 61 PROGRAMME OF STUDY 5 KEYBOARD Possible teaching activities Points to note B. making and controlling musical sounds: developing technique contd… fingering • Ask pupils to play pieces without written fingering but to continue using consistent finger patterns. • Encourage pupils to work out, and write in, fingering for more difficult passages. Ask them to explain and discuss the relative merits of various alternatives.
Page 62 KEYBOARD PROGRAMME OF STUDY 5 Learning objectives B. making and controlling musical sounds: developing technique contd… vii co-ordination and balance Pupils should learn to: • play with rhythmic control and security: – their own extended arrangements of pieces co-ordinating and integrating a complex right-hand melody and a full range of frequently changing left-hand full-fingered chords –...
Page 63 PROGRAMME OF STUDY 5 KEYBOARD Possible teaching activities Points to note B. making and controlling musical sounds: developing technique contd… co-ordination and balance • Ensure that pupils understand the skills involved in learning and practising pieces in coherent steps, including the preparation of custom styles and sequenced material as appropriate.
Page 64 KEYBOARD PROGRAMME OF STUDY 5 Learning objectives C. creating, developing and interpreting musical ideas contd… Continued from previous page Pupils should learn to: compose with consistency of style, coherence of musical ideas and a degree of individuality, and by making the most of the instrumental and vocal resources iii interpret music personally with consistency of style and an understanding of idiomatic performing conventions;...
Page 65 • Ask pupils to compose pieces for more than one instrument, e.g. keyboard duet or keyboard Compositions for more than one with other instruments. instrument provide opportunities for •...
Page 66 KEYBOARD PROGRAMME OF STUDY 5 Learning objectives D. playing music contd… Pupils should learn to: repeat increasingly extended and complex musical extracts, involving different tempi, keys, tonality, and transpositions where appropriate iii play a range of pieces from different styles and periods that are technically and musically advanced;...
Page 67 – providing opportunities for self- and peer-evaluation, using criteria that have been devised by the pupils themselves • Continue to encourage pupils to learn pieces away from the keyboard in order to consider the overall character, the shape of phrases, subtleties of tempo, etc. •...
Page 68 KEYBOARD PROGRAMME OF STUDY 5 Learning objectives D. playing music contd… Pupils should learn to: read and play at sight a range of pieces in a variety of styles containing elements of surprise and deviation; internalise and incorporate a wide range of time signatures and tempi, rhythmic patterns, melodic range, intervals, tonality and expression E.
Page 69 PROGRAMME OF STUDY 5 KEYBOARD Possible teaching activities Points to note D. playing music contd… • Provide sight-reading practice in music that features a wide range of rhythmic and melodic Pieces can either include the devices, e.g. syncopated jazz rhythms and a variety of subdivisions where the rhythms are auto-accompaniment or independent ‘straight’.
Page 70 KEYBOARD PROGRAMME OF STUDY 5 Learning objectives F. performing and communicating Pupils should learn to: perform music to others with conviction, communicating the character and style of the music; demonstrate empathy with other performers and with the audience, to whom they...
Page 71 PROGRAMME OF STUDY 5 KEYBOARD Possible teaching activities Points to note F. performing and communicating • Ask pupils to prepare three contrasting pieces for a recital, perhaps building their selection In addition to other skills of around examination pieces. presentation already acquired, pupils •...
Page 72: Unit Of Work Template
Unit of Work Template PROGRAMME(S) Title of unit Focus of unit Where the unit fits in (a brief description of the unit) (how it builds on prior learning) Length Learning objectives Possible teaching activities Points to note (in relation to the programmes (based on holistic learning) (e.g.
Page 73 Where the unit fits in Improvisation for Beginners This unit provides a possible starting point for improvisation through ‘hands-on’ and aural-based As an introduction to the keyboard, this unit can be activities. integreated into pupils’ lessons from the start Length...
Page 74 Unit of Work SPECIMEN UNIT FOR KEYBOARD PROGRAMME 2 Title of unit Focus of unit Where the unit fits in Extending the Range by In this unit, pupils learn to extend the range of notes used by learning the thumb-under technique. They...
Page 75 See example given all pupils will: be able to play the main keyboard 1 melody and improvise a simple solo section most pupils will: be able to play distinct parts; improvise with an awareness of shape and structure; understand their contribution to the overall effectiveness of the performance some will have progressed further and will: have progressed further and will: be able to play the chord pattern;...
Page 76 KEYBOARD Electro Energy Andrew Eales Improvising Notes: C – Eb – F – G – Bb Keyboard Keyboard Keyboard Keyboard Copyright 2000 Andrew Eales/Conquest Musical Services. 20 St Peters Way, New Bradwell, Milton Keynes, MK13 0ET. United Kingdom. All rights reserved.
Page 77 This unit focuses on guided practice with a larger class who are working together for an extended The unit builds on pupils’ understanding of how to use the session. It suggests was to help pupils internalise the music studied. keyboard and recognise notation, deepening their Length Half a term (could also understanding of what is involved in refining a piece of music.
Page 78 • ways in which the structure • Discuss with pupils which keyboard features could be used to bring out the structure in performance, of the music can be brought e.g. fills, changes of registration. Mark these on the music for future use.
Page 79 Unit of Work SPECIMEN UNIT FOR KEYBOARD PROGRAMME 5 Title of unit Focus of unit Where the unit fits in Music Technology in This unit provides an introduction to the use of external sofrware applications connected to keyboards The unit could be used as the basis for a free-standing Composing via MIDI as a means to composing, arranging and recording pieces.
Page 80 Unit of Work SPECIMEN UNIT FOR KEYBOARD PROGRAMME 1 Title of unit Focus of unit Where the unit fits in This additional unit suggests ways in which instrumental teachers can help pupils to ‘find’ their own The unit provides possible materials for pupils beginning to pitch Finding the Voice for singing voices and begin to sing confidently with an accurate sense of pitch.
Page 81: Short-Term Planning And Recording Template
KEYBOARD Short-term Planning and Recording Template Name(s) / Group Term Year Targets for the term Current attainment Programme Grade Date Objectives and activities Lesson outcomes and achievements Record of work (e.g. pieces, studies, scales and exercises, aural, playing / singing at sight, duets / ensembles, improvisation /...
Page 82 KEYBOARD...
Page 83: Summary Of Learning Outcomes
KEYBOARD Summary of Learning Outcomes By the end of each programme: Programme 1 Pupils play a variety of short, simple pieces (including studies) with fluency and some expression. When playing with others, they listen and watch, keeping in time with the group. In performing to others, they show an awareness of the character of the music.
Page 84 KEYBOARD SUMMARY OF LEARNING OUTCOMES Programme 4 (building on programme 3) Pupils play a wide variety of pieces of moderate difficulty from different styles and traditions. They communicate their feelings within their knowledge and understanding of the style and the composer’s markings, demonstrating a personal response to the music.
Page 85 KEYBOARD...
Page 86: Summary Of Learning Objectives
Summary of Learning Objectives Pupils should be given opportunities to: express their musical ideas and feelings; use their creativity, imagination and intuition; develop their skills, knowledge and understanding; reflect on and evaluate their progress Pupils should learn to: Programme 1 Programme 2 Programme 3 Programme 4...
Page 87 – maintaining an appropriate posture – maintaining an appropriate posture – maintaining an appropriate posture – maintaining an appropriate posture when using one or more keyboard instruments – developing appropriate forearm, wrist – maintaining appropriate forearm, – maintaining appropriate forearm, –...
Page 88 making and controlling musical sounds: developing technique continued shape short melodic phrases shape and define phrases with shape and define phrases with shape and define phrases with shape and define phrases with guidance guidance and some autonomy autonomy and including dynamic autonomy, dynamic control and control rhythmic flexibility...
Page 89 making and controlling musical sounds: developing technique continued play easy chord progressions, using play easy chord progressions using play chord progressions in a variety of play chord progressions in a variety of play progressions including a major triads in single-finger mode, triads in single-finger and / or full- keys in single- and full-fingered mode keys in single- and full-fingered mode...
Page 90 continued creating, developing and interpreting musical ideas make use of instrumental skills when compose by developing musical ideas apply knowledge and understanding of compose in different styles, creating compose with consistency of style, beginning to compose within given simple structures and the instrument in order to compose and selecting musical ideas by coherence of musical ideas and a...
Page 91 continued playing music read and play at sight short, simple read and play at sight short, easy read and play at sight a variety of read and play at sight moderately read and play at sight a range of phrases at a regular pulse; begin to pieces at a regular pulse, beginning to short, straightforward pieces at a easy pieces in different styles at a...
Page 92: Glossary
The following definitions are designed to be used in conjunction with A Common Approach 2002. The glossary for keyboard technology is constantly evolving. The use of ‘*’ in the text indicates that the keyboard manual / operating instructions will need consulting for specific information.
Page 93 (vibrato / tremolo), harmony and echo effects*. These can often be stored for future use* digital effects, mixer channels): reverb*: the simulation of a different acoustic environment, e.g. a concert hall, to the keyboard sequencing: using the built-in MIDI sequencer to record and play back notes and phrases in different layers / tracks...
Page 94 (tones): most current models have between 100 and 700 different voices.* These will operate over the full range of the keyboard (piano style) unless the auto-accompaniment is selected...
Page 95 KEYBOARD...
Page 96 KEYBOARD Royal College of Music Federation of Music Services National Association of Music Educators Prince Consort Road 7 Courthouse Street, Otley, Leeds, Gordon Lodge, Snitterton Road London SW7 2BS West Yorkshire LS21 3 AN. Matlock, Derbyshire DE4 3LZ tel: 0207 589 3643...

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