Finally a booklet that reaches the "hard to reach" student
A valuble resource for : Music Therapists, Teachers, & Parents
Topics include:
- The definition of perfect pitch and relative pitch, and the different levels of these abilities
- How to test and determine if someone has perfect pitch and relative pitch
- How to modify instructions for those students
- Problems that arise as a result of having perfect pitch and/or relative pitch
FAQs -
· Why is understanding perfect pitch so important?
· How would I know if my child has perfect or relative pitch? How to identify perfect and relative pitch -
· What is Susan's pedagogy or teaching approach?
Perfect pitch (also known as absolute pitch) is defined as the ability to identify the pitch of a musical tone without an external reference pitch. Some research suggests that only one in ten thousand individuals has this ability. However perfect pitch is better understood as a spectrum of abilities, not all of which conform to this highest standard of skill.
(For more information, order the booklet.)
Why is understanding perfect pitch so important?
Individuals with any degree of perfect pitch learn differently than those without it. If taught using conventional methods, students in the perfect pitch spectrum may become unmotivated and their talents could be left undeveloped. However when these students are encouraged appropriately, musical talent may blossom in dramatic ways. Flexibility is absolutely essential when teaching those with perfect pitch because these students process information differently. Teachers without perfect pitch sometimes misconstrue behavioral or learning problems in students when they should, in fact, be respecting a gift.
(For more information, order the booklet.)
There are many different variations and degrees of pitch-matching ability. The most common of these variations is relative pitch, which is the ability to identify a pitch once a leading tone is provided as a reference point. (Note that everyone within the perfect pitch spectrum also posesses relative pitch.)
(For more information, order the booklet.)
How would I know if my child has perfect or relative pitch? How to identify perfect and relative pitch -
· When playing an instrument, the person tries to play songs "by ear".
· The person can transpose a piece from one key to another instantaneously.
· Despite a musical ability and an ability to read text, the person may be a poor visual reader of musical notation.
(For more information, order the booklet.)
What is Susan's pedagogy or teaching approach?
· Susan Rancer makes use of her extensive knowledge of perfect and relative pitch in her teaching. She uses this knowledge to customize an individual teaching plan for each of her students.
· In addition, Susan is keenly aware of the deficits that each of her students has. She structures her teaching to reinforce the goals of the Individualized Education Plan, or IEP. Susan uses music to reinforce the non-musical goals of each student's IEP.
· For more information written specifically for the music teacher, see the section, "I've determined that my student has perfect or relative pitch. How do I alter my teaching methods to suit his or her needs?" in the booklet.
(For more information, order the booklet.)