Participants will choose a difficult rhythmic passage from a piece of music.
Analyze the difficult rhythm and choose a scale that will be assist in the learning process for the passage chosen.
Now that we've gone over standard rhythmic counting and how to use Noteflight, let's focus on how to incorporate that new strategy into the ensemble setting!
Activity 1:Select Your Performance Repertoire/ Method book passage
For this section, we will follow an example passage which will demonstrate how to go about the process of both analyzing the rhythm, but also how to use the analyzed work to aid in your teaching.
Look for a passage which you believe your students may struggle playing if they were sight-reading. (The example shown in Unit 2 will be re-used here)
Decide whether you want to analyze this passage ahead of time, or if you want to analyze it with your ensemble in order to have them decipher the rhythms (similar to activity 2; Unit 1) The pictures below are an example of having ensemble musicians analyze before showing them the "correct" answer: Ensemble analyzed version (one error) ___________________________________________________________________________Teacher Analyzed version
After analyzing the counts, have everyone (including yourself) both clap and count the rhythm with a metronome on. (complete this step a few times before moving on, practice makes permanent!)
Have musicians play the rhythm on one unison pitch (in the key of the piece) while staying in time with the metronome.
Now, have the musicians try to clap the rhythm again, but rather than do the counts; they should say the changing note names in time with the rhythm. (complete this step a few times before moving on, practice makes permanent!)
Finally, if you feel the ensemble is ready, try to play the passage with both the notes and rhythm in time. (choose a slower tempo for success and as the ensemble becomes more comfortable, speed up the tempo.)
Activity 2: Choose the scale for your warm-up
Reflect on Activity 1 above:
How did your ensemble do?
If they were successful, great!
Do they need to continue practicing difficult rhythms? Yes, always. The more you practice them effectively, the easier it will get for them to read rhythm and understand what it should sound/feel like.
Consider this: Could they benefit from more practice with these kinds of difficult rhythms?
For this step, think about what is best for your ensemble, do you want them to practice that previous excerpt more by using it as a warm up? Could they play that same rhythmic section in an easier scale to create that familiarity, or can they handle practicing that rhythmic passage within the key of the repertoire piece?
Suggestions from the author of this mini course, Cat: Younger groups vs. Advanced groups
Younger: If you have a younger or less experienced ensemble, I would suggest trying to have them continue practicing that particular passage as a rhythmic warm up:
Practice the rhythm with the ensemble repeating the rhythm on every note of the scale they are most familiar with. (For ex. a sixth grade band could use Bb major, or a younger orchestra might stick with D major).
One great strategy I use is to model what the scale should sound like as it's being performed prior to the ensemble playing it. This helps the musicians understand what you're expecting from them.
Here is an example of one rhythm which is tricky for younger groups, but can be used as a warm up exercise if you play each note for 4 beats in the rhythm: ( I used measure 12 depicted below and chose G Major as the scale I wanted played in that rhythm.)Notice how the rhythm repeats, but the note will change in the next measure to the following note 'A', using the same rhythm.
Advanced: If you have a more experienced group, maybe try to use the rhythm from the difficult passage as a way to warm up the group within the key of the piece: (Here, the group would still play G Major, but now they would change the note on every beat using the rhythm seen in measure 12.)Remember, these examples above are only rhythmic exercises. How do I incorporate this into my classroom using my own music literature that we're playing?
Take the rhythm you want the ensemble to work on and have it be a repetitive pattern.
Have the ensemble play the rhythmic pattern as a group on a particular scale, then have them do it in (at least 3) groups, but as a round.
Create your own ways too!
Research new ways:
This article has some interesting ideas regarding rhythm and how musicians need to 'feel' rhythm, in order to truly read and comprehend it.
Thank you for taking this journey to help your ensemble become better musicians by strengthening their rhythmic knowledge and skills! Good Luck and have fun with your ensemble! -Cat
Activity 1:Select Your Performance Repertoire/ Method book passage
