Notation

Notatio n
** Linking Sound with Symbol  ** ** Rhythm games  ** o **  Version 2:  ** o  Begin in the same way, setting up a beat and introducing pattern 1 o  You then move on to pattern 2 (without saying ‘switch’) but your pupils stay on pattern 1 o  Then say ‘switch’ and pupils join on pattern 2 o  Carry on in this way adding new rhythmic patterns o **  This encourages the pupils to feel how two different rhythms fit together and with the beat  ** o **  Version 3:  ** o  Begin in the same way o  You change pattern 2 (without saying ‘switch’) but your pupils stay on pattern 1 o  You say ‘switch’ at which point you introduce a new pattern, 3, and your pupils change to pattern 2-you and your pupils are never doing the same pattern o  Say ‘switch’ again, you then introduce another new pattern, 4, and your pupils move on to a new pattern etc. o **  This encourages an awareness of multiple rhythmic patterns and subdivision of the beat  ** ** Flashcards  **
 * Children often find it difficult to understand how rhythm fits with the pulse, especially if rhythmic notation is taught mainly through pencil and paper.
 * Best way to help is to make them feel it, preferably through the whole body.
 * Rhythm games can help children find the link
 * Switch:
 * ** Version 1:  **
 * Begin by getting your pupils to keep a steady beat with their feet
 * Then add a rhythmic pattern, pupils join in copying your pattern
 * After a few repetitions you say ‘switch’ and change to a new pattern. Your pupils follow you and switch to pattern 2
 * Continue the game introducing more new patterns as you go
 * ** This encourages the pupils to listen to rhythmic patterns and feel how they fit with the beat  **
 * Write short rhythmic patterns on card
 * Keep beat with feet
 * Pupils clap rhythm (write the rhythm on the back so that you can check their accuracy!)
 * Later introduce compound time-beat with feet is now a dotted crotchet
 * Explain time signatures as you go
 * Show several cards, clap one and get pupils to identify which one you clapped
 * Play a piece of music featuring these rhythms and get children to indicate when they appear
 * Pitch **
 * Begin with the absolute basics
 * Starting point activities:
 * Sing three notes at different pitches and ask your pupils to draw blobs showing the relative pitches
 * Reverse the process-write high & low blobs on a page and ask them to sing notes in response to the blobs’ pitch
 * Try blobs on, above and below a single line-for singing three notes moving by step
 * And then notes on, above and below three lines
 * Move on to five lines
 * Then ledger lines
 * Finally, introduce clefs showing how they accommodate different instruments and keep the notes more or less on the stave. Introduce two staves
 * All this may seem rather basic but these fundamentals need to be in place before you can teach what is required for Grade 5 theory
 * Also important to make sure that nothing has been misunderstood or missed out in the early stages of learning
 * Scales **
 * Work on scales can follow on from pitch work
 * Once the tone/semitone relationship is understood it will be easier to start writing scales on the stave
 * Later some of the notation
 * Work first with the voice, then an instrument and finally, paper and pencil
 * Process can be repeated for major, harmonic minor & melodic minor scales
 * Constantly pointing out the different tone/semitone patterns found in each scale type
 * An understanding of the intervals should follow naturally
 * Transposition
 * This work on pitches & scales will provide a solid position for transposition
 * This is merely changing the pitch of a melody without changing the intervals between the notes
 * Then encourage your pupils to play melodies by ear in a variety of keys
 * Key signatures and the cycle of fifths
 * This underpins all scale learning and, as pupils advance, harmony
 * Mnemonics for the cycle of fifths:
 * // Father Christmas Goes Down And Ends Battle // for sharps and the reverse for flats
 * // Father Christmas Gets Dad An Electric Blanket  //
 * // Blanket Explodes And Dad Gets Cold Feet  //
 * Chords
 * Beginning with triads can be helpful
 * Sing through the triads, in different orders shows how they all sound
 * Play them as chords on piano
 * Chord progression:
 * I V II V I
 * Eventually the pupils will become familiar with the sounds and patterns of arpeggios and will begin to recognise which notes fit with which chords
 * Can then introduce the concept of cadences and explain the standard chord progressions
 * Singing
 * Singing is the key to forming a link between symbol and sound
 * Start voice training with speech