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Teaching Rhythm: New Strategies and Techniques for Success

By David Newell

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Concert band - Book A,1
Composed by David Newell. Elementary text. Program-Technic Book. Method book. 215 pages. Published by Neil A. Kjos Music Company (KJ.W54).

Item Number: KJ.W54

ISBN 849777542.

Teaching Rhythm: New Strategies and Techniques for Success is a unique, innovative, and comprehensive textbook devoted exclusively to the teaching of rhythm. This book presents traditional, as well as non-traditional, 21st century, outside-the-box concepts, and strategies relative to the teaching of rhythm. Part One: Presents a logical, student-centered, five-step Rhythm Learning Sequence for introducing students to the performance of rhythms, from sound to sight. Part Two: A minutely detailed look at the author's philosophy of The Whole Note System, the theory upon which The Simple Rhythmatician (also by David Newell) is based. Part Three: Discusses counting systems and their effective uses in the classroom. Part Four: Takes a comprehensive look at Compound Meter and the ease with which it can be taught. Part Five: Suggests a unique and creative way to introduce students to Irregular and Mixed Meters. All music teachers -- whether band, orchestra, or choir directors; classroom music teachers; or private studio teachers -- must deal with the problems inherent in getting students to first perform and then to understand rhythms. Those who are the most efficient will have the most time to spend on things musical. Rhythmic independence is one of the most important skills for students to master. Rhythmic independence is the gateway to making music, and Teaching Rhythm: New Strategies and Techniques for Success will be an invaluable resource for all music educators!

  • Introduction 

  • Part One - The Rhythm Learning Sequence: Planning For Success 
  • Two Major Problems 
  • Two Foundational Principles 
  • Step One: Perform It 
  • The "Automatic" Warm-up 
  • The Warm-up Scale for String Players and Choral Students 
  • Step Two: Count It 
  • Step Three: See It 
  • Rhythm Flashcards 
  • A Drill the Combines Steps One, Two, and Three 
  • Manipulating the Flashcards 
  • Putting the Flash in Flashcards 
  • About Flashcards: Personal Reflections 
  • Step Four: Test it 
  • "But This Process Just Takes Too Long" 
  • Step Five: Understand It 
  • Rhythmic Literacy 
  • Rhythmic Dictation 
  • The Rhythm Learning Sequence in Review 
  • Language and Rhythmic Literacy: A Comparison 
  • The Rhythm Learning Sequence: Conclusions 
  • The Sequence and the Method Book 
  • Planning and the Method Book 
  • Planning Ahead Made Easy: Marking the Method Book 
  • Beginning Lessons 
  • Format for a 30-Minute Instrumental Class 
  • Teaching Rhythm in Performing Ensembles 
  • Can Rhythm Be Learned Through Literature 
  • The Process of Music Education in Performance Groups 
  • The Two Part Rehearsal: The Lesson and the Literature 
  • * The Lesson Segment: The Group Private Lesson 
  • * The Literature Segment: The Literature is Experienced 
  • * The One-Way Bridge 
  • * Teaching During the Literature Segment 
  • The Four Magic Words: An Assessment Tool for the Teacher 
  • Percentage of Time Devoted to Each Segment of the Rehearsal 
  • Significant Advantages of the Two-Part Rehearsal Format 
  • A Comparison of Elementary and Secondary Planning 

  • Part Two - An Expanded Discussion of Step Five: Understand It; A New Look at an Old System 
  • A Self Test 
  • Your Test Results 
  • A Significant Problem 
  • Cut-Time (Alla Breve -- 2/2) 
  • The Good News! Quarter Notes Are NOT One Count! 
  • The Founding Principle of Rhythmic Notation 
  • Teaching Music's Algebra to Students 
  • Variable-Count Whole Note Melodies 
  • Half Notes 
  • The 30-second Cut Time Lesson 
  • Whole Note Durations in Students' Other Music 
  • Solving for X 
  • The Story of the Bottom Number: The Origins 
  • A Study to Validate the Theory 
  • Conclusions 
  • The Whole Note System 
  • Why the One-Count Note? 
  • The Derivation of Cut Time (alla breve) 
  • An Objection to This New Definition 
  • Teaching the Traditional Meaning of the Bottom Number 

  • Part Three - A Discussion of Counting Systems 
  • Rhythm's Lyrics 
  • One and ONLY ONE, Word or Syllable for Each Printed Musical Symbol 
  • A Counting Language Is Also a Musical Language 
  • The Two Types of Counting Systems 
  • The "1-e-&-a" System 
  • A Final Note on this Particular Number Counting System 
  • The Recommended System 
  • Bloom's Taxonomy of Cognitive Skills 
  • Putting Rhythms Into Space 
  • "...And Where Is That?" 
  • A Controversial Idea on Cueing 
  • Final Thoughts on Counting Systems in Simple Meter 

  • Part Four: Teaching Compound Meter 
  • The Two Meters: Simple and Compound 
  • Simple Meter 
  • Compound Meter 
  • "Teaching 6/8 in six is teaching music unmusically" 
  • Teaching Compound 6/8 
  • The Rhythm Learning Sequence 
  • Step One: The Music Magic of Mother Goose 
  • The Rhythm of Childhood 
  • Important, Related Activity 
  • Step Two: Count It 
  • Step Three: See It 
  • Step Four: Test It 
  • Step Five: Understand It 
  • * Compound Meter Notation Is Unnecessary 
  • * The Power of the Dot 
  • * The Family of Notes 
  • * The Solution to the Problem of Notating 
  • * Compound Rhythms 
  • * A Comparison of Simple and Compound Notation 
  • * Defining the Word Compound 
  • * Composer's Dilemma: Simple or Compound Notation? 
  • * Is This 6/8 Piece in Six or Two? 
  • * Duple and Triple Meter 
  • * 3/4 Time: Simple or Compound 
  • A Compound Meter Counting System 
  • Defining the Word "Triplet" 
  • Counting Systems Model Performance 
  • Numbers NOT To Be Used in Compound Meter 
  • Counting Sixteenths in Compound 6/8 
  • The Meanings of Numbers in Compound Time Signatures 
  • Rhythmic Literacy in Compound Meter 
  • Part Five - Introducing Students to Irregular Meter 
  • Combining Meters 
  • Fractional Time Signatures 
  • Changing 3.5/4 into a "Real" Time Signature 
  • Counting Irregular Meter 
  • The Recommended Counting System 
  • Irregular Meter and the Conductor's Baton 
  • Closing Thoughts on Counting Systems in Irregular Meter 

  • Final Thoughts 
  • Acknowledgements 
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