eaching the Second Part to a K art to a Known Song by Note nown Song by Note

eaching the Second Part to a Kart to a Known Song by Notenown Song by Note

Here is a teaching procedure or working with a two-part song arrangement: 1. All students should know the main melody.

2. Te instructor may sing the unamiliar part or harmony while playing the melody on the piano or have several students perorm the known melody. 3. Ask students questions based on the perormance o the song.

A. How many phrases are there in this arrangement? B. Did the two parts begin and end each phrase together? C. Did both parts have the same text?

D. How would you describe the tune o the harmony line? E. Did both parts begin and end on the same pitch?

4. Hum the harmony line while pointing to the contour o the melody on the board. Students repeat and point to the contour. Instructor repeats the exercise, but students have to repeat each phrase and indicate the contour with their hands. Students sing and draw the contour o the harmony line.

5. Te instructor identiﬁes the rhythm and solège syllables o the harmony line phrase by phrase, and the students repeat.

6. Students are presented with the score and clap and sa y the rhythm o the melody with rhythm sy llables or numbers or counting. Te teacher prepares the staﬀ placement or do, and students read the harmony line with solège syllables.

7. Sing the melody; the students perorm the harmony line with solège syllables. 8. Students perorm the harmony line with neutral syllables and then learn to sing

the text with the help o the teacher.

9. Te students sing the harmony line while the instructor sings the melody line using solège and then text. Switch parts.

10. Divide the class into two groups. Group 1 sings the harmony and group 2 sings the melody using solège syllables and then text. Switch parts.

Students as Performers Students as Performers

143 eaching a Simple wo-Part Song by Rote

Students should already be able to sing and perorm songs with rhythmic and melodic ostinati, perorm in canon, and perorm simple two-part olk song arrangements prior to learning a two-part song that is not amiliar.

1. Perorm the new two-part song by singing one part and playing the other on the piano or by singing and having a student sing the second part or by playing a recorded perormance.

2. Ask students questions based on the perormance o the song. Perorm the song again and ask students to respond:

A. How many parts are there in this arrangement? B. What did you notice about the orm o the piece? C. How many phrases are there in this arrangement? D. Did the two parts begin and end each phrase together? E. Did both parts have the same text?

F. Did both parts begin and end on the same pitch? G. Which is the harmony line?

H. How would you describe the tune o the harmony line?

3. Sing one part and play the second part on the piano phrase by phrase while the students repeat rom memory.

4. Te students and instructor sing the ﬁrst part while the instructor plays the second part on the piano.

5. Sing the second part and play the ﬁrst part on the piano, phrase by phrase, and have the students repeat rom memory. Hum or play the ﬁrst part as the students are singing the second part phrase by phrase.

6. Te students and instructor sing the second part while the instructor plays the ﬁrst part on the piano. Te students sing the second part while the instructor plays the ﬁrst part on the piano.

7. Te students sing the second part while the instructor sings the ﬁrst part. Switch parts. 8. Divide the class into two groups. Group 1 sings the top part and group 2 sings the

second. Switch parts.

eaching a Simple wo-Part Song by Note

Here is a teaching procedure or working with a two-part song arrangement. 1. Sing one part o the arrangement while playing the second part on the piano or

perorming with another student. Switch.

2. Ask students questions based on the perormance o the song:

A. Where did you hear the melody? Or, which voice had the new melody? B. How many phrases are there in this arrangement?

C. Did the two parts begin and end each phrase together? D. Did both parts have the same text?

E. How would you describe the tune o the harmony line? F. Did both parts begin and end on the same pitch?

KODÁLY IN THE THIRD GRADE CLASSROOM

144

3. Sing the melody line phrase by phrase and the students repeat. Tis can be done with rhythm or solège syllables or on a neutral syllable i the students have not learned all the solège or rhythm syllables. Tis is easiest when done with text. 4. Students sing the melody line with syllables and text.

5. Students sing the melody line, and the teacher hums the second part. eacher sings the second part with text.

6. Sing the harmony line phrase by phrase, and the students repeat. Tis can be done with rhythm or solège syllables or on a neutral syllable i the students have not learned all the solège or rhythm syllables. Tis is easiest when done with text.

7. Students perorm the harmony line on their own. Perorm it a second time as the_{instructor sings the melody line.} 8. Te students sing the harmony line while the instructor sings the melody line.

Switch parts.

9. Divide the class into two groups. Group 1 sings the harmony and group 2 sings the melody. Switch parts.

We now discuss more advanced part-work concepts and teaching techniques.

In document 04 - Houlahan e Tacka - Kodály in the Third Grade Classroom (Page 161-163)