Yamaha MIE-3XG User Manual

MUSIC IN EDUCATION

MIE Institute Handbook

Institute & Small Group Version

MIE Teacher Handbook

MUSIC IN EDUCATION

MIE Institute Handbook

MIE Teacher Handbook

©2013 Yamaha Corporation of America

The information contained in this book is believe to be correct at the

time of distribution. Yamaha reserves the right to change or modify

specification at any time without notice or obligation to update existing

systems and/or components.

i

Preface

Section 1

Component List

Preface

1. Component List

2. Authors & Contributors

Curriculum

✦

MIE Teacher Handbook (this digital book)

✦

40 Opuses (includes instructional and assessment activities and ma­terial)

✦

10 Preludes (instructional activities and materials targeting early
childhood and learners with special needs)

Literature

✦

20 MIE Songbooks (155 songs, all with vocal and /or instrumental
parts) Each song has full MIDI accompaniment available via the MIE
Software.

Hardware

✦

16 MIE-3XG Keyboards (accommodates 30 students) NOTE: 3 addi­tional MIE-3XG keyboards may be added if class size is from 31 to
38 students. Each keyboard includes a music rack, cover, and Split
Divider.

✦

16 Yamaha Power Adapters (1 for each keyboard)

✦

16 colored coded labels for MIE-3XG keyboards (2 sheets of 8)

3

✦

Intel Computer (exact specification subject to change)

a particular music concept and/or skill (see Curricu-
NOTE: MIE requires Macintosh System 10.7 (Lion) as
a minimum – this comes with the bundled computer.

✦

Set of MIE combo-cables for connecting all keyboards
(each is a color coded multi-plug cable for connect­ing MIDI and audio between the MIE-3XG keyboards)

✦

iPad to be used as MIE Remote Control (mieRemote
software available via iTunes App Store)

✦

MIE 4.00 software (license includes unlimited number
of installs)

✦

Free Access to software updates for life of active use
(see warranty)

✦

Technical support via email

lum Scope & Sequence Section for more detail).

✦

Each Opus is designed to develop comprehensive stu-

dent understanding of specific musical concepts. Stu-

dents will sing, play, discuss and/or listen using the

new concept, then apply that concept in individual

and group creative activities. Because the introduc-

tion of concepts is integrative and sequential, songs,

activities and skills in subsequent Opuses reinforce

and reapply the concepts introduced in previous

Opuses.

✦

Initial Opuses are ideally suited to be used with stu-

dents as early as the second and third grade who pos-

sess important basic reading skills and motor develop-

Staff Development & Support:

✦

MIE Institute – 2 day institute on all aspects of teach­ing MIE – system purchase includes travel, hotel, and
most meals for one music teacher. (Typically takes
place at National Association for Music Education­NAfME headquarters in Reston, VA)

✦

MIE Institute Guide – free updates of this ebook via Ya­maha Music In Education online resources.

NOTES:

✦

Curriculum: The curriculum is delivered via a series

ment. Introductory “Preludes” provide experiences for

early learners Pre-K through first grade, as well as

learners with special needs.

✦

Literature: Music In Education songs and listening ex-

cerpts have been selected to provide traditional and

contemporary musical examples for students. Multi-

part song arrangements accommodate learners of all

levels, regardless of their previous musical experience

as well as providing arrangements that incorporate

Orff, recorder, string, woodwind, brass, and percus-

sion instruments.

✦

Technology – Hardware: The MIE-3XG keyboards and

the Music In Education curriculum were specifically
of lessons grouped by “Opus”. An Opus focuses upon

4

designed to accommodate two students per keyboard.

access to group and individual achievement data, at­Each MIE-3XG has “Split” and “Ensemble” modes
with separate Left and Right volume and timbre con­trols.

✦

Each keyboard has two “Enter” buttons (one for each
student) as well as a voice chip that provides each stu­dent immediate and positive feedback when taking
quizzes. All quizzes are taken at the keyboard, elimi­nating the need for a separate computer lab.

✦

A unique “merge” feature allows the teacher to view
the performance of every student in the classroom in
real-time, using a single computer.

✦

Technology – Software: MIE software was designed by
music educators for music educators. It supports the

tendance, grades and curriculum progress.

✦

Staff Development: Yamaha provides, with each sys-

tem purchased, the travel and tuition costs for one mu-

sic teacher to receive extensive and graduate-level

training in all aspects of Music In Education. Partici-

pants receive approximately 16 hours of direct instruc-

tion, spread over two days. Music teachers need to al-

locate 4 days for the Institute (Day 1: travel, Days 2 &

3 institute, Day 4: travel)

music teacher in four major areas: lesson planning, in­structional activities, testing/evaluation, and class­room management/record keeping.

✦

For each Opus, every aspect of instruction including
songs, music accompaniment, keyboard controls,
charts, worksheets, etc. is embedded in software. This
provides the music teacher an “electronic lesson
book”. The remote control allows the teacher the abil­ity to control the software from anywhere in the class­room.

✦

The combination of instructional and management/
record keeping functions in the software continually
updates both class and individual records, provides

5

Section 2

Authors & Contributors

Preface

1. Component List

2. Authors & Contributors

Project Development Team

MIE 3rd Edition “Songbook” Curriculum

AUTHORS

✦

Brian R. Moore, University of Nebraska-Lincoln

✦

Lauren Altiere, Wilson Primary School, Phoenix, Arizona

✦

Katherine W. Punwar, Sennett Middle School, Madison, Wisconsin

Review & Quiz

✦

Brian R. Moore, University of Nebraska-Lincoln

MIE STUDENT SONGBOOK

✦

Brian R. Moore, Editor and Contributor, University of Nebraska­Lincoln

✦

Lauren Altiere, Contributor, Wilson Primary School, Phoenix, Ari­zona

6

✦

Katherine W. Punwar, Contributor, Sennett Middle

✦

North Star High School, Lincoln, Nebraska
School, Madison, Wisconsin

MIE PDF Charts & Worksheets

✦

Brian R. Moore, Editor, University of Nebraska­Lincoln

MIE TEACHER RESOURCES

✦

Brian R. Moore, Editor, University of Nebraska­Lincoln

✦

Katherine W. Punwar, Contributor, Sennett Middle
School, Madison, Wisconsin

✦

Julie Beaudry, Layout and Design, New Media Center,
University of Nebraska-Lincoln

MIE v4 SOFTWARE

Joni Osborn
Rob Salistean

✦

Sennett Middle School, Madison, Wisconsin

Katherine W. Punwar
Myrna Kay Young

✦

Wilson Elementary School, Phoenix, Arizona

✦

Wilson Charter High School, Phoenix, Arizona

Lauren Altiere

MIE 1st Edition Curriculum Authors

Curriculum

✦

J. Mitzi Kolar, Ed.D., Professor of Music, San Diego

State University, California

✦

Brian R. Moore, University of Nebraska-Lincoln

✦

Liz Riggleman, Graphic Design, New Media Center,
University of Nebraska-Lincoln

mieRemote SOFTWARE

✦

Brian R. Moore, University of Nebraska-Lincoln

✦

Lisa Ann Moore, Graphic Design, Lincoln, NE

MIDI Arrangements

✦

Brian R. Moore, University of Nebraska-Lincoln

✦

Michael Skinner, Chicago, Illinois

PILOT TEACHING (Curriculum, Repertoire, and
Technology)

Listening Activities

✦

Ernest Joseph Rideout, Concord, CA Public Schools

✦

Dennis J. Parnell, California State University at Fuller-

ton, California

Review & Quiz

✦

Brian R. Moore, University of Nebraska-Lincoln

MIE SOFTWARE

✦

Up to version 2.5:

Kevin Laubach, West Hollywood, California
Peter Laubach, West Hollywood, California
Brian R. Moore, University of Nebraska-Lincoln

✦

Version 2.9 and higher:

7

Matthew Henry, Seattle, Washington
Brian R. Moore, University of Nebraska-Lincoln
Bret Cline, Houston, Texas
Steve Erickson, Michigan

✦

Version 3.0 and higher:

Art & Logic, Mike Stone, Project Leader
Brian R. Moore, University of Nebraska-Lincoln

MIDI Arrangements:

✦

Michael Skinner, Chicago, IL

✦

Brian R. Moore, University of Nebraska-Lincoln

CURRICULUM ADVISORS AND REVIEWERS

✦

Lauren Altiere, Wichita Public Schools, Kansas

✦

Elaine Bernstorf, Wichita Public Schools, Kansas

✦

Brenda Dillon, Brookhaven College, Dallas, Texas

✦

Ron Johnson, Seattle Public Schools, Washington

✦

Barbara Lundquist, University of Washington, Seattle

✦

Linda Lungren, San Diego Unified School District,
California

✦

Coleen Myers, Capistrano Unified School District,
California

✦

Leora Osborn, Wichita Public Schools, Kansas

✦

Mary Palmer, University of Central Florida, Orlando

RESEARCH, TESTING AND EVALUATION ADVISOR

✦

Paul Haack, University of Minnesota, Minneapolis

8

Chapter 1

Quick Start
Guide

Setting up your MIE Classroom

Section 1

Quick Start Setup Guide

QUICK START GUIDE

1. Quick Start Setup Guide

2. MIE Tech Tips

3. Suggested Room Layouts

1. Arrange the furniture – see sample layouts on next page.

2. Keyboard Setup – (Each keyboard box contains a keyboard, a cover,
a split divider, and a music rack)

a) Lay the keyboards on the tables according to your floor plan.
b) Be sure the student keyboards are close enough for the connect-

ing cables to reach.

Keyboard Label

c) Label the back ledge of each keyboard with the colored sheets of

stickers.

d) Snap in the music racks, put the split dividers in place (fits over

the middle octave of each keyboard) and cover each keyboard.
(Note: it’s a good practice to cover the keyboards when not is
use.)

3. Power Setup

a) Plug in power strips to the wall in a daisy chain fashion. NOTE:

Your school may have different electrical requirements related to
fire code.

b) Connect PA150 external AC power adapters to the outlet strips

and keyboards.

10

4. Computer Setup – see instructions with computer (NOTE: You don’t need to install MIE software yet)

(a)

(b)

(c/d)

(e)

(f)

(g)

5. Teacher Area Setup
a) Yamaha UX-16 MIDI Interface – this

interface has a USB plug at one end
(b) and two MIDI plugs (c/d) at the
other...

b) USB Plug – Connect to a USB port on

the back of the iMac (NOTE: do NOT
connect this plug to a port on the typ­ing keyboard)

c) MIDI IN plug connects to MIDI OUT

(Blue on label) of Teacher Keyboard -

NOTE: the word ‘IN’ is on the plug,
but very difficult to read...

d) MIDI OUT plug connects to MIDI IN

Photo 1.1 Cables for Teacher Area Setup

(Yellow on label) of Teacher Key­board - NOTE: the word ‘OUT’ is on

the plug, but very difficult to read...

e) Audio [1/8 inch/RCA (red/white)

audio cable] – Connect from head­phone jack of Macintosh Computer to
Teacher Keyboard AUDIO IN (right

and left).
f) MIDI/Audio Cable – connect the orange and green MIDI plugs to the Teacher Keyboard
g) Audio [¼ inch/RCA (red/white) audio cable] – Connect to headphone jack of TEACHER KEYBOARD (either

side). Connect the RCA plugs of this audio cable to the RCA plugs (Audio OUT) of the MIDI/Audio Cable at

Teacher Keyboard (red to red, white to white or black). NOTE: The Audio OUT of the Teacher Keyboard will not

be used.

11

6. Student Keyboard Cables [MIDI/Audio Cable coming from Teacher Keyboard]
a) Connect to Yellow/Blue MIDI plugs of Student Keyboard #1
b) Connect RED/WHITE Audio plugs to AUDIO IN of Student Keyboard #1.
c) MIDI/Audio Cables –"Continue from keyboard #1 to keyboard #2 to final keyboard (NOTE: last keyboard will

have nothing plugged in GREEN THRU, ORANGE MERGE IN, and AUDIO OUT)

7. Student Headphones

a) Connect one headphone to each side of student keyboards. (NOTE: Headphones never need to be unplugged as

the keyboard speakers are independent of the headphones. They can remain plugged in even when the keyboard
covers are on.)

8. Software Installation

a) Install the MIE software to your computer using the MIE Flash Drive.

9. iPod Touch/iPad (mieRemote) –!Please see separate setup instructions.

Photo 1.2 iMac - Rear View

From Left to Right: Teacher Keyboard Audio In / USB MIDI Interface / Computer Keyboard / Video Cable to Projector

12

Photo 1.3 Teacher Keyboard - Rear View

Audio Out of Teacher Keyboard NOT used

13

Section 2

MIE Tech Tips

QUICK START GUIDE

1. Quick Start Setup Guide

2. MIE Tech Tips

3. Suggested Room Layouts

MIE Tech Tips

HOW TO START YOUR MIE SYSTEM

The proper order of turning on your MIE system:

1. Turn on the KEYBOARDS

2. Turn on the COMPUTER

3. Start MIE

4. Start mieRemote (iPod Touch / iPad)

WHAT SHOULD HAPPEN ONCE THE MIE SOFTWARE IS RUNNING

✦

Make sure the keyboards number properly.

✦

The Right LED Display of each keyboard should show its number:
0 = Teacher Keyboard
1-15 = Student Keyboards

NOTE: to check the student keyboards just look at the last (15) key­board. If it displays the correct number, all the others will be correct as
well.

If the numbers are correct, go to the NOTE MONITOR in the LESSON
BOOK and see if you can see the keys being pressed on the student key-

14

boards. Again, as long as you see the last (usually #15) student keyboard, all the others will be operating correctly.
When you wish to see the student numbers on the keyboards, go to UTILITIES or you can use the remote to RESET.

HOW TO TROUBLESHOOT YOUR SYSTEM

✦

If the keyboards do NOT number properly OR the Note Monitor does not function, it is always best to check ALL
your connections. Consult the QUICK START GUIDE if needed.

✦

EXIT MIE, check your connections, turn OFF the TEACHER KEYBOARD and then turn it back ON. Then boot up MIE
again and check your numbers.

✦

If you are still having issues, EXIT MIE, PULL the ORANGE and GREEN cables from the TEACHER KEYBOARD, then
restart MIE. This will tell you if your Teacher station cabling is working. If the TEACHER KEYBOARD shows a “0” in
the Right LED display, then your cable issue is elsewhere in the system.

✦

To test the remainder of the system, EXIT MIE – reconnect the ORANGE and GREEN into the Teacher Keyboard and
unplug the ORANGE and GREEN on STUDENT #5. Then restart MIE and check the numbers up to and including
#5. If they are incorrect, your cable problem is between 0 and 5. If they are correct, reconnect the ORANGE and
GREEN and unplug the ORANGE and GREEN at keyboard #10. Test again as per above.

✦

If you are still having issues, check the status of the RMB06 (black box with antenna). Make sure you have a POWER
light! If not, check your USB cable from the computer to the RMB06.

✦

When all else fails, contact Tech Support as per the UTILITIES page of the software.

CONTACTING MIE TECH SUPPORT

When contacting Tech Support (either by email or phone) you MUST provide your software version.

Look in the lower left-hand corner of your MIE screen OR in the UTILITIES page of the software.

HOW DO I SHUT DOWN MY SYSTEM?

At the end of the day, you should ALWAYS shut down your system.
The proper order of shut down is:

15

1. Exit the MIE software. To do this, click on MIEv4 in the APPLE TOOLBAR and follow the on screen prompt.

2. Turn OFF your computer. Just click on the Apple Icon in the upper left-hand portion of the APPLE TOOL BAR and
click Shut Down.

3. Turn OFF the keyboards.

NOTE: When possible, pull the main power plug from the wall outlet.

Tips for Setting Up Your Computer

(from http://support.apple.com/kb/HT2054

)

1. Plug In the Power - Carefully remove your iMac from the box and place it on a sturdy table or work surface. Thread
the power cord through the hole in the stand and connect it to the power port on the back of your computer, then
plug the other end into a working electrical outlet.

2. Connect Your Devices - Connect the mouse to a USB port on the keyboard and then connect the keyboard to one of
the USB ports on your iMac. If you purchased an Apple Wireless Keyboard and Apple Wireless Mouse with your
iMac, please see the instructions that came with them to set them up with your computer or see the Wireless Key­board & Mouse Support page for instructions. If you have Internet access, connect one end of an Ethernet cable to
the computer’s Ethernet port and the other end to a cable modem, DSL modem, or network, or connect your phone
line to a dial-up external modem then plug into the iMac built-in USB port.

3. Turn It On and Set It Up - After confirming that your iMac is connected to an electrical outlet, press the power but-
ton on the back of your iMac to turn on your computer. The first time you turn on your iMac, the Setup Assistant will
appear and walk you through setting up your account. If you have another Mac, the Setup Assistant can also help
you automatically transfer files and other information from your old Mac to your new one. If you prefer, you can do
this later with Migration Assistant (find it in the Utilities folder inside of the Applications folder). For more informa­tion, please see the manual that came with your iMac.

4. Have Fun! - Once you’re up and running, you’re free to get to work or go have some fun. If you’re a brand new Mac
user and haven’t a clue about what to do now, our Mac 101 series of fun, online courses will help you learn how to
use your Mac and all of the applications that came with it, including Mail (for email), Safari (to browse the web),

16

iTunes (to play music and more), and iPhoto (to view, edit, and share your pictures). And if you’re a switcher, be sure
to check out Switch 101—Mac 101 for former PC users.

http://www.apple.com/support/mac101/

http://www.apple.com/support/switch101/

MIE Install and Setup...

The MIE software must be run via an “Administrator” account.

1. Once your computer is up and running, insert the MIE SOFTWARE DVD and install it.

NOTE: If your computer tech sets up the computer, remember that the TEACHER must be an ADMIN ACCOUNT and
that the computer cannot be configured to write to another drive or server. The iMac must write to it’s own hard drive.

2. Multiple Teachers: If a second teacher will be using MIE, you may wish to create a second ADMIN account (see Sys-
tem Preferences: Accounts). Login to the computer with the second account and re-install the MIE software. In this
way, each teacher will have their own GradeBook, Keyboard Presets, and settings.

3. Other Computer Settings: Use the “Energy Saver” control
(see System Preferences un- der the Apple Menu) to

Screenshot 1.1 Energy Saver System Preference

change the sleep settings to “never”. (If your computer
goes to sleep, MIDI func- tions also go to sleep and may
have difficulty ‘waking up’).

17

Section 3

Suggested Room Layouts

QUICK START GUIDE

1. Quick Start Setup Guide

2. MIE Tech Tips

3. Suggested Room Layouts

Suggested Room Layouts for MIE

Gallery 1.1 Suggested Room Layouts

The “U” configuration is one of the most popular and
versatile arrangements

18

Chapter 2

Introduction

Philosophy and Brief Overview of Music In
Education

Philosophy

The purpose of the Music In Education program is to cre­ate a technology-empowered general music classroom
that enables the music teacher to provide a comprehen­sive music education. Supporting this purpose is the phi­losophy that every child should have a sustained educa­tion in music as an active music maker, creator, and re­sponder. Music In Education places the study of music –
a structured, systematic, comprehensive and conceptual
instructional framework – at the core of teaching and
learning experiences. The technology specifically de­signed for Music In Education provides an environment
in which students engage in music the way professional
musicians do: by performing, creating, and responding
to music as active participants rather than infrequent or
passive spectators. Increasing student participation in all
aspects of what it means to be a musician is important to
the future of music in education as well as developing a
society literate in the arts.

a) Elements of Music / Music Literacy: Music is an

artform as well as a discipline requiring knowl­edge, skill, and understanding. A focus on the ele­ments of music (rhythm, melody, form, expression,
etc.) provides the framework for the engagement of
students in musical thinking and music making.

b) Group Instruction: The class is the primary vehicle

of instruction. Technology, unique curricular de­sign, and cooperative learning experiences are di­rected toward reaching groups of learners, yet con­currently recognizing the special learning and per­ceptual needs of the individual.

c) Individualized Assessment: Instructional compo-

nents include measures to assess student under­standing, perception and achievement. The musi­cal growth and understanding of the individual is
essential to the success of the group.

d) Expert Thinking: Student musical experiences have

an application beyond the music classroom experi­ence, into other academic experiences and per-

There are five key components of Music In Education:

1. Curriculum: Instructional sequence, concept develop­ment, and guided practice toward mastery of skills
are central to the program. An experiential under­standing of the elements of music form the product
with a comprehensive view of what it is to be a musi­cian providing process. Within the curriculum of Mu-
sic In Education, four characteristics are:

sonal use outside of school, and in the develop­ment of lifetime participation with music. Music In
Education encourages students to emulate what ex­pert musicians do… perform, improvise, compose,
critique, and so forth.

2. Literature: Curriculum materials recognize and re­spect the traditions of classroom music and our rich
cultural heritage, and provide a bridge between those

20

traditions and a contemporary setting for instruction.

a music teaching/learning environment that allows in-

Music reading is viewed as a critical means toward
music literacy. Active engagement with literature from
multiple perspectives (performing, composing, analyz­ing, listening, etc.) fosters the development of music
literacy that leads to fluency.

3. Technology: MIE technology is conceived as an impor-
tant component that empowers the teacher and en­hances the classroom. Hardware and software were
developed as an outgrowth of the instructional pur­poses of the program. The technology in the Music In
Education program is a tool with which to teach,
rather than a separate subject that has to be specifi­cally taught. A unique aspect of the hardware and soft-

dividual, school, and district perspectives to flourish.

ware is the fact that design and development involved
active music educators working directly with hard­ware and software engineers.

4. Staff Development & Support: Music In Education in­cludes the travel and on-site expenses for the music
teacher to receive intensive graduate level in-service
on all aspects of the program. Ongoing support is pro­vided via web, e-mail, phone, and consulting services
for the school and music teacher.

5. Curricular & Instructional Inclusion: Music In Educa-
tion was designed with the expectation that the music
educator will bring unique and important topics, con­cepts, units, etc. to the MIE Classroom. MIE should
never be viewed as a “lock-step” program, but rather

21

Chapter 3

MIE
Curriculum

Overview

Summary of Opus Content

Instructional Planning

Overview

The Music In Education curriculum is sequential, compre­hensive and designed to systematically provide students
with musical knowledge that they can use to express
their own creativity. The foundation for this creative ex­pression is the development of musical literacy. The sys-

ers Pre-K through first grade, as well as learners with spe­cial needs.

Concepts and skills have been incorporated into a unit of
instruction called “Opus”. Each Opus has a sequence of
4 to 5 lessons that embrace the musical behaviors of:

✦

playing & performing (keyboards and optionally other
tematic acquisition of musical skills and the understand­ing of musical concepts is accompanied with integrated
assessment through review and quiz activities.

Music In Education supports and encourages the integra­tion of other methods and materials that will enhance stu­dent understanding and achievement. The curriculum is
delivered via a series of lessons grouped by “Opus”. An
Opus focuses upon a particular music concept and/or
skill.

Each Opus is designed to develop comprehensive stu­dent understanding of specific musical concepts. Stu­dents will sing, play, discuss and/or listen using the new
concept, then apply that concept in individual and group
creative activities. Because the introduction of concepts
is integrative and sequential, songs, activities and skills
in subsequent Opuses reinforce and reapply the con­cepts introduced in previous Opuses.

Initial Opuses are ideally suited to be used with students
as early as the second and third grade who possess im­portant basic reading skills and motor development. In-

classroom instruments)

✦

singing

✦

composing

✦

listening

✦

improvising

✦

reading

✦

notating

✦

analyzing

✦

describing

Each Opus has “synthesis”, “review”, and “quiz” sec­tions.

✦

Synthesis – focuses on higher level thinking skills.

This section typically asks the student to “put into

practice” the concepts and skills that have been pre-

sented in the various lessons through creative and/or

original thinking. Compositional activities often form

the basis of this section.

troductory “Preludes” provide experiences for early learn-

23

✦

Review – provides for technology–assisted activities

within classes, just as they do in all academic experi-

for formative assessment.

✦

Quiz – provides for technology–assisted activities for
summative assessment.

Each Opus provides instructional strategies that specifi­cally target secondary and elementary levels. To assist lo­cal, district, and state curriculum initiatives, each MIE
Opus also contains a cross–reference to the National
Standards for Music Education.

Because of the many differences in music program stan­dards found in today’s schools, the curriculum is de­signed to provide maximum flexibility in use and integra­tion into the music classroom. Class size, frequency of
instruction, school schedule, and student understanding

ences.
Following is a summary of all Opuses and Preludes, in-

cluding primary concepts and skills, repertoire, and sup­porting materials.

and achievement are key determinants in the ability of a
teacher to cover instructional content and pace.

Curriculum materials in the Music In Education program
are non–graded; there are no recommendations as to the
number of Opuses that should be accomplished in any
given year, nor is there a recommendation as to the
length of time that should be spent in accomplishing
each Opus. However, Music In Education recommends
that all students begin with the first Opus. Students who
are more mature and have greater reading abilities and
motor skills will progress at a faster rate than those with
less developed abilities in these areas, or students who
are younger. Rates of progress will fluctuate by age, and

24

Opus Summary

Opus

Area

Concept

Music

1

Rhythm

Steady Beat

1 – New River Train

2

Pitch: Melody/Harmony

Register/Clusters

2 – The Siamese Cat Song

3

Pitch: Melody

Up/Down/Same

3 – The Noble Duke of York

4

Duration: Rhythm

Tempo

3 – The Noble Duke of York

"

2 – The Siamese Cat Song

"

!

"

1 – New River Train

5

Duration: Rhythm

Quarter Note/Rest

4 – Supercalifragilistic

6

Harmony

Ostinato

5 – There’s a Hole in the Bucket

7

Pitch: Melody

Music Alphabet

6 – Alphabet Song

"

!

"

7 – Do-Re-Mi

8

Pitch: Melody

Steps/Skips/Same

8 – Zum Gali Gali
9 - Zum Gali Gali - Version B

9

Pitch: Melody

Rep. Mel. Pt./Call & Resp.

10 – Kye Kye
11 – Love Somebody

Below is a listing of the 40 Opuses with the musical area for each, the specific concept(s), as well as the curriculum ma­terials used in each.

25

Opus

Area

Concept

Music

10

Articulation

Legato/Staccato

12 – The Ghost of John

11

Pitch: Melody

Grand Staff

13 – Sakura

12

Duration: Rhythm

Eighth Note/Rest

14 – Polly Wolly Doodle

13

Duration: Rhythm

Duple, Strng./Wk.

15 – Minka

"

!

"

16 – March (from “Children's Notebook, Op. 69”)

14

Pitch: Melody

C Major tonality

16 – March (from “Children's Notebook, Op. 69”)

"

!

"

17 – A Whole New World (Aladdin’s Theme)

15

Duration: Rhythm

Half Note/Rest

15 – Minka

16

Harmony

2nds/3rds – intervals

18 – Mos', Mos'!

"

!

"

19 – Zip–A–Dee–Do–Dah

17

Pitch: Melody

G Major Tonality

14 – Polly Wolly Doodle

"

!

"

20 – Frère Jacques (4/4)

18

Duration: Rhythm

Meter (4/4, 3/4)

20 – Frère Jacques (4/4)

"

!

!

21 – Frère Jacques (3/4)

19

Harmony

Harm. Interval – 5th

20 – Frère Jacques (4/4)

26

Opus

Area

Concept

Music

20

Duration: Rhythm

Sixteenth Notes/Rest

22 – Listen to the Mockingbird

21

Dynamics

f/p, cresc./decresc.

23 – Jingle Bells

22

Pitch: Melody

Sharp and Flat

24 – Swingin' Sharp & Flat

23

Pitch: Melody

Music Reading – D Major

25 – The Muppet Show Theme

"

!

!

26 – Come to the Sea (“Vieni Sull Mar”)

24

Duration: Rhythm

6/8 meter

27 – Irish Washerwoman

"

!

"

28 – Mickey Mouse March

25

Form

Form

27 – Irish Washerwoman

26

Duration: Rhythm

Dotted Rhythms

29 – Shenandoah

"

!

!

30 – A Bushel and a Peck

27

Pitch: Melody

Music Reading – A Major

31 – Sweetly Sings the Donkey

"

!

"

32– Scotland the Brave (Tunes of Glory)

28

Pitch: Melody

Music Reading – F Major

33 – America

"

!

!

31 – Sweetly Sings the Donkey

29

Pitch: Melody

Minor Tonality

34 – Oh, How Lovely is the Evening (major)

27

Opus

Area

Concept

Music

30

Pitch: Melody/
Harmony

Major Scale/Diatonic Triads

36 – Chumbara

31

Pitch: Melody

Music Reading – Bb Maj/G
Min

37 – Feed the Birds

"

!

!

38 – Catch a Falling Star

32

Harmony

Single/Fing. Acc./Lead
Sheets

34 – Oh, How Lovely is the Evening (major)

"

39 – Skip To My Lou

"

!

!

40 – Kum Ba Yah

33

Harmony

Chord Progressions–Major

40 – Kum Ba Yah

34

Harmony

Chord Progressions–Minor

41 – Joshua Fit the Battle of Jericho

"

!

"

42 – Scarborough Fair

35

Harmony/Form

12 Bar Blues

43 – At the Hop

"

!

!

44 – Lollipop

36

Pitch: Melody

Variations

45 – Variations on “Ah Vous Dirais–Je Maman”

"

!!!

37

Pitch: Melody

Improvisation

43 – At the Hop

38

Pitch: Melody

Modes & Sequence

46 – Ah Vous Dirais–Je Maman à la Mode

"

42 – Scarborough Fair

"

26 – Come To The Sea (“Vieni Sull Mar”)

"

7 – Do-Re-Mi

"

!

"

47 – We Wish You A Merry Christmas

39

Harmony

Chord Symbols and
Inversions

48 – My Favorite Things

40

Summary Project

Composition

49 – Boogie Woogie Bugle Boy

28

Instructional Planning

As with any instructional endeavor, Music in Education
does require instructional planning and decision-making
on the part of the music educator. In preparing to teach
any aspect of the MIE Curriculum, the following points
will assist in this preparation:

6. Listen to all quiz examples [practice adjusting the vol­ume controls on quiz question if necessary].

7. Practice using the remote control [pre-load songs you
will be using and determine which presets will be use­ful].

8. Establish housekeeping parameters (covers [on or off],
headsets [rack or speaker], books [open or closed]).

1. Read through entire Opus or Prelude (either on
screen or via the pdf that will be found in your com­puter's Document folder)

2. Read the Opus Note for the specific Opus (either via
the 'Opus Info' button in the software or Section 9 of
the Music in Education Teacher Resources. Make note
of the teaching strategies for the grade level of your
students (elementary vs. secondary) NOTE: Add your
own state/local standards directly on the OpusFull.pdf
which was copied to your Documents folder during
the install of the MIE software.

3. Listen to all music examples, making sure tempos and
orchestrations are to your liking. (Remember that Sec-

9. Make clear your management [discipline conse­quences] for infringements (vandalism on keyboards
has same consequence as harming any technology at
school - computers, etc.).

10.Organize needed transparencies (if using LCD projec­tor system, make sure dual monitor settings are cor­rect).

tion 7 - Reference of the Music in Education Teacher
Resources contains complete information on the lis­tening excerpts).

4. Determine which aspects of each lesson within the
Opus you will and will not use [might be different for
each class].

5. Read Quiz Info.

29