Teaching Rhythm

Song List: 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