Training for Trainers

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• Training for Trainers
• Music
• Ann Kitterick
• 2007-2008

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Song Singing
Playing instruments
Performing
Literacy
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Literacy making a start!

Question? Does a musician need to be able to
read music? Do you need to be able to read
music?
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Reading Music

• A vast range of experiences in Listening and
  responding, Performing and Composing throughout
  the curriculum can be enjoyed by children without
  reference to music reading and writing. (TG,
  p89)
• Why read music? see page 89, TG.

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Why music literacy?

• Because it enables the child to
• Explore new music independently
• Record his/her own music
• Share his/her own music with others
• Understand how another composer created music
• Think in sound
• Develop an appetite for future learning in music

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Music Literacy

• Sound before symbol
• Linked to singing and playing instruments
• Start at where the class is at!

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Approach?

• Staff notation
• Tonic Solfa
• Combination
• Whole school decision
• Recorded in the Music Plan
• Consistency and continuity

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Music Literacy

• Rhythm
• Pitch
• Rhythm and Pitch

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Rhythm suggested sequence of learning
Rhythm Level 1
Pictorial symbols (Stick Notation)
(Say) Cat Kittens Pig Piglets Swan Cygnets Dog puppies
(Standard Notation)

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Level 1, page 23

• Rhythm
• the child should be enabled to
• recognise and perform simple rhythm patterns from
  pictorial symbols

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Music Literacy Level 1

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Music Literacy Level 1

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Music Literacy Level 1

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Music Literacy Level 1

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Rhythm suggested sequence of learning
Rhythm Level 1 Level 2
Pictorial symbols (Stick Notation) l ? Z
(Say) Cat Kittens Pig Piglets Swan Cygnets Dog puppies ta ti-ti gesture
(Standard Notation)

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Level 2, page 36

• Rhythm
• the child should be enabled to
• Identify and perform familiar rhythm patterns
  from memory and from notation
• Progressing to notation show that the cat
  becomes ta in stick notation, while the pair of
  kittens become ti-ti. A rest is shown as Z

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Music Literacy Level 2
?
I I ? I
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Music Literacy Level 2
?
I Z ? I
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Rhythm (Level 2)
1. I I ? I 2. I I Z I
3. I ? Z I 4. ? I ? I
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Rhythm suggested sequence of learning
Rhythm Level 1 Level 2 Level 3
Pictorial symbols (Stick Notation) l ? Z
(Say) Cat Kittens Pig Piglets Swan Cygnets Dog puppies ta ti-ti gesture ta-aa ta-aa-aa
(Standard Notation)

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Level 3 standard symbols, p.54

• Rhythm
• The child should be enabled to
• Identify and define the rhythm patterns of
  well-known songs and chants
• Recognise and use some standard symbols to notate
  metre (time) and rhythm

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Identify and define a familiar tune/chant
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Level 3 standard notes

crochet one beat Ta
quaver half beat Ti
crochet rest one beat rest (gesture) Z
Minim two beats ta-aa
dotted minim Three beats Ta-aa-aa
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Clap/play
? ?
?
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Clap/play
? ?
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Rhythm suggested sequence of learning
Rhythm Level 1 Level 2 Level 3 Level 4
Pictorial symbols (Stick Notation) l ? Z
(Say) Cat Kittens Pig Piglets Swan Cygnets Dog puppies ta ti-ti gesture ta-aa ta-aa-aa ta-aa-aa-aa
(Standard Notation)

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Level 4, page 73

• Rhythm
• the child should be enabled to
• Recognise longer and more complex rhythm patterns
  of familiar songs and chants
• Recognise, name and use some standard symbols to
  notate metre (time) and rhythm
• Crochet, quaver, crochet rest, minim, dotted
  minim, semibreve, dotted crochet new values are
  the semibreve and dotted crochet

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Level 4 notation
crochet 1 beat I ta
crochet rest 1 beat Z (gesture)
quaver ½ beat ti
minim 2 beats ta-a
dotted minim 3 beats ta-a-a
semibreve 4 beats ta-a-a-a
dotted crochet 1½ beats I. ta-i

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Rhythm (Level 4)


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Rhythm (Level 3 4)
1. ? I 2. I I
3. . Z 4.
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Pitch !

• There are four ways in which we can teach
  children to notate pitch
• Tonic solfa
• Hand signs
• Absolute pitch names
• Finger stave
• (Teacher Guidelines p. 96)

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Pitch a possible sequence of learning Staff
notation approach
Level 1
Sound before symbol Learn variety of 2 note (G E) and 3 note (A G E) songs Match pictures with songs Trace contour of melody high and low to develop a sense of pitch, e.g Suas síos
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Pitch a possible sequence of learning Staff
notation approach
Level 1 Level 2
Learn variety of 2 note (G E) and 3 note (A G E) songs Match pictures with songs Trace contour of melody high and low to develop a sense of pitch, e.g. Suas sios.. Revisit the 2 note and 3 note songs Read and play 2 note songs / tunes from abbreviated stave Read and play 3 note songs /tunes from abbreviated stave
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Pitch a possible sequence of learning Staff
notation approach
Level 1 Level 2 Level 3
Learn variety of 2 note (G E) and 3 note (A G E) songs Match pictures with songs Trace contour of melody high and low to develop a sense of pitch Revisit the 2 note and 3 note songs Read and play 2 note songs / tunes from abbreviated stave Read and play 3 note songs /tunes from abbreviated stave Read and play 2 note and 3 note songs /tunes from standard 5 line stave Learn 3 note songs with E D C Read and play these from standard stave Commence reading and playing songs/tunes with 5 notes C D E G A
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Pitch a possible sequence of learning Staff
notation approach
Level 1 Level 2 Level 3 Level 4
Learn variety of 2 note (G E) and 3 note (A G E) songs Match pictures with songs Trace contour of melody high and low to develop a sense of pitch Revisit the 2 note and 3 note songs Read and play 2 note songs / tunes from abbreviated stave Read and play 3 note songs /tunes from abbreviated stave Read and play 2 note and 3 note songs /tunes from standard 5 line stave Learn 3 note songs with E D C Read and play these from standard stave Commence reading and playing songs/tunes with 5 notes C D E G A Revise playing 5 note tunes from standard stave Learn F, and read and play some tunes including F Learn B. Read/play some tunes in the compass of an octave, Key of C C D E F G A B C
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Pitch Level 1

• The child should be enabled to
• Match selected sound with their pictured source
• As the literacy programme is based on song
  singing/playing instruments refer to these
  objectives also linkage
• Song singing The child should be enabled to
• Recognise and imitate short melodies in echoes,
  developing a sense of pulse (simple two-note and
  three-note songs )
• Show, while singing, whether sounds move from
  high to low or from low to high
• Ideally, the 2-note (soh-mi) and 3- notes
  songs/tunes (la, soh, mi) which will later be
  used for literacy should be taught at this level

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Pitch Level 1

• Learn a variety of two note songs e.g. Suas
  Síos, Starlight
• Learn a variety of three note songs, e.g. Apple
  tree, Rain rain,
• These will be learned in addition to other songs,
  e.g. songs from religion programme, amhráin
  Ghaeilge etc
• These songs within a narrow range help to develop
  good pitch
• Match picture to song hummed or played by teacher
  realising that sound can be symbolised by
  picture
• Trace contour of melody to develop a sense of
  pitch

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Pitch Level 2

• The child should be enabled to
• Recognise the shape (contour) of a simple melody
• Recognise and sing familiar tunes and singing
  games within a range of two or three notes
• Teach and/or revisit two note and three note
  songs lah, soh, mi.
• Hand signs are a useful tool
• Abbreviated two line stave may be introduced

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Rhythm Pitch Level 2

• One of the objectives for literacy in 1st /2nd
  class is as follows
• The child should be enabled to
• Recognise and sing simple tunes, from simplified
  notation, combining rhythm and pitch

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Suas síos (s,m or G,E)


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Apple Tree
l
l
s
s
s
s
s
s
s
s
m
m
m
Apple tree apple tree will your
apple fall on me
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Notating pitch

• We can name the notes of the tune in two
  different ways
• - Tonic solfa
• - Absolute pitch

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Pitch Level 3, p.55

• The child should be enabled to
• Recognise and sing familiar, simple tunes in a
  variety of ways hummed, sung on one syllable,
  hand signs, tonic solfa
• Recognise the shape (contour) of melodies on a
  graphic score or in standard notation
• Take a well known song and draw pitches where
  does it move higher/lower. Look at standard
  notation, and notice how the notes are placed
• Use standard symbols to identify and sing a
  limited range of notes and melodic patterns
• Tonic solfa, hand signs, rhythm-solfa
• Pentatonic tunes ideal ( 5 notes doh, re, mi,
  soh and lah)

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Apple Tree
l
l
s
s
s
s
s
s
s
s
m
m
m
Apple tree apple tree will your
apple fall on me
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Apple TreePitch and rhythm combined(Clap the
rhythm, play the notes)
m
m
m
Apple tree apple tree will your
apple fall on me
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Suas sios
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Old Missus Woodpecker
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On a Log
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Cobbler
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Rhythm and pitch Level 3, p.56

• The child should be enabled to
• Use standard symbols to notate simple rhythm and
  pitch
• stick notation with solfa names written
  underneath
• Pentatonic tunes ideal ( 5 notes doh, re, mi,
  soh and lah)

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Rhythm Pitch Level 3, p.56

• The child should be enabled to
• Use standard symbols to notate simple rhythm and
  pitch this can be simplified stave, staff
  notation, or stick notation with solfa names
  written underneath. This should be whole school
  decision, and recorded in school plan. Simple
  pentatonic tunes ideal
• Discover how pentatonic tunes (based on five
  notes, d, r, m, s, l) can be read, sung and
  played in G doh, C doh or F doh
• Guided discovery useful here. Teacher shows a
  well known piece of music in one of the above
  keys, and demonstrates to class how each note
  moves when the key is changed

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Alice the Camel
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Bells in the Steeple
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Fais dodo
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Jack in the box
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Rhythm Pitch Level 4, p.75

• The child should be enabled to
• Use standard symbols with increasing fluency and
  accuracy to notate simple rhythm and pitch
• Recognise that melodies can be read, sung or
  played in different keys
• Read, sing and play simple tunes from sight with
  C doh, G doh or F doh
• Understand the function of major key signatures
  as indicating the position of doh

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Hot Cross Buns
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Seinn an tambóirín
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Mary had a little lamb
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Twinkle TwinkleTune using fah
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Jingle Bells Tune using fah
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A tune using all notes