Christina Fackler MUSE 258 Sound Connections: A Comprehensive Approach to Teaching Music Literacy 2010 Chapter 7: Developing Rhythmic

Literacy Don P. Ester

Reading Rhythm Patterns Flash cards are critical o Focus students to one-measure patterns Fundamental Teaching Sequence for introducing notation: o Integrate focus pattern into opening vocal techniques and echoing o Show mating rhythm card as students echo focus pattern o Have students read a new rhythm cards integrating new card with known card Prerequisite sound or reading vocabulary: focus Use cues that fit with the meter whether simple or compound Pace slow enough for time to think Introductory Rhythm Reading Lesson Sample Rhythm Reading Lesson Progressing Through the Rhythm Content Sequence Possible to modify the sequence but only after levels 1-3 are mastered Ultimate goal is for students to internalize the rhythm syllablesaudiating them while they read the patterns on a neutral syllable Flip cards sooner to encourage reading ahead Introducing New Note Names o Only after students have associated syllable to aural function Introducing Bar Lines and Explaining Meter Signatures o Bar-lines create the measure o Double bar at the end of a piece o Meter signature determines how many beats in that measure o Tells the difference entre simple and compound Introducing New Meter Signatures o All other meters evolve directly from 2/4 and 6/8 o Students read lines without time signature o Ask students what the time signature should be o Cut time has no unique patterns Introducing Rests o No sound can be associated o Connect it to a symbol and audiate the syllable o Incorporate into rhythm cards Introducing the Tie o Notation-based concept o Audiate the rhythm syllable that would be used

Introducing Triplets and Duplets: Metric Borrowing o Easily introduced because of the familiarity with simple and compound o Should not cause problems if introduced as metric borrowing o Super triplet is compound meter Introducing changing meter o Use flashcards to make changing meter something familiar o Modifications of tempo introduced after concept fo changing meter is mastered o Beat is the same Introducing Variable-Beat Meters o Solid aural vocabulary of these patterns o Apply simple and compound changes beat to beat Introducing Multi-part Reading o Relatively easy for most classes Applying Rhythm Reading Skills to Performance Literature o Practical application of their reading skills will motivate their learning and willingness to expand o Reading music by themselves is rewarding to students

Notating Rhythm Patterns Teacher presents rhythm, students notate Resist correcting during the first lesson Notating Rhythm Patterns via: o Direct Presentation Plan o Audible Echo-Translation o Audiated echo-Translation Composing Rhythm Patterns Have guidelines Having students create music on their own will facilitate higher learning This chapter was chalked full of instructional sequences for teaching rhythmic literacy. It really bothers me how rhythm becomes this horrifying thing to students, when its not really their faultthey just have not been taught well. This chapter will be a fantastic tool in creating lesson plans for my students. I am going to try my best to use Takadimi in my classroom and help my students be successful.