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Intervals: Landscaping

Goal: To ready the class for a discussion and demonstration of diatonic intervals.

Out of Tempo

Beginning

  1. Teacher speaks:
    1. “1 to 2 is a major second.”
    2. “C to D is a major second.”
    3. “Doe to Rey is a major second.”
  2. Students repeat.
  3. Process repeats for any number, letter, or solfege combination.

Intermediate

  1. Teacher speaks: (downward)
    1. “2 to 1 is a major second.”
    2. “D to C is a major second.”
    3. “Rey (down) to Doe is a major second.”
  2. Students repeat.
  3. Process repeats for any number, letter, or solfege combination.

Advanced

Interval Inversion

  1. Teacher speaks: (up and down)
    1. Major second/minor seventh.
    2. Major third/minor sixth
    3. Perfect fifth/perfect fourth.
    4. Major sixth/minor third.
    5. Minor seventh/major second.
  2. Students repeat.
  3. Process repeats using all diatonic intervals in upward and downward combinations.

More Advanced

  1. Teacher speaks one of the intervals, "Up major second."
  2. The student answers the inversion.

In Tempo

Each note is 4, 3, then 2 beats. No time signature or rhythm patterns used.

Beginning

  1. Teacher sings without previous definition:
    1. “1 to 2.”
    2. “C to D.”
    3. “Doe to Rey.”
  2. Students repeat.
  3. Process repeats for any number, letter, or solfege combination.

Intermediate

  1. Teacher speaks: (downward)
    1. “2 to 1 is a major second.”
    2. “D to C is a major second.”
    3. “Rey (down) to Doe is a major second.”
  2. Students repeat.
  3. Process repeats for any number, letter, or solfege combination.

Advanced

Interval Inversion

  1. Teacher speaks: (up and down)
    1. Major second/minor seventh.
    2. Major third/minor sixth.
    3. Perfect fifth/perfect fourth.
    4. Major sixth/minor third.
    5. Minor seventh/major second.
  2. Students repeat.
  3. Process repeats using all diatonic intervals in upward and downward combinations.

More Advanced

  1. Teacher sings one of the intervals, "Up major second."
  2. The student sings the inversion.

Further Advanced

  1. Teacher sings, “1, 2.”
  2. Students answers, “2, 1.”
  3. Process continues for all intervals and inversions.