Developing Music Literacy Using Conversational Solfege John M. Feieraend The Hartt School University of Hartford
The 1 Steps of CONVERSATIONAL SOLFEGE TM READINESS 1) Rote CONVERSATIONAL SOLFEGE ) Rote 3) Decode Familiar ) Decode Unfamiliar 5) Create READING ) Rote 7) Decode Familiar ) Decode Unfamiliar WRITING 9) Rote 10) Decode Familiar 11) Decode Unfamiliar 1) Create Also rememer: 1) Sing for the class not with the class. ) Develop skill with patterns efore songs. 3) Develop inner hearing at every stage. ) Most learning takes place when a child sings individually y himself or herself. 5) Develop vocal proficiency efore instrumental applications at any level. Copyright GIA Pulications, Inc. 000 TM 15
Unit 1 Patterns Set 1A 1.. 3.. 5.. 7.. Copyright GIA Pulications, Inc. 000 SRB 5 TM 7
Unit 1 Good King Wenceslas # # # Bum, um, um, um, # # # Bum, um, um, um, # # # Bum, um, um, um, # # # um, um, um, um, um, um, um, um, um, um, um, um,um, um, um, um, um, um, um, um, um, Bum,um, um, um, um,um,um, um,um, um,um, um, um, um. um, um. um, um. Πum, 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 oth hands up and ack down. If seated, rise out of seat as you lift arms and sit ack down as you lower arms. Students should slide with their voices as they go up and down. On the first eat of the third phrase, students should snap their fingers aove their head. On the third eat of the third phrase, students should tap once on their legs. On the first eat of the fourth phrase, students should tap on their legs. On the third eat of the fourth phrase, students should snap their fingers aove their heads. Try performing all of the aove motions while singing the song. This song can e sung in canon with motions, each part eginning two eats after the previous part. When many parts sing and perform the motions, a wave effect is achieved. Copyright GIA Pulications, Inc. 000 Teacher s Manual Only TM 13
Unit 1 Hand Pattern #1 (Hamone) Du With right hand, slap the side of right thigh. Du de With right hand, slap and pass the right thigh with an inward motion and then tap onto chest. Du de With the ack of the right hand, slap and pass the right thigh in an outward motion, then with the palm of the right hand, slap and pass the right thigh with an inward motion. Du de Tap onto chest, then with the ack of the right hand, slap and pass the right thigh in an outward motion. Repeat the aove hand pattern as an ostinato with songs or rhymes. Try the same pattern with the left hand. Try the same pattern with oth hands. Try the same pattern facing a partner. Each person uses oth hands and uses their partner s shoulders instead of their own thighs. TM 10 SRB 3 Copyright GIA Pulications, Inc. 000
Unit Patterns Set A 1....... 3...... 5..... 7........ Copyright GIA Pulications, Inc. 000 SRB 33 TM 135
Unit Sing Me Another 1. # Sing me an - oth - er e -. fore we de-part,. # Sing to the praise of our. mu - si - cal art, 3. #.. Sing, sing,.. sing, sing,. # Do, do, do, Sol, sol, sol,. Sol, sol, sol, Do. Teacher s Manual Only Copyright GIA Pulications, Inc. 000 TM 15
Unit Symphony #5, 3rd Movement........... Ludwig Van Beethoven TM 17 SRB 5 Copyright GIA Pulications, Inc. 000
Unit 3 Patterns Set 3A 1... J J J. 3... J. 5... J J J 7..... J. Copyright GIA Pulications, Inc. 000 SRB 1 TM 11
Unit 3 O, How Lovely 1. O, how love - ly is the eve- ning, is the eve - ning;. J When the ells are sweet - ly J ring - ing, sweet - ly J ring - ing. 3....... Ding Dong, Ding Dong, Ding Dong. May e sung as a round. Optional dance: The class forms one large circle. Phrase 1: Walk on the dotted quarter eat to the left. Phrase : Walk on the dotted quarter eat 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. Perform the entire song two times. After the final time, each part repeats the last phrase until the last group has finished. On the last dong, all children sustain ng of the last note as they slowly lift their arms in a large circle (forward, up and down). As they lower their arms, the humming fades out. Teacher s Manual Only Copyright GIA Pulications, Inc. 000 TM 19
Unit Patterns Set A 1.. 3.. 5.. 7.. Copyright GIA Pulications, Inc. 000 SRB 91 TM 35
Unit Patterns Set C 1.. 3.. 5.. 7.. TM 3 SRB 93 Copyright GIA Pulications, Inc. 000
Unit Closet Key 1. I have lost my clos - et key, in my la - dy s gar - den. I have lost my clos - et key, in my la - dy s gar - den.. I have found my closet key, In my lady s garden. I have found my closet key, In my lady s garden. Copyright GIA Pulications, Inc. 000 SRB 9 TM 39
Unit Patterns Set D 1...... 3..... 5..... 7... TM SRB 97 Copyright GIA Pulications, Inc. 000
Unit 1. Sail - or, sail - or Sail - or, sail - or Sail - or, sail - or treas - ures have Sailor, Sailor you. on the sea, on. the sea, on the sea, What. rought for me?. Farmer, farmer on the land... I've gold and ewels in my hand. 3. You have missed the numer plain... So I shall sail the seas again. (or) You have guessed the numer true... Now you may sail the ocean lue. Game: One child stands ehind another child. The child with his/her ack to the other (the farmer) sings the first verse. The other child (the sailor) sings the second verse and holds up from one to five fingers. The farmer tries to guess the numer. If incorrect, the sailor sings, You have missed... and the farmer selects another child to e the farmer. If the farmer guesses correctly, the sailor sings, You have guessed... and the farmer ecomes the new sailor and the sailor selects a new farmer. Copyright GIA Pulications, Inc. 000 SRB 10 TM 9
Conversational Solfege Level Unit 5 Patterns Set 5B F = do 1.. 3.. G = do 5.. 7.. # # # # # Copyright GIA Pulications, Inc. 000 SRB 7 TM 9
Conversational Solfege Level Unit 5 Let Us Chase the Squirrel G = do # Let us chase the squir - rel, # Up the hick - ry # Let us chase the # Up the hick - ry down the hick - ry. squir - rel tree. Can e sung as a round two eats apart. Bass line ostinato: #. TM 3 SRB 10 Copyright GIA Pulications, Inc. 000
Conversational Solfege Level Unit Patterns Set A 1. Œ. Œ Œ 3. Œ. Œ Œ 5. Œ Œ. Œ Œ 7. Œ Œ. Œ Copyright GIA Pulications, Inc. 000 SRB 5 TM 9
Conversational Solfege Level Unit Symphony #7, nd Movement Ludwig van Beethoven (1770-17) ΠPerform the aove pattern as an ostinato. Walk around the room stepping with the rhythm pattern. With each rest, freeze in the shape of some statue. CD #, Track Copyright GIA Pulications, Inc. 000 SRB TM 101
Availale Resources Classical Music for Movement CD-903 Music for Creative Movement (3-CD set) CD-93 First Steps in Classical Music: Keeping the Beat Books for Preschool and Early Elementary G-50 First Steps in Music for Preschool and Beyond G-57 The Book of Pitch Exploration G-577 The Book of Echo Songs G-57 The Book of Call and Response G-50 The Book of Children s SongTales G-57 The Book of Movement Exploration G-577 The Book of Finger Plays and Action Songs G-57 The Book of Beginning Circle Games G-579 The Book of Songs and Rhymes with Beat Motions Recordings for Kids of All Ages y John M. Feieraend and Jill Trinka CD-5 There s A Hole in the Bucket CD- Had a Little Rooster CD-7 Old Joe Clark CD-93 First Steps in Classical Music: Keeping the Beat G-7001 Set of all four recordings aove plus First Steps in Music for Preschool and Beyond G-7001A Complete Curriculum Package Set of all ooks and recordings aove Save over $0 with this offer! Companion Materials G-00 Vocal Development Kit (Puppets, toys, and instruments with manual) G-509 Pitch Exploration Stories (1 large picture cards) G-510 Pitch Exploration Pathways (1 large picture cards) G-511 Oh, In the Woods (1 large picture cards) G-79 Down y the Bay (10 large picture cards) Move It! DVD-59 Music DVD, CD, and ooklet Move It! DVD-75 Music DVD, CD, and ooklet 1
Folk Song Picture Books (with downloadle MP3) G-535 The Crafish G-717 My Aunt Came Back G-7179 There Was a Man G-71 Father Grumle G-790 The Dery Ram G-7 The Frog and the Mouse G-11 Risseldy Rosseldy G-1 The Tailor and the Mouse G-5 There s a Hole in the Bucket G-55 The Other Day I Met a Bear Lomax the Hound of Music DVD-9 The Best of Lomax the Hound of Music ( Hours) CD-30 Lomax the Hound of Music:Favorite Songs (5 Songs) Conversational Solfege Level 1: G-530 Teacher s Manual G-530FL Flashcards G-530S Student Book CD-5 Classical Selections CD Level : G-531 Teacher s Manual G-531FL Flashcards G-531S Student Book CD-57 Classical Selections CD Level 3: G-53 Teacher s Manual G-53S Student Book Related Materials G-53 Word Wall G-557 The Book of Tunes for Beginning Sight-Readers Song Collections for Older Children G-579 The Book of Young Adult SongTales G-55 The Book of Canons G-3 The Book of Song Dances Book of Church Songs and Spirituals G-71 Spiral Bound and illustrated
Books for Infants and Toddlers G-97 First Steps in Music for Infants and Toddlers G-975 The Book of Bounces G-97 The Book of Wiggles and Tickles G-977 The Book of Tapping and Clapping G-97 The Book of Simple Songs and Circles G-979 The Book of Lullaies G-515 Set of 5 ooks aove Recordings for Infants and Toddlers CD-37 Round and Round the Garden: Music in My First Year! CD-3 Ride Away on Your Horses: Music, Now I m One! CD-39 Frog in the Meadow: Music, Now I m Two! CD-93 First Steps in Classical Music: Keeping the Beat G-53A Complete Curriculum Package Set of all ooks and recordings aove Save over $0 with this offer! G-53 Set of all four recordings aove plus First Steps in Music for Infants and Toddlers Instructional DVDs DVD-99 Music and Early Childhood (30-minute documentary produced y Connecticut Pulic Television) DVD-75 First Steps in Music; The Lectures (5 DVDs) DVD-97 First Steps in Music: In Action DVD DVD-9 Conversational Solfege Explained (3 DVDs) First Steps in Music Series y John M. Feieraend GIA Pulications, Inc. 70 S. Mason Ave., Chicago, IL 03 1.00..135 or 70.9.300, :30 a.m. 5 p.m. CST, M F Fax: 70.9.3 Email: custserv@giamusic.com www.giamusic.com www.giamusic.com/feieraend 3
John M. Feieraend Feieraend@aol.com www.giamusic.com/feieraend Dr. John Feieraend 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 Hartford and is a past President of the Organization of American Kodály Educators as well as a NAfME Lowell Mason Fellow. A music educator for over thirty years, he continues to e committed to collecting, preserving and teaching the diverse folk music of our country and using that folk music as a ridge to help children understand and enoy classical music. His work is ased on his elief that many generations can share common experiences such as traditional folk songs and rhymes, which can help develop a valuale ut dwindling commodity - a sense of community. Dr. Feieraend s research has resulted in two music curricula; 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. Feieraend also helped develop the PBS children s television series Lomax: The Hound of Music, which is ased on his First Steps in Music curriculum. http://www.feieraendmusic.org The chief aim of the Feieraend Approach is to uild community through music y evoking enthusiastic participation of all people. To that end this approach strives for all people to ecome tuneful, eatful and artful through research ased and developmentally appropriate pedagogies that use quality literature. Ideally egun in early childhood, these goals remain of primary importance at any age as they serve as the foundation for all further musical development. Accomplish these goals y first learning authentic folk songs and folk dances (music and movement created y a community for the purpose of encouraging community participation). Further the understanding and appreciation of music through making connections from folk songs and dances to masterworks. Learning notation, playing instruments and giving performances are secondary goals and should e introduced only after individuals ecome tuneful eatful and artful. Present notation only after rhythm and melodic elements are aurally (conversationally) understood through the use of rhythm syllales and solfege syllales. Express music through instruments rather than use instruments to ecome musical. The mission of the Feieraend Organization is to promote and create print and electronic resources that further develop these ideas, to promote seminars and teacher certification training that encourage these ideas and to organize regional, national and international conferences that proliferate and expand on these ideas Z-15