Young Students Composition Project (Part 4)

Here are a few more compositions to share with you. If you like the compositions featured in these series of articles, you are most welcome to try them out and create your own accompaniment of the piece for the piano.

The composition below was submitted by Seow Yin Ze whose other composition was featured in the previous article. Quite an interesting and creative title given to this song that reflects the melancholic mood in the way it was composed and to be performed.

An analysis of this piece:
- Composed in A Minor scale (relative minor of C Major scale).
- Some parts of the melody is harmonized with a note that is an interval of a third below the melody. Intervals of 3rds and 6ths are consonant intervals commonly used to harmonize a melody.
- The chord progression uses four chords, moving from Am - G - F - E for the duration of one bar each.
- There are folk songs and pop songs of different genres that use this chord progression, either for the entire song or for part of the song (perhaps in the A section where the main verse is).

Melancholy means sad, depressed, miserable. Therefore, it is obvious that the piece must be performed in a slow (adagio) and melancholic style.

Below is the recording of this piece as performed by Yin Ze.

  

Yin Ze did submit another composition but this composition bears some resemblance to his younger sister's composition titled "WISHES" that was featured in Part 1 of this series of articles. It is obvious that being in the same household, siblings can get influenced by each other.

Likewise, in the professional world, it also happens. Haven't you experienced hearing a song and telling yourself that you have heard another song that sounds somewhat similar? Though not entirely from start to end as it would mean an infringement of another composer's work, but some parts sound similar.

Analysis of "HAPPY DAYS":

- AABA form

- Composed in C Major scale.

- Simple triple time signature.

- Using chord I (C) & V7 (G7) only.

In simple triple time, it is obvious the accompaniment will be in the style of a waltz. Listen to Yin Ze's performance of his composition below.

Young Students Composition Project (Part 3)

Continuing with the primary school students composition project, here are a few more to share. The following piece was submitted by Tan Jia Rou of Peng Hwa primary school.

Analysis of Jia Rou's composition:
- This piece is 8 bars long.
- Composed using C Major scale.
- Begins with a 2-bar motif in Bars 1 & 2.
- Bars 3 & 4, and Bars 5 & 6 is a further development of the original motif.
- Interestingly, the motivic development in Bar 3 is not a direct transposition (up a step) of the motif in Bar 1 as one would normally expect.

The following composition below was submitted by Seow Yin Ze (who submitted two compositions).

Analysis of Yin Ze's composition:
- ABAC form, each 4 bars in length.
- Bars 1 - 4 and Bars 9 - 12 has the same exact melody and chords.
- Bars 5 - 8 offers some continuity in sound as the melody in Bar 5 begins with the notes on Beats 3 & 4 in Bar 4.
- The melody and chords in Bars 13 -16 sounds surprisingly refreshing

Click play and listen to the recording that Yin Ze did of his composition below.

 

There will be more compositions featured in next week's postings. After which, I will begin a series of articles on what to do and what not to do when composing.

Young Students Composition Project (Part 2)

In this second part, let's look at the following students' compositions submitted. "The Adventure Land" was composed by Year 5 student, John Low of Peng Hwa primary school.I hope that students looking at this post will be able to learn some composition techniques as used by the students in our CSR Music Outreach Program.

Let us study some features of the composition:

- The song is composed in C Major.
- Bar 1 & 2 is the main motif of the melody. It is a 2-bar melodic idea.
- Bar 3 & 4 is the development of the motif. It is also 2 bars long.
- Notice that the rhythm of the 2-bar melody in Bar 1 & 2  is the same as in Bar 3 & 4.
- The original motif is transposed a major 2nd down in Bar 3 & 4.
- Bar 5 & 6 continues with the same pattern of notes but goes back to the sound og the original motif in Bar 1 & 2.
- Bar 7 & 8 ends the A section of this piece with a perfect cadence of chord V (G) in Bar 7 and chord I (C) in Bar 8.
- The bridge of the song (section B) in Bar 9 begins with a new motif. But, notice that the melody used is the same as in Bar 6.
- The use of some chromatic notes from Bar 9 - 12 is a great idea instead of just using notes diatonic to the C major scale. It sounds more interesting.
- The last 4 bars of the piece is the same as Bar 5 - 8.
- Play this piece on the piano (or your principal instrument) to hear the flow of the music and connection between the phrases to appreciate it.

The composition below is by Chloe Tan, another Year 5 student of Peng Hwa primary school. This piece like the one above comes with an arrangement for the piano. Let's look at the features of Choloe's composition.

- It is a 24 bar form in C major.
- The original motif is just 3 notes (E D C) as in Bar 1.
- The development of the same motif is continued in Bar 2, written just one note higher.
- The opening phrase is a 4-bar phrase.
- The next 4 bars (Bar 5 - 8) is similar with the first 4 bars (Bar 1 - 4) except for Bar 8.
- The bridge (B section) from Bar 9 - 16 begins with a new motif in bar 9.
- The original melody returns from Bar 13 onwards.
- One interesting feature of Chloe's composition is that the last two bars of every 4-bar phrase is quite similar.
- Notice that Bars 3 & 4, 7 & 8, 11 & 12, 15 & 16, 19 & 20, 23 & 24 sounds similar. This gives the entire composition a 'sound connection' throughout.
- The best way to appreciate this composition is to play it on the piano.

Young Students Composition Project (Part 1)

As the school year was winding down towards the year-end break, we announced to the primary school students of Rhythm MP's CSR Music Outreach Program that we are going to embark on a music composition project after their school term exams. Other than just the melody line, we encouraged them to add lyrics and chord symbols (if possible) to their compositions.

The added incentive for them to compose is, if their compositions are worthy, it will be used at the 2014 Music Jamboree event and possibly to be added to the activity pages in the very popular Made Easy series of piano method or theory books published by Rhythm MP for the young beginner.

Quite many students attempted and submitted their compositions over the past few weeks. Some even went the extra mile to do an arrangement of their compositions for the piano. I also recorded some of the students performing their compositions and arrangements live.

I do not wish to feature all the compositions in one long article on this blog. Therefore, over the course of the next few weeks, I will feature a selected collection of compositions in this blog with some analysis to create awareness and encourage musical creativity through composing. I would like to thank all the students who participated in our music composition project for their effort and enthusiasm. 

The first composition to feature are the ones with a recording to listen to. Here are two compositions from 10 year old Seow Yu Xuan. The first is titled Wishes. It is a piece in binary form (AABA) with chord symbols.

Let's hear Yu Xuan perform her composition on the piano.

 

The second composition from Yu Xuan is titled Happy Kangaroo. For this piece, she wrote lyrics to it. Also in binary form (ABAC) with chord symbols.

Below is Yu Xuan performing Happy Kangaroo on the piano.

The following is a composition by 11 year old Wong Chien Chien titled We All Grow Up (AABA form), with lyrics and chords.

Here is the recording of Chien Chien performing her composition on the piano.

Chien Chien suggested that her composition can also be performed in a swing feel. Below is the clip of her performing the piece with a swing feel.

Music Jamboree 2013: Primary students 2-day program

The main theme for this year's annual Music Jamboree was "Empowering The Students To Lead", and this was put into practice during the 2-day session with primary school students. The purpose of this theme is basically to have students rise to the challenge of leading a team in carrying out musical activities at this event. The musical activities involve singing, body movement and percussion playing. These three elements are to be collectively presented in a performance by each group of students. There were a total of seven groups comprising about 160 primary school students from three participating schools. Students in each group are divided into smaller groups under team leaders to carry out their assigned musical activity that they must collectively perform the next day.

I have always maintained that grooming an individual takes time and must begin as early as possible. To train students to lead is to develop their confidence and their minds, as well as their ability to plan and communicate with others. If they are able to hone these skills and gain the respect of their peers, then they would be on their way to a more successful life. Primary students spend all their time at school learning subject after subject. Other than academic subjects like math and science for example, only music and sports would involve team work.

The students from the participating schools who volunteered to be team leaders began honing their skills a few months prior to the event. This was not an easy task as the young students have never assumed such roles before. Much encouragement and assurance is needed to make the students feel at ease.The more training they have of the assigned tasks, the better they should be.

Obviously most of the students when volunteering to be team leaders, though aware of the task and responsibility they are to assume, were not able to sense how monumental and intimidating it can be. It was during the music jamboree when they have to put into practice their training, that they discovered something else about themselves.

There were those who were so intimidated by the sheer size of the turnout and everything that was happening around them. Some felt their confidence slipping away because they are not familiar with the music jamboree teachers and students from other schools. Of course, they are still very young and I do not expect them to be super-sociable with everyone they do not know. Besides, the daunting task of having to teach other students while under the observant eyes of the teachers can be quite intimidating for these young student team leaders.

Nevertheless, though they acknowledged their weaknesses when speaking to them during our regular music class, they realize their mistakes (if any) and how they can improve for the next music jamboree. I can only be glad that they had this realization and are willing to up the ante for themselves. From this point of view, I can safely say the purpose of letting the young students rise to the challenge and spurring them on has been successful. It is just the first step to many more steps that lies ahead.

Here are responses from some the student team leaders. Let's begin with the guest students of the visiting school.

Kee Wei Ming (Tar Thong): I made friends with many students at Peng Hwa and enjoyed performing percussion with them on stage the next day.

Munis Vitya (Tar Thong): My role is to create body movement steps to the music and while teaching the students in my team, I also learned more body movement ideas from the teachers. It was a good experience and I am very happy to have taken part.

Ooi Yi Sheng (Tar Thong): Teaching students in my team to play the tambourine was easy and fun. I enjoyed my role and the music jamboree. I am looking forward to the next music jamboree.

Chan Xu Peng (Tar Thong): I am glad I had the chance to experience teaching others to play a percussion instrument although some of the students in my team were quite naughty (mischievous) and did not pay attention to me. I also got to make new friends there. I hope that I can attend the next music jamboree.

Munie Lekha (Tar Thong): I had to teach body movement to the Year 1 students and though they did not pay much attention to me, I did not care and insisted on teaching them for the performance. During the performance, I was very excited and brave performing with the other students. I felt most relaxed and happy after the performance. I would like to come back to the music jamboree next year.

Mohd. Ridhwaan (Tar Thong): I enjoy exploring music at school through body movement, rhythmic ensembles and vocal singing. At the same time, I can develop good personality and social interacting skills through musical performances with other students. I enjoyed myself during the two day music jamboree.

Chong Yi Jie (Tar Thong): I was very happy to join the music jamboree but very nervous about being a team leader. With the teachers helping me, I learned more and became better. I felt good at the end after the performance.

Now, let's hear comments from some students of the host school.

Goh Wan Chern (Peng Hwa): I met many teachers and made new friends at the music jamboree. I learned a lot and had a good time. I was a bit nervous during the performance but it was fun.

Edmond Yeoh (Peng Hwa): I felt bored because the teacher did not let us use the ideas we had. But I made two new friends from another school.

Yeap Jiang Wei (Peng Hwa): I felt very happy that I met and made a new friend during the music jamboree. I learned that friendship is very important and we must help a friend in need. Perfoirming on stage was very exciting.

Goh Fay Xien (Peng Hwa): I discovered that it is not easy to be a leader. But I had a wonderful time and wish I could meet the jamboree teachers again. It was really fun.

Jessica Teoh Yi Jie (Peng Hwa): I am very happy that I learned a lot of music. I love attending the music jamboree.

MUSIC JAMBOREE 2013: Empowering the students to lead

The theme for this year's music jamboree with the primary school students was titled "Empowering the students to lead". After teaching music to the primary students twice monthly under Rhythm MP's CSR Music Outreach Program for over a year, I felt that the students were bright and creative enough to actually get more involved with the musical performances required for the music jamboree.

Normally, during music lessons, the entire duration is mostly focused on the student learning music theory and playing musical pieces. Sometimes, little is known about how much musicality and creativity the student has acquired. So it was decided that we will let the students take the lead at this year's music jamboree 'hands-on' event.

The young students were briefed on this years program and were asked if any would wish to be a student team leader. Team leaders were required for 3 separate activities namely; singing, body movement/dance and percussion accompaniment. Each group's performance must incorporate all these three and each group decides on the song to perform. If the students and team leaders are overwhelmed by their assigned duties, the teachers shall step in to take charge and lead the group.

This year's program is quite a departure from the usual students program of our previous music jamborees. Previously, the music teachers were responsible for organizing and staging the performance, from selecting a song, creating the percussion accompaniment rhythms and body movement/dance steps and rehearsing the entire group to perform on stage.

This time around, the teachers are to follow the lead of the students and guide the students in their performance. In total, there were about 160 primary students from three schools who participated. The students are from SJK (C) Perempuan Cina aka Peng Hwa, SJK (C) Tar Thong and SK Convent Pulau Tikus. These three schools are in our CSR Music Outreach Program.

There were a total of 7 groups; Year 1, Year 2 (Group A & B), Year 3 (Group A & B), Year 4 and Year 5.

Below are the performances of each and every group from Year 1 to 5 for all to view.

MUSIC JAMBOREE 2013

Each year, the music jamboree program features the sharing of numerous innovative ideas on teaching music to a group of students or individually. Those of you who have been following our music jamboree all this time would notice this. While most teachers who attend our music jamboree yearly are conducting music lessons on a 'one-to-one' basis, we always include music activities for a group to encourage the teachers to occasionally organize such sessions with their students. There were 21 participants this year.

Much has been expounded about the merits of teaching students individually and in a group. The music jamboree program covers both these situations with a 'hands-on' session for the group activities with young primary school students.

The four day music jamboree program would feature two days of workshops for teachers with one or more clinicians, and another two days of group activities with students. The first day of this year's music jamboree was assigned to Alice Chua, a London-based music teacher and examiner, who authored a series of beginner books for piano instruction. These publications are titled "Playing Piano Is Fun" and there are four volumes in this series.

These books are relatively new on the market and feature quite a different approach to teaching music. Duets are the main feature. The purpose is to involve the teacher in musical play with the student. Most instructional books for instrumental studies are designed for one student at the piano. Alice Chua's music requires two at the piano. So, one can imagine that during lessons, there will be more interesting music being heard from the piano when both teacher and student are performing the pieces together.

Alice's session actually began with a performance of her works with narration based on the popular novel 'Alice In Wonderland'.

Alice narrated the text while accompanied by music from her publication Playing Piano Is Fun Book 3. There are fourteen musical pieces in this book that was performed by a young student named Emily Tan.

Emily was given about three weeks to learn all those pieces. Emily did very well performing all pieces in the entire book during this 45 minute session.

Incidentally, Emily was featured in our blog when she was a participant of our music improvisation program some years back when she was a six year old attending kindergarten.

There is a clip of her on the blog performing a simple improvisation of Mary Had A Little Lamb, which was her favorite song then.
 
Alice Chua shared many teaching tips and advice that are valuable to hone the teachers' musical mind and raises more awareness to teach music effectively.

Assisting Alice was her pianist daughter, Mitra, who travels regularly with her. Mitra demonstrated Alice's musical ideas at the piano.


Their presentation together as a mom and daughter team was effective in leading the music jamboree participants through the activities during her workshop throughout the day.


A feature of the music jamboree session for teachers are the interactive moments when teachers are invited to attempt musical ideas at the piano on their own or with the clinician.

Likewise, teachers were invited to perform with Alice, playing duets from Alice's books.

On day two, the privilege was mine to conduct a full day's workshop and my focus was on aural studies, music theory, technical development, rhythmic studies, harmony, improvisation and performance esthetics. The program is more wide reaching as the teachers teach different levels of students across the board. The focus was primarily on the building blocks to develop musicality and musicianship.

The piano beginner publications that I base some of my workshop features on, are the very popular 'Piano Lesson Made Easy ' series by Lina Ng. These entire series of books that include theory books are synonymous with music teachers around the region and internationally.

The next report coming up will be on Day 3 & 4 of the music jamboree featuring musical activities with primary school students, inclusive of videos of their performances.

Empowering the students to lead

It cannot be denied that one of the most effective ways for young students to learn and develop confidence is to empower them to lead. This happens to be the main objective of our music jamboree this coming August. However, before empowering them to lead, the students must first be prepared and ready. The only way to know their readiness is to know their knowledge, skills and personality through tests and activities assigned to them.

There are numerous objectives that we incorporate into our annual music jamboree for music teachers and students. For the teachers; sharing, exploring and learning creative teaching ideas make them much more versatile, adaptable and effective in teaching their students. For the students; the experience and joy of music will hopefully encourage them and instill more musical interests.

During the music jamboree this year, some of the primary school students of our CSR music program have volunteered to be leaders of whichever team they are assigned to. Each team will be assigned a few team leaders. Every team leader will be in charge of a different activity required in the music jamboree project.

They student team leaders will have to coordinate with each other in creating and rehearsing the other students in their group for a musical performance the following day. So, while the music jamboree with students does seem to be in the hands of the students, the music jamboree teachers still do have a role in supervising, advising and assisting the young student leaders and the entire group.

The student leaders are empowered to organize, create, instruct and lead their team. Obviously, we can all comprehend the purpose of giving students the opportunity to lead because this is one of the best ways to let young students develop. It is also revealing for the students to test themselves and know themselves, Unless the students are reading this article, they would not know that they will be assessed by their peers and the music teachers assigned to their team. So, it should be quite an interesting music jamboree this year.

Just a slight departure from the focus of this article, I was pleasantly surprised during one of my CSR music lessons last week when two students came up to me right after class and handed me a card and a present for Teachers Day.

The students said they were looking forward to giving me the card and present on Teachers Day but I was not present that day at the school.

It was the simple homemade Teachers Day card
message that I truly appreciate more than anything else. To these two students, A BIG THANK YOU from me if I have made your musical experiences worthwhile.

Enjoy Playing Piano The Creative Way (2)

Interests in this workshop brought us to a music centre in Klang, Selangor right after the first in Penang. At this centre, there were 16 students who participated as well as 9 piano teachers at a separate session. All the students and teachers are from a classical music-based background and are keen to explore contemporary music in the manner that our workshop is offering.

Doing a musical arrangement of a piece of music is something that they have never done before as classical works they learn are complete, prepared music that one is not allowed to desecrate. Therefore, to have the freedom and to experience arranging a musical piece, a contemporary music piece would be most apt for this purpose.

Obviously, they have to rely on all the music theory and musical experience that they possess for this task. They are at liberty to decide how complex they wish to arrange the musical piece of their choice.

For the classical teachers, this workshop offers them the opportunity to learn how they can teach their students creative ways to arrange and perform contemporary pieces. The teachers too can use the ideas explored for contemporary music works that they themselves like.

Below is a clip of a student at this workshop performing her arrangement.

Enjoy Playing Piano The Creative Way

This program is the latest series of workshops that we are embarking on to encourage music students to creatively apply their musical ideas to a piece of music and perform it. In doing so, we hope to open their minds to a world of musical joy that they can derived from having learned music. There is talent in everyone but any talent will stay unseen and unheard unless allowed to shine. We hope that we can interest the students at this workshop to get creative with their music and enjoy what they are doing.

The students are of Grade 3 level and above. The theme of the workshop requires the students to attempt arranging a simple piece of music employing the musical knowledge and experience they have had so far. Through the years studying music theory and playing various styles of music, the students should have quite many ideas to use in their arrangement.

For this program, the students are to select a piece from Playing Piano Is Fun Book 4 and arrange it according to their skill level. The workshop discuses, offers and explores various ideas that the students can use in their arrangement. Examples using various ideas were also demonstrated at the piano.

Such an event is a completely new experience for these students. It is a start that hopefully will have a long term positive effect on the students. We just want students to enjoy learning and performing music.

The video clip below shows a young student at the workshop performing his arrangement of a simple 16 bar song titled 'The Grinning Cheshire-Cat' on page 26 of the Playing Piano Is Fun Book 4.

Musical play time using music theory.

Creating musical activities to reinforce the learning of music rudiments and basic theory is one way for teachers to assess whether their students can understand and apply what they have learned. Rhythmic activities are the easiest to begin with for a large group of these young primary school students.

Having completed about eight lessons with these students, they are put through this activity to apply music theory in a musical manner. The concept is simple and there are many ways to carry out this activity. The entire class can be involved in this activity.

What to do:
1. Pick a student or have a student volunteer to create a one-bar rhythm using all the theory he/she has learned so far. Write this on the board for all to see.
2. Specify the time signature or let the student decide.
3. The student then performs the rhythm he/she has created using a percussion instrument and ask the class if it was done correctly.
4. Or pick another student to perform the rhythm and have the class verify if it was done correctly.

The activity can be made more interesting in the following manner:
1. Pick between two to four (or more) students.
2. Specify the time signature or let the students decide.
3. Ask each student to create a one-bar rhythm on the board in that time signature.
4. Each student selects a percussion instrument and performs the rhythm that he/she has created together with the rest.
5. Or assign each student with another student's rhythm and perform together.

During such an activity, each student has to:
1. Stay focused on the rhythm he/she has to perform.
2. Listen to the other students in the group to stay coordinated and perform in time (not slow down, speed up or stall).
3. Learn about the percussion they have chosen to use.

Such musical activities are exciting and fun for the students as some pressure is felt by each student creating the one-bar rhythm and having to perform it as well.

Obviously, the rest of the students will surely be alert checking and verifying if the rhythm is written and performed correctly. It is a good way for all to learn and apply their knowledge of music rudiments and music theory.

This activity can be the start of a percussion ensemble that can involve the entire class. To get everyone in the class involved:
1. The students who created the rhythms will assume the role as team leaders.
2. Each team leader is assigned a group of students to lead.
3. Each team leader has to teach and rehearse the rhythm with his/her group.
4. Once ready, every group will then perform together.

Give all students, even the younger ones, the opportunity to be a team leader. Of course, the younger students will need the teacher's help as most may not be capable yet of actually leading a group. Such activities can hopefully empower the students with confidence, develop leadership qualities and skills, etc. that is relevant to developing their attitude, aptitude and personality. This development takes time and all that is needed is to do lots of musical activities that involves all the students in different roles.

Card Games as a learning aid

Inside some publications of My First Theory Book (MPM-3002-01) is a page of musical cards that is to be used as a teaching and learning aid to know basic music rudiments and music theory. There are different sets of such cards added in the earlier publications that will be featured in a series of articles here showing how they are to be used. In this instance, this set of cards (Card Game - A) comprise two parts; one representing music notes and the other representing counts/beats in numbers.

Teachers can make music lessons a lot more fun and interesting using these cards. More so, if teaching a group of students.

Obviously, these cards are most suited for the very young students learning music. We can agree that learning is more effective when lessons are fun, exciting and challenging.

For the students of this primary school where we run Rhythm MP's CSR Music Outreach Program, it can be quite a task teaching a large group of students of differing ages from Year 1 to Year 5.

Therefore, to hope that the Year 1 students can somewhat keep up with the Year 5 students, the use of these musical cards come in handy when requiring the students to recognize and memorize the shape of music notes and what they represent.

First, the cards have to be torn along the perforated lines. Two to four students can form a group to play. Distribute the cards equally among the students in the group.

After which, it is merely matching the notes with the correct counts. One student begins by opening a card and the other/s would need to match it with the correct note or count number.


If there are other students observing (as in the photos), they are assigned to check if the cards match. This way, every student from those playing the card games to those observing are learning together.

The students do get excited and they respond with squeals or groans should any student makes a wrong match. Likewise, they clap when the cards match.

Through all the excitement, they learn to recognize the shape of the notes and the count/s each note type represent.

The teacher can also get involved by asking the students to identify the type of note; semi breve, minim or crotchet. 


Another way of playing these cards is to have any number of cards randomly opened and a student is selected to match every card correctly (as shown in the final photo).

When completed, all the students are asked if the cards are correctly matched. If not, pick out those with the wrong answers and match them correctly.

Though the other students were requested to observe this activity silently, it never really happens as instructed.

Usually, as soon as a mistake is made, the observing students who know the correct answer will get anxious and restless, eager to squeal out the correct answer. This is perfectly fine because it simply means that they are learning, they know the answer and they can spot the mistake.

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Experiencing Music Through Music Theory

Teaching music formally begins with learning music rudiments and music theory. Everyone child or adult taking music lessons would begin this way. Usually, it takes a few lessons before one becomes familiar with some basic musical notation, symbols, etc.

If music lessons are privately and individually conducted, learning to play a musical instrument is part of the program. However, if music lessons are conducted in a classroom for a large group of students in a school, instrumental studies are usually not part of the program.

Therefore, it is crucial that the students experience music through musical activities to keep them interested and to enhance their musical awareness and appreciation. This is what I need to constantly do as I conduct Rhythm MP's music outreach program for primary students at vernacular and national schools.

After three lessons learning some basic rudiments (note types and their values, time signature, etc) the students did this quick rhythmic activity to put music theory into practice.



Learning to read and write music notes on the treble stave, the students were introduced to the pitches of five notes beginning from Middle C to G. Once they can recognize the notes, it is best to let them experience the sounds of those five notes.



The next activity was to have the students sing the arpeggio of C triad/chord as demonstrated in the clip below.



Just to make things interesting, I decided to use only three notes (Middle C to E note) to play a simple short phrase for any student to volunteer singing it in solfege. One can be quite surprised when one discovers that there are beginner students who seem to possess some natural musical ability like the student in the next clip who can remember the pitches and sing them using solfege correctly.