The utility of C-1 in music education should not be overlooked, for it trains the ear to be extremely sensitive to all ascending and descending melodic intervals and their compounds in various registers. The following list by no means exhausts all the possible uses of C-1 in the classroom, but it may prove helpful to the educator who is seeking creative alternatives to traditional pedagogical methods. These activities also have practical and recreational value for musicians already skilled in C-1.

I. Written Activities

A. Dictation

1. Students write in Roman alphabet characters or musical notation a text they hear recited in C-1.

a. Rhythmic dictation may be incorporated.

B. Questions and Answers

1. Students write responses to questions asked in C-1.

a. Questions may be on any desired subject, or related to specific musical areas.

C. Notable Quotes

1. Students listen to well-known quotations recited in C-1, identifying the source (Shakespeare, Goethe, the Bible, etc.).

D. Anagrams

1. Given a chord or tone cluster, students write as many words as possible by sequentially arranging its constituent pitches.

E. Jumbles

1. After hearing a word that has been intentionally "scrambled" in C-1, students arrange the pitches to form the correctly pronounced (or written) word.

F. Transliteration

1. Given a transliteration in music notation of a C-1 text, the student correctly supplies the text in the parent language.

2. As a variation of this procedure, the transliteration may be scrambled so that the student is required to rearrange the pitches of each word prior to deciphering the text in the parent language.

II. Performance Activities

A. Question and Answer

1. Students give oral responses in C-1 to questions that have been written or asked in C-1 or another language.

B. Jumbles

1. Upon hearing a word that has been scrambled in C-1, the student correctly recites the word in C-1 or the parent language on an appropriate instrument.

C. Anagrams

1. A word is given in spoken C-1 which the student rearranges anagrammatically and then recites.

D. Scramble

1. After a short sentence whose words have been scrambled is spoken in C-1, the student responds with the syntactically correct form of the same.

E. Spelling-bee

1. Students take turns spelling words in C-1 which are given in the parent language; those who misspell words are eliminated until a "winner" emerges.

2. As a variant of the above, students use pitch names to spell words spoken in C-1.

a. The starting pitch should be specified by the teacher or a group facilitator.

F Conversations

1. Short, impromptu dialogues for small groups in C-1 can be conducted.

G. Simultaneous translation

H. Oral translation from spoken C-1 into the parent language and vice versa.

Imaginative educators will doubtless be able to invent numerous other instructional strategies and recreations of the sort suggested above.