developing music literacy using conversational solfege · conversational solfege – level 1...
TRANSCRIPT
Developing MusicLiteracy Using
Conversational Solfege
John M. FeierabendThe Hartt School
University of Hartford
Conversational Solfege – Level 1 General Music
TM 15
The
12
Step
s of
CO
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SAT
ION
AL
SO
LFE
GE
TM
WR
ITIN
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9)
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) D
ecod
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Fam
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11)
Dec
ode
– U
nfam
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12)
Cre
ate
RE
AD
ING
6) R
ote
7) D
ecod
e –
Fam
iliar
8) D
ecod
e –
Unf
amili
ar
1) R
ote
RE
AD
INE
SS
2) R
ote
3) D
ecod
e –
Fam
iliar
4) D
ecod
e –
Unf
amili
ar5)
Cre
ate
CO
NV
ER
SAT
ION
AL
SOL
FEG
E
Als
o re
mem
ber:
1) S
ing
for t
he c
lass
not
wit
h th
e cl
ass.
2) D
evel
op sk
ill w
ith
patt
erns
bef
ore
song
s.3)
Dev
elop
inne
r hea
ring
at e
very
stag
e.4)
Mos
t lea
rnin
g ta
kes p
lace
whe
n a
child
sing
s ind
ivid
ually
by
him
self
or h
erse
lf.5)
Dev
elop
voc
al p
rofic
ienc
y be
fore
inst
rum
enta
l app
licat
ions
at a
ny le
vel.
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 87
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œ œ œœ œ œ
œ œ œ œœ œ œ
œ œ œ œœ œ œ
œ œ œœ œ
œ œœ œ œ
œ œœ œ œ œ
œ œ œœ œ œ
œ œœ œ œ
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Patterns Set 1A
SRB 5
Unit 1
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 123
&
##
#
4
2
œ œ œ œ
Bum, bum, bum, bum,
œ œ
œ
bum,bum, bum,
œ œ œ œ
bum,bum, bum,bum,
œ œ
bum, bum.
&
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#
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Bum, bum, bum, bum,
œ œ
œ
bum, bum, bum,
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bum, bum, bum, bum,
œ œ
bum, bum.
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##
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Bum, bum, bum, bum,
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bum, bum, bum,
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bum, bum, bum, bum,
œ œ
bum, bum.
&
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Bum,bum, bum, bum,
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bum,bum,bum,
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bum,bum,bum,bum,
œ
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bum,
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bum,
Good King Wenceslas
On the last two notes of the first three phrases, tuck hands under arms and“flap wings” two times.
On the last three notes of the last phrase, raise both hands up and backdown. If seated, rise out of seat as you lift arms and sit back down as youlower arms. Students should slide with their voices as they go up anddown.
On the first beat of the third phrase, students should snap their fingersabove their head. On the third beat of the third phrase, students shouldtap once on their legs.
On the first beat of the fourth phrase, students should tap on their legs. Onthe third beat of the fourth phrase, students should snap their fingersabove their heads. Try performing all of the above motions while singingthe song.
This song can be sung in canon with motions, each partbeginning two beats after the previous part. When many partssing and perform the motions, a “wave” effect is achieved.
Unit 1
Teacher’sManualOnly
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 120
42 œ œ œ œ œ œ œ
Hand Pattern #1(Hambone)
SRB 23
DuWith right hand, slap the side of right thigh.
Du deWith right hand, slap and pass the right thigh with an inwardmotion and then tap onto chest.
Du deWith the back of the right hand, slap and pass the right thigh inan outward motion, then with the palm of the right hand, slapand pass the right thigh with an inward motion.
Du deTap onto chest, then with the back of the right hand, slap andpass the right thigh in an outward motion.
Repeat the above hand pattern as an ostinato with songs orrhymes.
Try the same pattern with the left hand.
Try the same pattern with both hands.
Try the same pattern facing a partner. Each person uses bothhands and uses their partner’s shoulders instead of their ownthighs.
Unit 1
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 135
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.œ œ œ œ
.œ œ œ œ
œ œ œ œ œ œœ œ œ .œ
œ œ œ œ œ œ.œ œ œ œ
œ œ œ .œ.œ .œ
.œ .œ
.œ œ œ œ
.œ .œœ œ œ .œ
œ œ œ .œœ œ œ .œ
.œ .œœ œ œ .œ
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Patterns Set 2A
SRB 33
Unit 2
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 145
&
#
8
6
œ œ œ œ œ œ
Sing me an - oth - er be -
œ œ œ.œ
fore we de-part,
&
#
œ œ œ œ œ œ
Sing to the praise of our
œ œ œ.œ
mu - si - cal art,
&
# .œ .œ
Sing, sing,
.œ .œ
sing, sing,
&
#
œ œ œ
œ œ œ
Do, do, do, Sol, sol, sol,œ œ œ
.œ
Sol, sol, sol, Do.
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4.
Sing Me Another
Unit 2
Teacher’sManualOnly
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 172
8
6
œ œ œ .œ œ œ œ .œ œ œ œ
.œ œ œ œ .œ œ œ œ
.œ œ œ œ .œ œ œ œ
.œ œ œ œ .œ .œ
.œ œ œ œ .œ
Ludwig Van Beethoven
Symphony #5, 3rd Movement
SRB 54
Unit 2
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 181
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œ œ œ œ jœœ Jœ œ Jœ
œ jœ œ œ œœ œ œ œ œ œ
œ jœ œ jœœ Jœ œ œ œ
œ . œ .œ Jœ œ œ œ
œ œ œ œ .œ Jœ œ .
œ jœ œ .œ Jœ œ .
œ œ œ œ .œ Jœ œ Jœ
œ jœ œ .œ œ œ œ .
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Patterns Set 3A
SRB 61
Unit 3
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 189
&b
8
6
œ
j
œ œ
j
œ
O, how love - ly
œ
j
œ œ œ œ
is the eve-ning,
œ
j
œ œ œ œ
is the eve - ning;
&b œ
J
œ œ
j
œ
When the bells are
œ
J
œ œ œ œ
sweet - ly ring - ing,
œ
J
œ œ œ œ
sweet - ly ring - ing.
&b
.œ .œ
Ding Dong,
.œ .œ
Ding Dong,
.œ .œ
Ding Dong.
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2.
3.
O, How Lovely
May be sung as a round.
Optional dance:The class forms one large circle.Phrase 1: Walk on the dotted quarter beat to the left.Phrase 2: Walk on the dotted quarter beat to the right.Phrase 3: Swing arms; out, in, out, in, out, in.
Dance as a round:Form three concentric circles. Sing and dance as a round. Per-form the entire song two times. After the final time, each partrepeats the last phrase until the last group has finished. On thelast “dong,” all children sustain “ng” of the last note as theyslowly lift their arms in a large circle (forward, up and down).As they lower their arms, the humming fades out.
Unit 3
Teacher’sManualOnly
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 235
&&&&&&&&
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Patterns Set 4A
SRB 91
Unit 4
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 238
&&&&&&&&
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œ œœ œœ œ œœ œœ œ œœ œ œœ œœ œ
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Patterns Set 4C
SRB 93
Unit 4
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 239
&b
4
2
œ œœ œ
1. I have lost my
œ œœ
clos - et key,
&b
œ œœ œ
in my la - dy’s
œ œ
gar - den.
&b
œ œœ œ
I have lost my
œ œœ
clos - et key,
&b
œ œœ œ
in my la - dy’s
œ œ
gar - den.
Closet Key
SRB 94
2. I have found my closet key,In my lady’s garden.I have found my closet key,In my lady’s garden.
Unit 4
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 242
&&&&&&&&
bbbbbbbb
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œ œ œ œ .œ jœ œ .œ œ œ œ œ œœ jœ œ .œ œ œ œ œ œœ œ œ œ .œ jœ œ jœœ jœ œ jœ
œ œ œ œ .œ jœ œ .œ œ œ œ .œ jœ œ .œ œ œ œ .œ œ œ œ .œ œ œ œ jœœ jœ œ .
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Patterns Set 4D
SRB 97
Unit 4
Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 1 General Music
TM 249SRB 104
&b
8
6
œ
j
œ œ
j
œ
1. Sail - or, sail - or
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j
œ .œ
on the sea,
&b
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j
œ œ
j
œ
Sail - or, sail - or
œ
j
œ .œ
on the sea,
&b œ
j
œ œ
j
œ
Sail - or, sail - or
œ
j
œ œ
j
œ
on the sea, What
&b
œ
j
œ œ
j
œ
treas - ures have you
œ
j
œ .œ
brought for me?
2. Farmer, farmer on the land...I've gold and jewels in my hand.
3. You have missed the number plain...So I shall sail the seas again.
(or)You have guessed the number true...Now you may sail the ocean blue.
Game:One child stands behind another child. The child with his/her back to the other(the farmer) sings the first verse. The other child (the sailor) sings the secondverse and holds up from one to five fingers. The farmer tries to guess the number.If incorrect, the sailor sings, “You have missed...” and the farmer selects anotherchild to be the farmer. If the farmer guesses correctly, the sailor sings, “You haveguessed...” and the farmer becomes the new sailor and the sailor selects a newfarmer.
Sailor, Sailor
Unit 4
Copyright GIA Publications, Inc. 2000
&&&&&&&&
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Conversational Solfege – Level 2 General Music
TM 29
Unit 5
F = do
G = do
SRB 7
Patterns Set 5B
Copyright GIA Publications, Inc. 2000
& # 42 œ œ œ œLet us chase the
œ œsquir - rel,
& # œ œ œ œUp the hick’ - ry
œ œ œ œdown the hick’ - ry.
& # œ œ œ œLet us chase the
œ œsquir - rel
& # œ œ œ œUp the hick’ - ry
œtree.
& # 42 ..œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ
Conversational Solfege – Level 2 General Music
TM 32
Unit 5
Bass line ostinato:
Can be sung as a round two beats apart.
Let Us Chase the SquirrelG = do
SRB 10 Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 2 General Music
TM 69
Unit 6
Patterns Set 6A
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œ œ œœ Œœ œ œ œœ œ ŒŒ œ œœ œ ŒŒ Œœ œ
œ Œœ Œœ Œœ œ Œœ Œœ Œœ œ œœ Œ
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œ œ œœ Œœ œ œ œœ œ ŒŒ œ œœ œ ŒŒ Œœ œ
œ Œœ Œœ Œœ œ Œœ Œœ Œœ œ œœ Œ
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SRB 25Copyright GIA Publications, Inc. 2000
Conversational Solfege – Level 2 General Music
TM 101
Unit 6
Perform the above pattern as an ostinato. Walkaround the room stepping with the rhythm pattern.With each rest, freeze in the shape of some statue.
Ludwig van Beethoven(1770-1827)
42 œ œ œ œ œœ œ œ œ œœ œ œ œ œœ œ œ œ Œ
SRB 46
CD #2, Track 4
Symphony #7, 2nd Movement
Copyright GIA Publications, Inc. 2000
Available ResourcesClassical Music for Movement CD-903 MusicforCreativeMovement(3-CDset) CD-493 FirstStepsinClassicalMusic:KeepingtheBeat
Books for Preschool and Early Elementary G-5880 FirstStepsinMusicforPreschoolandBeyond G-5276 TheBookofPitchExploration G-5277 TheBookofEchoSongs G-5278 TheBookofCallandResponse G-5280 TheBookofChildren’sSongTales G-5876 TheBookofMovementExploration G-5877 TheBookofFingerPlaysandActionSongs G-5878 TheBookofBeginningCircleGames G-5879 TheBookofSongsandRhymeswithBeatMotions
Recordings for Kids of All Agesby John M. Feierabend and Jill Trinka CD-645 There’sAHoleintheBucket CD-646 HadaLittleRooster CD-647 OldJoeClark CD-493 FirstStepsinClassicalMusic:KeepingtheBeat
G-7001 Setofallfourrecordingsabove plus First Steps in Music for PreschoolandBeyond G-7001A CompleteCurriculumPackage Set of all books and recordings above Saveover$40withthisoffer!
Companion Materials G-6400 VocalDevelopmentKit (Puppets,toys,andinstrumentswithmanual) G-6509 PitchExplorationStories (12 large picture cards) G-6510 PitchExplorationPathways (12 large picture cards) G-6511 Oh,IntheWoods (12 large picture cards) G-7962 DownbytheBay (10 large picture cards)
Move It! DVD-549 MusicDVD,CD,andbookletMove It! 2 DVD-756 MusicDVD,CD,andbooklet
21
Folk Song Picture Books (withdownloadbleMP3)G-6535 TheCrabfish G-7178 MyAuntCameBackG-7179 ThereWasaManG-7416 FatherGrumbleG-7690 TheDerbyRamG-7844 TheFrogandtheMouseG-8121 RisseldyRosseldyG-8122 TheTailorandtheMouseG-8454 There’saHoleintheBucketG-8585 TheOtherDayIMetaBear
Lomax the Hound of Music DVD-829 TheBestofLomaxtheHoundofMusic(2Hours) CD-830 LomaxtheHoundofMusic:FavoriteSongs(25Songs)
Conversational Solfege
Level 1: G-5380 Teacher’sManual G-5380FL Flashcards G-5380S StudentBook CD-526 ClassicalSelectionsCD
Level 2: G-5381 Teacher’sManual G-5381FL Flashcards G-5381S StudentBook CD-527 ClassicalSelectionsCD
Level 3: G-5382 Teacher’sManual G-5382S StudentBook
Related Materials G-8453 WordWall G-5547 TheBookofTunesforBeginningSight-Readers Song Collections for Older Children G-5279 TheBookofYoungAdultSongTales G-8552 TheBookofCanons G-8663 TheBookofSongDances
Book of Church Songs and Spirituals G-7816 SpiralBoundandillustrated
instructional DVDs the title of DVD 449 is missing. “Music and Early CHildhood” (30 minute documentary by PBS)
22
First Steps in Music Series by John M. FeierabendGIA Publications, Inc.7404S.MasonAve.,Chicago,IL606381.800.442.1358or708.496.3800,8:30a.m.–5p.m.CST,M–FFax:708.496.3828•Email:[email protected]•www.giamusic.com/feierabend
Books for Infants and Toddlers G-4974 FirstStepsinMusicforInfantsandToddlers
G-4975 TheBookofBounces G-4976 TheBookofWigglesandTickles G-4977 TheBookofTappingandClapping G-4978 TheBookofSimpleSongsandCircles G-4979 TheBookofLullabies G-5145 Setof5booksabove
Recordings for Infants and Toddlers CD-437 ’Roundand’RoundtheGarden: MusicinMyFirstYear! CD-438 RideAwayonYourHorses: Music,NowI’mOne! CD-439 FrogintheMeadow: Music,NowI’mTwo! CD-493 FirstStepsinClassicalMusic: KeepingtheBeat
G-5483A CompleteCurriculumPackage Set of all books and recordings above Save over $40 with this offer!
G-5483 Setofallfourrecordingsabove plus First Steps in Music for Infants and Toddlers
Instructional DVDsDVD-499MusicandEarlyChildhood (30-minute
documentary produced
byConnecticut
Public
Television)
DVD-875FirstStepsinMusic; TheLectures(5DVDs)DVD-947FirstStepsinMusic:InActionDVDDVD-946ConversationalSolfegeExplained(3DVDs)
instructional DVDs the title of DVD 449 is missing. “Music and Early CHildhood” (30 minute documentary by PBS)
23
http://www.feierabendmusic.org
The chief aim of the Feierabend Approach is to build community through music by evoking enthu-siastic participation of all people. To that end this approach strives for all people to become tune-ful,beatfulandartfulthroughresearchbasedanddevelopmentallyappropriatepedagogiesthatusequalityliterature.Ideallybeguninearlychildhood,thesegoalsremainofprimaryimportanceatanyage as they serve as the foundation for all further musical development. Accomplish these goals by first learning authentic folk songs and folk dances (music and movement created by a community for the purpose of encouraging community participation). Further the understanding and appreciation ofmusicthroughmakingconnectionsfromfolksongsanddancestomasterworks. Learningnotation,playinginstrumentsandgivingperformancesaresecondarygoalsandshouldbe introduced only after individuals become tuneful beatful and artful. Present notation only after rhythm and melodic elements are aurally (conversationally) understood through the use of rhythm syllables and solfege syllables. Express music through instruments rather than use instruments to become musical. The mission of the Feierabend Organization is to promote and create print and electronic resourcesthat furtherdevelopthese ideas, topromoteseminarsandteachercertificationtrainingthat encourage these ideas and toorganize regional,national and international conferences thatproliferate and expand on these ideas
John M. Feierabend [email protected]
www.giamusic.com/feierabend
Dr. John Feierabend is considered one of the leading authorities on music and movement development. He is a Professor of Music and the Director of the Music Education Division at The Hartt School of the University of HartfordandisapastPresidentoftheOrganizationofAmericanKodályEducatorsaswellasaNAfMELowellMasonFellow.Amusiceducatorfor
overthirtyyears,hecontinuestobecommittedtocollecting,preservingandteachingthediversefolk music of our country and using that folk music as a bridge to help children understand and enjoyclassicalmusic. Hiswork isbasedonhisbelief thatmanygenerationscansharecommonexperiences such as traditional folk songs and rhymes, which can help develop a valuable butdwindlingcommodity-asenseofcommunity.Dr.Feierabend’sresearchhasresultedintwomusiccurricula;First Steps in Music, a music and movement program for infants through elementary aged children and Conversational Solfege, a music literacy method for use in general music classes. Dr. Feierabendalsohelpeddevelop thePBSchildren’s televisionseriesLomax: The Hound of Music, whichisbasedonhisFirst Steps in Music curriculum.
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