Melody with numbers - Solfege class in general education

Hi guys, so I was gonna tell you about this lesson that I had with the children about this with this Where is that? Yeah with this this score that has to do with Something about what we were doing the other the other day it was about quavers and projects and how we use those and how we then can use them in a certain in a Rhythm and how we can add melody to that rhythm very easily Well, not easily, but it's a work that that's been progressing over the last two or three weeks So the first thing that I do is I introduce the children to the scale Now the way to introduce the children to the scale is by having them sing But maybe not sing the scale with Do Re Mi Fa Sol La Ti Do But actually have them do it in numbers because with numbers you can change from one scale to the other without compromising the absolute pitch because I work with with With fixed Do instead of a movable Do because movable Do is not gonna help me when I'm playing the piano It's not gonna help me in my instrument That's why I don't use movable Do but but if you do, I mean it's also a possibility Now when when I begin playing I begin Harmonizing the scale for example, I don't just ask them to sing something But I ask them to do something while they're doing it for example, and I'm just gonna walk through the last lesson We got a lot of these a lot of these These are dodgeballs actually and they have to throw them up and down up and down up and down That was it with the music Of course, there's a lot of things that I have to take into account I have to ask them to be correct rhythmically I have to see that their posture is okay I have to check that they are actually throwing in the same The same height the same way ever. There's a lot of things that you can correct during this Stage of the exercise and it but it's very enriching don't think that okay. I gotta get through this I gotta do okay. So you did it. Oh, yeah, it's kind of okay. So let's move on No, no, you don't you don't need to do that. You can Begin working in you must Do it in a way that they know it's important what they are doing. So that's what we do on the I mean on the on the in the space we just throw up and down second stage is walking while Throwing up and down so we do sorry we do this Bum-bum-bum-bum-bum-bum-bum Um so one step you throw and the other step you catch and it's important that you do it exactly like that because that's gonna give you structure and Sometimes you're gonna see kids that are running or that are walking too slow You just go up and you do it with them and it takes time It's not going to be in five minutes or even ten minutes or maybe sometimes it's not going to take only one class You're going to do this and then you're going to do another exercise and you might notice that well I didn't get to do what I was actually wanting to do in the end So I'm I guess I'll just have to well, you know, you just have to Make sure that they have the skill Available to do that. So imagine if they can if they cannot throw and catch a ball How are you expecting them to grab a violin the proper way or sit at the piano the proper way? Work on this work on the ball work on the stepping work on listening to the music That's gonna be so much more meaningful to them and much more useful to them in the long run But really really get into it. Remember we have to we have to build that first Mmm, that first step. Let me show you what I mean, but that by that first step let me turn this around and Yes, what I mean but by that First step is this so this is my first step Okay, I can continue working on this all day long all class long but and it's going to help me develop my second step and then my third one and fourth and Fifth and so on and so on but if I'm just doing some an empty ladder If I just want to do this Because it's faster then all of this part right here It's empty and it's gonna fall apart. So I don't want it to fall apart. I want this I Want this kind of staircase? That's sturdy. That's really really strong. So remember to Build your first step. So forget about this I mean because you need if you want to get here if you want to get to up here You need to step here and step here And if you want those steps to work, well, then all of this has to be well worked So remember don't forget about your first step. That's the most important thing Alright, so after we did this plumb plumb the throwing up and down and walking with it Then I began asking them to sing One two three four five six seven one And why are we singing one again? Well, and these guys they know because we had Dora me Faso latido. So oh it's because we repeat the dough So we repeat the one. All right If they don't know that then they're just gonna have to trust you. So one Two you can also say eight but it's it's not really much of a problem seven eight eight seven six five four three two one So when we're going up I ask them to walk forward and throw and when we're walking Backwards we go we walk. I'm sorry when we're going down descending we walk backwards No, I'm sorry eight seven six But when we walk forward we do We do one. Sorry, let me get the ball One two three four five six Seven eight Seven six five four three two One so it's slower when I'm going backwards Because it's more dangerous. That's it. That's the only reason why we when we go backwards We're doing it slower so that they they're aware of their surroundings All this is going to help them get a better tone not worry so much about singing the scale, but actually singing it, right and Then we can say okay. When are you throwing the ball? And say when well And then someone would say when we sing when you sing the note that's when you throw the ball One and where do you catch the ball? Oh well on the next step so they are conscious about it And then I put them in a circle and we do the same thing But this time we don't we don't we don't walk. We're just in the circle. We're just seeing each other one two three four five six seven eight eight Seven we do the same thing The idea is for everybody to see everybody and to feed off of that So that's an important thing also for them to see the others even though they're working Well, they're working individually Then the class that I had with this theme was this we had This well, well, actually, let me let me show you this first Well, I told him okay, so we have one sorry we have one Two three, can you sing that and they were like one two three? No, no singing. Oh, okay one two three Okay, what you just sang is one two three Why did I write like that This is for children that already know a little bit about the rhythms and they can say oh well Because the three is the longest one. That's why you wrote it like that. Oh, yeah, exactly. That's it So what if I did? This what if I wrote? mmm Let me change my pen because this is just dreadful if I do One two three. Oh, well, I don't sing it. I don't sing and I don't say anything I I just will go. All right ready? Here we go and done two three Three two one the idea is for them to sing it alone. You don't do it They do they make mistakes. They're not gonna get it the first time maybe but it's important that they They they learn it by themselves then you can say, all right, cool. So what about this one? And then they go one one one two, two two and so on and so forth until I get to this one And then they go, okay So now we can read it and we begin begin reading it I pass out the the sheets and then they see it and that's it. That's the whole lesson All right, well and obviously I did it in a very very short amount of time less than 10 minutes with you guys Okay. So if you have any questions, please Don't hesitate. All right