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Melody: Arithmetic

Goal: To use arithmetic concepts to combine individual pitches into two to three note melodies.

Out of Tempo

Speaking numbers and solfege.

Beginning

Upward versus Downward and Stepwise (Using three notes)

  1. Teacher speaks, "Doe, Rey, Mi," "1, 2, 3."
  2. Student repeats.
  3. Teacher speaks another group.
  4. Students repeat.
  5. Process continues.

Intermediate

Interpolation

  1. Teacher teacher speaks, "Doe, Mi, Rey," "1, 3, 2."
  2. Student repeats.
  3. Teacher speaks, "Rey, Mi, Doe," "2, 3, 1."
  4. Students repeat.

Advanced

  1. Teacher speaks a group of three notes in a specific order. For example: "Fa, Sole, La."
  2. Teacher prompts, “Respond with different notes in the same sequence.”
  3. Students repeat teacher’s three notes and speak a different group of three notes.
  4. Teacher speaks a group of three notes in a specific order.
  5. Teacher prompts, “Respond with three notes in an interpolated sequence.”
  6. Students respond with an interpolated sequence.

In Tempo

Sung

Beginning

Upward vs. Downward and Stepwise (Using three notes)

  1. Teacher sings, "Doe, Rey, Mi," "1, 2, 3."
  2. Student repeats.
  3. Teacher sings another pair.
  4. Students repeat.
  5. Process continues.

Intermediate

Interpolation

  1. Teacher teacher sings, "Doe, Mi, Rey," "1, 3, 2."
  2. Student repeats.
  3. Teacher sings, "Rey, Mi, Doe," "2, 3, 1."
  4. Students repeat.

Advanced

  1. Teacher sings a group of three notes in a specific order. For example: "Fa, Sol, La."
  2. Teacher prompts, “Respond with different notes in the same sequence.”
  3. Students repeat teacher’s three notes and sing a different group of three notes.
  4. Teacher sings a group of three notes in a specific order.
  5. Teacher prompts, “Respond with three notes in an interpolated sequence.”
  6. Students respond with an interpolated sequence.