Solfege
Solfa (solfege) is a set of syllables that represent pitch or relationships between pitches in music. The syllables are: DO, RE, MI, FA, SO, LA, TI and then to DO one octave above the original DO.
There are two main varieties of solfa: fixed DO and moveable DO. In fixed DO, DO is always the pitch C. In the movable-DO system (sometimes called tonic solfa), which is commonly used in North American elementary music classrooms, the syllables do not represent pitch names but pitch relationships. DO or any other syllable can be any pitch.1 (p. 132) Moveable DO is the system used in MusicWorks.
 
Curwen Hand Signs to accompany solfege.
The Kodály approach emphasizes the importance of learning how to sing on pitch. In the 18th century, John Spencer Curwin (England) developed hand signs to go with the solfege syllables (do re mi, etc.). Kodály integrated these hand signs into his teaching methods.


Hand signs are a way of giving a physical placement for a vocal pitch. The low "do" begins at your midsection. Each pitch is then above the previous one. Thus, you have the hand signs going up when the pitch goes up. The upper "do" is at eye level.

 
   
Why solfa syllables and hand signs are used in education
  • The movements of the hands when doing hand signs outline the melodic contour of a song or musical phrase.
  • Hand signs can be performed while singing a whole song.
  • Hand signs can be used to highlight various patterns for study purposes. For example, The MI, RE, DO pattern in Hot Cross Buns.
Explanation of the term to your students

"DO, RE, MI, FA, SO, LA , and TI are syllables that represent relationships between various pitches in a piece of music or a song. Each syllable has a hand sign that goes with it." Demonstrate each sign. Have the children practice the signs as you present the syllable and the sign.
 
Sample statement and activities by which to introduce Solfa and Curwen Hand Signs to your students

Teaching the DO, RE, MI song from the well known movie, The Sound of Music is one effective way to introduce solfa syllables. Write the syllables on the board. This can be followed with statements such as:
  • Is this the way you expected these words to be written?
  • How are they different than what you expected?
  • What is the meaning of DO, RE, MI, FA, SO, LA? Discussion follows.

As I sing the syllables mentioned in the song, listen and tell us what you notice. Sing and display the syllables letting your hand and arm rise as the pitch rises.

Sing the syllables and add high DO after TI. What did you notice about the way I sang the syllables this time? If I continued on up the scale, what would I sing next?

Another effective way to introduce the syllables is to perform the hand signs of a particular pattern in a song as you sing the words in that pattern.

For example,

Using the song, Hot Cross Buns, display the hand signs for MI, RE, DO; each time you sing the words, hot cross buns. Sing the song then inquire of the children: "As I sing the song this time, I will add something new. You will want to watch to see what it is."
  • Describe what I did with my hands.
  • Did they move up or down as I sang?
  • Why do you think they moved down?
  • What words were being sung as I moved my hands?
  • How many times did those words come in the song?
  • Can you do the signs as we sing this time?
 

Bibliography

 
  1. Bennett P. D. & Bartholomew, D.R. (1997). SongWorks I: Singing in the education of children. Belmont, CA: Wadsworth

2. Winter, M. 1999. Recorder EdVentures: Teaching recorder in the classroom. Butte, Montana: Winter