Understanding Linear Pitch Structure

• When children think of pitch, they do not understand the difference of pitch being “high” and “low”.
• They may relate this comparison to volume or visual aspects.
• Naturally, the students can:
• Discriminate when pitches, melodies, or phrases are similar or different.
• Recognize the “shape” of the melody (visual representation).
• Students then develop the ability to focus on:
• Pitch register, pitch direction, and pitch motion.
• Interval sizes- larger or smaller leaps?

• As their musical development progresses, the students become able to identify tonality, melodic phrases, and scales.

 

Age	Percept & Concept	Teacher Actions
Less than 6 months	responds to differences in pitch	sing w/ words, neutral syllables, imitate sounds
6-18 months	recognizes differences between pitch contour, intervals and ends of phrases	sing simple/nursery songs that the children would know and play recorded music
18 months- 4 years	uses contour/rhythm to recognize and replicate familiar material	begin to extend vocal range, use keyboards or bodily movement to show contour and phrase
4-8 years	beings to recognize pitch and melody as high/low and upward/downward, becomes aware of intervals and tonality	encourage singing/body movement/computer programs for pitch and contour, incorporate musical vocab
8-12 years	can recognize steps, leaps, repeated tones, melodic sequences, and upward/downward patterns	use singing, instruments, and body movement to strengthen understanding and use notation for contours and patterns