Lesson Overview:

Students will create original compositions using the solfege syllables as Maria did with the song, "Do-Re-Mi". They will be asked to identify the syllables: Do, Re, Mi, Fa, Sol, La, Ti, and Do on a classroom melodic instrument (xylophone, piano, bells…). Students will create a melody using the solfege syllables for the notes of the scale. Encourage students to begin their song on the syllable "Do" which could stand for a female deer, cookie batter, money, or another word used as a pun.

Length of Lesson:

Three 45-minute class periods

Instructional Objectives:

Students will:

• apply musical solfege syllables in order to compose original compositions.
• use puns when composing lyrics based on musical solfege syllables.

Supplies:

• TV and VCR/DVD player
• Video/DVD: The Sound of Music
• Classroom melodic instruments (xylophones, bell kits, keyboards)
• Dictionary
• Thesaurus
• Staff paper
• Paper
• Pencils

Instructional Plan:

Preparation:

Day 1: View the film through the song, "Do-Re-Mi."
Day 2: Review Maria's explanation and the song before going on with the lesson.

Note: If these lessons are being taught as a unit, all lessons plans should be read in advance. There are lessons in this unit that require students to take notes while they view the film.

Warm-Up

Day 1:
Distribute the handouts. Students will watch the film version of The Sound of Music from the beginning until the point where Maria teaches the children to sing using solfege syllables.

At the end of class, ask students to think about other "puns" or verbal uses for the musical syllables: Do, Re, Mi, Fa, Sol, La, Ti, and Do.

If there is time remaining, students should begin activities included in the Introductory Activity.

Note: If the lessons are being taught as a unit, all lesson plans should be read in advance. Other lessons in this unit ask students to take specific notes when viewing the film. Worksheets for notes should be distributed prior to watching the film.

Introductory Activity

Day 2:
Pre-set and review the section of the film where Maria teaches the children to sing using solfege syllables, "Do-Re-Mi."

Solfege syllables:

• Explain that the syllables Do, Re, Mi, Fa, Sol, La, Ti, and Do each relate to a pitch or a note of the major scale.
• Play an ascending scale or have a student play a scale on an instrument he/she is proficient on so that students can hear the scale steps. This scale can be played on a classroom, melodic instrument by starting at C and playing each letter named key from that C to the next C moving to the right. Do not play the keys that have sharp (#) or flat (b) signs.
• Relate Do, Re, Mi, Fa, Sol, La, Ti, and Do to classroom, melodic instruments. For students with limited musical background, instruments may need to be labeled with syllables. Once again, this scale can be played on a classroom, melodic instrument by starting on C and playing to the next C on letter named keys.

Students should review the Key of C: Solfege Chart.

• Students should understand that each line and space of the "staff" has a syllable assigned to it, including the ledger line and space below the staff.


• For students who read music, this is simply the treble clef without a clef sign.
• Each syllable is related to a letter name of a note on the labeled keys:


C—Do (C on the left, or low C)
D—Re
E—Mi
F—Fa
G—Sol
A—La
B—Ti
C—Do (C on the right, or high C)

Guided Practice: Puns

Introduce the definition of a pun and discuss examples.

Pun: the use of a word or phrase to suggest two or more meanings at the same time; it can also be the use of two words or phrases that sound alike. For example, son and sun or ring and wring.

As a class, students should fill in one pun for each column of the Solfege Syllable Brainstorming Worksheet.

Examples might be:

Do	dough or doughboy
Re	Ray (a boy's name)
Mi	me, myself
Fa	far
Sol	so
Ti	tea

Note: These examples are used in the example lyrics in the Guided Practice section below.

Independent Practice

Students should add additional puns to the columns of the Solfege Syllable Brainstorming Worksheet.

Remind students to think not only of different puns, but different uses for the same word. An example might be a ray of sun, a ray of hope, or a stingray. (This activity can be done individually or in small groups.)

Guided Practice: Lyrics

The class should start a melodic composition with lyrics full of puns based on solfege syllables. Use the Key of C: Solfege Chart as a reference.

An example might be:

DO, DO, DOughboy was his name,
He lived FA, FA, FAr down the lane.
We went for TI, I tell you SOL,
MI and RE, we got so full.

The puns used could come from the chart created in the original Guided Practice section of this lesson. This way, original puns discovered by students can be saved for individual compositions.

Use of staff paper will depend on the musical background of the class.

• The minimum musical notation should include the solfege syllables filled in with a symbol on the five line staff. Any shape that can circle the staff line or fill the space can be used. Stars are not necessary. Experienced music students should use Circles (note heads) by .
• Once the syllables/puns are notated with a symbol, the rest of the words can be written. The remaining melody and rhythmic pattern of the lyrics should be memorized and shared with others by rote.

Independent Practice

As individuals, students should compose original melodic compositions with lyrics full of puns based on solfege syllables.

Students should refer to the Solfege Syllable Brainstorming Worksheet for ideas.

All solfege syllables should be used at least one time in the composition.

Use of staff paper will vary based on the musical background of the student. The minimum musical notation should include the solfege syllables filled in on the staff paper and the rest of the words written and memorized by rote. Notes can be drawn as an "X" or any shape. This way, the rhythmic duration of the note is not an issue. Students should refer to the Key of C: Solfege Chart.

Remind students of the relationship between the letter names of the keys and the solfege syllables. This information is outlined in the first Guided Practice section of this lesson.

Closure

Compositions should be shared with small groups or with the entire class.

Remind/Inform students that musical compositions are built on musical syllables, through conscious or subconscious efforts of the composer. The majority of melodies written in a major key begin on, end on, or emphasize the syllable "Do."

Assessment:

Use the Assessment Rubric provided.

Extensions:

Musical compositions could be based on a classroom theme such as seasons, a historical time period, or a book students have read.

Musical compositions could be analyzed to discover what the ratio is of songs that begin on "Do" to songs that don't begin on "Do."

Sources:

Print:

• Dannhauser, A. Cornell, J.H. translator. Solfege des Solfeges, Book 1: New York/London: G. Schirmer, 1891.

Media:

• The Sound of Music (The Five Star Collection) Directed by Robert Wise. 175 min. Twentieth Century Home Video, 2000. DVD

Authors:

• Leslie A. Thomas, Suzuki String Teacher
  Thomas Pullen Arts Magnet
  Landover, MD United States