Recognise and discriminate between the musical elements, including aspects of articulation, phrasing and quality of tone
Sing or play short rhythmic phrases from pieces to be learnt and ask learners to clap back the pulse and/or rhythm.
Other body percussion sounds can be substituted for clapping for variety.
Ask learners to identify note lengths aurally, e.g. crotchets and minims or quavers and crotchets.
In groups or whole classes, ask some learners to tap the pulse of simple phrases while others tap the rhythm. Different body percussion sounds can be used, e.g. stamping, tapping knees, clapping etc.
Help learners to sing short melodic phrases of pieces by ear, and to identify the differences either between half steps and whole steps or between different types of larger intervals.
A virtual keyboard can be a useful tool for exploring pitch and intervals with all instrumental and vocal learners. Some allow multiple learners to collaborate, such as the Shared Piano on Chrome Music Lab.
Perform pieces to learners and ask simple questions about the musical elements, including articulation, phrasing and quality of tone.
Explore the progression of this Learning Objective
