DISSONANCE AND CONSONANCE 99 



Method to proceed from generals to particulars, from 

 perception to conception. 



The purpose of a first lesson is to transmute a 

 child's latent feeling of the inherent rhythm and 

 harmony of melody into accurate observation. Pre- 

 sent a simple diatonic melody and point out its rhythm 

 and harmony in a general way, leaving particulars for 

 the last part of lesson. Next present and explain ma- 

 terial as follows: — 



1. Rhythm: dual and triple forms: light and 

 heavy accents: relation of these alternating accents 

 to form, to keeping time and balance : no rhythm, no 

 form : rhythm the foundation of form. Let the child 

 express rhythm: beat it, walk it, talk it, as follows: — 



Simple Dual Forms. 



a) light heavy) b) heavy light) ^ 



now now ) '^ now now) ^ 



Simple Triple Forms, 



a) light light heavy ) ^^ h) light heavy light ) j. ^ 



now now now ) now now now) *^ 



c) heavy light light) 

 now now now) 



Select words whose relative accents correspond with 

 all these forms. 



2. Harmony: Let the student learn first the three 

 repose-tones of the Tonic, their syllables and harmonic 

 numbers ; next, the four cadence-tones, their syllables 

 and harmonic numbers; next the five diatonic ca- 

 dences. Observe that the repose-tones and cadence- 

 tones each combine in a harmony and chord and 

 resolve the cadence-chord into the repose-chord. 



