The Lines and Spaces
The teaching of the lines and spaces, particularly when the two clefs are taught simultaneously, often presents a difficulty to the young teacher.
I think I shall not be alone in rejoicing when the hackneyed "Every Good Boy" etc. has sunk into oblivion. That the straight line is the shortest distance between two points, is a truism musically as well as geometrically. We want the child's mind to assimilate the relation of that line or space on the staff, to this key on the keyboard; not to have consciousness groping aimlessly about, trying to associate that particular place on the staff with a certain word in a certain meaningless sentence. I have tried many devices for simplifying the learning of the lines and spaces and have found the following plan most successful.
We will assume that the little beginner knows the names of the white keys, the definition of the word staff, and the difference between the clefs. I have a sheet of white cardboard (12 by 24) on which are printed the treble and bass staffs, with their lines and spaces lettered and numbered. This is placed on the piano before the child, who names the treble lines and spaces, saying the number first, then the letter. I then proceed: "We are going to find those lines and spaces here on the keyboard. Between two lines of the staff, there is a space, and between two spaces there is a line; therefore, if this key represents a line (pointing on keyboard to midde C), the next key must represent a space (pointing on keyboard to the D above middle C). Now (to child) play the keys which represent the lines of the staff." (Start him at middle C and stop at A the first line above the staff). If he understands this, place his finger on the D above middle C and tell him to play the keys which represent the spaces of the staff. Stop at G the first epace above the staff. When this is clear to him, pass on to the next step, naming the keys. The pupil plays middle C and says: "First added line below, middle C; (plays G), second line G; (plays B) third line B; (plays D) fourth line D; (plays F) fifth line F; (plays A) first line above, A; this is done three times, then, the spaces are played and named similarly. In playing the bass lines and spaces be sure that he understands it is the second G below middle C with which he must begin. Insist upon middle C, high C and low C being said when these keys are played; it will prevent confusion later.
Taught in this way, the ordinary pupil over seven years of age, will play the bass and treble, hands separately, of any simple study (like Ex. 48-Presser's Beginner's Book) at the first lesson, and will play both hands together, bass and treble (Ex. 49 Beginner's Book) at the second lesson.
Pupils are required to name the lines and spaces on the keyboard as a preliminary to daily practice for at least a year. They are ahle to locate any line or space on the keyboard, and are not perplexed by added lines and spaces, if they have been faithful in doing this as prescribed.
Metaphysically, we should eliminate the letters, but since they must be learned later, I prefer to introduce them at the beginning.