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It is advisable to limit the work at first to melodies which do not modulate to the relative major. Later on, when the children are fairly fluent, they can take these. At first they will have to make use of 'bridge-notes' at the modulation, but, with a little practice, they will soon be able to sing at sight to lah. Part-singing.
This is, of course, an advantage, and is what is being aimed at. The other point is connected with the use of what are called 'bridge-notes'. When a modulation is introduced which entails a fairly long reference to a new key, the note leading directly to it is of course accidental in the first key and diatonic in the second.
If the above-mentioned plan for the treatment of the minor key be adopted, bridge-notes will be essential at this stage, and the melodies, at any rate at first, cannot be sung without their aid. A further reference to this matter is given in the chapter on the teaching of sight-singing. The form of these lessons will vary slightly according to the ages of the children.
The aim is to make it possible for children to sing fairly easy melodies in all keys, major and minor, with incidental modulations, as soon as possible then to revise the work, introducing more difficult modulations. This end will be attained by deferring the use of bridge-notes until the children are ready to sing melodies in the minor keys which modulate to the relative major.
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