Location Point Example Pieces
Found in: Curriculum, Reading
Maureen K., California
In the Reading Notes program, how are students supposed to decode Low C-1 and Low C-2 (pp 18-19) when they haven’t yet learned the location points of bass C and middle C?
Ian M., Indiana
They’re not decoding it so much as recognizing it. You tell them what it is and where it is, they learn that two ledger lines below the bass staff is C, and, similarly, that two ledger lines above the treble staff is (high) C. This is certainly in the training, though it may not be obvious on pp 18-19.
Mark M., New York
I’ve always taken it that, for the Low C & High C examples, students are only to try to play the staff relevant for the Location Point topic at hand. The other staff is there just for posterity, to have a complete representation of each secret song. They are not meant to be read, much less processed, not at the time that they are being assigned those things as part of those Location Point topics.
Jo C., Australia
I’m curious to know if anyone extends this concept by covering up the title of Foundation songs and asking students to guess the name of the song from the music book? I find kids really love the challenge of working out what song it is and it is invaluable ‘reverse engineering’. The penny seems to drop that they can actually read music now.
Original discussion started May 13, 2020
