Aural/oral Tonal:

 Sung by teacher and student with neutral syllable (bum)

 No objective meter, but pitches in pattern all have the same length
 To begin, establish tonality on the piano, I V I
 Teacher sings first tonal pattern. Pause. Class breathes, and repeats.
 Teacher sings new tonal pattern, etc
 Works for three note and two note patterns.
 Sing the familiar order to start.
 After the group can do them all together, have kids sing solo.
 After this, do them again but in unfamiliar order.
 Kids sing as group and after, do as solo.
 Teacher can use other unfamiliar order not listed in the book
 Perform in reverse or alternate two note and three note patterns, etc
 When using UNFAMILIAR, start on DO, end on DO, do not do more than two
tonic patters in a row without doing a dominant (vice versa)

Aural/oral Rhythm Pattern:

 Sung by teacher and student on neutral syllable (bah)
 Use musical expression but no melody
 To begin, establish meter and tempo. In duple, sing eighth eighth quarter, eighth
eighth quarter. In triple sing, tri-puh-let dotted quarter, tri-puh-let dotted quarter.
Sing this all on “bah”
 Teacher sings 2 bar rhythm pattern, and students repeat on fourth macrobeat,
beginning on downbeat of next bar. There is no pause!
 Without pause, teacher begins the next pattern on the downbeat after the students
finish.
 After can sing all familiar order as group, have kids sing solo.
 After finish solo, repeat process in unfamiliar order (group then solo)
 At beginning, students move their legs to the macrobeat and their arms to the
microbeat. Advanced students do not do this. They just audiate the beats.

Verbal Association Tonal:

 Same process as Aural/Oral but with tonal syllables (do mi so, etc)
 Establish tonality
 Begin with “bum” but then go on to tonal syllables.
 Still leave the pause between teacher and student
 Familiar- group and solo. Then unfamiliar- group and solo.
 Eventually perform up to 5 note patterns (book two). 2 to 5 notes over time.

Verbal Association Rhythm Pattern:

 Same as aural/oral but with rhythm syllables. Du De Du De.
 Establish meter
 Begin with “bah” but then go on to rhythm syllables
 NO pause, indicate the students breath on the fourth macrobeat
  Familiar- group and solo. Then unfamiliar- group and solo
 Do establish tonality and perform rhythm patterns on instrument. Use different
articulation styles, connected or separated. After doing familiar, students can
play unfamiliar (first chant with bah, then with rhythm syllables then on
instrument).

Around this time students learn Melodic Patterns on their instrument:

 We are after executive skills here
 Students learn finger patterns by playing tonal patterns and rhythm patterns and
melodic patterns
 Melodic patters are the combination of tonal and rhythm patterns.
 Students are taught DO is resting tone in major and LA is resting tone in
harmonic minor and that they are fingered differently in different keyalities.
 Taught pitch name in conjunction with resting tone. Bb = DO, F = DO, etc
 Students use syllable name (re, mi, so) for other pitches (everything other than
Bb/DO or F/LA) during these exercises. No pitch names like C when it isn’t DO.
 Students play with connected and/or separated style.
 Establish tonality, keyality, meter and tempo on an instrument or by singing.
 Teacher plays melodic pattern on instrument.
 NO pause, and students echo.
 NO pause, teacher plays new pattern
 Teacher can hide fingers so students audiate, not repeat what they are seeing.

Verbal Association Proper Names- Tonal- Tonality:

 Establish tonality. Do a pattern. Then sing DO… Major. Or LA… Minor.
 Teacher goes in familiar order and the students breathe and then sing the resting
tone… DOOOO Majorrrrr.
 Begin with group and then do solo.

Verbal Association Proper Name Rhythm:

 After chanting some macrobeats and microbeats in either duple or triple, the
teacher explains that if you sing DU DE you are in duple meter.
 DU DA DI is triple meter.
 Teacher sings 4 beats in duple and then says “duple.”
 Students breathe and repeat the 4 beats and then say duple.
 Then do triple.
 Then teachers asks the students to chant the syllable for duple, DU DE DU DE
 Then for triple
 And then asks what meter are we in if we hear DU DE or DU DA DI
 After group, so solo.

Verbal Association Proper Names- Tonal- Patterns:

 Teach students that DO MI SO and any variation thereof, MI SO DO, etc is a
tonic, major pattern.
 Sing series of familiar patterns. Have the students sing “tonic” on DO for the
tonic chords and “no” for the dominant ones on the root of the chord.
 Then explain major dominant SO TI RE FA
 FA LA DO is Subdominant major pattern.
 Ask the students the pattern names and the tonal syllables that constitute that
pattern.
 Students respond by singing the pattern names on DO for tonic, SO for dom and
FA for subdom and by singing the appropriate tonal syllables DO MI SO, etc.
 Group, then solo.
 Do the same thing for minor.