Hi Victoria! What's going on in this video is actually generalization, which is one of the levels of inference learning. Earlier in the year, they had experience with verbal association by echoing patterns with solfege and labeling tonic/dominant patterns that they'd heard/sung with solfege. That was the readiness that gave them the tools to start applying solfege to patterns heard neutral syllables (i.e., generalizing). On the board behind me I had small cards on magnets, and each card had a solfege syllable written on it. I never "spell out" music with solfege for students to see, but I used those cards to help them remember what syllables are in what kind of patterns at verbal association. So when they first learn what's in a major tonic pattern, I would put the cards with DO, MI, and SO (stacked vertically) on the board as a tool and then take them away the next lesson so they wouldn't rely on the cards. In this video, because this was the very first day the students had ever been asked to put solfege to patterns, I had those same three cards on the board (again, stacked vertically) as a tool. I never EXPLAINED things like "this one sounds higher so it's the top one, and that one sounds lower so... etc." but just put the cards up there. I actually do a podcast about MLT! If you'd like to learn more about verbal association, I have a series of episodes starting with this one: everydaymusicality.com/2022/02/26/e01-41-intro-to-verbal-association/ Later in the series in episode 47, I talk about bridging to generalization from verbal association. Hope this helps!
You're a wonderful teacher. Whoever learned from you is truly lucky!
I have a few classes who are ready for verbal association and I'm excited to try this with them. What do you have written on the board?
Hi Victoria! What's going on in this video is actually generalization, which is one of the levels of inference learning. Earlier in the year, they had experience with verbal association by echoing patterns with solfege and labeling tonic/dominant patterns that they'd heard/sung with solfege. That was the readiness that gave them the tools to start applying solfege to patterns heard neutral syllables (i.e., generalizing). On the board behind me I had small cards on magnets, and each card had a solfege syllable written on it. I never "spell out" music with solfege for students to see, but I used those cards to help them remember what syllables are in what kind of patterns at verbal association. So when they first learn what's in a major tonic pattern, I would put the cards with DO, MI, and SO (stacked vertically) on the board as a tool and then take them away the next lesson so they wouldn't rely on the cards. In this video, because this was the very first day the students had ever been asked to put solfege to patterns, I had those same three cards on the board (again, stacked vertically) as a tool. I never EXPLAINED things like "this one sounds higher so it's the top one, and that one sounds lower so... etc." but just put the cards up there.
I actually do a podcast about MLT! If you'd like to learn more about verbal association, I have a series of episodes starting with this one: everydaymusicality.com/2022/02/26/e01-41-intro-to-verbal-association/ Later in the series in episode 47, I talk about bridging to generalization from verbal association. Hope this helps!