Discover the piano step by step.

Learning goal: Notices that sounds get higher from left to right on the keyboard; presses white and black keys with control.

Time: ~5 min · Topic: Listening, Notes

Prior knowledge: No prior knowledge needed.

How to use it: Tell students the keyboard is a ‘staircase of sounds’: lower to the left, higher to the right. Let one student play each step while the class guesses: low or high?

Learning goal: Recognizes the groups of two and three black keys and uses them to find their way around the keyboard.

Time: ~5 min · Topic: Notes

Prior knowledge: Can press white and black keys. · Do first: Meet the piano keys

How to use it: Draw two dots and three dots on the board and describe the black keys as ‘friends in groups of two and three’. For the chord steps, show how to put two or three fingers down at the same time.

Learning goal: Locates C using the group of two black keys and recognizes Cs in different octaves.

Time: ~5 min · Topic: Notes

Prior knowledge: Recognizes the group of two black keys. · Do first: Black keys and white keys

How to use it: Say together: ‘C lives just to the left of the two black keys.’ Point out that middle C (C4) is near the middle of the piano. In the last steps, ask students to find all the Cs.

Learning goal: Finds D and E using the group of two black keys and plays C–D–E up and down.

Time: ~6 min · Topic: Notes, Melody

Prior knowledge: Can find C. · Do first: Finding C

How to use it: Use the clues ‘D is squeezed between the two black keys’ and ‘E is just to the right of the group’. Introduce finger numbers: thumb 1, pointer 2, middle finger 3.

Learning goal: Finds F, G and A using the group of three black keys and matches the note names from C to A.

Time: ~6 min · Topic: Notes, Melody

Prior knowledge: Can find C, D and E. · Do first: Learning D and E

How to use it: Describe the group of three like a ‘three-story house’: F is to the left of the first door, G between the first and second, A between the second and third. In the mixed-up step, give each student a turn.

Learning goal: Plays the C major scale (C4–C5) up and down in order and knows where B is.

Time: ~7 min · Topic: Notes, Melody

Prior knowledge: Can find the notes from C to A. · Do first: Learning F, G and A

How to use it: Say the note names together while the scale is played. In the third scale step, keys are not marked when hints are off, so students read the note names. Turn on ‘With hints’ for students who need support.

Learning goal: Finds a named note on the keyboard without a key marking.

Time: ~5 min · Topic: Notes, Listening

Prior knowledge: Knows the scale from C to B. · Do first: Playing the whole scale: C to C

How to use it: With spoken instructions on, the device says the note name (if no English voice is installed, only the text is shown). In class, the teacher can also call out a note for a student to play. With hints off, the key is shown automatically after two wrong tries.

Learning goal: Reads notes from C4 to C5 on the treble clef staff and plays them on the keyboard.

Time: ~7 min · Topic: Notes

Prior knowledge: Can play the scale from C to B. · Do first: Playing the whole scale: C to C

How to use it: Introduce the staff as a ‘note apartment building’: the lines and spaces are the floors. Middle C has its own little extra line (a ledger line). The first three steps are line notes; after that it’s mixed up.

Learning goal: Identifies a single note by ear from the marked choices.

Time: ~7 min · Topic: Listening, Notes

Prior knowledge: Can find the notes from C to G. · Do first: Playing the whole scale: C to C

How to use it: The whole class can close their eyes and listen, then one student finds the note. Ask: is it higher or lower? The marked keys are the choices; the answer is not shown.

Learning goal: Puts given notes in order of pitch from low to high.

Time: ~6 min · Topic: Notes, Listening

Prior knowledge: Knows the note names from C4 to C5. · Do first: Playing the whole scale: C to C

How to use it: Write the cards on the board in a mixed order and let students guess first. Rule: the note further left on the keyboard is lower. With each correct note, a card moves into the answer row.

Learning goal: Puts given notes in order from high to low and notices the falling direction of pitch.

Time: ~6 min · Topic: Notes, Listening

Prior knowledge: Can put notes in order from low to high. · Do first: Low to high: putting notes in order

How to use it: This is the reverse of the previous lesson. Before ordering, ask students to point to the highest note. Moving a hand from right to left along the keyboard reminds them of the direction.

Learning goal: Finds notes in a mixed order by connecting the note name, its place on the staff and its sound.

Time: ~8 min · Topic: Notes, Listening

Prior knowledge: Has tried finding notes by name, on the staff and by ear. · Do first: Press the note I say, Play the note you see, Find the note you hear

How to use it: Every game creates a new mixed order; ‘Start over’ brings new questions. Play it as a team game: each correct answer earns the team a star.

Learning goal: Tells long and short sounds apart by ear and controls how long a key is held down.

Time: ~6 min · Topic: Rhythm, Listening

Prior knowledge: Can press and release a key. · Do first: Learning D and E

How to use it: Use a ‘stretch your arm’ move for long sounds and a ‘clap’ for short ones. In the last four steps the bar is hidden, so students decide by listening only. A long sound needs at least 1.2 seconds; a short one less than 0.45 seconds.

Learning goal: Plays quarter notes on time while keeping a steady beat (tempo).

Time: ~7 min · Topic: Rhythm

Prior knowledge: Can tell long and short sounds apart. · Do first: Long and short sounds

How to use it: First count four beats as a class by patting your knees. The app counts four clicks, then the student plays. The timing window is wide (±0.3 s). Students can start at ‘Slow’ speed; the result is worked out again on every try, and the best try is kept.

Learning goal: Tells quarter notes (1 beat) and half notes (2 beats) apart and plays them for the right length.

Time: ~8 min · Topic: Rhythm

Prior knowledge: Can play quarter notes on the beat. · Do first: Playing quarter notes in time

How to use it: Say ‘ta-a’ for a half note and ‘ta’ for a quarter note. A half note must be held for at least one and a half beats; if the key is let go too early, a ‘hold it a little longer’ message appears.

Learning goal: Remembers a three-note melodic pattern after seeing and hearing it, and plays it back.

Time: ~6 min · Topic: Melody, Listening

Prior knowledge: Can find the notes from C to G. · Do first: Playing the whole scale: C to C

How to use it: Play it as an ‘echo game’: first the app, then the student. With hints on, the next key is marked too. All patterns stay between C and G.

Learning goal: Plays five-note melodies in C position (C–G) by reading the note names and finger numbers.

Time: ~8 min · Topic: Melody, Notes

Prior knowledge: Knows the notes C–G and the finger numbers. · Do first: Playing the whole scale: C to C

How to use it: Show the right-hand C position: 1 on C, 2 on D, 3 on E, 4 on F, 5 on G. Students can hear each melody first with ‘Listen’; ‘Listen slowly’ makes it easier to follow.

Learning goal: Finds and repeats a short melody on the keyboard by ear, without visual hints.

Time: ~8 min · Topic: Melody, Listening

Prior knowledge: Has finished the three-note echo game. · Do first: Echoing three-note melodies

How to use it: Students can listen to the melody as often as they like, and slowly too. After two wrong tries on a note, the right key is shown for a moment so nobody gets stuck. Every melody starts on C.

Learning goal: Reads and plays original three-note (C–D–E) melodies together with their note values.

Time: ~8 min · Topic: Melody, Notes

Prior knowledge: C, D, E and quarter-note and half-note values. · Do first: Learning D and E, Half notes and quarter notes

How to use it: Let students hear the song with ‘Listen’ first, then play it bar by bar. In the last step the whole song is played in time; ‘Slow’ speed can be chosen.

Learning goal: Learns an original four-bar song in five-finger position in sections and plays it as a whole.

Time: ~10 min · Topic: Melody, Notes

Prior knowledge: Five fingers in C position and the note names. · Do first: Playing five-note melodies

How to use it: Teach the song in two sections, then have students play it all the way through. Finger numbers appear on the keys. At the end, students can make up their own words for the song.

Learning goal: Practices an eight-bar melody phrase by phrase and notices phrase endings and the ‘coming home’ feeling of C.

Time: ~12 min · Topic: Melody, Notes

Prior knowledge: Can play a five-note song; half notes and whole notes. · Do first: My first five-note song

How to use it: The first phrase is like a ‘question’ and the second like an ‘answer’; the answer ends on C. The piece closes with C and G pressed together. Students can take a little breath at the end of each phrase.

Learning goal: Plays a short song in time in right-hand five-finger position with the correct finger numbers.

Time: ~12 min · Topic: Melody, Rhythm

Prior knowledge: Five-finger position, quarter notes and half notes. · Do first: My first five-note song, Half notes and quarter notes

How to use it: First practice the finger numbers in the air on a ‘silent piano’. The first two steps are for learning; the last step is a performance in time. When playing in time, notes should come on the beat and half notes should be held long enough.

Learning goal: Creates an original melody within simple rules (5 notes, ending on C), listens to it and plays it again.

Time: ~10 min · Topic: Melody

Prior knowledge: Can play the notes C–G. · Do first: Playing five-note melodies

How to use it: Rules: 8 notes, at least 3 different notes, and the last note is C. The melody is saved on this device and played again in the next step. Students can play their melodies to each other and give them names.

Learning goal: Shows the skills from units 1–4 (finding notes, reading, listening, ordering, rhythm, melody) in one mixed activity.

Time: ~15 min · Topic: Notes, Melody, Rhythm, Listening

Prior knowledge: Has finished the lessons in units 1–4. · Do first: Playing the whole scale: C to C, Mixed-up note game, Half notes and quarter notes, My first five-note song

How to use it: At the end, a summary for each skill appears (for example, Listening 2/2). It gives the teacher an idea of which topic to review; it is not an official assessment tool. ‘No hints’ mode is recommended.

Learning goal: Uses the left-hand five-finger position (C3–G3) and left-hand finger numbers; finds the octave between low C and middle C.

Time: ~7 min · Topic: Notes, Two hands

Prior knowledge: Can play the C–G position with the right hand. · Do first: Playing five-note melodies

How to use it: Left-hand finger numbers are a mirror image: the pinky is 5 and the thumb is 1. First make a ‘silent piano’ on the desk with both hands. Blue keys are for the left hand. Say the ‘octave jump’ from C3 to C4 together as a class.

Learning goal: Reads C3–G3 and middle C (on a ledger line) on the bass clef staff and plays them on the keyboard.

Time: ~8 min · Topic: Notes, Two hands

Prior knowledge: Has tried reading notes on the treble clef; left-hand position. · Do first: Play the note you see, Meeting my left hand

How to use it: The two dots of the bass clef sit around the F3 line; it’s a ‘starting point’. C3 is in the second space, E3 in the third space and G3 in the fourth space. Show that middle C on the treble clef and middle C on the bass clef are the same key.

Learning goal: Plays a smooth sequence using the right and left hands in turn and controls the move from one hand to the other.

Time: ~8 min · Topic: Two hands, Melody

Prior knowledge: Left-hand and right-hand five-finger positions. · Do first: Meeting my left hand

How to use it: Blue keys are for the left hand, green keys for the right hand. Tell students to keep both hands resting in their positions without lifting them off the keyboard. In the ‘Bounce and Catch’ step, every note is a ‘bounce’.

Learning goal: Plays with both hands at the same time in parallel motion (an octave apart) and notices that the finger numbers of the two hands are opposite.

Time: ~8 min · Topic: Two hands

Prior knowledge: Can take turns with the hands. · Do first: Taking turns with my hands

How to use it: In parallel motion both hands move in the same direction, but the finger numbers are different (left 5 while right 1). Start with a slow tempo and ‘With hints’. The keys must be pressed together; the app accepts a gap of up to half a second.

Learning goal: Plays both hands at the same time in contrary (mirror) motion and understands that the same finger numbers work symmetrically.

Time: ~8 min · Topic: Two hands

Prior knowledge: Parallel motion with both hands. · Do first: Playing with both hands together

How to use it: In mirror motion, both hands use the same finger number (1–1, 2–2 …); many children find this easier than parallel motion. The thumbs start on G3 and C4 and move outward.

Learning goal: Combines bass notes on the first beat in the left hand with a right-hand melody to play a simple two-hand song.

Time: ~10 min · Topic: Two hands, Melody

Prior knowledge: Can play with the hands in turn and together. · Do first: Taking turns with my hands, Playing with both hands together

How to use it: First practice the right-hand melody, then the left-hand bass notes separately. When the hands are put together, the left hand only plays with the right hand at the start of each bar. The last step is a performance in time; ‘Slow’ speed can be chosen.

Learning goal: Plays the C major triad (C–E–G) with the correct fingers in the right and left hands, together and as a broken chord (arpeggio).

Time: ~7 min · Topic: Chords

Prior knowledge: Knows the notes C–G and the finger numbers. · Do first: Playing five-note melodies

How to use it: Show the ‘skip one, press one’ rule: C, (skip D) E, (skip F) G. The right hand uses fingers 1-3-5, the left hand 5-3-1. In the last step the chord is hidden: students find the chord they hear among the marked keys.

Learning goal: Plays the C, F and G chords (I–IV–V) with only small hand moves and changes from one chord to another.

Time: ~9 min · Topic: Chords

Prior knowledge: Can play the C chord. · Do first: The C major chord

How to use it: Here the F chord is played as C–F–A and the G chord as B–D–G, so the hand hardly moves. When changing chords, remind students to keep the shared note (C in the C and F chords) under the same finger. The last step is a chord change in time.

Learning goal: Accompanies a melody with chord root notes (C–F–G) in the left hand and listens to how the melody and chords fit together.

Time: ~10 min · Topic: Chords, Two hands, Melody

Prior knowledge: Left-hand bass with right-hand melody; the C, F and G chords. · Do first: Left-hand bass, right-hand melody, The F and G chords

How to use it: Each bar’s chord fits the notes of the melody: bar 1 C, bar 2 F, bar 3 G, bar 4 C. First practice the left-hand root notes on their own while saying their names. This time the melody reaches up to A, so the right-hand fifth finger stretches a little.

Learning goal: Tells major and minor triads apart by ear and shows on the keyboard that the difference is the third (E–E♭).

Time: ~8 min · Topic: Chords, Listening

Prior knowledge: Can play the C chord. · Do first: The C major chord

How to use it: First play the two chords one after the other and ask: ‘Sunny or rainy?’ In the mystery chord steps, all the keys of the chord must be pressed together for the right answer; the marked keys are the choices. The black key (D♯/E♭) is the key to the minor chord.

Learning goal: Plays the C, F and G chords as a broken-chord (arpeggio) pattern, in a steady tempo and without stopping.

Time: ~9 min · Topic: Chords, Rhythm

Prior knowledge: Knows the C, F and G chords; quarter-note rhythm. · Do first: The F and G chords

How to use it: The pattern is the same for every chord: bottom – middle – top – middle. First practice without tempo, then with the tick-tock. Point out that the hand must get ready before each chord change.

Learning goal: Reads the line and space notes from C4 to G5 on the treble clef staff and plays them on the keyboard.

Time: ~8 min · Topic: Notes

Prior knowledge: Reading the staff from C4 to C5. · Do first: Play the note you see

How to use it: Remind students of the line notes (E–G–B–D–F) and space notes (F–A–C–E). G5 sits just above the top line. The random part makes new questions every time the lesson starts.

Learning goal: Recognizes eighth notes (ti-ti) and the quarter rest and plays rhythms that use them in time.

Time: ~9 min · Topic: Rhythm

Prior knowledge: Can play quarter notes and half notes in time. · Do first: Half notes and quarter notes

How to use it: ‘Ta’ is a quarter note, ‘ti-ti’ is two eighth notes and ‘shh’ is a rest. First say and clap the rhythm. Pressing a key during a rest counts as an extra hit.

Learning goal: Remembers melodic sequences that get longer and longer, by ear and by sight, and plays them in the right order.

Time: ~8 min · Topic: Melody, Listening

Prior knowledge: Has finished the echo games. · Do first: Echoing three-note melodies

How to use it: In the first chain the keys light up; in the second chain there is only sound. After a wrong note, the chain is played again and the round starts over; there’s no penalty. A different chain is made every time the lesson starts.

Learning goal: Feels three-four time (strong–light–light) and plays a two-hand waltz accompaniment with a left-hand bass and right-hand chords.

Time: ~10 min · Topic: Rhythm, Two hands, Chords

Prior knowledge: Playing with two hands; chords. · Do first: Left-hand bass, right-hand melody, The C major chord

How to use it: First sway as a class while counting ‘ONE-two-three’. The count-in is three clicks. The left hand only plays on the first beat of each bar, and the right hand on beats two and three. In the last bar both hands hold together for three beats.

Learning goal: Shows two-hand coordination, chords, note reading, rhythm and melodic memory in one mixed activity.

Time: ~15 min · Topic: Two hands, Chords, Notes, Rhythm, Melody

Prior knowledge: Has finished the lessons in units 5–7. · Do first: Left-hand bass, right-hand melody, Accompanying with chords, Eighth notes and rests, Melody memory chain

How to use it: The last lesson is set up like a ‘concert’; a skill summary appears on the result screen. In class, students can take turns playing one part each. It is not an official assessment tool.