Music prodigies are defined as young children (at or under age 12)
who have displayed a talent in music comparable with skilled adult musicians.
It is theorized that "musical therapies" that have proved effective
for full term newborns, may also benefit premature infants, i.e.,
- lullabies promote language development;
- familiar music is recognized, reinforcing, and comforting;
- and the infants orient to and avidly attend to music more so than other auditory stimuli.
This possible hereditary existence of a “music module” in an infant’s working memory
was discovered by Baddeley (1986) and Berz (1995). They observed the performance
of a prodigious musical savant in hearing and playing back an unfamiliar piece.
The child’s ability to reproduce complex auditory images on the keyboard
with immediacy and an unusual technical facility offered a rare opportunity
to glean something of the workings of the musical mind — through purely musical responses.
These were subjected to musicological analysis using “zygonic” theory (Ockelford, 2005a, 2005b),
which seeks to explain how the structure and content of the child's output is derived from the stimulus
and from other sources, and how both are woven into a coherent musical whole.
The underlying methodological assumption is that these sonic relationships, offer evidence of processes
These were subjected to musicological analysis using “zygonic” theory (Ockelford, 2005a, 2005b),
which seeks to explain how the structure and content of the child's output is derived from the stimulus
and from other sources, and how both are woven into a coherent musical whole.
The underlying methodological assumption is that these sonic relationships, offer evidence of processes
that necessarily underlie the learning, storage and retrieval of musical elements in cognition.
If this is so, then hypothetically “Baby Beethovens” not only can exist, but they must naturally occur.
If this is driven by a sort of musical precognition, so let it be.
If this is driven by a sort of musical precognition, so let it be.
Let yourself go and enjoy this set of worksheets.
“Music Theory for Beginners”
All Grade Levels for All Students
This educational resource pack includes:
Musical notations and descriptions of Solmization in Music Education with auditory,
tactile, and visual prompts to accommodate all ability levels:
tactile, and visual prompts to accommodate all ability levels:
(Level 1) Cut and paste descriptions to label the seven syllables of solfège
(Level 2) Distinguish lower pitches from higher pitches using Kodály method with ________
Curwen hand signs
Curwen hand signs
(Level 3) Formulate the tune “Take Me Out to the Ball Game” using hand signs.
(Level 4) Apply concepts to post a choice of four songs independently using hand signs.
Additional worksheet with Word Search for Keywords practice.
To see more of the “StoneSoupSchool.com” store with other great teaching resources for culture,
holidays, ESL, ELLs, literature, history, science, easy readers, math, etc. as they become available in 2017, go to:
holidays, ESL, ELLs, literature, history, science, easy readers, math, etc. as they become available in 2017, go to:
“Stone Soup School. com provides digital educational strategies for all students, regardless of their ability level.”
I wish to dedicate this to all my students past and present.
Photo credits go to: Dreamstime.com, Teaching-children-music.com
Sincerely,
Mrs. Cheryl Lynn Peele
Creator of StoneSoupSchool.com
Key Music Words - Click on each underlined Keyword for a recorded definition.
Audiate: To mentally hear and understand music. For example, you audiate when you play a song “by ear.”
The famous composer Beethoven, composed music by audiation when he lost his hearing.
The famous composer Beethoven, composed music by audiation when he lost his hearing.
Curwen Hand Signs: A series of hand symbols designed to physically represent vocal pitch.
“Do”: Is the leading musical note in any major or minor scale. Because of how octaves work,
it is also always the final note in any major or minor scale.
it is also always the final note in any major or minor scale.
Half-Step: On a keyboard, to play a half-step above (or below) a certain note is to play the very next piano key beside it.
n Western music, there are no pitches between half-steps.
n Western music, there are no pitches between half-steps.
Interval: A comparison of two notes that describes the distance in pitch between them.
Intervals are usually describing pitches that are within an octave.
Intervals are usually describing pitches that are within an octave.
Note: A single tone, constant in pitch, made by a musical instrument or a voice.
Octave: An interval between two notes, sometimes called an 8th.
The note that begins a scale and the note that ends a scale are octaves to each other.
Octaves always have the solmization note. For example, in the image below, the two “Do” signs make an octave.
The note that begins a scale and the note that ends a scale are octaves to each other.
Octaves always have the solmization note. For example, in the image below, the two “Do” signs make an octave.
Pitch: The ‘highness’ or ‘lowness’ of a sound.
Scale: A set of musical notes ordered by pitch. In this Worksheet we focus only on the Major Scale,
but there are many different types of scales.
but there are many different types of scales.
Solfège: Making music using solmization. 
For example “So, So, So, Do, So, Fa, Mi, Re, Do, So” is the solfège for the Star Wars theme song.
Solmization: A system of attributing a distinct syllable to each note in a musical scale for the practice
of vocalizing audiated music, the basis of solfège. For example: Do, Re, Mi, Fa, So (or Sol), La, and Ti are each a solmization.
of vocalizing audiated music, the basis of solfège. For example: Do, Re, Mi, Fa, So (or Sol), La, and Ti are each a solmization.
Tone: A musical sound or pitch.
Whole-Step: Two half-steps next to each other make a whole step. The interval that makes up a whole-step
would be called a Major 2nd.
would be called a Major 2nd.
Instructions: ♪ Listen to the entire major scale ♪
Do the hand signs as shown below while listening to the three major scales provided in the recording.
Note how the pitches of solfège notes can change but the intervals between them are always the same.
This is why we can sing different scales but still use the same solmization.
The illustration above is describing the location of where on the torso each hand sign should be.
Student Name _______________________________________ Date______________________________
Instructions: (Level 1) Cut out and paste the hand signs to label the seven syllables of solfège.
First Tone of a Major Scale
Paste Hand Sign Here
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Recording of Tone: “DO” 🔈
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Second Tone of a Major Scale
Paste Hand Sign Here
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Recording of Tone: “RE” 🔈
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Third Tone of a Major Scale
Paste Hand Sign Here
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Recording of Tone: “MI” 🔈
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Fourth Tone of a Major Scale
Paste Hand Sign Here
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Recording of Tone: “FA” 🔈
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Fifth Tone of a Major Scale
Paste Hand Sign Here
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Recording of Tone: “SO” 🔈
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Sixth Tone of a Major Scale
Paste Hand Sign Here
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Recording of Tone: “LA” 🔈
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Seventh Tone of a Major Scale
Paste Hand Sign Here
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Recording of Tone: “TI” 🔈
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Octave of the First Tone
Paste Hand Sign Here
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Recording of Tone: “DO” 🔈
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 |  |  | | |  |  |  |
Student Name _____________________________________ Date_____________________
(Level 2) Distinguish lower pitches from higher pitches using Kodály method with ________
Curwen hand signs. Click on the hand signs for audio!
Curwen hand signs. Click on the hand signs for audio!
Instructions: Of these two hand signals, which note is higher? Circle the highest note.
or
or
Instructions: Of these two hand signals, which note is lower? Circle the lowest note.
3. 
or 
or
4. 
or 
or Student Name _____________________________________ Date_____________________
(Level 3) Formulate the tune “Take Me Out to the Ballgame” using hand signs.
Instructions: Listen to the first line of the music by clicking the title, then cut out and place the notes in the right order.
Student Name _____________________________________ Date_____________________
(Level 4) Apply concepts from the previous worksheet. Select a song the post it using hand signs.
Instructions: Have your students pick a song listed below. Then listen together to the first six notes of the music,
then have each student cut out and place the first six notes in the right order.
then have each student cut out and place the first six notes in the right order.
Twinkle Twinkle Little Star ♪ AUDIO ♪
Happy Birthday ♪ AUDIO ♪
Mary Had a Little Lamb ♪ AUDIO ♪
I’ve Been Working on the Railroad ♪ AUDIO ♪
Student Name: ___________________________ Date: _______________
Instructions: Locate and circle (or point to) these five music key words in the wordsearch below:
AUDIATE
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SYLLABLE
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SOLFEGE
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NOTATION
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SCALE
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PITCH
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www.StoneSoupSchool.com
Certificate of Achievement
This Acknowledges That
Name: ________________________________
Has Successfully Completed
“Music Theory for Beginners”
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