Why the Twinkle Variations?

All the Suzuki students begin with learning the Twinkle Variatins.  I decided to teach the Twinkle Variations to my new transfer students, even classical piano students, as a means of learning natural tone and good tecnic. It's something fun to do especially with the chordal accompaniment. Then we can all speak the same language when it comes to rhythm patterns, clap back etc and they be part of the "100 Twinkle Variations" club along with the other kids.


I've noticed that the Twinkle Variations have a very complicated written rhythm that would require advanced reading skills. However, if I child simply listens to the music on CD or played live, he can easily replicate the rhythm by clapping or playing on the piano (or violin as originally intended). This fact truly fascinates me! But what I would really like to know is, why there is no direct link with the other melodies or rhythm similarities with the repertoire in BOOK 1 or any book actually.  Perhaps this is related to the violin bowing technique as the Suzuki Method was originally intendted. Regardless the master teacher did mention two underlying reasons for the Twinkle Variations:

1) To practise moving fingers
2) To develop a beautiful tone

There are many factors that may affect how to produce a beautiful tone.
Physical body and posture - begin with the feet resting comfortably on a solid surface, back strong.
Think Ready, Play.

VARIATION 1
Clap: Mississippi Hot-dog, Pepperoni Pizza, Bunny Bunny Hop Hop
Then Play this Variation 1 with the thumb.

Move on to the other fingers one at a time. The student may actually play this rhythm all over the piano, from the highest C down to the lowest tone and back up again. I am at this stage with my young son right now; as long as he plays the rhythm correctly with the nice hand formation I am happy. Soon though, I hope that he would understand to apply this in the five finger C position and then the Twinkle 1 Variation.

VARIATION 2
Say the words "I love you" or "I hug you" to really hug that warm tone. It is a wonderful rhythm though probably the most difficult of the three.
1) At the introduction, you could talk about long notes; play and hold on, tell me when the tone is gone -game.
2) Play short-long. There is roll involved with the long tone.
If there is a correction to be made, exagerate the correction
3) Tempo, keep it fast and quick (further reading on the journal article about the dangers of playing too slow)

VARIATION 3
Say Hamburger, Cheese burger, Grand papa, Grand mama.
I noticed that the accompaniment that goes with Variation 3 is chordal; each grouping is repeated twice for a total of two beats of time.

Practise Tips

Children are often motivated to practise with repitition, given small tokens of encouragement for their efforts or creating ways to count the number of times to play. Offering rewards such as:

*100 Days of Listening Award
*100 times playing Twinkle Theme Award

Practise Games
1) Roll a dice to see how many to play a certain measure, say 5 times perfect.
2) Bead counter
3) Practise sheet such as the ones found here to indicate what to play next: Pepperoni Pizza Twinkle, Ice Cream Cone Twinkle and so on.

http://www.thepracticeshoppe.com/charts-for-suzuki-pieces-1

Keeping track of the practise at home, for example colouring in the 100 stars and getting a prize for that.

This is taken from Sarah Lyngra of Yellowcat Publishing, her Valentines Day 2011 message.

14 ways to play better by Valentine's Day  

1. Use colored music.
2. Practice Monday.
3. Play in a well lit area.
4. Practice Tuesday.
5. Work on the parts of the pieces you don't know, first.
6. Practice Wednesday.
7. Play music you like.
8. Practice Thursday.
9. Write lyrics for your pieces.
10. Practice Friday.
11. Listen to your piece played by someone else.
12. Practice Saturday.
13. Record and listen to your piece played by yourself.
14. Practice Sunday.

Lesson 9: Beethoven's Concert

Lesson Overview
1. Music Performance. I played half of a lengthy song called "Fantasiein D minor by Mozart" so the kids could identify all aspects of speed- adagio, moderato allegro and even presto; and dynamics - forte andpiano sounds.
2. Felt piano game. We built four octaves of the Musicland keyboardtogether. Placement of the black keys is a "reverse" exercise.
3. Read the same information from the previous lesson.

We played Twinkle Twinkle Little Star in steps. Use one finger and let the wholehand leap to the next note.
* Cat leap to Giant; play cat cat giant giant
* Step up one to Orange Clock; clock clock giant (lean on this longer)
* Stepping down and playing notes twice; fairy fairy elf elf dragon dragon Cat

The tune will seem familiar to you, just try your best to play in the correct time though slow.
In fact this song is in the last page of the Musicland Activity Book.

Sorry this is short, but we'll see you next time.

Deborah