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    The Selmer Music Guidance Survey Word Complete

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    Nathan Cahill
    The document describes a guidance survey to help determine students' musical aptitudes and guide instrument selection. It consists of 4 parts testing pitch recognition, chord memory, melody memory, and rhythm memory. Students listen to musical excerpts and indicate whether subsequent excerpts are the same or different. The survey is intended to create student interest and provide information to assess aptitude alongside other qualities like enthusiasm.

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    The Selmer Music Guidance Survey Word Complete

    Uploaded by

    Nathan Cahill
    2K views5 pages
    The document describes a guidance survey to help determine students' musical aptitudes and guide instrument selection. It consists of 4 parts testing pitch recognition, chord memory, melody memory, and rhythm memory. Students listen to musical excerpts and indicate whether subsequent excerpts are the same or different. The survey is intended to create student interest and provide information to assess aptitude alongside other qualities like enthusiasm.

    Original Description:

    The Teacher's Selmer Test toolkit - for playing live

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    The document describes a guidance survey to help determine students' musical aptitudes and guide instrument selection. It consists of 4 parts testing pitch recognition, chord memory, melody memory, and rhythm memory. Students listen to musical excerpts and indicate whether subsequent excerpts are the same or different. The survey is intended to create student interest and provide information to assess aptitude alongside other qualities like enthusiasm.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    2K views5 pages

    The Selmer Music Guidance Survey Word Complete

    Uploaded by

    Nathan Cahill
    The document describes a guidance survey to help determine students' musical aptitudes and guide instrument selection. It consists of 4 parts testing pitch recognition, chord memory, melody memory, and rhythm memory. Students listen to musical excerpts and indicate whether subsequent excerpts are the same or different. The survey is intended to create student interest and provide information to assess aptitude alongside other qualities like enthusiasm.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 5

    The Selmer Music Guidance Survey

    To the Instructor:

    Inasmuch as the terms ‘examination’,’ test’ and ‘quiz’ frequently have an unpleasant connotation you may find it
    advisable to refer to this activity as a ‘guidance survey’. It should be remembered that the objectives of the survey are (1)
    to create interest of students and parents, and (2) to add any possible information concerning aptitude of the prospective
    student to an appraisal of others qualities such as enthusiasm and perseverance, as well as important physical
    characteristics.

    Perhaps the most important attribute in learning to play a musical instrument is DESIRE on the part of the student. Any
    action with might lessen this desire at the outset would certainly be unwise. Therefore, explain to the students that one of
    the purposes of the survey is to guide the instrumental teacher in selecting the right instrument for each individual, and
    that the results in no way affect their scholastic records or their possibilities in instrumental music.

    Materials needed to conduct the survey are: (1) the Instructor’s Form containing the musical examples; (2) a sufficient
    number of pencils and Student Blanks; (3) the recording of the Selmer Music Guidance Survey, and; (4) a record player
    with stable turn-table speed at 33RPM. After administration of the survey the Scoring Key provided with each
    Instructor’s Form will facilitate rapid scoring of the Student Blanks. (Note: In lieu of (3) and (4) a piano and a wind or
    string instrument may be used as outlined under the four parts of the survey.)

    Before continuing with the survey, have students fill in the information requested on the reverse side of the Student
    Blank. Then proceed with the recording or follow the directions below:

    A. Pitch Recognition

    1. In absence of the recording, use Clarinet, Violin or Piano. Locate the instrument so students can not see the kdys,
    fingerboard or the fingers of the performer.

    2. Instruct students to cross out “H”, “S” or “L” depending on whether the second note sounds higher, the same as,
    or lower than the first note.

    3. Use the demonstration line first, so students will have a thorough understanding of the procedure.

    4. Call the number (A-1, A-2 etc) before playing each example. Rest 1 beat between the notes of each example, and
    pause for 5 seconds before calling the next.
    B. Chord Memory

    1. In absence of the recording, use Piano. Locate the instrument so students cannot see the keyboard or the fingers of
    the performer.

    2. Define “chord” for the students: “a combination of three or more tones sounded together in harmony”.

    3. Instruct students to cross out “S” or “D”, depending on whether the second chord sounds the same as, or different
    than the first chord. Also remind them that changing a single note changes the whole chord.

    4. Use the demonstration line first, so students will have a thorough understanding of the procedure.

    5. Call the number (B-1, B-2 etc) before playing each example. Rest 1 beat between the notes of each example, and
    pause for 5 seconds before calling the next.
    C. Melody Memory

    1. In absence of the recording, use Clarinet, Saxophone, Violin or Piano. Locate the instrument so the students
    cannot see the keys, fingerboard, or the fingers of the performer.

    2. Instruct students to cross out “S” or “D”, depending on whether the second combination of notes sounds the same
    or different than the first. Again, the change of a single note calls for a “D” answer.

    3. Use the demonstration line first, so students will have a thorough understanding of the procedure.

    4. Call the number (C-1, C-2, etc) before playing each example, and pause for 5 seconds before calling the next.

    D. Rhythm Memory

    1. In absence of the recording, use any wind or string instrument. The rhythms of this section should be clearly
    defined by using a slightly detached style of playing.

    2. Instruct students to cross out “S” or “D” depending on whether the second rhythmic figure sounds the same as,
    or different than the first.

    3. Use the demonstration line first, so students will have a thorough understanding of the procedure.

    4. Call the number (D-1, D-2, etc) before playing each example. Rest 2 beats between the rhythms of each
    example, and pause 5 seconds before calling the next.
    NAME: _____________________ Selmer Test Answer Sheet Class: _________

    Part A Part B Part C Part D


    (Pitch) (Harmony/Chord) (Melody) (Rhythm)

    1. H S L 1. S D 1. S D 1. S D

    2. H S L 2. S D 2. S D 2. S D

    3. H S L 3. S D 3. S D 3. S D

    4. H S L 4. S D 4. S D 4. S D

    5. H S L 5. S D 5. S D 5. S D

    6. H S L 6. S D 6. S D 6. S D

    7. H S L 7. S D 7. S D 7. S D

    8. H S L 8. S D 8. S D 8. S D

    9. H S L 9. S D 9. S D 9. S D

    10. H S L 10. S D 10. S D 10. S D

    11. H S L 11. S D 11. S D 11. S D

    12. H S L 12. S D 12. S D 12. S D

    13. H S L 13. S D 13. S D

    14. H S L 14. S D 14. S D

    15. H S L 15. S D 15. S D

    16. H S L 16. S D 16. S D

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