MAPSWhen to Find a Friend?
Summary
A Dalcroze-style activity for developing harmonic hearing. Students move in two groups, one to a tambourine and one to a drum; when both instruments sound together they find a partner and walk together. Later the activity moves to improvised piano music with one voice and then two voices, introducing the concept of harmony, and finally to chord listening with body responses (I chord - hands on knees, V chord - hands on head).
Procedures
- 1
The teacher divides the children into two groups: one group moves to the tambourine, the other to a regular drum.
- 2
The two drums sometimes sound alone and sometimes together. When they sound together, both groups move at the same time. Movements may vary in speed - walking beats, running beats, with irregular rests in between.
- 3
In another version, whenever the two drums sound together, children find a partner and pair up. These games give children an early experience of the movement forms of one sound versus two sounds, and their relationship.
- 4
Next, practice with music: the teacher improvises on the piano while children move to the music. The teacher starts with a single melody, then adds another voice, then returns to the single melody, and asks: Did our music sound different? Children reply that extra tones appeared; the teacher tells them that when two or three notes sound at once it is called harmony, introducing the concept.
- 5
The teacher plays again, telling children to find a friend and walk together whenever they hear two sounds. The improvisation alternates between one voice and two voices with no pause in between, training listening and attention. Irregular rests and tempo changes may be added.
- 6
For students with some musical experience, do chord-listening practice: the teacher plays music and students identify which chords appear, discuss, then listen again with movement - hands on legs for the I chord, hands on head for the V chord.
Variations
1. The activity can begin as early as kindergarten; harmonic hearing should be developed early.
2. Adapt content to teaching progress - e.g. use only the I and V chords to start.
3. The teacher may use either instruments or improvised piano; vary speed and add irregular rests.
Activity Preparation
1. A tambourine and a drum (or two contrasting instruments);
2. A piano for improvised playing.
Activity Sources
- Source Type:
- Textbook / Book
- Source:
- Dalcroze Music Education: Theory and Practice (by Yang Limei & Cai Juemin), activity When to Find a Friend?
MAPS teaching activities may come from a variety of sources, including original contributions by the MAPS team, online resources, published materials, activities learned from teachers, activities shared by colleagues, traditional teaching practices, and other sources. When a source can be reasonably identified, we make every effort to acknowledge it on the relevant activity page or in the accompanying reference information.
Some content may be organized, translated, structured, or adapted by the MAPS team for specific teaching contexts. Such editorial or instructional adaptation does not mean that MAPS claims ownership of the underlying third-party material. Rights to third-party content remain with the original authors, publishers, or other lawful rights holders.
If you are an author, copyright holder, or authorized representative and have questions or concerns regarding the source, attribution, or use of any content, please contact us:
Email: musicactivityps@gmail.com
When to Find a Friend?
Summary
A Dalcroze-style activity for developing harmonic hearing. Students move in two groups, one to a tambourine and one to a drum; when both instruments sound together they find a partner and walk together. Later the activity moves to improvised piano music with one voice and then two voices, introducing the concept of harmony, and finally to chord listening with body responses (I chord - hands on knees, V chord - hands on head).
Procedures
- 1
The teacher divides the children into two groups: one group moves to the tambourine, the other to a regular drum.
- 2
The two drums sometimes sound alone and sometimes together. When they sound together, both groups move at the same time. Movements may vary in speed - walking beats, running beats, with irregular rests in between.
- 3
In another version, whenever the two drums sound together, children find a partner and pair up. These games give children an early experience of the movement forms of one sound versus two sounds, and their relationship.
- 4
Next, practice with music: the teacher improvises on the piano while children move to the music. The teacher starts with a single melody, then adds another voice, then returns to the single melody, and asks: Did our music sound different? Children reply that extra tones appeared; the teacher tells them that when two or three notes sound at once it is called harmony, introducing the concept.
- 5
The teacher plays again, telling children to find a friend and walk together whenever they hear two sounds. The improvisation alternates between one voice and two voices with no pause in between, training listening and attention. Irregular rests and tempo changes may be added.
- 6
For students with some musical experience, do chord-listening practice: the teacher plays music and students identify which chords appear, discuss, then listen again with movement - hands on legs for the I chord, hands on head for the V chord.
Variations
1. The activity can begin as early as kindergarten; harmonic hearing should be developed early.
2. Adapt content to teaching progress - e.g. use only the I and V chords to start.
3. The teacher may use either instruments or improvised piano; vary speed and add irregular rests.
Activity Preparation
1. A tambourine and a drum (or two contrasting instruments);
2. A piano for improvised playing.
Activity Sources
- Source Type:
- Textbook / Book
- Source:
- Dalcroze Music Education: Theory and Practice (by Yang Limei & Cai Juemin), activity When to Find a Friend?
MAPS teaching activities may come from a variety of sources, including original contributions by the MAPS team, online resources, published materials, activities learned from teachers, activities shared by colleagues, traditional teaching practices, and other sources. When a source can be reasonably identified, we make every effort to acknowledge it on the relevant activity page or in the accompanying reference information.
Some content may be organized, translated, structured, or adapted by the MAPS team for specific teaching contexts. Such editorial or instructional adaptation does not mean that MAPS claims ownership of the underlying third-party material. Rights to third-party content remain with the original authors, publishers, or other lawful rights holders.
If you are an author, copyright holder, or authorized representative and have questions or concerns regarding the source, attribution, or use of any content, please contact us:
Email: musicactivityps@gmail.com
