Elicorn’s Reviewer

1. Philosophy of Kodaly
a. Music literacy is the right of every individual.
b. Musical learning must begin with the voice.
c. Musical learning must begin early.
d. Use the folk music of the child’s mother tongue.
e. Use only music of the highest quality – folk and composed.
2. Preparation steps
a. So and mi
 Build a repertoire of songs
 Sing song with body signs – tap head on high and shoulders on low
 Sing song with words ‘high’ and ‘low’ – sing high and low while tapping on head
and shoulders.
 Pictorial representation of high and low – visual step. Let kids sing the height of
the pictures on the board
 Introduce handsigns – Musicians have a special way of showing a high and low
sound.
 MC – Introduce names so and mi – Musicians have a special way of singing the
high and low sound.
 Introduce stick notation – Stick notation is a way of writing down a song.
 Identify that mi is a skip lower than so – “so and mi are a skip apart”
 MC – so and mi on the staff
b. Ta and Ti-ti (I II)
 Build a repertoire of songs
 Experience and understand beat – heartbeat of a song. S. tap/stomp/play to the
beat of a song. Best learned through beat games.
 Experience and understand rhythm – Rhythm – the way the words go. S. clap
the words of a song.
 Practice beat and rhythm together – T vs. S; S vs. S; stomp the beat and clap the
rhythm but not at the same time yet (too advanced at this stage)
 Aurally discover one or two sounds on a beat – S. raise their hands on the beat
with two sounds.
 Visually reinforce one and two sounds on a beat – Beat keepers. Ask S. to
identify which beat has two sounds. All other beats have only one sound.
 MC – Musicians have a special way of calling on or two sounds on a beat. One
sound on a beat is called TA and it looks like (I). Now because two sounds on
one beat belong together, we must join them by placing a bar on top or below
the lines. We call two sounds on a beat, TI TI (II).
3. Make Conscious segments
a. SO MI
 MC – Introduce names so and mi – Musicians have a special way of singing the
high and low sound.
 MC – so and mi on the staff. “Notes live on the staff. If so is here on the 3rd
space and mi is a skip lower than so, this means that mi skips the line and is on
the 2nd space.”
b. TA and TI TI (I and II)
 MC – Musicians have a special way of calling on or two sounds on a beat. One
sound on a beat is called TA and it looks like (I). Now because two sounds on
one beat belong together, we must join them by placing a bar on top or below
the lines. We call two sounds on a beat, TI TI (II).
c. Rest (Z)
 Musicians have a special way of calling a beat with no sound. It is called a rest
and it looks like this (Z; also show hand gesture).
4. Practice Activities
a. So and Mi
 Repeat MC – “Musicians have a special way of calling the high and low sound.
The high sound is called so and the low sound is mi.”
 Derive – S. sing from hand signs and write stick notation on the board. Ask
students if song is familiar.
 Other Staff Positions – so and mi are copy cats. If so is on a space, mi is on the
space below it. If so is on a line, mi is on the line below it.
  ALSO TEACH STEMS – Down on the left and up on the right. 3rd line above, stem
goes down.
 Echo singing
1. S. copy T.
2. Unknown and unfamiliar patterns
 Dictation
1. Sing w/o either solfa syllables or handsigns. S. sing it back with the
missing solfa or handsign.
2. Also unknown.
 Sight Reading
1. Flashcards
 Memory
1. Also flashcards or write on the board and erase a few lines .
2. Reinforce by calling on small groups or individuals
3. Can be used to introduce a new song
4. Can also be used as a melodic ostinato
5. Can also be used to identify a known song from the flashcard
 Writing
1. Worksheets
 Inner hear
1. By pointing to the stick/staff notation (sing on the difficult intervals).
Sing all together after inner hearing activity.
2. 2-part work – melodic ostinato from a known song or a flashcard.
 Create
b. TA and TI TI (I and II)
 Repeat MC - Musicians have a special way of calling on or two sounds on a beat.
One sound on a beat is called TA and it looks like (I). Now because two sounds
on one beat belong together, we must join them by placing a bar on top or
below the lines. We call two sounds on a beat, TI TI (II).
 Derive in familiar songs – use songs with Ta and Ti ti ONLY
 Rhythm pattern echoes – s. echoes T.
 Sight Reading – Flashcards
 Dictation
1. T. claps w/ no rhythmic syllable. S. claps back w/ rhythmic syllable.
(Oral)
 Writing – Worksheet
 Inner Hearing
1. Recognize a song from melody or rhythmic pattern alone.
2. Use puppets to entice children to join in.
3. Sample “And Dyip ni Mang Juan”
4. Perform a pattern or melody with inner hearing first. Write/show the
pattern through a flashcard or on the board.
 2-part work – ostinato
 Memory Work
1. Write/show a group of unknown rhythms. Erase per line until students
memorize the whole thing. Let a small group or an individual perform it.
 Creating – Improv/Compo
1. Give a rhythm they can base their changes on.
2. Ask one student to change one thing about it. It can be the rhythm or a
note.
3. Ask another one until you’ve gained a lot of “suggestions”. Whole class
sings the “composition”.