CONVERSATIONAL SOLFEGE

CONVERSATIONAL SOLFEGE

LINDA GABOARDI

Focus on Steps 1-8

STEP ONE-READINESS-ROTE

• An extension of the General Music curriculum
• Simple songs without solfege (well-learned)
• Adding an instrument is an extension of the body
• Singing before playing

STEP TWO-ROTE CS

• Using the curriculum
• Start with rhythm first (Units 1 & 2)
• Sing/sing & finger/play
• Working on executive skills
• Rubrics for awareness
• Lots of repetition with games

STEP THREE-DECODE FAMILIAR

• Sing/chant first
• Add instrument as extension of singing
• No "hunt and peck"
• Units 1 & 2 on neutral note
• Unit 4- Using Do, Re, Mi
• Games

STEP FOUR- DECODE UNFAMILIAR

• Can be more challenging in Unit 4
• How MLT can help
• Starting on the last note
• Defining intervals

STEP FIVE-CREATE

• Using games to help establish some framework
• Enforcing variations of sing, sing and finger, play

STEP SIX-READING ROTE

• Teacher sings or chants
• Students think, echo, finger
• Playing after singing or chanting
• Make "traffic"
• Make a pretty chord

STEP SEVEN-READING/DECODE

• Here we go!
• Don't get too confident during Units 1-3
• Unit 4- be prepared for anything
• Backtrack if necessary
• Band music

STEP EIGHT- READING/DECODE UNFAMILIAR

• Now we're having fun
• Working with new concepts that haven't been covered
• It's all rote- and it's OK!
• Junk Funk

Flipped Classroom Recorder Website
Bit.ly/mrsgaboardi

Google Classroom Recorder

Madison School Band Bridgeport CT

Sixth Grade Band