It is a good plan to get them to
sing a few melodies from the blackboard which are in C minor, but which
bear the signature of C major, the flattened third and sixth being
supplied. This impresses the new notes on the children.
Later on, the correct signature should be evolved by experiment, and the
same plan followed for the other keys, before the 'rule' for finding the
signature is discussed. The melodic form of the scale can then be
taught, and both forms practised to give plenty of freedom in the new
tonality. The various minor keys should then be taken in the same order
as that in which the major keys were taken.
It is advisable to limit the work at first to melodies which do not
modulate to the relative major. Later on, when the children are fairly
fluent, they can take these. At first they will have to make use of
'bridge-notes' at the modulation, but, with a little practice, they will
soon be able to sing at sight to _lah_.
_Part-singing._
Children should not be allowed to sing part-songs until they can sing at
sight in parts.
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