Identifying Intervals

6th grade
Standard

MCB.2 The student will develop aural skills by identifying diatonic intervals (M2, M3, P4, P5)

Summary

Students will be given a pretest on identifying major intervals (M2, M3, P4, P5). 3 lessons will
be given over a period of 3 class periods, and each student will fill out a post- test to assess the
students’ progress.

Rationale

While the students are familiar with steps and leaps as well as what intervals sound like through
solfege syllables, they have yet to associate those sounds with numbers and major verses minor
tonalities. They have explored intervals through echoing solfege syllables as well as identifying
notes and sight-reading them. Having notes sung or played and having the students identify the
intervals is another way to train the ear. Identifying small leaps by ear will build the students
aural skills.
 Pre/Post-test

1. _____ 2. ____ 3. _____ 4. _____ 5. ______ 6. _____ 7. _____ 8. _____

Name the interval played.

1. ______

2. ______

3. ______

4. ______

5. ______

6. ______

7. ______

8. ______
 Answer Key

Literacy

1. M3
2. M2
3. P5
4. P4
5. P4
6. M2
7. P5
8. M3

Aural

1. P4
2. M2
3. P5
4. M2
5. M3
6. P4
7. M3
8. P5
Lesson 1

Chunk 1: Literacy
• Have a scale written on the staff on the board from C-G
• Explain that different skips and leaps have interval names
• Show what intervals correspond with solfege syllables
• Show how to count the interval from the given note
• Discuss difference between major, minor, and perfect intervals
• Write examples on the board and quiz students on different intervals
Wind Forward: Write examples of major vs minor 3rds and 2nds and have students label them
Wind Back: If the numbers are confusing revert back to solfege. Write on the board how each
solfege syllable corresponds to a number (do- 1, re- 2, mi -3….)

Chunk 2: Aural
• Sing intervals on solfege and then on intervals and have class echo (“Do Mi, Major 2nd”)
• Show hand signs and have students sing different intervals
• Then sing interval on “noo”, students echo back on “noo” then decipher what the solfege
syllables are

Wind Back: Have students continue echoing the intervals instead of deciphering them

Lesson 2

Chunk 1: Written Warm Up

• Write different intervals in different keys on the board and call on students to label them
• Go over correct answers
Chunk 2: Aural
• Play each ascending interval on the piano and show how they correlate with songs they
may know
o M2- Do re mi, Sound of Music
o M3- Oh When the Saints
o P4- Wedding March
o P5- Star Wars theme
• Play intervals on piano and have students say which song it corresponds to and which
interval it is
Wind Forward: Play starting note on piano and have students sing the interval above the starting
note
Wind Back: If associating intervals with solfege is easier than associating intervals with songs,
have student identify solfege syllables

Lesson 3

Chunk 1: Written Warm Up

 • Have M2, M3, P4, P5 written on the board with starting notes. Call on students to write
the interval above the starting note
Chunk 2: Aural
• Play intervals on piano and have students say which interval it is
• Play starting note on piano and ask students to sing a M2, M3, P4, P5 above starting
notes

Wind Forward: Play minor intervals and see if the students can decipher them
Wind Back: If students struggle to sing an interval above the given note, have them sing up to it.
Give them the starting note as “do” and if they need to sing a major 3rd have them sing “do re
mi” and then just “do, mi”