2nd grade is in Level One of Conversational Solfege by John Feierabend. Students will be taken through several students in this literacy-based method. During each unit the students will complete the following steps:
Step 1 - Readiness (Rote): Songs and rhymes are learned by rote with rhythms they will be learning later.
Step 2 - Conversational Solfege (Rote): Rhythm syllables are introduced. Patterns are spoken or sung by the teacher and students repeat the syllables.
Step 3 - Converstaional Solfege (Decode - Familiar): During this step, the students are evaluated to see if they have bonded rhythm patterns with neutral syllables or text. The students repeat the patterns, songs, and rhymes using rhythm syllables. The songs and rhymes have been used previously.
Step 4 - Conversational Solfege (Decode - Unfamiliar): This step is like step 3, but unfamiliar songs/rhymes are used.
Step 5 - Conversational Solfege (Create): Students create original rhythmic patterns. This step develops the ability to think and bring musical meaning to original musical thought.
Step 6 - Reading (Rote): The students are shown rhythmic notation. The students echo the teacher while they look at the rhythmic notation (the music)
Step 7 - Reading (Decode - Familiar): During this step, the students are evaluated to see if they have bonded the notation for rhythm with the correct syllables. The students read patterns, songs, and rhymes that they have been used previously.
Step 8 - Reading (Decode - Unfamiliar): This step is like step 7, but unfamiliar songs/rhymes are used.
Step 9 - Writing (Rote): During this step, students practice writing notation. They will copy existing patterns, songs, and rhymes and taught correct manuscript techniques.
Step 10 - Writing (Decode - Familiar): During this step, students engage both conversational decoding skills and writing decoding skills. The teacher speaks, sings, or plays familiar patterns or phrases from a song or rhyme with neutral syllables or text and the student thinks the rhythm and then writes the notation.
Step 11 - Writing (Decode - Unfamiliar): This is like step 10, but unfamiliar patterns are used.
Step 12 - Writing (Create): This skill requires students to conversationally create through inner hearing and then writing-decode by transferring their musical throughts into notation. Musical improvisations can now become compositions.
For more information, visit: http://www.feierabendmusic.org/conversational-solfege/
Step 1 - Readiness (Rote): Songs and rhymes are learned by rote with rhythms they will be learning later.
Step 2 - Conversational Solfege (Rote): Rhythm syllables are introduced. Patterns are spoken or sung by the teacher and students repeat the syllables.
Step 3 - Converstaional Solfege (Decode - Familiar): During this step, the students are evaluated to see if they have bonded rhythm patterns with neutral syllables or text. The students repeat the patterns, songs, and rhymes using rhythm syllables. The songs and rhymes have been used previously.
Step 4 - Conversational Solfege (Decode - Unfamiliar): This step is like step 3, but unfamiliar songs/rhymes are used.
Step 5 - Conversational Solfege (Create): Students create original rhythmic patterns. This step develops the ability to think and bring musical meaning to original musical thought.
Step 6 - Reading (Rote): The students are shown rhythmic notation. The students echo the teacher while they look at the rhythmic notation (the music)
Step 7 - Reading (Decode - Familiar): During this step, the students are evaluated to see if they have bonded the notation for rhythm with the correct syllables. The students read patterns, songs, and rhymes that they have been used previously.
Step 8 - Reading (Decode - Unfamiliar): This step is like step 7, but unfamiliar songs/rhymes are used.
Step 9 - Writing (Rote): During this step, students practice writing notation. They will copy existing patterns, songs, and rhymes and taught correct manuscript techniques.
Step 10 - Writing (Decode - Familiar): During this step, students engage both conversational decoding skills and writing decoding skills. The teacher speaks, sings, or plays familiar patterns or phrases from a song or rhyme with neutral syllables or text and the student thinks the rhythm and then writes the notation.
Step 11 - Writing (Decode - Unfamiliar): This is like step 10, but unfamiliar patterns are used.
Step 12 - Writing (Create): This skill requires students to conversationally create through inner hearing and then writing-decode by transferring their musical throughts into notation. Musical improvisations can now become compositions.
For more information, visit: http://www.feierabendmusic.org/conversational-solfege/