Teaching Elementary Orchestra : Transposition

Transposing: Transposition card for elementary orchestra

During sixth grade orchestra, students study the keys of D, G, and C Major. Students play scales, write compositions, and perform pieces in each of those keys throughout the school year. At the end of the year, we make connections between the three keys by transposing melodies from one key to another. We talk through a worksheet together (I usually don't take the time to have students write out all the transpositions on the worksheet, though at least they have the sheet if they'd like a reference or to fill it out on their own later), and we use the solfege Velcro scales as a visual to move from one key to another. The opening to "Frere Jacques" is the melody we work through together.

Next, I bring out the laminated transposition cards. These are color-coded by clef, which makes for easy sorting. Each student gets a different card, and they follow the directions, playing the melody as given and then transposing it to the two other keys starting on the given pitch. Once completed, students can trade their card in for a different one.

There is a bit of range between "easier" and more challenging melodies as well as between very familiar melodies and not-so-familiar ones, so I take that into consideration when I'm passing out the initial transposition cards.

If I were to adjust these transposition cards, I'd write in the starting solfege syllable for clarity. While the instructions do say which pitch to start on, students don't always realize that a piece doesn't necessarily start on "Do" and try to start a piece that begins on "Mi" on a G in G Major, for example, instead of a B. Still, most students have success working through these cards either on their own or with my support.

There are options about which octave to start in, and some students make the connection quickly that many of these can be played with the same fingering but up or down a string. Once they have caught on to that, I'll have students play up or down an octave so that the fingering will have to change (which usually means that the low second finger will be needed).

While we don't spend very much time on this unit, I like how it ties the whole year together and students can see how they can move between keys. Students enjoy looking through the different cards and choosing their favorite melodies to transpose--and they enjoy the satisfaction of successfully playing their melody in the various keys.

Transposition handout: