That was a silly little thing I was just putting together. It had no third in it which is kind
of important because a third is really important for a children, a child to hear. It's also
an easy thing for the child to hear. That thing, if you tried to do it, your kids would
have no idea what you did and no way to emulate you. What we're going to talk about in this
segment, is how to get the children to hear what you're playing, to hear what they're
playing. Start with the most basic of things, one note. Can they emulate that one note?
They probably cannot. It's harder than you think. Once they get, they'll get it in a
minute, but the very first try it may be disastrous. You'll be like, f, and they'll be like, black
key, or something ridiculous like that. So, once you get that to happen, see if you can
get the child to hit two notes, not the same. That's too easy. So, here to here. Cool, they
can watch your hands at this point, that's okay because, again, you're reinforcing the
pattern of the keys. They're still, their minds are still wrapping around two black
keys, three black keys, twins, triplets, twins, triplets. They're still making sure they understand
that. So, it's okay if they watch your hands when you do two notes before they emulate
them. But what you're eventually getting to is for them to be able to do it almost completely
by hearing it. So, even if you're a terrible singer, you probably can hold pitch, so if
you sing to them, la la, they can hear it and play it back to you, la la. And give them
a starting note, it's not like a perfect pitch test like, yes, I was singing an f, find that
f. Like, no, this is not ridiculousness like that. Tell them, I started on an f, where
did I go after that? They may be able to pick it out faster than you think. And at this
point, go back to the sole fiche that you've already talked about with them. Do, re, mi.
So, if this is do, re is always one above it, there's re. And reinforce its okay just
to start with do and re. Do and re are great places to start. So you could sing, do, re
and they could do that. Give them other options for do, if do is here, where's re? If do is
here, where's re? What you're reinforcing also, is the idea of an interval, a second
and that will come into play later. So singing and playing and having them play back is an
extremely important tool for right now in the process.