S_R Workshop Rhythm

7/27/2019 S_R Workshop Rhythm

http://slidepdf.com/reader/full/sr-workshop-rhythm 1/13

Music LiteracyRhythm

Carol J. Krueger

Director of Choral Activities

Emporia State University

[email protected]

“Musical literacy is as universally

possible as linguistic literacy and the

development of such literacy is an

obligation of the schools.”

Lois Choksy

Pedagogy

• Based on: – Johann Heinrich Pestalozzi’s Sound-Before-Sight-Before Theory – Zoltan Kodàly’s four-step learning process Prepare—Present—Practice—Prove – Edwin Gordon’s Music Learning Theory

Music is an aural art.

• Sound – Hear, sing/chant through imitation before reading and writing

• Sign – Sound + verbal association (syllable)

• Symbol – Visual representation of the sound/sign

• Theory – Give principles and theory only after practice and as they become relevant

Music Educator must…..• be committed to improving the literacy level;• communicate enthusiastically the importance of music

literacy;

• believe in your students’ ability to learn to hear, chant/sing,

read, write and create music.

Literacy ProcessSound before Sight



Tools

Methods for Reading Rhythm

Rhythm Syllables in Simple Meter

Gordon du du de du da di du ta de taTakadimi ta ta di ta ki da ta ka di mi

Kodály ta ti ti tri o la ti ka ti ka

McHose-Tibbs 1 2 te 3 la le 4 ta te ta

Rhythm Syllables in Compound Meter

Gordon du du da di du de du ta da ta di taTakadimi ta ta ki da ta di ta va ki di da maKodály ta ti ti ti ti ti ti ka ti ka ti ka McHose-Tibbs 1 2 la le 3 te 4 ta la ta le ta

Teach Physical ResponseInternal Feeling of Pulse

Simple Meter

• Beat (macro) – Walk in place – Down-Up patsch

• Beat division (micro) – Down-up Principle

• Beat subdivision – Two on down beat – Two on upbeat

• Borrowed Beat – Circular motion

Compound Meter

• Beat (macro) – Walk in place – Circular motion patsch

• Beat division (micro) – Circular patsch – Down-up-up patsch

• Beat subdivision – Two on each part of

division• Borrowed beat

– Down-up Principle

Teach Physical ResponseInternal Feeling of Meter

• Duple Meter – Patsch—Touch

• Triple Meter – Patsch—Touch—Touch

• Quadruple Meter – Patsch—Touch—High Patsch—Touch

SIMPLE METER

BEAT LEVEL DIVISION SUBDIVISION



TIES & EXTENSION DOTS


TAKADIMI-SYNCOPATION


TAKADIMI-COMPOUND METER

BEAT DIVISION SUBDIVISION

TAKADIMI—COMPOUND METER

• TIES & EXTENSION DOTS • SYNCOPATION

Musical Literacy Procedure

• Phase I—Reading Readiness or Preparation• Phase II—Symbolic Association• Phase III—Melodic Reading

– Integrating Tonal and Rhythm

Phase I Reading Readiness or Preparation

• Train the ear –

“In the ear and out the mouth”

• Process centers around rote learning (imitation)



Phase IA: Aural-Oral Skill Development “ In the ear and out the mouth”

• Rhythm Procedure – Teacher chants rhythm patterns on neutral syllable

while patsching the beat. – Students echo on neutral syllable while patsching the

beat.

Phase IB: Verbal Association

• Rhythm Procedure – Teacher chants rhythm patterns on rhythm syllables

while quietly patsching or walking (heel march) to the

beat; – Students echo on rhythm syllables while quietly

patsching or walking (heel march) to the beat. Simple Meter: Beat division use down-up motion.

Phase IC: Generalization

• Rhythm Procedure – Teacher chants rhythm patterns on neutral

syllable; – Students echo on rhythm syllables while

patsching the beat.• Application to Literature

– Aurally recognize rhythm patterns in familiarpieces of music

National StandardStudents should sing alone and with others.

• Teaching Technique—Edwin Gordon – Teaching Mode: Teacher performs pattern in duet with student or

three to five students simultaneously echo pattern.

– Evaluation Mode: Teacher chants pattern and student echoes the

pattern alone.

Pattern SequenceLevel I

Level II

Rhythm and Phrasing • Not every downbeat

has the same weight – 1 → 2, 3, 4 – 1, 2 → 3, 4 – 1, 2, 3 → 4 – 1, 2, 3, 4 → 1



Rhythm and Phrasing

• Long time values can

NOT be static; they

need direction.• Similar options for

phrasing.

Rhythm and Phrasing

• Shorter times values are always

weak and create forward

motion: – Both eighth notes move forward (A); – Both eighth notes move away (B); – Combination ( C)

• In dotted rhythms, the shorter

notes belong to the next note

Phase I Activities

• Aurally differentiate between: – Beat vs Rhythm – Meter: Simple vs Compound – Tempo: Fast vs Slow – Same vs Different Rhythm Patterns

• Play “Ball Game” – Catch and Pass

• Play “Family Feud” – Aural / Oral – Verbal Association – Generalization

•

Improvise using rhythm patterns

Phase I Activity: Beat/Anacrusis

• W W W W W W W W • W W W W W W W C • W W W W W W C C • W W W W W C C C • W W W W C C C C • W W W C C C C C • W W C C C C C C • W C C C C C C C W = WALK C = CLAP

• C C C C C C C C • C C C C C C C W • C C C C C C W W • C C C C C W W W • C C C C W W W W • C C C W W W W W • C C W W W W W W • C W W W W W W W

Phase I Activity: Poly-Metric

1 2 3 4

2 3 4 13 4 1 2

4 1 2 3

Phase II: Symbolic Association

• Visually associate symbols (notation) with the sign(syllables + sound)

• Read patterns learned during the “reading readiness” phase• Read exercises

– Drill – Silent Reading, Audiation, Canon, Retrograde Canon – Error Detection

• Dictation• Create and compose



Notation of RhythmAssociate Sign (Sound + Syllable) with Symbol

• Notes

• Rests

Parts of a Note

Reading-Rhythm• Rhythm Pattern: Determine meter, set an appropriate tempo, establish

meter, chant pattern. Silently patsch beat with dominant hand.

• Rhythm Exercise

Audiation Skills

• Silent Reading

• Ensemble Exercise or Exercise for One Persona.

b.

Ensemble Exercise or Exercise for One Person a.

b.



Apply Skills to Literature

•

Read rhythm only in literature

Angel Song Mary Goetze, AMP 0439

• Retention is dependent upon immediate and consistent use of skill.

Apply Skills to Literature

• Read rhythm only in literatureO Music, Thou Most Lovely Art Johann Jeep (1532-1650)

• Retention is dependent upon immediate and consistent use of skill.

Phase II Rhythm Activities

• Use Rhythm Flash Cards• Identify Rhythm Patterns

• Rhythm Tap – Rhythm is tapped on

student’s back; studentechoes pattern on rhythmsyllables;

– Rhythm is tapped onstudent’s back; studentwrites rhythm in shorthandand then chants on syllables

– Student read rhythm fromcard, taps rhythm on nextstudent’s shoulder; useprocess above.

• Rhythm Bingo

• Tic-Tac-Toe Rules for Treble Trek

• Divide class into 2 teams• Teacher sings/chants patterns; a

student from each team notatespattern.

• 1st student correct, team moves2 spaces

• 2nd student correct, team

moves 1 space.• Only 1 student correct, team

moves 3 spaces.• Only 2 chances per round.• If no one is correct, each team

moves back one space.• Class should read correctly

notated pattern



Jeopardy

“Some

En’chanted

Evening”

“The Long

and

Short of It”

“Short

Lived”

“Do You

Hear What

I Hear?”

“Terms of

Endearment”

100 100 100 100 100

200 200 200 200 200

300 300 300 300 300

400 400 400 400 400

500 500 500 500 500

Concentration

Flashcard

#1A

Flashcard

#3B

Flashcard

#4A

Flashcard

#5B

Flashcard

#2A

Flashcard

#1B

Flashcard

#5A

Flashcard

#4B

Flashcard

#3A

Flashcard

#2B

Flashcard

#6A

Flashcard

#6B

Use Game Format for Bulletin BoardAural Skills

• Error Detection – Include “negative ear training” exercises

Musical Memory Skills

• Students echo rhythm in canon one measurelater;

• Game: Add a two-beat rhythm pattern

• Four measure rhythm, erase one measure

after each repetition.



• Musical Memory Skills • Musical Memory Skills

• Musical Memory Skills • Musical Memory Skills

Rhythm Dictation—Option 1

• Popsicle Sticks


• 3 X 5 Cards—Simple Meter

œ




• 3 X 5 Cards: Simple Meter œ œ

jœ ‰ ‰ j

œ

œ

jœ

jœ


• 3 X 5 Cards—Compound Meter

œ œ œ œjœ

jœ œ

.˙.œ


• Dictation ShorthandRhythm Dictation—Option 3

• Dictation Shorthand—Multi-Meter


• Dictation Shorthand—Compound Meter

• Compound Multi-Meter

Composition/Writing Skills

• Rhythm—Phase II• 3 X 5 Cards• Popsicle Sticks



Composition/Writing Skills

• Select four of the patterns and then create your own composition.

Composition

44

˙ œ œ

44w

44

œ œ ˙

44

˙ ˙

44

œ Œ œ œ

44 Œ œ œ œ

44

Phase I Assessment

Listen as two patterns areperformed and then determine if they are the same or if they aredifferent. 1. Same Different2. Same Different3. Same Different4. Same Different5. Same Different

Listen as a rhythm pattern isperformed and then determine if the pattern contains an upbeateighth note or a downbeat eighthnote.1. ⇑ beat e ⇓ beat e

2. ⇑ beat e ⇓ beat e 3. ⇑ beat e ⇓ beat e 4. ⇑ beat e ⇓ beat e

5. ⇑ beat e ⇓ beat e

Phase II Assessment (Visual Only)

• Matching: Match the rhythm notation to the corresponding syllablesNotation Rhythm Syllables

___1. a. Too –oo (Shh) Ta___2. b. Too-oo Ta Ta___3. c. Ta (Shh) Too -oo___4. d. Ta (Shh) (Shh) Ta

44

˙ œ œ

44

œ Œ ˙

44

œ Œ Œ œ

44

˙ Œ œ


• Matching: Match the rhythm notation to the corresponding shorthand.Notation Rhythm Shorthand

___1. a.

___2. b.

___3. c.

___4. d.

44

˙ œ œ

44

œ Œ ˙

44

œ Œ Œ œ

44

˙ Œ œ

R

R

R R


• Complete each of the missing sections.Notation Rhythm Syl lables Short Hand

1.

2. Tah - Tah - Too-oo

3.

4.

44

˙ œ œ

44

˙ Œ œ

R

Phase II Assessment (Symbol & Aural-oral)

• Listen as a pattern is performed on a neutral syllable. Circle the letter

of the music notation that corresponds to the pattern performed.



Literacy ProcessSound before Sight

Musicianship Skills Choral Ski lls

Vocal Skills

Musicianship Skills Choral Ski lls

Vocal Skills

Literature

J’aime La Galette

Lift Up Your Voice and Rejoice Sanctus



Zither, Zinga, Zing! Fare Ye Weel

DomaredansenFrom Where I Stood

• Super Triplets – Page 11, measure 43

Progressive Sight Singing Oxford University Press

Companion Website

http://www.oup.com/us/krueger E-Mail

[email protected]

Workshops

January 17: Des Moines, IA

January 18: Overland Park, KS

February 21: Memphis, TN May 5-7: Santa Monica, CA

June 6-10: Morningside College, Sioux City, IA

June 13-15: Winchester, VA

June 20-24: Emporia State University, Emporia, KS

June 27-29: Meredith College, Raleigh, NC

http://www.ncmusicworkshop.com/

S_R Workshop Rhythm

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