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The following clusters of accessories are followed with strategies to support musicianship. Each Cluster focuses upon musical elements, approaches and contexts. The accessories are grouped together as their uses mutually enhance each other in various situations
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| Composition |
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Disc-Notes, Notation Set 1, Notation Set 2, Numerals, Rhythm Cards, Sol-fa Letters
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- Set rhythm and pitch parameters for composition with selections from Rhythm Cards, Sol-fa Letters, Numerals, and Disc-Notes on staff.
- Students and teacher choose meter(s), patterns, scales and tone sets based upon emerging aural skills mastery and performance experience.
- Lay out rhythm structure with rhythm cards, explore melodic shapes through improvisation and refine melodic contour with Disc- Notes and standard notation from Notation Set 1 and Notation Set 2.
- Provide several choices of melodic motives to be developed into a melody with Disc-Notes or Sol-fa Letters.
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Cooperative Learning |
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Note Panels, Rhythm Cards
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- Use Note Panels in cooperative groups to present phrases, and to compose, improvise, and develop variations.
- Assign roles to students in the group, such as: recorder, rhythm expert, melodic expert, steady pulse guide, etc.
- Give each group a phrase or musical process, allow them time to practice and then have them present it to the class.
- To develop rhythm patterns with cooperative student groups:
- Arrange the order of rhythm cards to form compositions.
- Provide solutions to given melodies.
- Each group presents their forms to class by holding up cards in the sequence that they have developed (best to use Large Rhythm Cards for this step).
- Remainder of the class participates by rearranging the patterns as desired or as necessitated by given melodies.
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Improvisation & ORFF Contexts |
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Disc-Notes,
Pitch Organizing Tools (Letter
Names, Numerals,
Sol-fa
Letters), Resonator Bell Materials (Bell
Ladder, Bell Display Platform Resonator Bells, Bell Mounts),
Rhythm
Cards |
- Using
the Bell Mounts, position Resonator Bells on the staff to form
scales or chords. Introduce the concept of steps and leaps by
striking bells while showing the accurate distance between the
tones on the staff.
- Mount
resonator bells on the Display Platform to form a familiar tune.
Set up tone sets with Letter Names, Numerals, or Sol-fa Letters
to facilitate playing of melodies and or chord accompaniments.
Limit the bell tones to those actually included in the musical
selection.
- Provide economical supplement for ORFF and General Music contexts.
- Set rhythm and pitch parameters for improvisation with selections from Rhythm Cards, Sol-fa Letters, Numeral Sets, and Disc-Notes on staff.
- Improvise and perform melodies on resonator bells as they are positioned on Bell Ladder.
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Keyboard Lab |
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Display
Platform, Disc-Notes,
Keyboard
Window, Letter
Names, Mini
Keyboard Window, Numerals,
Fabric Backing
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- Place
Keyboard Window on Fabric Backing or unlined surface:
- Layer Keyboard Window over Letter Names, Numerals or Disc-Notes to indicate tone set, fingerings and chord positions.
- Apply the layers on staff on the appropriate lines and spaces.
- Build
chords and inversions on staff. Display Keyboard Window on
Display Platform, on back of Mini 18 Panel, or on the Fabric
Backing. Use Disc-Notes, Letter names, or Numerals underneath
appropriate keys on the transparent Keyboard Window.
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Kodaly Context |
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Kodaly
Hand Signs, Single Line Staff, Sol-fa
Letters, Stem
Notation,
Display Platform, Fabric Backing
(Also, see below section on Pitch and Melodic Focus) |
- Apply
Single Line Staff to Fabric Backing so a range of a 3rd is created
for reading ‘universal’ chants. Apply ‘do’
Clef, and Sol-fa Letters to staff and extend with Disc-Notes or
Standard Notation. Apply Single Line Staff to backs of students’
Mini 18 Panel and to Fabric Backing of classroom Note Panel.
- Display
Kodaly Hand Signs on Display Platform in the form of a tone ladder
and align with Sol-fa Letters. Add steps to the Display Platform.
As students sing and play with increased range, they should begin
to realize the relationship of the tones to the steps.
- Sol-fa
letters and Kodaly Hand Signs properly spaced on the Display Platform
can also reinforce half and whole step relationships. As your
students’ aural skills improve, transfer letters and signs
to Single Line Staff.
- Apply
Stem Notation to Fabric Backing or to Display Platform. Place
Sol-fa Letters under stems as an introduction to pitch notation.
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Music Writing & Dictation |
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Chromatic Sol-fa Syllables, Disc-Notes, Mini 18" Note Panel Set, Mini 24" Note Panel Set, Mini 36" Note Panel Set, Mini Notation Set 2, Mini Notation Set 3, Numeral Overlays
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- Use two different colors of Disc-Notes to notate intervals and their inversions.
- Give students starting tone and aurally present various intervals within given scale. Students place Disc-Notes on staff in response to aural presentations.
- Use three colors of Disc-Notes to notate triads and their inversions as they are presented. Use a different color for root, 3rd and 5th.
- Notate scales with Disc-Notes and necessary accidentals in response to aural presentations.
- Teacher dictates short melodies. Student lays out contour of each phrase with Disc-Notes on Mini Note panel. Complete melody by covering each Disc with standard notation from the Notation Sets.
- Use the Numeral Overlays to check intervals in both positions. Sing intervals while placing Disc-Notes on staff.
- Sing various forms of minor and chromatic scales drawn from performance practice. Sing the Chromatic Sol-fa Syllables to support inner hearing of raised and lowered tones. Notate on staff with Disc-Notes, using standard notation and required accidentals.
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Pitch & Melodic Focus |
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Display
Platform, Disc-Notes,
Overlays (Numeral
Overlay, Sol-fa
Overlay, Pentatonic Sol-fa Overlay) Pitch Organizing Tools (Letter
Names, Numerals,
Sol-fa
Letters), Resonator
Bells |
- Indicate fingerings for recorder and song flute by applying two Disc-Note colors in a row to represent open and closed holes. Align with letters on or off of staff.
- Lay out melodic line on staff with Disc-Notes. Layer note heads of standard notation over Disc-Notes to gain confidence and accuracy.
- Place in any position on staff to indicate key center and starting tones.
- Apply ‘do’ Clef (which comes with any of the main panel sets) to staff to indicate first tone of major key center (or third tone of minor). Change position of ‘do’ Clef as melody modulates.
- Highlight tone set (all steps that are included in any given melody) by layering a yellow Disc-Note behind each letter or number in set.
- Use Mini Overlays on overhead projector to guide students to each successive tone as melody is sung or played.
- Hold up large overlays and guide chorus or instrumentalists with a baton, large mallet, etc. Touch each step in the melody as it is sung or performed by the students.
- For choral warm-ups, have the students sing on neutral syllables and along with pitch organizing tools. Students can also ‘translate’ the tools being presented. For example: they can sing sol-fa while numbers are displayed or sing letter names while sol-fa is displayed.
- Instruct students to apply Pentatonic Sol-fa Overlay or regular Sol-fa Overlay to staff and sing or perform music to increase awareness of scales, steps and leaps.
- Teacher or students can place any of the three pitch organizing tools, the Letter Names, Numerals, or Sol-fa Letters, on the staff to locate and limit the tone set of melody to be performed, or as the pitch parameter for improvisation and composition.
- Place
a letter, number, or sol-fa letter on the staff or on the Display
Platform to represent a tone and then place the corresponding
Resonator Bell on top of the symbol and strike.
- Layer the note heads from the Standard Notation Set over the individual letters, numbers or sol-fa letters as they are first introduced in melody on staff.
- Line up the keys of the Keyboard Window so they are layered over letters, numbers or sol-fa letters.
- Place
letters, numbers or sol-fa letters on staff or on plain Fabric
Backing and indicate half-steps with slurs (slurs can be found
in Notation Set 1 or Notation Set 2).
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Rhythm Focus |
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Disc-Notes,
Notation
Set 1, Notation
Set 2, Rhythm
Cards, Sol-fa
Letters, Stem
Notation, Tacticons,
Fabric Backing |
- Use different colored Disc-Notes to represent time values. For example: red represents 1/8 notes, blue represents 1/4 notes and yellow represents 1/2 notes. Layer standard notation note-heads (from Notation Set 1) over Disc-Notes as a guide to complete melodies.
- Present Rhythm Cards on or off of staff as flash cards in large or mini format.
- Present two cards at one time to clarify the underlying motivic basis of a composition being sung, played or listened to. Select one or more cards to form an ostinato.
- Provide the layout for entire melodic ‘rhythm skeleton’ by placing the cards directly under or over the staff to guide the notation or realization of ‘fleshed out’ melody.
- Present motives or entire rhythmic layout for further improvisation and/or composition of rhythms and melodies.
- Display multiple rhythm motives for ‘layered’ improvisations and compositions or for compositional choices.
- To develop rhythm patterns with cooperative student groups:
- Arrange the order of rhythm cards to form compositions.
- Provide solutions to given melodies.
- Each group presents their forms to class by holding up cards in the sequence that they have developed (best to use Large Rhythm Cards for this step).
- Remainder of the class participates by rearranging the patterns as desired or as necessitated by given melodies.
- Underscore rhythms with form-a-line tape, (available from graphic arts and drafting suppliers), to represent and clarify the relative time values in graphic or ‘iconic’ form.
- Provide
a more tactile sense of rhythm with Tacticons, wood icons backed
with VELCRO® brand fasteners that visually and tactically
express the length of notes and rests. Call or write for samples.
- Line up Rhythm Cards over song text so that patterns align with syllables. Place text on strips of card stock. Space syllables to align with spacing of notes. Back card stock or text strips with VELCRO® brand tabs. Students align text with rhythm cards.
- Apply accent marks under Rhythm Cards to reveal meter and to explore performance choices.
- Use
Stem Notation on plain Fabric Backing surface to create simple
motives and longer patterns – with any combination of 1/4
notes and beamed 1/8 notes.
- Add Sol-Fa Letters to create chants and melodies.
- Combine Stem Notation with words and chants.
- Add quarter rests to develop more variety.
- Add accent marks (from Notation Set 2) to introduce sense of meter.
- Introduce concept of motivic development and unity through Stem Notation.
- Carry through and develop more extensive rhythmic forms with laminated Rhythm Cards.
- Simplify
application of barlines and meter changes by placing Rhythm Cards
on the Fabric Backing. The Fabric Backing is available in black
and white. In this case, use the black Fabric Backing so bar lines
appear automatically in the spaces between cards.
- Apply meter signs and meter changes with white numerals, (order custom sets for this application).
- Or,
use the white Fabric Backing and apply barlines between rhythm
cards.
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