Developing Music Literacy Using Conversational Solfege · Developing Music Literacy Using Conversational Solfege John M. Feierabend The Hartt School University of Hartford

Developing MusicLiteracy Using

Conversational Solfege

John M. FeierabendThe Hartt School

University of Hartford

Conversational Solfege – Level 1 General Music

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Copyright GIA Publications, Inc. 2000


TM 87

42

42

42

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42

œ œ œœ œ œ

œ œ œ œœ œ œ

œ œ œ œœ œ œ

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1.

2.

3.

4.

5.

6.

7.

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Patterns Set 1A

SRB 5

Unit 1



TM 123

&

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œ œ œ œ

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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bum, bum, bum, bum,

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bum, bum.

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bum, bum, bum,

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bum, bum, bum, bum,

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bum,bum,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



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



TM 135

86

86

86

86

86

86

86

86

.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

1.

2.

3.

4.

5.

6.

7.

8.

Patterns Set 2A

SRB 33

Unit 2



TM 145

&

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œ œ œ œ œ œ

Sing me an - oth - er be -

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fore we de-part,

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Sing to the praise of our

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mu - si - cal art,

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Sing, sing,

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sing, sing,

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Do, do, do, Sol, sol, sol,œ œ œ

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Sol, sol, sol, Do.

1.

2.

3.

4.

Sing Me Another

Unit 2




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



TM 181

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86

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86

86

86

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 .

1.

2.

3.

4.

5.

6.

7.

8.

Patterns Set 3A

SRB 61

Unit 3



TM 189

&b

8

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œ

j

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j

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O, how love - ly

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is the eve-ning,

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is the eve - ning;

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j

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When the bells are

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sweet - ly ring - ing,

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J

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sweet - ly ring - ing.

&b

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Ding Dong,

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Ding Dong,

.œ .œ

Ding Dong.

1.

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




TM 235

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1.

2.

3.

4.

5.

6.

7.

8.

Patterns Set 4A

SRB 91

Unit 4



TM 238

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42

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œ œœ œœ œ œœ œœ œ œœ œ œœ œœ œ

1.

2.

3.

4.

5.

6.

7.

8.

Patterns Set 4C

SRB 93

Unit 4



TM 239

&b

4

2

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1. I have lost my

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clos - et key,

&b

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in my la - dy’s

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gar - den.

&b

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I have lost my

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clos - et key,

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in my la - dy’s

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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



TM 242

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86

86

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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 .

1.

2.

3.

4.

5.

6.

7.

8.

Patterns Set 4D

SRB 97

Unit 4



TM 249SRB 104

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1. Sail - or, sail - or

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on the sea,

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Sail - or, sail - or

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on the sea,

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Sail - or, sail - or

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on the sea, What

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treas - ures have you

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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


&&&&&&&&

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1.

2.

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4.

5.

6.

7.

8.

&&&&&&&&

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1.

2.

3.

4.

5.

6.

7.

8.


TM 29

Unit 5

F = do

G = do

SRB 7

Patterns Set 5B


& # 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


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


TM 69

Unit 6

Patterns Set 6A

42

42

42

42

42

42

42

42

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

1.

2.

3.

4.

5.

6.

7.

8.

42

42

42

42

42

42

42

42

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

1.

2.

3.

4.

5.

6.

7.

8.

SRB 25Copyright GIA Publications, Inc. 2000


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


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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Documents

Developing Music Literacy Using Conversational Solfege · Developing Music Literacy Using Conversational Solfege John M. Feierabend The Hartt School University of Hartford