- Why use the
Solfeggio format?
- When should
the Solfeggio format be introduced?
- Assessments
- Primary
grades k-2
- Upper Primary
grades 3-8
- Teaching
Tips
The Solfeggio pitches have been around for centuries and are
easily sung using a consonant to start the breath and a vowel
to sustain the pitch. If you have already read the Pitch Number
Format, the Solfege Format should serve as a review and reinforce
the many different ways music can be read; pitch numbers, solfege,
letter names. The Solfeggio Format demonstrates where each pitch
is located on the staff. It is best to use the Solfeggio Format
after the students have an understanding of the SCALE (see link)
or how pitches move higher and lower on the staff using the
Pitch Number Format. For upper primary grades, after the Pitch
Number Formats have been introduced (three or four selections)
always start with the Solfeggio Format, skipping the Pitch Number
Format.
A reminder:
For primary grades k-1 ALWAYS use
the Pitch Number Format FIRST! (see Pitch
Number Format)
Introduction:
1. Review
the tune and locate all solfege syllables 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 Do in the tune, around a line, or, in a space?
5. Ask the students to identify the patterns learned in the
PITCH WARM-UP (Do is around a line, thus Mi will be on the
next line up, etc.).
Reading
the Pitches:
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
the pitch.
4. Using a pointer, play/sing each line as students follow
along, then repeat with students singing along. Continue with
each staff/phrase.
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
proficient.
For
enrichment:
1. Using
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 Do in this tune,
line/space?
- 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
achieve success.
5. Once mastered, increase the pace.
6. Practice difficult passages first.
7. Use the Music Format to reinforce reading skills without
the answers. |
