Blanche Dingley-Mathew's class work in music

 
9781236451705: Blanche Dingley-Mathew's class work in music
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1904 Excerpt: ... Call attention to this third; ask whether it is large or small, and if either, why? Then, if convenient, conceal the G and send another pupil to write a third upon B, the same B and the same note already upon the board. The pupil writes D. This third is now examined as to its being large or small. Question until the fact comes out; do not tell them. Then, uncovering the first G, we have the chord G-B-D. Ask the class what we have? If no one gives the correct answer, send a pupil to the piano to play it. When it is heard somebody immediately answers: "Major." The teacher asks: "Major what?" And this question the class is not ready to answer, and thus the term Chord is introduced. The definite name "triad" may also be given (a triad is literally a "three-er"--a chord of three tones). Then the teacher asks how many thirds the chord contains? The answer is: "Two." Are both thirds large or small? The answer is that one is large and one is small. In what order do the large and small thirds stand in the major chord? The class answers: "The large third at bottom; the small third at top." Then the teacher sends a pupil to the board to write a third on A (using no accidentals). She writes A-C. It is examined and decided to be small. Then another is sent to the board to write a third upon C, over the preceding C-E. This third C-E is then examined and pronounced large. Thus we have the chord A-C-E. A pupil is asked to play the chord upon the piano. The class is asked what they hear. The answer will pretty surely be: "Minor," "A minor chord," or simply a "Chord." The classification as major or minor is then brought out by hearing. After this the two thirds are examined again, and ...

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