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7 SPATIALIZATION - 2nd step of consciousness of spatialization through major chords located on a very low octave, on a medium octave and on a very high octave Work on basic spatialized memory

11 ZIG ZAG MELODIC - 3rd step of ZigZag: with a third sound Increase direction consciousness skills for a two to six notes sequence with three possible notes Work on melodic form memory

29 ZIG ZAG MELODY - Introduce direction consciousness skills for a two to six notes sequence with only two possible notes Work on melodic form memory

39 ZIG ZAG MELODY - 2nd step of ZigZag: with smaller melodic intervals Introduce direction consciousness skills for a two to six notes sequence with only two possible notes Work on melodic form memory

14 SPATIALIZATION - 3rd step of spatialization's consciousness, through major chords located on a low octave, on a medium octave and on a high octave Work on basic spatialized memory

21 THE CLOSEST MOVE - Strenghtens spatial accuracy & melody recognition, through consolidation of close melodic moves Develop the ability to distinguish half tone and tone moves Strings are played on the starting note. This enables to help users, since half tone moves sound Very Instable, whereas tone moves look Instable

26 THE CLOSEST MOVE - Strenghtens spatial accuracy & melody recognition, through consolidation of close melodic moves Develop the ability to distinguish half tone and tone moves Strenghtens the ability to distinguish the two notes of an interval Two factors of simplification: Only one note is moving, and intervals are all Perfect 5th

13 DENSITY - Enhance the consciousness of density, i.e. the number of sounds played simultaneously The exercises at the end of the branch makes students distinguish forms of one, two, three or five notes

20 DENSITY - Enhances the consciousness of density, i.e. the number of sounds played simultaneously The end of the branch makes students distinguish forms of 1, 2, 3, 4 or 5 notes simultaneously

31 DENSITY WITHIN AN OCTAVE - Strengthens the consciousness of density, i.e. the number of sounds played simultaneously within an octave The end of the branch makes students distinguish forms of 1, 2, 3 or 4 notes simultaneously within an octave