Alisha Reeve MUSE 258 Citation Sound Connections 2005 Chapter 5: Developing a Sound Vocabulary Don P.

Ester Summary Providing the Context for Pattern Learning o Using literature that plays off of targeted patterns can help sound vocabulary o Also use listening activities using the targeted patterns o All experiences can be used as reinforcement of the pattern learning Guiding the Development of Pattern Learning o Carefully sequenced echoing activities are used to encode patterns into long term memory This process is simple, but often ignored, it is extremely important Echoing Sequence o Neutral Echoing o Syllable Echoing o Echo Translation o Reading o Notating o Melodic Reading and Notating Strategies for Leading Echo Patterns o Good model Accurate o Body percussion shouldnt effect the model o Minimal or no vibrato o Do should move often o For men Modeling in the falsetto is easier for students to hear and helps with octave displacement o Instructor shouldnt echo with the students, they should listen Establishing Tonality and Meter o Establishing Tonality Use a triad to establish major or minor End the echoing with the home pattern Move do often to emphasize the fact that it is moveable do o Establishing Meter Metric cues are necessary Students should keep the beat

Change the tempo occasionally so that students dont get stuck at one tempo o Nonverbal Cues Teacher presentation gesture Student response gesture Allows for listening and response Echo aloud gesture o Reinforcing and Applying Pattern Learning Technique Exercise Minor and compound should be just as present in warm-ups as major and simple Use exercises that match with the skill level Focus on rhythmic independence Performance Literature Students should identify patterns in their repertoire that they have worked on Chant the rhythm on lyrics Improvisation Only possible when all patterns are encoded to memory Best place to start is call ad response Is a learned skill Making the Transition to Reading o Syllables shouldnt be used as symbols o Curwen Hand Signs Link to tonal Transition to reading Physical reinforcement of staff notation Use only after successful syllable echoing Dont use during echoing Use for both direct reading and delayed reading

Reflection This chapter is about how to utilize and reinforce the music literacy in the classroom. It talks about how repertoire can be extremely important and should reflect their skill level in ML. When starting a new program I think this could be extremely difficult. If they have never done music literacy, but they are quite accomplished repertoire wise then it would be hard to get the two to match up. I also find the information about Curwen hand signs interesting. It is important to know the best way to use them in the class. The improvisation section was also very useful. We did very little improvisation outside of Jazz Choir in my high school so I didnt have a clear idea on how to teach it until now.