Folk Songs

TITLE:
Ah Poor Bird
ORIGIN: English canon
SOURCE: 150 Rounds for singing and teaching
TONE SET:
l t d r m
FORM:
TYPE OF
SONG/GAME:
RHYTHMIC
ELEMENTS:
MELODIC
ELEMENTS:
APPROPRIATE
AGE LEVEL:
AB
TEACHING
PURPOSE:
si l
SCALE: Harmonic minor - fa

CSP:
CD
Four part canon
l t d ; d r m ; m l si l m ; m r d t l
Level 2 4
Practise ; prac harmonic minor scale; partwork;

chords i V i
Come Follow Me
2
&4
Come
&
Come
fol - low,
fol - low,
fol - low
fol - low
me,
me,
lis - ten
to
my
song.
ech - o - ing
a -
long.
TITLE:
Dinah
ORIGIN: American Folk song
SOURCE: The Kodaly Context (Choksy)
Word Improvising Game

One student is chosen to improvise at a time. Students sing together except for the
words Dinah and old banjo.
In place of Dinah, the improvising students sings another name (not necessarily
own), and a different instrument to banjo in the final line.
TONE SET:
drm s
SCALE: do tetratonic
FORM:
TYPE OF
SONG/GAME:
RHYTHMIC
ELEMENTS:
MELODIC
ELEMENTS:
APPROPRIATE
AGE LEVEL:
TEACHING
PURPOSE:
ABAC
CSP:
CF
Folksong
dmsmsm;dmrd;rmrd
Level 2 3
Prep and MC ; prep and prac re; prac conducting in duple

metre; call & response; form; word improvisation
TITLE:
Good News
ORIGIN: American folk song
SOURCE: The Kodaly Method
TONE SET:
drm
SCALE: do trichord
FORM:
TYPE OF
SONG/GAME:
ABAC
CSP:
RHYTHMIC
ELEMENTS:
EB
Folk song
MELODIC
ELEMENTS:
d-r-m
APPROPRIATE
AGE LEVEL:
Year 8
TEACHING
Prac d-r-m; MC
PURPOSE:
; prac simple quadruple conducting
TITLE:
Mail myself to you
ORIGIN: Woody Guthrie
SOURCE: James Cuskelly/Youtube
TONE SET:
drmfsl
SCALE: Major minus ti
FORM:
TYPE OF
SONG/GAME:
RHYTHMIC
ELEMENTS:
MELODIC
ELEMENTS:
APPROPRIATE
AGE LEVEL:
TEACHING
PURPOSE:
A Av B C
CSP:
Song
d-r-m; s ; l ; f
Older beginners
Prac
; prep fa
G Bb
TITLE:
Pourquoi
ORIGIN: West Virginian Folk Song
SOURCE: 150 American Folk Songs
TONE SET:
d r m s l d
SCALE: do pentatonic
FORM:
TYPE OF
SONG/GAME:
RHYTHMIC
ELEMENTS:
MELODIC
ELEMENTS:
APPROPRIATE
AGE LEVEL:
A B A C
CSP:
TEACHING
PURPOSE:
Practise d; prac ; prac internal anacrusis; conducting in

quad metre; word improvisation game (colour)
GA
Folksong
s m r m s; l d l s ; m s m r m s ; s l s d m r d
Levels 2 3
TITLE:
Rose Red
ORIGIN: English Folk Song
SOURCE: 150 Rounds for Singing and Teaching
TONE SET:
m, s, l t d r m
SCALE: Natural minor minus fa
FORM:
TYPE OF
SONG/GAME:
ABCD
CSP:
EG
Four part canon
RHYTHMIC
ELEMENTS:
MELODIC
ELEMENTS:
d-r-m; s, l, ; t, ; m,
APPROPRIATE
AGE LEVEL:
Year 8 9
TEACHING
PURPOSE:
Partwork; partner songs; practise
TITLE:
Swing a Lady
ORIGIN: American folk song
SOURCE: Music for All
TONE SET:
d r m
FORM:
TYPE OF
SONG/GAME:
AB
RHYTHMIC
ELEMENTS:
SCALE: do tetra-tonic
CSP:
EB
Folksong
MELODIC
ELEMENTS:
d-r-m ; s
APPROPRIATE
AGE LEVEL:
Year 8
TEACHING
PURPOSE:
Present so; prac
; aural analysis of form
TITLE:
Tideo
ORIGIN: American Folk Song
TONE SET:
d r m f s l d
SCALE: Major minus t
FORM:
TYPE OF
SONG/GAME:
ABACDC
CSP:
Circle game
RHYTHMIC
ELEMENTS:
MELODIC
ELEMENTS:
d-r-m ; s ; l ; d ; f
APPROPRIATE
AGE LEVEL:
Year 8; Primary Levels 2-3
TEACHING
PURPOSE:
prep and prac
E F#
TITLE:
Tideo
ORIGIN: American Folk Song
TONE SET:
d r m f s l d
SCALE: Major minus t
FORM:
TYPE OF
SONG/GAME:
ABACDC
CSP:
Circle game
RHYTHMIC
ELEMENTS:
MELODIC
ELEMENTS:
d-r-m ; s ; l ; d ; f
APPROPRIATE
AGE LEVEL:
Year 8; Primary Levels 2-3
TEACHING
PURPOSE:
prep and prac
E F#
TITLE:
Whos That Yonder
ORIGIN: African-American spiritual
SOURCE: The Kodaly Context
TONE SET:
drm
SCALE: do trichord
FORM:
TYPE OF
SONG/GAME:
RHYTHMIC
ELEMENTS:
MELODIC
ELEMENTS:
APPROPRIATE
AGE LEVEL:
TEACHING
PURPOSE:
AB
CSP:
EC
Folksong
d-r-m
Year 8
MC d-r-m; MC beat; MC
; MC phrase
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE:
ORIGIN:
SOURCE:
TONE SET:
SCALE:
FORM:
C. S. P.:
TYPE OF SONG/GAME:
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS:
APPROPRIATE AGE LEVEL:
TEACHING PURPOSE:
TITLE:
All Things Shall Perish
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
o - mar
qua qua
qua qua del - a
tra,
va
lo,
va
lo,
si - ma
tri - co
tri - co tri - co
del
qua,
va
lo, va lo, va
lo, va
lo,
Children sit in a circle, left hand palm up and right hand palm down on the upraised palm of the
person sitting next to them.
While singing the song the beat is passed clockwise around the circle.
On the number 5 if the persons hand is tapped they are out, however, if the person passing the beat
misses this person is out.
(a new circle can be formed using those people already out)
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
Artist Theme
(from Symphony No 5)
11
D. Shostakovich
TITLE:
ORIGIN:
SOURCE:
TONE SET:
SCALE:
FORM:
C. S. P.:
TYPE OF SONG/GAME:
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS:
TEACHING PURPOSE:
TITLE:
Chairs to mend
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
Corals Deep
Trade winds are blow - ing through
When

out
will
our
to
tall
ships
sail
the reef? Where the
the trees.
Spray blows like smoke
a -
gain,
out

foam - ing
Music by Tim Sherlock
wa - ters swirl,
a - cross
the sea.
to
the
reef,

a - bove
co - rals deep.
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
2. Bought me a coat, bought me a hat,

They dont fit but do not mind that,
Hi ho, my darling.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
2. Bought me a coat, bought me a hat,

They dont fit but do not mind that,
Hi ho, my darling.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
ORIGIN:
SOURCE:
TONE SET:
SCALE:
FORM:
C. S. P.:
TYPE OF SONG/GAME:
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS:
TEACHING PURPOSE:
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
ORIGIN:
SOURCE:
TONE SET:
SCALE:
FORM:
C. S. P.:
TYPE OF SONG/GAME:
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS:
TEACHING PURPOSE:
TITLE:
ORIGIN:
SOURCE:
TONE SET:
SCALE:
FORM:
C. S. P.:
TYPE OF SONG/GAME:
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS:
TEACHING PURPOSE:
TITLE:
ORIGIN:
SOURCE:
TONE SET:
SCALE:
FORM:
C. S. P.:
TYPE OF SONG/GAME:
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS:
TEACHING PURPOSE:
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
Formation: A double circle with partners holding hands. One child stands in the centre.
Game:
1. Children walk in an anti-clockwise direction for 16 beats.

2. On over they turn and face their partner and hold both hands.
3. Bars 5-7, partners swing arms sideways 6 times.
4. On turn the glasses they do a complete turn with their partners (as in wash the
dishes).
5. On Sailing east the centre child joins the inside circle which changes direction and
walks clockwise. The outside circle continues to walk anti-clockwise.
6. On the last word ocean, the children take the closest person as partner. The child
without a partner becomes the next child in the centre and the game begins again.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
Formation: A double circle with partners holding hands. One child stands in the centre.
Game:
1. Children walk in an anti-clockwise direction for 16 beats.

2. On over they turn and face their partner and hold both hands.
3. Bars 5-7, partners swing arms sideways 6 times.
4. On turn the glasses they do a complete turn with their partners (as in wash the
dishes).
5. On Sailing east the centre child joins the inside circle which changes direction and
walks clockwise. The outside circle continues to walk anti-clockwise.
6. On the last word ocean, the children take the closest person as partner. The child
without a partner becomes the next child in the centre and the game begins again.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
The Kodaly Method

Canoe Song
Chicken on a Fencepost
Old Brass Wagon
Drunken Sailor
I see the Moon
Land of the Silver Birch
Love Somebody
Rain Come Wet Me #1
Rocky Mountain
Sailing on the Ocean
Deedle Deedle Dumpling
Fuzzy Wuzzy
Ive been to Harlem
Whos That
150 Rounds
Are you Sleeping
Sing Sing Together
Music in Preschool
Dinah
Tideo
Pease Porridge Hot
PDF
Icka Backa
Early in the Morning
Sea Shell
Pudding Bag Song
Paw Paw Patch
One Two Three
Money and the Key
Mail Myself to You
Long Legged Sailor
The Drovers Dream
Lime Juice Tub
Let Us Chase the Squirrel
Green Green
The Kodaly Method 1

Alabama Girl
I Gave my Love a Cherry
Ise the By
Jubilate Deo
Land of the Silverbirch
Old House
Pat Works on the Railway
Scarborough fair
Simple Gifts
Who Killed Cock Robin?
150 Rounds
All Things Shall Perish
Chairs to Mend
Coffee
Debka Hora
Londons Burning
My Paddle
Oh How Lovely
Rise Up O Flame
Sing Sing Together
The Birch Tree
The Swan
There Was an Old Fellow
Toembai
Viva La Musica
PDF
Al Citron
Annie Annie
Aqua qua
Black Key Canon #6
Chatter With the Angels
Dog and Cat
Ive Been to Harlem
Liza Jane
Miss Mary Mac
Old Joe Clarke (tim-ka)
O Sinnerman
Phoebe
Poor Old Howard
Skin and Bones
Weavly Wheat
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
Miss Ma - ry
but - tons,
but - tons,
Mac,
Mac,
Mac, all dressed in
but - tons all
black, black, black,With sil - ver
down
her
back,
back,
back.
She asked her mother, mother, mother for fifty cents, cents, cents,
To see the elephant, elephant, elephant, jump the fence, fence, fence,
He jumped so high, high, high, he reached the sky, sky sky,
And didnt come back, back, back til the fourth of July, July, July.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
Mozart 3-part
(from Variations)
17
La is F
Mozart minor 3-part

(from Variations)
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
Dip, Dip and swing her back,

Flashing with silver,
Swift as the wild goose flight,
Dip, dip and swing.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
1. Run to the rocks, rocks wont you hide me (3 times)

All on that day.
2. Run to the sea, sea is a-boiling (3 times)
All on that day.
3. Run to the Lord, Lord wont you hide me (3 times)
All on that day.
4. O sinner man, should bin a-praying (3 times)
All on that day.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
1. Run to the rocks, rocks wont you hide me (3 times)

All on that day.
2. Run to the sea, sea is a-boiling (3 times)
All on that day.
3. Run to the Lord, Lord wont you hide me (3 times)
All on that day.
4. O sinner man, should bin a-praying (3 times)
All on that day.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
Phoe - be in her pet - ti - coat,Phoe - be in hergown, Phoe - be in her pet - ti - coat, Go - ing in - to town.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
Poor Old How - ard's dead and gone,

dead
and
gone,
Left me here to
sing this song.
Left me here to
sing
this
Poor Old How - ard's
gone.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
She's Like The Swallow
She's
like
the
like
the
ri
like
love
swal - low
that
flies
ver
that
ne
the
sun
my
love
so
high.
She's
ver
runs
dry.
She's
shine
on
the
lee
and
my
love
is
no
shore
more.
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
TITLE:
Sing Song Saya
ORIGIN:
____________________________________________
SOURCE:
____________________________________________

Sing
3

sinf
5

sing
song
sa
song
sa
song
sa
tra
va
and
for
Ka
Verse 1: Beat 1. Pat own knees

5. Pat own knees
li
la
ya
sing
for
Ms
sing
for
Sum
sing
for
Ja
ya
man
ma -
tra
va
Ja
va
tan
3. Left shoulder with R.H.

7. Right shoulder with L.H.
Verse 2: Beat 1&2. Pat own knees twice

5&6. Pat own knees twice
3&4. Pat knees of right neighbour twice

7&8. Pat knees of left neighbour twice
Verse 3: Beat 1&2. Pat own knees twice

3&4. Cross hands and repeat
5&6. Uncross hands and pat own knees twice
7&8. Extend hands to pat neighbours knees on both sides
Verse 4: Hold neighbours hands on both sides and rock forward for two beats. Rock back for two beats with
hands above shoulders.
Verse 5: Extend left arm, with R.H. 1) Touch wrist 2) Touch elbow 3) Touch right shoulder with left hand
4) Extend right arm.
Repeat
TONE SET:
______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________

TYPE OF SONG/GAME: _____________________________________________________
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
There was an old wo - man all
skin
and bones,
Oh
2. She lived by the old grave yard.

3. One night she thought shed take a walk.
4. She walked down by the old grave yard.
5. She saw the bones a lying around.
6. She went to the closet to get a broom.
7. She opened the door and BOO!
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
SUMMER SCHOOL MUSIC PROGRAM

Early Childhood Music Level 1
This 10-day course caters for prep-school teachers, early childhood specialists,
crche and kindergarten carers, day care providers, parents and all those interested
in childhood development. It is designed to provide participants with an informed
understanding of both childhood development and the key role of music in that
development. The musical skills of the teacher, carer or parent are central to the
provision of appropriate music-making activities for children. Therefore participants
will be involved in the development of their own musical skills. Early Childhood 1 is
focussed on children aged 0-3 years.
The curriculum includes:

Methodology
Repertoire
Practicum
Musicianship
Choir
Research Topics
Required Text books:
Johnson, J. Tickle me. Clayfield School of Music
Bridges, D. Music, the Young Child and You. Tower Books
Forrai, K. Music in Pre School. Clayfield School of Music, Brisbane.
Participants are required to complete each of the 3 levels of the Early
Childhood Program in order to be eligible for the Australian Kodly Certificate.
N.B. Sound Thinking Australia retains the right to cancel the course if there are
insufficient enrolments.

METHODOLOGY LEVEL 1 Early Childhood
(0 to 3 years)
15 hours
Course Content:
An overview of child development 0 to 3 years.
The Musical characteristics of children 0 to 3 years
A spiral curriculum for understanding the musical elements of timbre, tempo,

dynamics, pitch, rhythm and form appropriate for this age group.
An overview of the development of musical skills 0 to 3 years.
Lesson planning long range planning and short term objectives.
Adult involvement parents and carers.
Assessment:
A demonstrated knowledge of Kodalys educational philosophy through individual

research and group discussion on the writings of Kodaly.
Written and/or practical lesson segments demonstrating an understanding of the

particular steps in the teaching of a concept/element covered in class.
Written assignment which demonstrates the students understanding of the readings

and class discussions on the value of early childhood music.
Lesson plans for different stages of this age group.
Outcomes:
The students will demonstrate their ability to provide a good teacher model for this
age group.
They will show a growing knowledge of the abilities and requirements of the children.
They will be able to discuss, communicate ideas and display a growing awareness of
developmental sequencing appropriate for the youngest children.

MATERIALS LEVEL 1 Early Childhood
5 hours
Course Content:
An investigation of the various categories of songs, rhymes and games which are
appropriate to the 0 to 3 year age group in an Early Childhood music program.
An analysis of suggested material with guidelines to help teachers choose wisely for
the children.
Songs, rhymes and recorded music which allow young children to develop a strong
feeling for beat and which prepare them for future music learning.
Songs, rhymes and recorded music which allow young children to respond to a
variety of moods.
Listening songs
The beginning of a song file and retrieval system to allow teachers to categorize and
organize their resources as an aid to better lesson planning.
Assessment:
Preparedness and willingness to participate in class to demonstrate set materials
Written test which requires the student to write out set materials and to discuss their
use in a music program for this age group.
Demonstration that the song file and retrieval system continues to develop
Outcomes:
Through performance of the repertoire the students will memorize a body of material
suitable for this age group and be able to demonstrate it musically and confidently.
Through analysis, they will begin to understand the attributes of appropriate

resources for this age group and find it easier and more effective to choose material
for their classes.

PRACTICUM LEVEL 1 Early Childhood
5 hours
Course Content:
An introduction to peer teaching.
Peer teaching of repertoire appropriate for Early Childhood classes
Peer teaching of short lesson segments suitable for the age group.
Assessment:
Students will prepare a minimum of 4 required segments.
Peer discussion and analysis of demonstrated techniques.
Willingness of the student to act as the teacher and the student
Outcomes:
The students will demonstrate a growing confidence in the repertoire and the
teaching techniques under discussion.
The students will demonstrate a growing ability to plan lesson segments

which show more understanding of the requirements of children of this age.

RESEARCH AND RESOURCES:
Level 1 Early Childhood 0 to 3 years
10 hours
Course Content:
An investigation of readings relevant to the age group under investigation.
This could include articles by writers such as Kodaly, Forrai, Piaget, Bruner,
Gardner, Gordon, Feierabend etc. and recent journal articles relevant to early
childhood and music education. Viewing of videos demonstrating best
practice in Early Childhood music programs.
Assessment:
Each student will demonstrate their understanding of the material by leading a

class discussion based on their analysis of a topic expressed in some of these
sources.
A written assignment to critically analyse a set piece of research and compare

it with other research in the area.
Outcomes:
The students will gain a more in-depth understanding of the development of

young children and how this affects the planning and implementing of music
programs for this age group.

Early Childhood Music Level 2
This 10-day course caters for prep-school teachers, early childhood specialists,
crche and kindergarten carers, day care providers, parents and all those interested
in childhood development. It is designed to provide participants with an informed
understanding of both childhood development and the key role of music in that
development. The musical skills of the teacher, carer or parent are central to the
provision of appropriate music-making activities for children. Therefore, participants
will be involved in the development of their own musical skills. Early Childhood 2 is
focussed on children aged 3-5 years.
Methodology
Repertoire
Practicum
Musicianship
Choir
Research Topics

Forrai, K. Music in Pre School. Clayfield School of Music, Brisbane .
Participants are required to complete each of the 3 levels of the Early
Childhood Program in order to be eligible for the Australian Kodly Certificate.

METHODOLOGY LEVEL 2 Early Childhood
(3 to 5 years)
15 hours
Course Content:
An overview of child development 3 to 5 years.
The Musical characteristics of children 3 to 5 years
A spiral curriculum for understanding the musical elements of timbre, tempo,

dynamics, pitch, rhythm and form appropriate for this age group.
An overview of the development of musical skills 3 to 5 years.
Lesson planning long range planning and short term objectives.
Adult involvement parents and carers.
Assessment:
A demonstrated deeper knowledge of Kodalys educational philosophy through

individual research and group discussion on the writings of Kodaly.

Written assignment which demonstrates the students understanding of the readings

and class discussions on the value of early childhood music.
A final written test on work covered in this Level.
Outcomes:
age group.
developmental sequencing appropriate for the youngest children.

MATERIALS LEVEL 2 Early Childhood
5 hours
Course Content:
appropriate to the 3 to 5 year age group in an Early Childhood music program.
the children.
Songs, rhymes and recorded music which allow young children to develop a strong
feeling for beat and which prepare them for future music learning.
variety of moods.
Listening songs
The continuation of a song file and retrieval system to allow teachers to categorize
and organize their resources as an aid to better lesson planning.
Assessment:
Preparedness and willingness to participate in class to demonstrate set materials
Demonstration that the song file and retrieval system continues to develop
Outcomes:

for their classes.

PRACTICUM LEVEL 2 Early Childhood
5 hours
Course Content:
Further work in peer teaching.
Peer teaching of repertoire appropriate for Early Childhood classes.
Assessment:
Outcomes:


RESEARCH AND RESOURCES:
Level 2 Early Childhood 3 to 5 years
10 hours
Course Content:
An investigation of readings relevant to the age group under investigation.
This could include articles by writers such as Kodaly, Forrai, Piaget, Bruner,
Gardner, Gordon, Feierabend etc. and recent journal articles relevant to early
childhood and music education.
Viewing of videos demonstrating best practice in Early Childhood music

programs.
Assessment:
Each student will demonstrate their understanding of the material by leading a

class discussion based on their analysis of a topic expressed in some of these
sources.
A written assignment to critically analyse a set piece of research and compare

it with other research in the area.
Outcomes:
The students will gain a more in-depth understanding of the development of
young children and how this affects the planning and implementing of music
programs for this age group.

Primary Classroom Music Pedagogy Level 1/
Early Childhood Level 3
This 10-day course caters for music specialists in primary schools, classroom
teachers, studio teachers and other interested people who wish to improve their
music teaching skills. The classroom music course is designed as a 3-year
sequential program in the area of Primary Classroom Music Pedagogy. Participants
are required to complete each of the 3 levels of the Primary Classroom Music
Pedagogy Program in order to be eligible for the Australian Kodly Certificate.
Please indicate if you have previously completed components within a specialisation.
Methodology
Repertoire
Practicum
Musicianship
Choral Conducting
Choir

Choksy, L. (1999). The Kodly Method. Prentice Hall.
Forrai, K. (1998). Music in Pre School. Clayfield School of Music, Brisbane.
Klinger, R. (1990). A guide to lesson planning in a Kodly setting. Clayfield School of
Music.

METHODOLOGY LEVEL 1 Primary/ LEVEL 3 Early Childhood
15 hours
Course Content:
Methodological sequencing of musical concepts and elements for preschool and lower
primary necessary for a developmental music program.
Readiness Music for Preschool.
Elements:
Rhythmic: beat, rhythm

Melodic:
high/low; s-m, l
An introduction to focus teaching.
Repertoire suitable for the teaching of the above concepts and elements
Writing exercises for the lower primary
Listening activities suitable for this age group.
Introduction to lesson planning and long range planning.
Assessment:
A demonstrated knowledge of Kodalys educational philosophy through individual research

and group discussion on the writings of Kodaly.
Written and/or practical lesson segments demonstrating an understanding of the particular

steps in the teaching of a concept/element covered in class.
Lesson Plan which demonstrates an understanding of work covered in class.
Repertoire memorisation.
Outcomes:
The students will demonstrate their ability to provide a good teacher model for this age group.
developmental sequencing appropriate to the children in lower primary.

PRACTICUM LEVEL 1 Primary/ LEVEL 3 Early Childhood
5 hours
Course Content:
Peer teaching of repertoire appropriate for preschool and lower primary classes
Peer teaching of the rhythmic and melodic elements covered in Methodology 1 Primary.
Assessment:
1. Students will prepare a minimum of 4 required segments.
2. Peer discussion and analysis of demonstrated techniques
3. Willingness of the student to act as the teacher and the student.
Outcomes:
1. The students will demonstrate a growing confidence in the repertoire and the teaching
techniques under discussion.
2. The students will demonstrate a growing ability to plan lesson segments which show more
understanding of the requirements of children of this age.
.

MATERIALS LEVEL 1 Primary/ LEVEL 3 Early Childhood
5 hours
Course Content:
appropriate to a lower primary music program.
this age group.
Songs, rhymes and recorded music of other cultures.
variety of moods.
Listening songs.
Assessment:
Preparedness and willingness to participate in class to demonstrate set material.
NOTE: Early Childhood Level 3 students only will be required to demonstrate

that their song file and retrieval system have reached an acceptable level.
They will be expected to perform and discuss all material in their song file.
Outcomes:

for their classes.

Primary Classroom Music Pedagogy Level 2
Methodology
Repertoire
Practicum
Musicianship
Choral Conducting
Choir

Music.

METHODOLOGY LEVEL 2 Primary
15 hours
Course Content:
Methodological sequencing of musical concepts and elements for the middle primary
school in a developmental music program.
a) Rhythm:
b) Metre:
2 and 4 metre
c) Melodic:
do, re, do pentatonic scale and do

An introduction to M2 and m3 in the context of the Pentatonic
Scale
An introduction to letter names.
An overview of the teaching of FORM in the lower and middle primary school.
Focus writing and lesson planning for the middle primary school.
Writing activities for the middle primary school.
Listening activities for the middle primary school
Repertoire suitable for the teaching of the above
Assessment:
A demonstrated knowledge of Kodalys educational philosophy through individual


Final written test on work covered in this Level.
Writing a focus activity as part of a lesson plan for this age group.
Outcomes:
age group.
developmental sequencing appropriate for the middle primary school.

PRACTICUM LEVEL 2 Primary
5 hours
Course Content:
Continued development of peer teaching.
Peer teaching of repertoire appropriate for Middle Primary classes.
Assessment:

Outcomes:


MATERIALS LEVEL 2 Primary
5 hours
Course Content:
appropriate to a middle primary music program.
this age group.
variety of moods.
Listening songs.
Assessment:
Demonstration that a start has been made on a song file and retrieval system.
Outcomes:

for their classes.

Primary Classroom Music Pedagogy Level 3
Methodology
Repertoire
Practicum
Musicianship
Choral Conducting
Choir

Music.

METHODOLOGY LEVEL 3 Primary
15 hours
Course Content:
Methodological sequencing of musical concepts and elements for the upper primary school in
a developmental music program.
a)
Rhythm:
3 metre, anacrusis external and internal
Compound time signatures

b) Melodic:
l, s, - extended pentatony and la pentatony

Introduction to pentatonic tri-chords/ intervals in the tri-chords.
f, and t
Repertoire suitable for the teaching of these concepts and elements.
More detailed work in strategy writing.
An overview of the primary school developmental music program.
Practice activities: (a) written; (b) improvisation; (c) dictation; (d) reading.
An extension of listening activities suitable for the age group.
Assessment:
A demonstrated deeper understanding of Kodalys educational philosophy through individual


Lesson Plans which demonstrate an understanding of sequentially based learning.
Writing a strategy.
Outcomes:
They will show a deeper knowledge of the abilities and requirements of the children.
developmental sequencing appropriate for the upper primary school.

PRACTICUM LEVEL 3 Primary
5 hours
Course Content:
Peer teaching of repertoire appropriate for Upper Primary classes.
Assessment:

Outcomes:


MATERIALS LEVEL 3 Primary
5 hours
Course Content:
appropriate to an upper primary music program.
this age group.
variety of moods.
Listening songs.
Assessment:
Demonstration that the students have developed their song file and retrieval system
to an acceptable level. Students will be expected to perform and discuss all material
in their song file.
Outcomes:

for their classes.

Secondary Classroom Music Pedagogy Level 1
This 10-day course caters for music specialists in secondary schools, studio
teachers and other interested people who wish to improve their music teaching skills.
The classroom music course is designed as a 3-year sequential program in the area
of Secondary Classroom Music Pedagogy. Participants are required to complete
each of the 3 levels of the Secondary Classroom Music Pedagogy Program in order
to be eligible for the Australian Kodly Certificate. Please indicate if you have
previously completed components within a specialisation.

Methodology
Repertoire/ Materials
Practicum
Musicianship
Choir
Choral Conducting
Details for each of these course components are to be found below. Information on
Musicianship and Choral Conducting levels are found on the specific relevant pages
under those headings.

Johnson, J.(1998). Music for all. Clayfield School of Music.
Music.

METHODOLOGY LEVEL 1 SECONDARY
15 hours
Course Content:
Methodological sequencing of musical concepts and elements for a lower secondary aural
based music program.
Pitch:
Rhythm:
Beat and rhythm, Patterns in simple time using:
Metre:
Simple duple, simple quadruple, simple triple
Repertoire suitable for the teaching of the above concepts and elements including part work
drm, s, l, d, Treble clef letter names, Tonal centres = F, G and C
Canons in up to 4 parts and melodic and rhythmic ostinati.
An understanding of the overall philosophy of a developmental music program based on

Kodaly concepts.
Teaching older beginners with particular attention to the changing voice.
Managing classes of mixed ability and experience.
Investigating the use of a teaching focus and its relevance to strategy writing.
An introduction to tone set analysis.
Using repertoire and games effectively with this age group.
Assessment:


Outcomes:
They will show a growing knowledge of the abilities and requirements of lower secondary
students.
developmental sequencing appropriate to the children in lower secondary.

PRACTICUM LEVEL 1 SECONDARY
5 hours
Course Content:
Peer teaching of repertoire appropriate for Lower Secondary classes.
Assessment:
Outcomes:
The students will demonstrate a growing confidence in the repertoire and the teaching
The students will demonstrate a growing ability to plan lesson segments which show more

MATERIALS LEVEL 1 SECONDARY
5 hours
Course Content:
An investigation of the various categories of songs, rhymes and games which are appropriate
to a lower secondary music program.
An analysis of suggested material with guidelines to help teachers choose wisely for this age
group.
Songs, rhymes and recorded music which allow young children to respond to a variety of
moods.
Listening songs.
The beginning of a song file and retrieval system to allow teachers to categorize and organize
their resources as an aid to better lesson planning.
Assessment:
Written test which requires the student to write out set materials and to discuss their use in a
music program for this age group.
Outcomes:
Through performance of the repertoire the students will memorize a body of material suitable
for this age group and be able to demonstrate it musically and confidently.
Through analysis, they will begin to understand the attributes of appropriate resources for this
age group and find it easier and more effective to choose material for their classes.


Methodology
Practicum
Musicianship
Choir
Choral Conducting

Choksy, L. (1990). The Kodly method. Prentice Hall.
Tacka, P. and Houlihan, M. (1995). Sound thinking (Vol. 1). Boosey & HAwkes.

15 hours
Course Content:
to a middle secondary music program.
group.
moods.
Listening songs.
The continuation of a song file and retrieval system to allow teachers to categorize and
Assessment:
Demonstration that the song file and retrieval system continue to develop.
Outcomes:

5 hours
Course Content:
Peer teaching of repertoire appropriate for Middle Secondary classes.
Assessment:
Outcomes:
Peer teaching of repertoire appropriate for Lower Secondary classes.

5 hours
Course Content:
to a middle secondary music program.
group.
moods.
Listening songs.
Assessment:
Demonstration that the song file and retrieval system continue to develop.
Outcomes:


Methodology
Practicum
Musicianship
Choir
Choral Conducting

Choksy, L. (1990). The Kodly method. Prentice Hall.
Tacka, P. and Houlihan, M. (1995). Sound thinking (Vol. 2). Boosey & Hawkes.

15 hours
Course Content:
An in-depth study of focus teaching and its relevance to strategy writing for students in the
upper secondary school.
Sequential methodological approaches to the following concepts in the middle and upper
secondary school.
Intervals
Tonality with emphasis on pentatony and diatony
Harmony
An investigation of the principles guiding the selection of appropriate repertoire, including Art
Music, for listening in a secondary school with a sequential, aural based program.
An in-depth investigation of improvisation and composition activities for the senior school.
Critical reflection of the cultural significance of music and music education.
Assessment:


Lesson Plans which demonstrate an understanding of work covered in class.
Outcomes:
They will show a growing knowledge of the abilities and requirements of upper secondary
students.
They will be able to discuss, communicate ideas and display a more mature awareness of
developmental sequencing appropriate to this age group.
The students will demonstrate a synthesis of vocal techniques appropriate to the target group.

5 hours
Course Content:
Peer teaching of repertoire appropriate for Upper Secondary classes.
Assessment:
Outcomes:

5 hours
Course Content:
to a upper secondary music program.
group.
Songs, dances, rhymes and recorded music of other cultures.
moods.
Listening songs.
Assessment:
Demonstration that the students have developed their song file and retrieval system to an
acceptable level. Students will be expected to perform and discuss all material in their song
file.
Outcomes:
Allegretto
Stalin Theme
(from Symphony No 5)
D. Shostakovich
12
Stalin Theme, with accompaniment

Allegretto
D. Shostakovich
S. D.
14
S. D.
11
S. D.
TITLE:
ORIGIN:
SOURCE:
TONE SET:
SCALE:
FORM:
C. S. P.:
TYPE OF SONG/GAME:
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS:
TEACHING PURPOSE:
TITLE:
ORIGIN:
SOURCE:
TONE SET:
SCALE:
FORM:
C. S. P.:
TYPE OF SONG/GAME:
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS:
TEACHING PURPOSE:
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
Vivaldi ritornello theme - bottom part

(from L'Estro Armonico Opus 3 No 11)
Vivaldi
Vivaldi ritornello theme - top part

(from L'Estro Armonico Opus 3 No 11)
Vivaldi
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
2. Five times nine is forty-five

Five times ten is fifty
Five times eleven is fifty-five
Five times twelve is sixty.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
Weavly Wheat (cont.)

Formation: Groups of 4, numbered 1-4 around the group.
Game:
1. Dont want walk for 8 beats.
2. Take some change direction and walk for 8 beats.
3. Five times five Layer hands to the beat. Number 1 places left hand into the circle,
then number 2 places hand on top of Number 1, then 3 & 4 follow.
4. Five times six As above but with right hands.
5. Five times seven Starting with number 4, right hands are removed.
6. Five times eight Left hands are removed.
The game begins again. Hands are layered during verse 2.
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
2. Five times nine is forty-five

Five times ten is fifty
Five times eleven is fifty-five
Five times twelve is sixty.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
Weavly Wheat (cont.)

Formation: Groups of 4, numbered 1-4 around the group.
Game:
1. Dont want walk for 8 beats.
2. Take some change direction and walk for 8 beats.
3. Five times five Layer hands to the beat. Number 1 places left hand into the circle,
then number 2 places hand on top of Number 1, then 3 & 4 follow.
4. Five times six As above but with right hands.
5. Five times seven Starting with number 4, right hands are removed.
6. Five times eight Left hands are removed.
The game begins again. Hands are layered during verse 2.
Whole Tone Canon
Tim Sherlock
TITLE:
____________________________________________
ORIGIN:
____________________________________________
SOURCE:
____________________________________________
2. But why she wont have me I well understand;

She wants some freeholder and I have no land.
I cannot maintain her on silver and gold
And all other fine things that my loves house should hold.
TONE SET: ______________________________ SCALE: _________________________

FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________

Folk Songs

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Folk Songs

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TITLE:

SCALE: Harmonic minor - fa

Four part canon

Practise ; prac harmonic minor scale; partwork;

Word Improvising Game

Prep and MC ; prep and prac re; prac conducting in duple

; prac simple quadruple conducting

SCALE: Major minus ti

Practise d; prac ; prac internal anacrusis; conducting in

SCALE: Natural minor minus fa

Four part canon

Partwork; partner songs; practise

; aural analysis of form

SCALE: Major minus t

prep and prac

SCALE: Major minus t

prep and prac

TONE SET: ______________________________ SCALE: _________________________

APPROPRIATE AGE LEVEL:

All Things Shall Perish

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

qua qua del - a

TONE SET: ______________________________ SCALE: _________________________

APPROPRIATE AGE LEVEL:

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

Trade winds are blow - ing through

the reef? Where the

Spray blows like smoke

Music by Tim Sherlock

2. Bought me a coat, bought me a hat,

TONE SET: ______________________________ SCALE: _________________________

2. Bought me a coat, bought me a hat,

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

APPROPRIATE AGE LEVEL:

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

APPROPRIATE AGE LEVEL:

APPROPRIATE AGE LEVEL:

APPROPRIATE AGE LEVEL:

1. Children walk in an anti-clockwise direction for 16 beats.

TONE SET: ______________________________ SCALE: _________________________

1. Children walk in an anti-clockwise direction for 16 beats.

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

The Kodaly Method

The Kodaly Method 1

TONE SET: ______________________________ SCALE: _________________________

TONE SET: ______________________________ SCALE: _________________________

Mac, all dressed in

but - tons all

black, black, black,With sil - ver

TONE SET: ______________________________ SCALE: _________________________

Mozart minor 3-part

Dip, Dip and swing her back,

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

TONE SET: ______ SCALE: _

______ SCALE: _

FORM: __________ C. S. P.: _

TONE SET: ______ SCALE: _