- Why use the
Pitch Number format?
- When should
the Pitch Number format be introduced?
- Upper Primary
The Pitch Number format demonstrates where each pitch is located
on the staff. The greatest advantage to using the Pitch Number
Format is the correlation to pitches moving higher and lower
on the staff. As the pitch numbers ascend the pitches
are higher, as the pitch numbers descend, the pitches are lower.
This is particularly useful in the primary grades
(K-1) where they are learning their numbers and can associate
the higher numbers with the higher pitch. (Solfege does not
make this correlation as easily.
grades k-1 ALWAYS use the Pitch Number Format
the tune and locate all pitch numbers used in the song.
2. Ask the students to identify any pitch patterns.
3. Does the tune move in steps or skips? Where?
4. Where is ONE (1) in the tune, around a line, or, in a space?
5. Ask the students to identify the patterns learned in the
PITCH WARM-UP (One (1) is around a line, thus three (3) will
be on the next line up, etc.).
1. Using a
pointer, have students chant the pitches the the rhythm. (This
can be done by staves/phrases, etc.)
2. Were there any patterns?
3. Find a comfortable starting pitch and have students match
4. Using a pointer, play/sing each line as students follow
along, then repeat with students singing along. Continue with
5. Combine staves/phrases or sing entire song together.
6. Using a Legato pace, one that allows all students to stay
together, sing the entire tune, adding pace as students become
the Music Format, have the students sing the pitches, thus
reinforcing the pitch locations without the answers.
2. Using the Music Format, have the students sing the Beats
or Rhythm on pitch. This demonstrates exactly where each pitch
begins and ends as well as reinforcing the rhythm of the tune
without the answers.
- Where was One (1) in this
- What is the highest and lowest
pitch in the tune?
- Do the pitches move by steps
or skips or both?
- Are there any patterns in
the tune? Where?
- Review the primary assessments?
- What is the form of the tune,
A-B-A, A-B-C, etc?
1. Let the ADD
or ADHD student use a pointer as the class chants the pitches.
2. They may pick a helper if not able to maintain a moderate
a steady beat.
3. Mimic the tapping of the rhythm while pointing to the pitches.
4. Slow the pace allowing the greatest number of students to
5. Once mastered, increase the pace.
6. Practice difficult passages first.
7. Use the Music Format to reinforce reading skills without