A great way for students to ascertain their level of understanding of melodic concepts is to undertake a Melodic Dictation – a write what you hear task.
In our Music Writing Books 4 & 5 we include a series of dictation pages using different note sets. Using solfa, students use the given pitches to help them fill in the missing notes as solfa syllables “d, r, m” etc. The strategy Ruth explains is useful for when you want to obtain grades for reporting.
To know and have evidence as to who is ‘at standard’, above standard or well above, this strategy is one that the students really appreciate due to the immediate feedback.
It allows for extension activities to be undertaken by quick finishers whilst the teacher assists those who are slower. More on this aspect of the lesson in the next video……Melodic Dictation Pt 2 – Extension Strategies!
Hi colleagues, thanks for dropping in. So, in our book four and five Teacher Books, the melodic dictation activities are here.
You can see that the student page is given here and then there’s a beautifully sequential outline of how to approach it and there are a number of these pages in the book so that you gradually increase the number of pictures used and that is at your discretion.
So, we don’t put a whole lot of advanced things in there. I’ve got the students spaced out in the room, usually on the floor because it’s just easier rather than dragging chairs around. And they can fold the book back and just do it … I call it “secretary style”, which is like the old secretaries in the black and white movies. A lady would sit there with a pencil and take notes.
The students are going to have a limited number of listenings and in my case I will give them one for nothing just to listen to it and point and then I’ll get them to pick up their pencil and they’ll have three listenings. If they get it correct, they think they’ve done it correctly. After the first one, they fold their book back and they put it on their head and I run literally around and give them a one in the circle if it’s correct. If not, I say try again. Do it again for second listening. Then after the second listening and there are students who haven’t got it, I will get those students close to me and potentially be able to help them by pointing or showing in the air getting them to show the melodic contour. At the end of that, they get a three in a circle if they they’ve done it correctly. And if not, I will make the correction so that they can see where they went wrong.
And a lot of the time they may have got it correct the first time, but then they’ve gone and crossed it out. And that’s why I never allow erasers in such a lesson because I can see what they’ve been doing and I liken it to a maths lesson where they show they’re working out so the teacher can see where they went wrong and then really help them with their learning.
So meanwhile, what are the kids who have done it on the first or second listening doing? They are doing something to extend their understanding.
My students have always absolutely loved that immediate feedback of me giving them a one or a two and it’s yes they are really absolutely yeah that’s great and and you can talk about have you improved can you see what you’ve got and it the this marking system is very summative so I will collect it and put it in my mark-book as to what I got and I can see a pattern I can see who’s got really at standard or who’s above standard or who’s well above and doing it first time most of the time.
Okay, I hope that’s really helpful. Happy teaching.
If you are a music teacher, Take Note Music has the resources you need to ensure your students are successful.
We have tools for every stage of the learning process, from planning overviews and lesson plans to assessment tools.
Our material will broaden students’ understanding of music, enhance musicianship skills, promote joyful engagement through listening, reading, writing, creating, and responding.
We also offer fun teaching aids, such as puppets and visual tools.
We have created educational resources that lead to an engaging learning experience, develop a student’s interest in music, and improve their musical abilities.
Take Note Music was founded by very experienced music educators to provide fellow teachers with resources to teach music more effectively to children. We’ve built a place for music teachers to go for all their needs.
Ep 45 – Teaching the use of the Hand Stave
As part of a Primary or Elementary Music approach, the hand stave can be a useful tool to learn to identify notes in the treble (or other clef) clef.
Ep 44 – Melodic Dictation Pt 2 – Extension Strategies
Following on from Ep 43 – Melodic Dictation Pt 1… While other students in the class are having further listenings to the dictation, those who have finished are encouraged
Ep 43 – Melodic Dictation Pt 1 – Assessment Strategies
A great way for students to ascertain their level of understanding of melodic concepts is to undertake a Melodic Dictation – a write what you hear task. In our Music
Ep 42 – Favourite Melodic Game – Solfa Knockout Pt 2
One of my students’ most favourite games and mine too….part 2. A superb game to confirm and develop aural skills using solfege hand-signs. Ensure you watch Ep 41 first
Ep 41 – Favourite Melodic Game – Solfa Knockout Pt 1
One of my students’ most favourite games and mine too….you’ll see why! A superb game to confirm and develop aural skills using solfege hand-signs. Start with a song using the
Ep 40 – Student Attention Grabbers
A few effective ways to grab students’ attention when you want to bring them back from individual practise (which I call “bubble time”) or small group work. These ‘attention grabbers’
