Work of the Child: Points of Consciousness: Careful listening is required to distinguish between the various pitches of the bells. Control of Error: (Matching) Labels of note names may be placed on the front of the control bells (the black and white bells) with matching note names on the bottom of the neutral bells. The control is therefore visual. (Grading) When grading, the neutral bells are placed in front of the control bells, which are left graded on the shelf. After the exercises, the child can check by playing the two sets to see if they match (auditory check.) Checking can also be done with note names, if available, as bells do not come with such labels. Variations: Matching at a distance. Grading the bells at a distance. Bring neutral bells to one table and select one to bring to second table. Then find the bell that is higher’/’just lower’ at a distance. ‘just Extensions: Introduce the note pattern boards. Source: Montessori Institute of Atlanta (MIA/AMI); 1978 Revised: Donald Manahan, NMI; 2001, 2005
Work of the Child: Points of Consciousness: Careful listening is required to distinguish between the various pitches of the bells. Control of Error: (Matching) Labels of note names may be placed on the front of the control bells (the black and white bells) with matching note names on the bottom of the neutral bells. The control is therefore visual. (Grading) When grading, the neutral bells are placed in front of the control bells, which are left graded on the shelf. After the exercises, the child can check by playing the two sets to see if they match (auditory check.) Checking can also be done with note names, if available, as bells do not come with such labels. Variations: Matching at a distance. Grading the bells at a distance. Bring neutral bells to one table and select one to bring to second table. Then find the bell that is ‘just higher’/’just lower’ at a distance. Extensions: Introduce the note pattern boards. Source: Montessori Institute of Atlanta (MIA/AMI); 1978 Revised: Donald Manahan, NMI; 2001, 2005
nmi_final_sensorial_2016_ec_.docx