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
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