Song Formats are unique to Music You Can Read®.


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Song Formats
Pitch Warm-ups
Rhythm Warm-ups


Lesson Templates

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Solfeggio Format
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Additional Information

  • 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)


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


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