A later step is to make use of the position of the chord in a
sequence--for instance, the child soon gets to notice that many phrases
end with the progression subdominant, dominant, tonic.
We now come to the consideration of the dictation of four-part chords.
These need not be sung in arpeggio. As a first experiment it will be
necessary to play the chord to the class with each note doubled in turn,
so that they may feel the necessity for doubling the best note.
This experiment is most valuable, as it gets the child away from the
cramping feeling of keeping a rule merely because it is mentioned in a
text-book.
Plenty of phrases with the primary chords in root position must be taken
before the other chords are treated. For at least a year the class will
not be able to _write_ four-part dictation; the time should be spent in
identifying the chords when played.
The chant form is the best for elementary work. It is very simple, and
can be adapted to every sort of sequence.
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