• Fast rock version
• Slow jazz version
A simple starter: students play repeated crotchets on B, with two-bar rests between
each phrase. Two different accompaniment versions are provided for the same
students’ part: fast rock and slow jazz. There are several advantages to this: you can
ask students to repeat the piece without their becoming bored or feeling they are
just doing it again, while you can check that everyone’s
fingering/embouchure/posture is correct It also introduces students to the idea of
listening to the accompaniment while they are playing. Ask them which version
they prefer, and why (there are no correct answers!).
Key
Fast rock version: G major
Slow jazz version: E major
Learning points
stave
treble clef
time signature 4/4
note B
crotchet/crotchet rest
whole bar rest
double bar
tempo/style indication

A variation on Hot Cross Buns, using different rhythm patterns in each
verse/repetition.
Key: G major
Learning points:
new note: G

A duet to introduduce dynamics. The second part (an ostinato) can be spoken,
played on body percussion or untuned percussion eg wood blocks. Divide the
class into three groups for a performance: one to play the fife, the second to sing
the fife line, and the third to play the ostinato.
Key: E minor
Learning points:
reinforces notes B, A, G
dynamics: f, p
vocal/untuned percussion accompaniment

An introduction to 3/4 that includes gently swaying from side to side. The bar
immediately after the swaying is deliberately empty to allow students to get back
into a good playing position.
Key: G major
Learning points:
time signature 3/4
breath marks
reinforces dotted minim

A funky accompaniment turns this simple piece into a performance item. Part 2
answers back to Part 1, but doesn’t always quite agree! Here’s a good opportunity
to talk about tonguing. The pause lasts for eight beats.
Key: none
Learning points:
reinforce E
reinforce pause
almost staccato tonguing