Unit 3 – Pitch
Activity 1 – Interval of a fourth (4th)
The students will learn to aurally and visually recognise the interval of a 4th both ascending motion (skippling two notes above) and descending motion (skipping two notes below). It is suggested that these are played on the xylophone and repeated on the recorder. The children should be encouraged to sing these intervals.
Activity 2 – Interval of a fifth (5th)
The students will learn to aurally and visually recognise the interval of a 5th both ascending motion (above) and descending motion (below). It is suggested that these are played on the xylophone and repeated on the recorder. The children should be encouraged to sing these intervals.
Activity 3 – Interval of a sixth (6th)
The students will learn to aurally and visually recognise the interval of a 6th both ascending motion (above) and descending motion (below). It is suggested that these are played on the xylophone and repeated on the recorder. The children should be encouraged to sing these intervals.
Activity 4 – Interval of a seventh (7th)
The students will learn to aurally and visually recognise the interval of a 7th both ascending motion (above) and descending motion (below). It is suggested that these are played on the xylophone and repeated on the recorder. The children should be encouraged to sing these intervals.
Activity 5 – Interval of an octave (8ve)
The students will learn to aurally and visually recognise the interval of a 8ve both ascending motion (above) and descending motion (below). It is suggested that these are played on the xylophone and repeated on the recorder. The children should be encouraged to sing these intervals.
Activity 6 – Intervals (Revision)
In this activity the students will be asked to identify the interval visually. These are to be played on the xylophone and repeated on the recorder. The children should be encouraged to sing these intervals.
The students can be asked to identify the interval between two notes played by the teacher, aurally. First they need to identify if the second note is pitched above or below the first note. Then they can make an estimation if the interval is narrow (such as a 3rd) or wide (such as a 6th). The teacher can present the first note and ask the children to draw the second note.