Candy Listening B-I-N-G-O

In many of my group lessons this week, students are working on aural interval identification.   For a few lucky students, this skill comes naturally.  For most, it takes a LOT of (sometimes frustrating) practice.   Here’s one of the games we’re doing this month to make that practice a little less tedious:

Candy makes everything better, right?!?  This is a “reverse” game of BINGO that uses colorful Skittles and M&Ms candies.  As a group, we decide what interval each color of candy will represent and fill out the “code” cards shown on the right.  (If you use both Skittles and M&Ms, there are 7 colors possible, just enough to cover 2nds – octaves).   Then students choose 16 pieces and put one on each blank spot on their BINGO card.  They may chose all of one candy or a combination – it doesn’t matter if they don’t have every color possible.

I play an interval on the piano.  Students must correctly identify it, then may remove and eat one piece of the appropriate color of candy from their board:

The first student to remove 4 in a row wins BINGO.  The first student to remove all of his or her candies wins blackout!

One of my favorite things about this game is that it can “grow” with my students and they don’t mind playing it over and over!  When students first start this game, we only identify generic, ascending intervals.  Over time, we add descending intervals and I ask them to identify qualities along with distance.

The gameboards and “code” cards are available as a single file on my studio website. The boards print on standard size paper, then trim down to an 8.5″ x 8.5″ square.

Candy Listening BINGO
Candy Listening BINGO
Candy BINGO.pdf
46.4 KiB


Candy Listening B-I-N-G-O — 7 Comments

  1. Pingback: Holiday Music Camp – First and Second Grade (Piano) – 1 hour | Denley Music

  2. Jen,

    I teach a pre-music theory class for high schoolers. I have no access to computers or pianos. I quickly run out of ideas on how to teach high schoolers the fundamentals of music. (Which by the way none of them knew anything about music before this class) So I really appreciate your ideas. My high schoolers think they are fun and something different. So thank you! You’re a life saver!

    • Hi Krista,

      I’m so glad to hear that my materials have been of help to you. It sounds like you have a rather challenging task. I’m sure your students really appreciate you taking the time to find fun and creative ways to learn theory!!

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