Rhythmic Thoughts #1

Some thoughts on teaching rhythm...

I was creating some extra counting resources and thought I'd muse a bit on how I like to do things. Specifically, I was working my new set of progressive rhythmic reading (Count. Play. Level Up.). I even found a nice old-school "video game" font to use. You can find the sets in the Sight-Reading Section. I've broken it into a few strategies that I've always found to work. So here goes..

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Vocalising the Counts

I've always found it beneficial to make the students count out loud when first working on an exercise. This forces the students to think numbers (connecting numbers to beats) as they count. It also helps them keep their eyes on the correct beat. At first, we just​ count. Students should imitate the music with their voice as much as possible. For example, if you have a whole note, have them connect the numbers with their voice-OOOOOONE - TWOOOOOO - THREEEEEEEE - FOOOOOOOUR. My thought is that if you can't say the counts correctly (especially in easier music), you probably can't play it correctly.

Clapping Along

After students understand how to vocalise the counts, add in the clapping. This helps add the kinesthetic element. It also gives some visual feedback as to how well the students understand. 

• Explain the connetion of clapping and articulation
• If a note is sustained, hold the hands together
• Pull the hands apart when students would release the air

Side note: I typically drop the clapping when the rhythms get too complex. Eventually, I even drop the counting and just have them articulate.

Try this!

Draw a measure of music. Then put a picture on each "beat." (depending on your artistic skills, you can really have some fun with this one) Have your students tell you which picture is on which beat. This is to help students understand that they can dissect the measure without necessarily knowing the symbols. 
(it also helps solidfy the principle: if you get mixed up, FIND BEAT ONE!)

Tizzle, Sizzle (or whatever you call it)

"Tizzle and finger" as I call it. This adds another element (air) without having to produce a tone. This also gives you an auditory feedback on rhythmic comprehension. Hopefully, with the additive nature of the process, the students are thinking numbers as they play. You can also "air and valve" the exercise. This entails blowing air without producing a tone. The downside to this is that you don't get as much feedback as tizzling. 

Time to Play

This process will hopefully get everyone on the same page. If students fail to achieve the music, go back and figure out which step lost them. The more you do it, the better they read!

In the end...

• Can students consistently start notes at the correct time?
• Can students consistently end notes at the correct time?
• Can identify what note is on what beat? Or upbeat? In-between? Etc..
• Do they know where they are!?!?