DUPLE

TRIPLE

Polyrhythm / Advanced Rhythms

Mixed

More information:

My students first hear these rhythms when I acculturate them to meters and tonalities. During a song I can take parts out and chant rhythm on a neutral syllable then sing the song again as a form of context. When students are ready for formal instruction we can start pattern instruction. During this time I would show them my gesture (practice with animal sounds) then show them how to echo my rhythm patterns on a neutral syllable. When the class is confident with their echoing, I will then gesture to solo students and move on  when 80% are confident. Then we can move on to improvising on a neutral syllable by having rhythm conversations. The next step would be to introduce the same music vocabulary with rhythm syllables. When the confidence is met, I teach what meter means and how these rhythms function (through playful games, not a theoretical lecture). When they are ready, I will then move on to improvising again but with rhythm syllables. Depending on the grade and class I might also ask students to "translate" a pattern from neutral syllable to rhythm syllables. After the mastering of N.S., rhythm syllbles, function, improvising, and verbal dictation in Duple and Triple meter, the students simply need you to point at what rhythm is what function and they will read it with confidence. Sounds like a lot? Well it just takes an understanding of Gordon's Learning Sequence and knowing when to challange your students. I recommend going to a GIML PDLC which is a two week course in which you learn the basics of the theory as well as practical tools for how you can make it fun in your own way.