10.1 10.2 10.3 peer en enermieneaminmnenncnmceon 1 i 1 QO DICTATION IN LONGER j | CONTEXTS | ; Ld arn Melodic Dictation Ie is now time for students to learn to use repeated listenings to commit portions of | a dictation melody into memory (a process called extracrive listening). Chapter 10 in the Manual contains guidelines for how to do this. One of the most important things that students learn from this approach is the ability to focus on one part of a dictation, remember it, understand it, and notate it, before moving on to another part for a subsequent listening. You may choose to inform students of the clef, conic (all C for this chapter), and beat unit before the frst playing or to reserve this information until afier they have ‘worked out their protonotation. Suggested parameters: Play each of these dictations three times. Provide one minute between playings and two minutes after the last playing for students to work: out their understanding and notation. This pace (which some students will find challenging at firs) helps to develop a fluent, facile connection between what stu- dents hear and what they write down.chapter 1Q pictation in Longer Contexts 10.4 105 10.6 10.7 10.8 Additional dictations not recorded on the accompanying CD 10. 10.b