Thank you, thank you so much! I'm in my first year of teaching and I'm collecting as many resources as I can!

😊

What is your input on the concept of “tone deafness?” I’m in my 4th year teaching, it’s my second year in this district. In my previous district, the majority of my experience was virtual/on a cart. Long story short, this is the first year I am trying to work on melody. My students do not have much prior experience with melody. K has been doing a lot of high/low exploration. I am working with 1st-3rd on melody. To my pleasant surprise, I have been sequencing and scaffolding as you have described. One thing that I am noticing, we are still in the exploration phase, is that some students (specifically older students) struggle with distinguishing a change in pitch. For example, I do the 2 line staff and have students place magnets on it to show high and low. Some students struggle and when I try to provide further support I realize they don’t even hear a change. For one student I played sol/sol and they said they didn’t hear a change, and then I played sol/mi and they also said they didn’t hear a change. I am assuming it’s chalked up to exposure and experience. But aside from having a disability, such as deafness or being hard of hearing, have you had experience with students who struggle to even indicate a change in pitch?