A Fresh Approach to Mallet Percussion CD-ROM

How to use the contents of this disk, along with suggestions from the author for the percussion instructor or band director:

Minimum computer requirements (for viewing video lessons):
Windows:
     • A Pentium processor-based PC or compatible computer
     • At least 128MB of RAM
     • Windows 98/Me/2000/XP

Macintosh:
     • A 400 MHz PowerPC G3 or faster Macintosh computer.
     • At least 128MB of RAM
     • Mac OS X or 9.x

Software requirements:
- Read me/Timpani history article: Internet browser software (Internet Explorer, Safari, etc)
- Video Lessons: Apple Quicktime 6 or better (FREE download at http://www.apple.com/quicktime/download)
- Supplemental Sightreading Material: Adobe Acrobat Reader 4 or better (FREE download at http://www.adobe.com/products/acrobat/readstep2.html)

The contents of this disk is fully copyrighted under U.S. copyright law. It is illegal to copy and distribute this CD-ROM, either in part or its entirety.

PDF files may be printed and used by the owner of the original CD-ROM only. No permission is granted, or may be obtained, to print and distribute multiple copies of the PDF material contained within this work.

A version of the Speed Note Reading Tutor video game is provided in both Windows and Macintosh formats. Within this CD-ROM, locate the folder that is appropriate for your operating system. Within that folder, you will find the Speed Note Reading Tutor application. Launch the application by double-clicking on the icon.

After the initial welcome screen, select a LEVEL from 1-10 from the list to begin play. You are then offered 3 speeds (rookie, pro and all-star), corresponding to the amount of time that you have to complete the level. The "rookie" level offers almost unlimited time to finish each round of 100 possible correct answers (10 minutes). "Pro" and "All-Star" levels each offer shorter amounts of time (it varies, based on the difficulty of the round).

To successfully complete a level, the player must correctly answer 90 or more challenges. It is not necessary to complete any one round (at any skill level) to advance to any other round, although each round is graduated in difficulty.

Familarize yourself with the names of the notes on the staff and how to locate keys on the keyboard from Lesson One in A Fresh Approach to Mallet Percussion before you begin to play the game!

As you get comfortable with moving your pointer to specific keys on the keyboard, try to use your "peripheral vision" instead of looking directly at the keys (just as you would with a mallet percussion instrument). You'll find that your speed of locating the notes on the keyboard will vastly improve if you don't have to look away from the musical staff.

To get the most benefit out of the game, practice saying the note names out loud as well!

In a classroom setting, where two or more students have access to the game simultaneously, have students 'race' each other to complete a round. Appoint a student to act as the time keeper (with a stop watch, or clock with a second hand) to keep track of the amount of time it takes each player to finish. Add two seconds to each player's score for each incorrect answer. The player with the least number of points wins! A player is automatically disqualified for a score of less than 90 points (speed is not as important as accuracy).

If only one computer is available in a classroom, a teacher can keep track of each student's progress by appointing one student to serve as a time keeper, and notating how long it takes him or her to complete an assigned round. Keep track of the scores on a chart or blackboard, letting the students see their progress over several days.

Alternatively, you can assign a round at the beginning of the week and allow the students to play the game once per day - keeping track of their best time for the week. This will encourage the students to practice at home as they try to best their own personal time, or to score the best time for the class by the end of the week. Don't forget that bribery is often a good motivator as well! Offer small prizes or privileges for students who's time improves the most over the week, or students who reach a specific goal that you set for them.

Team Play: Have students grouped in teams, alternating on each "screen" of 10 notes. As player 1 finishes the first exercise of possible notes, player 2 grabs the mouse and completes the next round. Repeat until all 10 rounds are complete. You can increase the pressure (and fun!) by projecting the computer image on an overhead screen for the entire class to see! Encourage the students to root out loud for each other as they play (serving to increase their concentration level).

The video lessons included on this CD-ROM follow the explanations, exercises and etudes included in the "Introduction to the Timpani" sections of A Fresh Approach to Mallet Percussion (pages 65-73). Additional techniques not included in the book are discussed as well. Each video lesson is numerically listed in the order that they should be viewed.

Not all exercises are demonstrated within the video lessons - only enough for the student to get a firm understanding of the techniques involved, and how to apply those techniques to the instrument.

I do not encourage "1st day" beginners to begin learning to play the timpani. Many of the techniques described in the video lessons take a good deal of facility to be able to reproduce - facility that can only come with several months of work on snare drum and mallet technique. I'd recommend waiting until after "spring break" of the first year before beginning to learn the timpani (at least on this level).

Anyone can take a pair of mallets and hit a timpani. It takes a true percussionist with the right attitude to become a successful timpanist! Take a few minutes to read about the history of the timpani. When approaching this instrument, it's helpful to know a little about its development and use throughout history. Your ability to play the timpani is only limited by your approach (mentally and physically) to the drums!

These lessons are not meant to be viewed in "one sitting". Watch a video and practice the techniques involved until they are firmly grasped before moving on to the next technique. In most cases, one lesson acts as a building block for future techniques, so jumping around will only serve to frustrate you.

The instructor may assign a specific lesson and ask the student to report on the lesson's content. Ask a student to write a brief summary of the lesson's main points, as well as observations about the techniques demonstrated. Encourage your students to be very picky with their expectations of my performance – you might be surprised how much they can hear! "The roll in measure 24 was lumpy"... "He hit the drum close to the edge in measure 16"... Believe me, there's a LOT of fodder within these lessons for critical evaluation! The more critically they begin to listen, the more critical they will become with their own playing.

In a classroom setting, have students practice on pairs of music stands (turned flat) while alternating on the 'real' instrument. Define a specific spot on the stand to act as the correct beating area so students get used to "placing" their strokes in a specific spot.

The Etudes were written to showcase the techniques - by a wide range of player's abilities. Etude #1 can be approached by a first year student, while Etude #5 employs intermediate-advanced skills. Have students perform the etudes at Solo or Chamber Music Festivals.

If I had my way, A Fresh Approach to Mallet Percussion would be 200 pages or more - filled will a million lines, etudes and tunes! Even with the additional 16 pages of printed material in the book, I'm not satisfied with the amount of sightreading lines. Of course, paper and ink costs money... If this book had 200 pages, it'd cost over $20 - and place it out of the range of most student's price range for a beginning method book.

Essentially, what I've done is to take the 16 pages of supplemental material included on pages 83-97 and transpose the melodies into sharp key signatures, bass clef and up an octave - giving the student exposure to these rarely practiced pitches. While most of the notes are out of the range of a typical beginner's bell set, I feel that it's worthwhile reading material - even if it's necessary to play it in a register that "fits" on the instrument.

The "Speed Note Reading Exercises" takes the basic approach of the Speed Note Reading Tutor video game, and offers it in a printable form. Each page of exercises is targeted at the specific notes and key signatures used within the lessons of the printed book.

Because the supplemental material uses non-standard key signatures (at least in the school band world), I'd encourage you to only use these with students who have reached an intermediate level... almost as an "extension" of the book, rather than material to be worked on simultaneously with the lessons.

I've intentionally left out dynamics, sticking and phrasing within the musical studies. Encourage your students to write their own dynamics in, based on the melodic content.

Duets are written to fall within normal ranges of the instrument - though the 2 parts really should be played an octave apart.

While the first several pages are simple quarter/half/whole note rhythms, they can easily be played in cut-time for the intermediate sightreader. To be truthful, most of these sightreading lines can be applicable for even the advanced student, given the tempo and musical expectations!

These exercises were designed to supplement the notes used throughout the lessons in A Fresh Approach to Mallet Percussion. You will find the appropriate lesson numbers notated at the top of each page. These exercises, if used in conjunction with the specified lesson in the book, can vastly improve the student's ability to recognize the notes used in the lesson, so I highly encourage you to use these pages as a part of your everyday warmup routine!

The notes in these exercises are meant to be "read aloud" to a metronome - not necessarily played. Because of note sizes and page layout, attempting to play the exercise on a bell set might actually hurt more than it helps!

Set a tempo on a metronome (based on the skill level of the student) and have him or her say each note name aloud in tempo. Scores should be given based on number of correct note names spoken in tempo. It often helps for students to use their fingers to point to each note as they read it aloud.

Do not allow the student to write in the names of the notes! In doing so, they will only read the note names, not the notes themselves.

I encourage you to also use these pages as written assignments (as homework, or 'busy' work while the roll is checked or other students perform tests). Copy and distribute as necessary (please refer to the "copyright" portion of this read me file).

If the student has a piano keyboard available (even a toy piano!), the student should be able to play the notes without having to look away from the music.

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