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. The piece requires frequently moving between
intervals of a third: make sure – when students are placing or lifting more than one
finger at once – that the fingers move exactly together. No extra note should be
heard between the intended ones! Discuss the similarities and differences
between the three sections of the piece. .
Notes used: F, G, A, B
Key: G major
Learning points: time signature 3/4
whole bar rest in 3/4

This piece is structured ABAC. While learning the piece, divide the class into three
groups, one to play each section. For a performance, add tambours playing a
simple ostinato rhythm throughout eg ‘Play on the tam-bour’ (1 2+ 3 4).
Notes used: F, G, A, B
Key: D min
Learning points: dotted minim
reinforces F G A B

This dance tune was written by the English composer Henry Purcell (1659-1695).
Look at pictures of dancers from that time to get an idea of how to play the piece.
In this arrangement the tune is played twice through. Ask students to think of a
way to make the second time through dierent from the rst (add more players?
add untuned percussion? add tuned percussion playing the tune?)
Notes used: F, G, A, Bb
Key: Bb major
Learning points: reinforces Bb
accidental lasts throughout the bar

This is a simple duet to reinforce 3/4 and to introduce Bb. In this piece the accidental
is repeated even when it appears twice in the same bar to remind students to
play Bb; this is changed in the next piece “Stately dance’. Here Part 2 is easier than
Part 1: it uses mostly only F and G, with a couple of As. The structure of the piece is
ABA. While your students are learning the piece, divide the class into three groups
– one to play each section.
Notes used: F, G, A, Bb
Key: F major
Learning points: new note Bb
reinforces 3/4
reading two staves