Y2. Lesson 9. Practice trichord mi-re-do
Prior learning: mi-re-do
Duration: 30 minutes
Materials:
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Practise
Trichord mi-re-do
Melodic development
Students develop their understanding of the trichord mi-re-do.
- Lead the class in singing All Around The Buttercup.
- When secure, ask if students can find where mi-re-do can be found ['just choose me'].
- It may help to sing the target phrase in a neutral syllable.
- Ask students to sing the target phrase.
- Ask students to sing the song and use hand signs.
- Project the first graphic or draw the three notes on the staff for the target phrase.
- Choose a student to come forward to point and sing mi-re-do.
- Repeat with other students.
- Ask the class if mi-re-do could be sung backwards. What would that sound like?
- Sing do-re-mi and ask the class to repeat after you.
- Ask if the class has heard the do-re-mi pattern of notes before.
- If no correct answers are received, sing 'one, two, three" from the song.
- Ask the class to sing the new target phrase.
- Reinforce that the notes in both mi-re-do and do-re-mi are a step apart.
Rhythmic development
Students use body percussion and sing the time names to the melody of the song.
Dr James Cuskelly and students of St Joseph's School, Stanthorpe.
- Students are seated and attentive.
- Explain that students will sing Bluebells using only ta and ti-ti time names.
- Additionally, they are to use body percussion as they do so.
- First, they will sing and clap the rhythm.
- Next, repeat again but with the syllable ta put on their noses.
- Repeat, this time with ti-ti on their shoulders and ta on their noses.
- Choose individual students to perform the actions.
Creative movement
Students play in this classic circle game.
- Lead students to sing the song and join this classic circle game. Ensure that they move in time with the beat.
- One student stands in the middle, and the others form a ring and dance around this student.
- When the song has finished (on the final word "down"), all students in the ring should lie down or squat on their heels.
- Students then immediately get up, and the game starts again.
Listening
Students listen and respond to a known song with the notes do-re-mi.
- Sing Closet Key using a neutral syllable.
- Ask students the name of the song.
- Lead the class in singing Closet Key.
- Choose a student and ask how many different notes are in the song [3].
- Using a neutral syllable, sing the first bar and show the hand signs.
- Ask if the first two notes are called do, what are the next two notes called? [re].
- Sing the next bar and repeat the process.
- On the fourth bar, ask what the last two notes are called [re-mi].
- Repeat the process for the second half of the song.
- When secure, ask students to sing the solfa and use hand signs.
Visual learning
Students sing from cues on the tone ladder.
- Project the tone ladder on the board.
- Point to so and mi and ask the class to follow you as you sing.
- Choose a student to point to and sing so-mi on the board.
- When secure, change the pattern, sing so-la-mi, and point to the symbols on the board.
- The class should sing with you. Choose a student to copy you.
- When secure, sing and point to mi-re-do and repeat the process.
- Use other combinations of pitches, pointing to each pitch as you sing.
- The class will follow you, with a student coming forward to demonstrate the pitches by pointing to the board.
Instruments
Students play tuned percussion in an arrangement of a classic song.
- Divide the class into two groups, one group will use glockenspiels and the other marimbas or similar instruments.
- Teach the melody of Closet Key to the first group, using a good mallet technique.
- When secure, teach the accompaniment to the second group.
- When secure, lead both groups to play together and conduct whilst monitoring class progress.
- This exercise may take more than one learning period to master.
Part work
Students practice both canon and the mi-re-do trichord.
- Divide the class into two groups.
- Explain that one group will sing Hot Cross Buns, and the other will sing it in canon.
- Conduct the first group, having set the starting pitch.
- After one bar, lead the second group singing in canon.
- When secure, swap the two groups over and repeat.
Students section
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV