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Demont, Elisabeth, Conscience phonologique, conscience syntaxique, in Grégoire, J. et Piérart, B., Evaluer les troubles
de la lecture, De Boeck-Wesmael, Bruxelles, 1994, p.195/196.
2
Reboul, Olivier, Qu'est-ce qu'apprendre ?, PUF, Paris, 1991, p. 68.
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Pour orchestrer ces mécanismes, comme l'écrit Philippe Perrenoud, in Construire des compétences dès l'école, ESF, Paris,
1997, p. 29-32.
4
Giasson, Jocelyne, La Lecture, De Boeck, Bruxelles, 1997, p. 67.
5
Roegiers, Xavier, Une pédagogie de l'intégration, De Boeck Université, Bruxelles, 2000, p. 81.
6
D'Hainaut, Louis, Des Fins aux Objectifs de l'éducation, Nathan/Labor, Paris/Bruxelles, 1977, p. 94.
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ce que Maurice Chevais préconisait déjà... en 1943, Cf. Education musicale de l'enfance, A. Leduc, Paris.
8
Francès, Robert, La Perception de la musique, J. Vrin, Paris, 1972, p. 8 et p. 108.
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À noter que pour le musicien, "sur la ligne" signifie"à califourchon", "à cheval" sur la ligne...
10
Meirieu, Philippe, L'école mode d'emploi, ESF, Paris, 1992, p.186.
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 DO
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LA
SOL

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MI
peut être comparée à :
 RÉ
DO

1. a) On chante "Au clair de la lune" (début), EN DO ; MI

b) Le professeur joue à l'instrument :
RÉ 1 7RWDO
WRQV
c) Trajet parcouru : deux « espaces ». DO 1

2. a) CHANTER EN FA ;
b) Le professeur joue : LA
SOL 1 7RWDO
c) Trajet parcouru : deux « espaces » (intervalles). FA 1 WRQV

SI
3. a) CHANTER EN SOL ;
b) Le professeur joue :
LA 1 7RWDO
WRQV
c) Trajet parcouru : deux intervalles de 1 ton. SOL 1

4. a) CHANTER EN RÉ ;
b) Le professeur joue :
FA
MI GHPLWRQ 7RWDO
c) Quelle est la note FAUSSE ? ½
d) Explication : trajet = un grand + un petit espace. RÉ 1 WRQ

5. a) CHANTER EN LA ;
b) Le professeur joue : DO
SI GHPLWRQ 7RWDO
½
c) Quelle est la note FAUSSE ? WRQ
d) Explication : trajet = un ton + un demi-ton. LA 1

46
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