The Singing Band – Using Conversational Solfege in an Instrumental Class

2019 The Singing Band Journal
FAME Member Carol Swinchoski
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Once again, in journal format, I offer a window into my Singing Band world, which is my Tuneful, Beatful, Artful approach to instrumental music infused with Conversational Solfege. I have the joy of meeting students on their musical journey in Kindergarten using First Steps and transitioning them to Conversational Solfege in second grade.

First Week of the 2019-2020 School Year

5th Grade First Rehearsal (September 10)

The 5th Grade band is comprised of 2nd year players. We are excited to be together after the summer vacation. My goal is to use rhythmic and tonal patterns in both lessons and ensembles. Though I’d been using these patterns in general music and recorder, I had been less consistent in lessons and band. To remedy this, in the first rehearsal we used:

 Step 2 (Rote/Echo Patterns) and Step 3 (Decode/Familiar) patterns as a warm up. 

• •  The musicians immediately responded by singing, decoding, and playing the patterns beautifully, which provided an excellent opportunity to hone ensemble skills such as listening, matching volume and attack, and articulation.  

We moved on to our comfortable, known song repertoire from last year: 

•  Closet Key, Hot Cross Buns, Shoheen Sho and Sailor, Sailor.
  •  Singing solfege and fingering the instrument before playing each song.

Still working without notation, we moved to more difficult repertoire that was introduced last June: Jaws and Go, Fight, Win! Jaws begins with mi-fa patterns and Go, Fight, Win contains a fi. After singing the solfege, we reviewed the fingerings as necessary and played both tunes with success. In the first rehearsal of the year we used Steps 1-4 of Conversational Solfege. Notation wasn’t needed, which allowed a focus on intonation, tone, and ensemble skills. We ended with congratulations, high fives, and smiles all around!

4th Grade First Meeting/Rehearsal (September 10)

The majority of our first meeting was spent discussing our annual instrument discovery event, instrumental registration, and the parents night instrumental info session. The 4th grade musicians were excited to begin their band experience.

Second Week of School

5th Grade Second Rehearsal (September 17)

We continued with our tonal patterns using Step 2 (Rote/Echo) and Step 3 (Decode/Familiar).  The musicians sang and fingered their instruments for the tonal patterns and then played them. This was a great review of tonal patterns, fingerings, and tricky fingering combinations. This was the day we used notation for the first time this year. We began by touching the notation as we sang the solfege patterns. Then the musicians tracked the patterns visually while fingering their instruments and then playing. We had a quick discussion of band leadership positions before moving on to our repertoire. We reviewed singing and fingering Jaws and Go, Fight, Win! using solfege and fingers before viewing the notation. We used the same technique, touching the notation while singing the solfege, then singing while fingering before visually tracking the notation while playing. The musicians sounded great and were very pleased with their progress in Week Two!

4th Grade Second Meeting/Rehearsal (September 17)

In our second meeting, the musicians sat in their sections. We reviewed Pattern Set 4A and all of our known recorder songs, first using lyrics and then singing on solfege: Closet Key, Hot Cross Buns, Shoheen Sho, Snail, Snail, and  Sailor, Sailor – a seamless connection from classroom music. All of the musicians sang with comfort and confidence. The Tuneful, Beatful, Artful Band was forming before our ears and eyes.

Third Week of School – Lesson Begin!

Monday – I met the first year (4th grade) low brass players for their first lesson.  

• The musicians learned how to buzz their mouthpieces, then we sang a concert Bb do and attempted to buzz the same.  
• We sang sol (F) and buzzed again. They are learning how to use air and embouchure to change pitches. This goes quite well, so we alternate singing and buzzing a few times. We take turns looking in the mirror to see if we might be puffing our cheeks.  
• The musicians learned how to lubricate their slides and assemble their instruments.  
• Now with fully assembled instruments we explore do and sol (Bb and F) again in first or open position. Understandably, some of the musicians are comfortable with lower pitch – do and others with sol.
• This is where “Syllables are Power” really comes into play. Most young low brass players can play a D (mi).  
• We sing the mi and find 4th position/valve 1-2. The musicians sing and play the mi (D) quite well for the first day.  
• We sing re (C), and repeat the process in 6th position/valve 1-3. We then find our familiar do (Bb). 

This time everyone is playing do and they seem pleased. I remind them that they are now able to try to sing and play all of the m-r-d songs from 3rd grade. With only a few minutes left, we review assembly and care in the lesson book and put instruments away. I ask them to play 10 minutes each day and tell them I’ll see them tomorrow in full band. Success!

Tuesday – I met with the first year percussionists. Our percussionists start with the PLK (Percussion Learning Kit) which includes a xylophone, snare drum, and drum pad. We set up an even number of snares and xylophones and did tonal and rhythmic work. On xylophone, the percussionists quickly found m-r-d (D, C, Bb) and were able to sing and play tonal patterns and Hot Cross Buns. They were thrilled!

4th Grade Band Third Meeting/Rehearsal (September 24)
I reviewed the lesson schedule and answered questions regarding rentals and carpools. 

Once again we sang and decoded rhythmic and tonal patterns from CS Units 1-4 using CS Steps 3 and 4 as well reading rhythmic patterns using CS Steps 6 and 7 using flashcards.    

We also sang our known m-r-d songs again using lyrics and solfege.

I introduced I Have a Dog to prep for CS Unit 5 as a future objective and so that they could simply enjoy the humor of the song.

5th Grade Third Rehearsal (September 24)

• We began the rehearsal singing our concert Bb do as we do every week.  
• We reviewed singing/fingering CS Unit 4 Pattern Set 4A.  
• We read familiar rhythm patterns (CS Step 7 for Units 1- 3) using flashcards.  

The musicians loved it and immediately wanted to play the Poison Pattern game from the “Techniques” section of the CS manual. New game ideas to create and improvise patterns were forming in my mind.  

• We reviewed Jaws, focusing on the staccato articulation which gives it the scary, ominous sound. The musicians were able to transfer their accurate, tuneful singing to their instruments and produced an appropriately scary sound. They loved it!

We then moved on to a new tonality and song material. 

• The musicians sang patterns using do, ti, la by rote (Step 2) and played the same. Ti had been introduced last year in a major tonality, but this was the first time they were singing and playing ti in a minor tonality. Since we are preparing for a Halloween parade and we have to sing and play in minor now, in this instance I must step outside of the Conversational Solfege sequence. I guide the musicians singing and playing though the concert g minor scale using hand signs. I lead them through the Halloween March using rote reading of hand signs (Step 6), first singing, then singing w/fingers, and finally, playing. In this way they were immediately singing and playing with great expression. The notation will follow in a week or two.

Wednesday – I met with the first year saxophone players. The first lesson for saxophone with the reed/mouthpiece set up takes more time than low brass or xylophone. m-r-d (BAG) was introduced at the very end of the lesson and I encouraged them to explore their m-r-d patterns and songs.

Thursday – Clarinet and Trumpet
The trumpet lesson followed the format of the low brass lesson. The clarinet lesson was consumed with assembly (7 pieces!), forming a correct embouchure, and creating sound.

Fourth Week of School

Monday – Second low brass lesson.  

• We reviewed our buzzing warm-up -singing do and the buzzing do. 
• We then sang a glissando from do to sol and back, buzzing the same glissando.
• We sang CS Pattern Sets 4A and 4B using Steps 2 & 3. We reviewed fingerings and slide positions for m-r-d – singing, singing with fingers, and then playing each note.
• We moved to songs using the same sequence for Hot Cross Buns and Shoheen Sho.  We should’ve played a few patterns first, so I’ll be careful to include this next week.

Tuesday – Percussion

• We reviewed instrument assembly
• Snare: Practiced stick grip, alternating sticks, single strokes and buzz.
• Xylophone:  
  • Reviewed m-r-d
  • Sang and played Pattern Sets 4A & B  
    • (sing, touch, play)
  • Sang Hot Cross Buns on solfege and absolute note names
    • (sing, touch, play)
  • Performed Closet Key and Snail, Snail using the same process.

4th Grade Band  – Fourth Meeting/Rehearsal (October 10) 

This is the first time the 4th grade band has brought their instruments to rehearsal.  

• We reviewed set up procedures for large and small instrument cases.  
• The musicians echoed our readiness chant (adapted from Quincy Hilliard): 
  • Feet flat
  • Back away
  • Beautiful rest
  • Instruments up

Using this chant, we practiced our first ensemble skill – initiating a sound and release.  

• We sang mi and released. 
• We reviewed the mi fingering for all instruments.
• Sing and fingers
• Play!

After a few attempts the band produced a pleasing and recognizable mi!  The musicians were very pleased and took great pride in their first ensemble experience.

5th Grade Band – Fourth Rehearsal (October 10) – Did it all!!

We had an amazing Tuneful, Beatful, Artful rehearsal.

• • Jaws – with Artful intensity!
    • Sang on solfege, added fingers, played
  • Patterns from CS Units 1-3
    • Sang on solfege, added fingers, played
  • La-based tonal patterns
    • Sang on solfege, added fingers, played
  • Natural minor scale
    • Sang on solfege, played

 

• Halloween March

 

• • • Sang on solfege, added fingers, played
  • Concert Eb do/ C la
    • Transposed to Eb do 
      • Sang Bb do 
      • Led the ensemble using hand signs to singing from do to fa
      • Fa = do
      • Sang minor patterns in Eb do

• • •  

• Avengers
  • Sang  – l, l l m r,   d t, l,
  • Sang Tunefully with Artful intensity!
•  
• Pep songs 
  • Eb do:  Here We Go – ddd l, s, ddd 
    • sing/fingers, play
  • Eb do:  We Will Rock You (dt, l, s, dd)
    • sing/fingers, play
  • Transpose back to Bb do
  • Bb do – Go Team Go (do mi fa fi sol)
    • sing/fingers, play

Fifth Week of School

4th Grade Band  – Fifth Meeting/Rehearsal (October 8) Second time with instruments.

• The musicians echoed our readiness chant (adapted from Quincy Hilliard): 
  • Feet flat
  • Back away
  • Beautiful rest
  • Instruments up
• Sang and played CS Units 1 & 2 rhythm patterns on mi, re, or do
• The musicians echoed 4A patterns
  • We reviewed m-r-d fingerings for all instruments
  • Sang and fingered 4A patterns
  • Played Unit 4A patterns to best of individual ability
• Sang known m-r-d songs using lyrics and then solfege
• Sang Hot Cross Buns (HCB) while fingering instruments
• Played HCB

Flutes and individual players in each section struggled with switching notes so we came up with a new game: everyone chooses the note they know how to play best and play that note when it comes up in the song, similar to Human Piano. They loved this game. We played this game with HCB, Snail Snail and bravely tried Sailor, Sailor as well. Many different levels of facility on the instruments, but everyone was successful.

5th Grade Band – Fifth Rehearsal (October 8) – Did it all, again.

• • We started with Jaws – m- f  m- f mfmfmfmf mfrm mfrm m-f m-f mfmf m m 
    • They love to play this!
  • Read rhythm patterns on individual pitches (Step 7 – Read Decode/Familiar).
    • Excellent for sightreading as well as tonguing.
  • Sang and played la-based tonal patterns in g minor.
    • Sang, fingerings, and played Halloween March:
      • l, d m l f-m (3x)  f-m  f-m l
    • Touched notation and sang and played Halloween March again.
  • Switched to Eb do and played Avengers.
  • The Hey Song was added this week in the key of concert Eb.
    • d  dt tl     l, t, d dt, t,l , l t  d dt, tr rdi (raised do)
      • Worked through every getting the raised do fingering and letter name in their key.  They could sing it with great tonal accuracy.
    • l, rrd   s,s,s,l,l,   l, rrd s,s,s,l,l,     l, rrd s,s,s,l,l 
      • Sang with fingers and played
    • l, r r d  (hey!)  s,s,s, l,l,   l, r r d  (hey!)  s,s,s, l,l,     l, r r d  (hey!)  s,s,s, l,l, d dt t r

• • Worked through ending and then played complete song.
  • In retrospect this was quite a lot of work, but they can sing the song by ear without hesitation.  This is an example of a song that the students did not completely decode (Steps 3 and 7) before reading and playing. Rather, the known melody was reinforced with solfege and fingerings by rote. Finally, using the “touch the notation” technique (Steps 6 & 7) we connected the known song by rote to the notation as the students sang, used fingerings and played. Conversational Solfege techniques were used to scaffold, allowing the students to successfully perform more challenging and interesting repertoire.

Sixth Week of School

4th Grade Band – Sixth Rehearsal (October 15) Very successful rehearsal!  

• Reviewed the chant
• Echoed CS Units 1 and 2 rhythm patterns on single pitches (m-r-d)
  • Practiced “tssing”  tonguing on patterns without instruments.
  • Played on pitches.
• CS Unit 4A Patterns in Concert Bb – sing, fingers, play (slowly!)
• Played the Human Piano game as the musicians contributed their best note(s) to create known m-r-d melodies as a full ensemble.
  • The musicians had the option to play one, two, or all three notes as they felt ready to do so.

 

5th Grade Band – Sixth Rehearsal (October 15)

We tried to start in Eb do using patterns by ear. The kids were just not getting it. Honestly, it was a very challenging experience after so many positive and successful rehearsals. We switched gears and listened to a simple melody and then decoded the written notation (Step 8 Reading Decode/Unfamiliar).  I realized that in lessons on Friday we would have to back up and work on our missing skills.

Lessons after 5th Grade Rehearsal (same week)  – remediation!

• Eb do review – first five notes.  
  • • Review from last year.
    • drm in Eb – singing, fingers, playing – success!
    • Drmfs in Eb – singing, fingers, playing – some success.
    • Musicians decoded from solfege to absolute note names for their key.  This was written on the board.
    • We practiced patterns drmfs patterns in Eb by ear with the board as a safety net for those who needed it.  
    • Eb do charts with solfege/fingerings and notation were also provided for those who needed support.
    • Everyone was much more successful.  The musicians felt encouraged and positive once more.

Take away:  Don’t forget to review the basic patterns in new keys, even if they seem to be able to play simple and complex songs in the new key.  There is a price for skipping steps. It’s okay to push the limits, but always support with review and patterns. Check frequently for understanding.

Seventh Week of School

4th Grade Band – Seventh Rehearsal (October 21)

• • Long Tones
  • Pattern Set 4A by ear and eye (Steps 3 & 7)
    • Students lead – Vocal and Instrumental solos
  • Poison Pattern Game –  Kids loved this!
  • Songs We Know
    • Sailor Sailor
      • Rhythm syllables with notation (Step 7)
      • Solfege syllables with notation (Step 7)
      • Sing with fingers and play
    • Hot Cross Buns Harmony 
      • The musicians used sightreading skills (Step 8 Read Decode/Unfamiliar) to read this harmony part.
    • Playing in two parts  
      • The musicians played in two parts for the first time! Band was almost over so we jumped right to playing in two parts without singing. We’ll do this at our next rehearsal.

 

• •  

5th Grade Band – Seventh Rehearsal (October 21)

• Confident and positive rehearsal
• Played All Halloween music without notation in preparation for our Halloween Parade on Thursday.
  • Practiced using cadence to connect all the songs.
• Played the Pep Songs in Concert Eb and Bb.
  • Played a lot to build up endurance.
• Listened to new hymn for the January concert: For The Beauty Of The Earth using Sibelius.
  • Students enjoyed the harmony.

Reflections

As I conclude the opening of the 2019-2020 Instrumental season I reflect:

• Including a more prominent use of  patterns both aurally and visually has been extremely successful. 
  • The musicians are learning their solfege, notate names, fingerings/positions faster than in previous years. 
  • They are having greater success playing by ear and reading their notation.
  • The musicians seem more comfortable and confident while playing.
• I have adopted a more relaxed pace regarding the introduction of new notes and concepts. I moved our concert to January to allow for this change in pace.
  • Notation was introduced later this year to allow students to gain confidence in sound production,  m-r-d patterns and playing songs by ear.
  • Less is more!
• Always prepare students for new concepts, notes, song repertoire or suffer the consequences.
• Playing with good tone, intonation and confidence is not boring, especially when the players are tuneful, beatful, and artful.
• Students will let you know when they are ready for the next challenge!