Students often have difficulties with aurally identifying and creating intervals. What makes this especially unfortunate is that it is an essential skill in most branches of music: ear training, theory, musicology, and performance. I have devised an exercise that is enjoyable for students and provides ample opportunity for them to strengthen these key skills.
RULES AND PROCESS
Students will form two single-file lines behind two podiums.
Each round, one student from each line will stand behind a podium.
Each podium has a green button (representing true) and a red button (representing false).
Each round will be short, lasting only 15–30 seconds each. Here’s how each round is run:
The host will play an interval on the piano.
**The host will verbally give that interval a true of false identification (e.g., “this interval is a diminished fifth”).
**The host will ask whether that identification is true or false. Participants cannot push the “true” or “false” button until this is asked.
**Whichever participant knows the answer first will push the “true” or “false” button.
If the participant selects the wrong answer, they will be eliminated from the game.
If the participant selects the correct answer, two outcomes are possible:
****If the answer was identified as “true”, they win the round.
****If the answer was as “false”, the participant will have to sing the correct interval (the bottom note will be given again)
If their pitch is incorrect, they are eliminated.
If their pitch is correct, they win the round.
****If you are eliminated, you will be asked to leave the game. The other participant wins the round by default.
****If you win a round, you will rejoin the line you came from.
The other participant loses the round by default.
VISUAL REPRESENTATION
The game follows a single-elimination tournament bracket format as illustrated by the image below:
OBJECTIVES
The Interval Quiz Show is designed to help students strengthen two key aural skills: interval recognition and interval creation. In the case of interval recognition, being asked if the label of an interval is correct forces participants to mentally confirm if it is correct or incorrect, allowing for better aural identification skills overall. With respect to interval creation, being asked to sing an interval above a certain note develops participants’ ability to sing intervals. Ultimately, both of these skills are required for aural assessments and this exercise provides a great opportunity for students to practice them.