"Begin with a song they know, as the process becomes mastered, new selections will challenge and strengthen reading skills."


- Jess Buice, Developer Music You Can Read
®
       



Contents


<arrow button gif> Music You Can Read ®
<arrow button gif> Philosophy
Song Formats
 
Pitch Warm-ups
Rhythm Warm-ups
Recorder
Keyboard

Centers

 
<ARROW BUTTON> Ukulele
<ARROW BUTTON> Guitar
<ARROW BUTTON>
Lesson Templates
   

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To master the process of introducing new selections and gain the greatest rewards from Music You Can Read ®, we offer this Instructional Checklist.

Instructional Checklist

Pitch Drill Do-So, or 1-5 (see Pitch Warm-ups)

Practice beat divisions. (see Rhythms)

Count BEATS:  Identify music symbols. (see Repeat) Using the BEATS format, count the beats while the teacher/student points to the numbers under each beat.  Count beats while not pointing to the numbers. Count the beats using the MUSIC ONLY format. For each format identify patterns (form) - "Are there any patterns?" "Which staves have the same beat patterns? "If we called line 3 letter 'A' what letter would line 4 be called? Line 5?"  With the repeat, how could we label the whole song, calling the first line "ORANGE"?

Chant RHYTHM: First with the RHYTHM format, then using the MUSIC ONLY format.  "Are the patterns or form the same?" "How many ti's make a ta?" "Which measures have the same rhythm?

Chant PITCHES:  PITCH NUMBER format first followed by SOLFEGGIO format.  "Does anyone see the skip from 1 to 5 or Do to SO?" "Are there repeated pitch patterns?" " Which two scale pitches are not sung in this tune?"  "How many staves end using 'Do'?" "What pitch does the tune start on?"  If the students have previously read a minor tune, reinforce major and minor by asking, "will the tune sound happy or sad?"

Sing PITCHES: PITCH NUMBER format first followed by SOLFEGGIO format. "Does this tune sound happy or sad?"

Add Text:  "How do we change the rhythm to match the words of the second verse?"  "The TA becomes how many ti's?"

PERFORMANCE TECHNIQUES

After singing the text, or during the teaching of the pitches introduce/reinforce the tendency of rising pitches sounding louder and ascending pitches sounding softer. "Where do the higher pitches sound louder than the lower pitches in this tune?" Demonstrate different dynamics for the repeated text or phrases. "Does this make the song sound more interesting? How?"  Sing the tune fast then slow, "How does this change the feeling of the song?" Experiment with different voice characteristics; baby, rap, rock star, opera singers, quite, your classroom expectations (see Finding the Singing Voice) If you know the chorus, "Put on the skillet.." you can add this by rote.

PIANO/KEYBOARD

K-1, fingerings appropriate to skill level (see Keyboard/Piano Expectations).  Upper grades cross over fingers when ascending  measures 3,4 and 11,12.

ASSESSMENT

How many ti's make a TA? 

What is the FORM of this tune? 

Where do you return for the repeat? 

Why does our song sound happy? 

What word does 'most stand for?  Which letter is being left out?

Which letter is being left out in the word shortin'



 
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