Here is Part 2 of my guide to my Solfa Challenge Level 2.
Here is a link to Part 1
Level 2 is split into three sections as you can see from the Solfa Challenge – Level 2 Chart. In Part 1 we discussed Sections 1 and 2, I can play and I can show. Here I will describe Section 3 – I can record.
Section 3 – I can record…
We have established in Section 2 that the student can show the pulse and the shape of the pitch with their bodies. Here I ask them to record this. I don’t expect the students to use standard notation at this point. Although many may well be able to.
Instead it’s all about stickers and glue!!
For the pulse I give them a print out of the lyrics (although we can also do this on a white board or hand write it). They then stick a sticker (or make a mark) on the lyrics where the pulse occurs. We work this out by tapping the lyrics with our finger in time with the pulse and work out which word or syllable aligns with the pulse.
For the pitch, this time their lyric sheet is cut up into pulses. We draw a line across a piece of paper and the words or word pairs are glued on the page, either above the line, or below. You can see for both these activities how vital it is for the student to have a clear grasp of the music from Section 2 before attempting these.
Better than explaining any further, here are some examples of pieces some of my students have done. They are all from quite young children, as my adults and older students do similar activities with whiteboards instead.
5 year old boy
Here is the first attempt at pulse recording from a willful 5 year old boy. In the first example he has made some errors, in the second he insisted each beat get two stickers. Then he personalised his chart with his own imagination. For information, those are pig-trains (don’t ask me!) and each beat is a carriage. Ok so accuracy is missing but he certainly enjoyed the activity and there was certainly plenty of singing!
7 year old boy
This child is far more serious, he didn’t want to use stickers and instead drew hearts to represent the heart beats of the pulse. You can see where he initially positioned the hearts. We talked about an alien coming down to earth who doesn’t know the song. How will he know where to bang the drum, or clap or time the words? I performed the song the way he had notated it (quite a challenge!) and he immediately grabbed it off me and redid his hearts.
Do you have some cute student solfa pictures? Perhaps you could send them to me and I’ll start a gallery! 😀
Here is my guide to Level 3