Pitch Discriminati Listening to

ng Sound different
Singing low pitch of See if child can determine if one is higher or lower than
pitches and sound from a the other.
high pitches CD i) Play two different pitches on an instrument
to the child. (bells, piano, anything).
ii) Ask the child to identify if the second pitch
e.g low was up or down (higher or lower).
pitches; car iii) Start with an octave.
vroom; cow iv) For first stage, demonstrate larger intervals
to the child to be able to discern.
high v) On the next session, sets of smaller interval
pitches; of pitch will be given, to see if the child can
bird; mouse correctly identify pitches that are right next
squeak. to each other as higher or lower.

Naming and Listening to two different tones and subject need to

pointing point out which sound is higher or lower.
which sound Listening to different tones from the mallet instrument;
have higher clinician indicates which sound is higher and lower
or lower Naming
pitch.
Intonation Follow the
voice (fill in
the gap);

Ba ba black
sheep
Sound Singing; up Start on low pitch (the child can match), gradually
Production and down swoop up
Ask the child;
did you just
moved up or
down with
your pitch.
Using the animal sound;
i) Ask if the child knows if the animals sound
happy sad, or angry (different pitch)
ii)

Joint Singing
Rhythm; Rhythm Introducing Materials; whiteboard; picture; picture of animals
identificatio perception rhythm; (horse, dog), (chicken, monkey) (alligator, armadillo),
n and Elephant,grasshopper).
discriminati Listening/
on task Coaching
Rhythm Imitating
exercise rhythm using
rhythm
language (ta-
ta-ta)
Meter Synchronizati Clap in time;
execution on of body
movement to i) According to the number; using picture or
a given hand gesture, two finger means clap twice,
meter, and need to be on time.
dancing,
playing Increase the amount of clap, but within the same time,
rhythm with Clap rest clap;
percussion i) Using pictures,
instrument.

ii) Kids need to follows the picture and

Rhythm Listening/
perception Coaching
Rhythm Using gesture i) Basic rhythm; count to four on a cont-
imitation (clamping repeating 1-2-3-4, 1-2-3-4, 1-2-3-4,
and Add clapping, tapping, or walking on each beat to
stomping) explore the rhythm further.
using music
ii) Rhythm and tempo; clapping, tapping or
walking at slow, medium, fast speed.
Production Judging Rhythm & movement.
of different whether a i) Clapping/dancing; change the tempo (both
rhythms pair of the singing and bounce) to a quicker
rhythm was tempo.
same of ii) Speed or slow it again throughout song.
different,
variation of Add clapping or other different movement for each
timing/ fruit.
tempo
Use music stick, or bucket drums;
Play simple beat and make sure the child can follow the
steady beat.

If the child can follow the steady beat, keep a beat

going, while singing an up beat song while they play

Take turn playing, and see if they can follow the beat by
themselves,

Add on with metronome of beat collection.