Fix the Wrong Pitches – Ear Training

Fix the Wrong Pitches – ear training

Robin Hansen
[email protected]
Lafayette School

TI:ME Technology Areas Addressed:

Electronic Musical Instruments
Notation
Sequencing

Level:

Elementary

Class:

General Music

Equipment:

Computer with sequencing software. The output can be through a midi instrument or internal computer sound card

Duration:

30 Minutes

Prior Knowledge and Skills:

Students must have prior knowledge of pitch direction, the songs the teacher uses in the sequence and how to change pitches in a graphic and notation editor.

MENC Standards Addressed:

MENC 4: Composing and Arranging Music within specified guidelines.
MENC 5: Reading and notating music.
MENC 6: Listening to, analyzing and describing music.

Materials:

The materials needed are computers with a sequencing program, headphones and optional midi output device.

Objectives:

The 4th grade general music students will listen to a single line music sequence of a familiar song that contains incorrect pitches, determine which notes are wrong and drag them to the correct pitches in both graphic and notation view.

Procedures:

Before class, the teacher will prepare 4 single line sequences of short familiar songs (ie. Jingle Bells, Yankee Doodle, Happy Birthday etc.) with several wrong pitches included in each. Working in pairs, students will listen to the first example and while in graphic view will correct the errors by dragging the notes to the correct pitches. (Teacher can demonstrate this on overhead if available) Students may listen to the example with their proposed corrections as often as necessary while they continue to make changes. When the first example is done the students may go on to example number 2. The same procedure will be used on examples 3 & 4 but these will be corrected in notation view. This activity will take 30-40 minutes.

Evaluation:

Students will be able to self assess their work by listening to the example as often as necessary. The teacher will circulate and listen to finished examples. If there are students who have not corrected all the wrong notes, the teacher will play the example as it should sound and the student will go back and fix errors. The teacher may have to guide challenged students through the process.

Follow Up:

Follow-up lessons could include using the same songs but altering the rhythms. Corrections should only be made in the graphic editor as this is an eartraining lesson. Advanced music students could use the notation view to edit.

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