Of all the SQA Listening Concepts, the one* which arises most frequently is sequence. This is one which pupils understand and can spot but find difficult to put into words. In the end, we often agree that a the following conditions have to be met:

• that there is a pattern which can be spotted (seen and/or heard)
• that, having spotted the pattern, we can predict what should come next (by playing and/or describing)
• that we should be able to tell whether what actually came next was what we were expecting (by listening and/or reading)
• that - on a good day - we should be able to pinpoint the deviant note, name it and say what we were expecting to be in its place (by pointing to the page and/or playing)

Here is an example of the longest sequence I know. Most sequences extend to 3 units and break away on the 4^th. Some even break away on the 3^rd. This familiar sequence has 5 complete units and even begins its 6^th breakaway unit on the expected note: sequence

The discussion of sequences and patterns in other subjects comes up e.g. maths, dance, art etc. Pupils are asked to listen to a numerical sequence and to add the next number:

• 2, 4, 6, 8, ?
• 1, 3, 5, 7, ?
• 1, 4, 7, 10, ?
• 1, 5, 9, 13, ?

An S1 pupil today offered extremely quick answers to the more challenging of these and when I commented on this he said that he enjoyed, and was quite good at, this sort of thing. For interest’s sake, he agreed to be timed reciting a times table of his choice - he chose the nine times table and we agreed that he should simply announce the products, omit the “nine ones are” prefixes and stop at 10 x 9. His time was 4” - impressive!

If you’re not convinced, try timing yourself simply reading the answers aloud:

9, 18, 27, 36, 45, 54, 63, 72, 81, 90.

If you achieve a good time, why not try calculating and reciting the answers to another table?

* I’m excluding here the most straightforward ones e.g. ascending/descending or silence

Categories: Music