It seemed natural to make a similar material with parallage phases. The first five phrases are structured in such a way that the teacher should not have to give any explanations. I like to point out what they already know and point out ni (v) at the beginning of the phrase. Then I tell the students to watch, listen and copy me. After the first two phrases students often think the symbols have a one to one correspondence and that the ison symbol means ni and the oligon means pa.
After the third phrase they see this is not the case. The rest of the series shows that the ison means stay the same and the oligon means go up one. Students figure this out with very little prompting from the teacher. If they don't get it, the teacher can stop and pull out the rainbow scale cards. Usually in the first lesson I do the first 10- 15 phrases which introduce three symbols: the ison, oligon, and apostrophos.
I want to use the phrases to teach interval symbols, rhythms, ison, modulations, mode keys, and to incorporate the apihimas* and important cadences for each mode. The first 20 to 30 phrases are in a generic diatonic scale. After the beginning phrases I switch into mode 8 and use phrases from St. Anthony's monastery formulae** so that the phrases are ones that students will encounter in the hymns of the Orthodox church. I chose to start with mode 8 because it is the easiest mode and I can use melodies that often return to Ni. I want students to get used to coming back to ni for ear training purposes.
On the Parallage page I have made the Student Set and the Teacher's Guide available for download as Pdfs. In the teacher's guide I explain the teaching goal for each set of 5 phrases so that teachers have a framework to work from as they teach. I also welcome recommendations for better phrases or a different progression.
The Student Set of phrases should be cut apart and placed in order. For children, this gives only one phrase at a time to focus on. Changing from one card to the next also gives the students some movement in between phrases (which helps reduce the wiggles). You can teach students to change the cards by picking up the top card and placing it above the whole set (plop), then picking up the whole set and setting it on top of that card (drop), scooch (moving the whole set back to to the original position). By having everyone switch cards this way, you can create a rhythmic motion and can move between cards quickly. It also keeps the phrases in order.
Please note that these materials may change from month to month as I see what isn't working (that's why it's on plain printer paper). I will put the most recent date they have been changed on the website and in the document as well. The most recent update was made on Oct 28, 2013.
*An apihima is the short phrase that chanters chant before a hymn to get them into the right mode.
*St. Anthony's monastery has compiled over 10,000 Byzantine music formulae. They can be found at the following website along with guidelines for how to use them for composition: http://stanthonysmonastery.org/music/Formula.html
SAHM by day; ByzB curriculum developer by night. My career was in teaching: kindergarten, first grade, bilingual reading, Suzuki piano, and Music Mind Games. Now I paint icons and spend lots of time making materials on the computer. My greatest joy is directing my students in their learning. This blog documents the process and provides a space for my other ramblings as well.