Klarinet Archive - Posting 000252.txt from 2003/07

From: "Michael D. Moors" <mdmoors@-----.net>
Subj: [kl] eaching problem
Date: Tue, 8 Jul 2003 00:41:25 -0400

Stan,

Subdivision is the way I get the best results in teaching complicated
rhythms. I think you would have good luck having the students count the 4
eighth notes internally in the dotted quarter/eighth pattern (1 & 2 &,
tapping their foot with the counting. Keep counting eighths out loud, make
them feel three tied eighth notes tied out of a group of 4 and clap on the
4th of the group. Make them say: down, up, down, eighth while you clap
eighths/counting subdivision (for the coordination of their foot tapping
and counting), Make them clap while saying: down, up, down, eighth while
clapping, then switch to 1 & 2& doing the same clapping. Demonstrate
some songs the have dotted quarters, clap the eighths every time you hit a
dotted quarter/eighth pattern.. Use: America, America the beautiful... Try
making them play a quarter notes, followed by two eighths... Put a tie the
second time between the quarter and the first eighth. After these
exercises do the same on dotted quarters starting on 3.

I hope some of the above ideas help. They work for me, it's not easy but
they will get it.

At 11:21 PM 7/7/2003 -0400, you wrote:
>Collective wisdom,
>
>I have a couple of middle-school kids, ages 9 and 11, as students. They are
>both having a hard time with rhythm, both counting evenly and dealing with
>the complexities of dotted quarter notes. They both know that a dotted
>quarter lasts as long as three eighth notes, but they are having trouble
>translating that knowledge into performance (I have them on the Rubank
>elementary book). We have tried speaking the rhythms and clapping the
>rhythms; they have tried to imitate my playing; and I have tried to get them
>to play simple patterns without reading any music.
>
>I tried to get one of these students to learn to count evenly by watching
>the stepping second hand on a wall clock and counting "1, 2, 3, 4, 1, 2, . .
>." without getting either ahead of or behind the moving hand.
>
>I have tried lavish praise when they do it right. I have tried rote
>repetition when they don't. They still don't get it.
>
>What have I missed? What am I doing wrong? Is rhythm recognition and
>understanding a developmental thing? What have you done that works on
>particularly tough cases? TIA for your help.
>
>Stan
>
>
>
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