LESSON 9 On Teaching Rhythm and Tempo Objectives In this lesson, the student will be able to: 4. _ take note of considerations that are to be applied when teaching rhythm ang tempo, including these when writing down a music lesson plan, as necessary, and : 2. learn examples of approaches and activities that may be used for teaching content pertaining to rhythm and tempo, Introduction Having been familiarized with content topics under rhythm and tempo, we now continue in looking at considerations when teaching these in our music classes. We shall also look at examples of activities that will complement our direct instruction with regards to rhythm and tempo. THINK: Considerations When Teaching Rhythm and Tempo Here are some general thoughts to ponder before teaching your music class these two elements. 4. Rhythm can be tangibly realized, that is, it can be experienced and heard Engage your students by letting them hear sound recordings of rhythmic patterns if possible. You may also do bodily movements that the students can imitate, such as clapping, tapping, or using readily available materials inside a classroom. 2. Be realistic in setting goals. Young children are sometimes clumsy, and theit motor skills are not that refined yet. Be patient as rhythm can be quite frustrating at times to teach. When teaching about rhythmic patterns, do examples very slowly, gradually increasing the speed as the children get better. 3. Listen! Be sure that when teaching rhythmic patterns, you are setting the right example: correct and consistent. Students will sense that you do not know what you are teaching if you cannot perform or act out what you say. Be quick to intervene when students make a rhythmic mistake. 68 © ACOURSE MODULE FOR TEACHING MUSIC IN ELEMENTARY SCHOOLS4. 5. Always be ready to answer students’ questions. Be honest as well. If you do not know an answer to a particular question, tell them that you will research about it first. Do not pretend that you know something that you don't, especially in music since it is an abstract art form; your students might get confused and misinformed. Always consult references such as musical dictionaries or websites, or ask people who are an authority in music or who have gained some substantial musical experience. When teaching the time values of notes and rests, sometimes it is hard to understand how the concept of 1/2 beat or 1/4 beat mean. To illustrate this, use syllables or words to subdivide the beat. For example: In the image above, we can see eighth notes in pairs. An eighth note’s value is $ of a’beat. We use the word “and” to represent one half of a beat. This particular example is in 4/4 tine ‘signature. If sicteenth notes are used, however: 4ceBeivBevah erie Qreis Bi 0% awblorooB sr2orida 4 In the picture above, we can see consecutive sixteenth notes in 3/4 time signature. The main beats are shown in large numbers. A sixteenth note is 1 of abeat, and to show this, we divide a beat into four equal parts. To demonstrate this, say the main beats (large numbers) loudly and with emphasis, while the subdivided beats (small numbers) softer. You may also use different syllables, such as: “1 - ta-da-da, 2 ~ ta-da-da, 3 — ta-da-da” or other suitable syllables. You may also assign a body gesture such as a clap or a stomping of the feet to go along with the main beats to reinforce the steadiness of the rhythm. CHAPTER2 PREPARING FOR YOUR MUSIC LESSONS 69.Sample Activities for Teaching Rhythm Beats (For Grades 1 0 3) ‘A good way for students to understand this concept is to let them place consistency of their own heartbeats, their hands on their chests, feeling the n It there is a way they can listen to theirs or their classmates’ heertbeats, the better Other sounds that students may listen to for this activity are the following: 4, Listening for Steady Ticking of Clock Walking Fest Optional material stethoscope, if available ~ for listening 10 heartbeats 2. Eoho Clapping and Body Percussion (For Grades 1 10 3) irect instruction (short Before doing this exercise, bé sure to give a di and also about the lecture) about the difference between sound and silence, concept of steady beats. First, you may ask the students to listen to the teacher (you) as you clap ‘a short and simple rhythmic patter. After that, ask the students to imitate the pattern you just did, Start slowly, then gradually increase the speed and the difficulty of your rhythmic patterns. This way, the students will develop their aural (listening) ability. 5 ‘Another way of doing this is using visual aids representing beats where they should clap and beats where they should be silent. Do not use musical notation yet, instead use drawings or icons that represent pulse and rhythm. For example: 70 ACOURSE MODULE FOR TEACHING MUSIC IN ELEMENTARY SCHOOLS:Inthe figure on the previous page, the students are to clap on the lightning | symbol, but are not to clap on the cloud symbol. You may make a story line that goes together with your used symbols. Say something like the clap is like the thunderclap and the clouds are silent because it takes time to recharge a thunderclap. You may use other body parts to create rhythmic patterns, not just clapping, such as stomping of feet or thumping the laps, thighs, or chest. 3. Using Rhythm Flash Cards (For Grades 4 to 6) Once you have explained the different notes, rests, and their respective time values, a good way to practice the students’ counting and coordination skills is to use random flash cards that present a rhythmic pattern that they may clap, tap, or sing. Bethe ae ee Sample Activities for Teaching Tempo 1. Modified Dance Freeze (applicable for Grades 1 and 2) Here is a simple activity wherein the teacher manipulates the playback | speed of a music recording. Some gadgets and applications have this built in feature. As the teacher changes the playback speed, the students are to react and respond with their gestures/movements or dancing accordingly to the tempo change. The students are also to,stop any movement if the teacher stops the music. 2. Conducting Gestures (applicable from Grades 3 to 6) When teaching conducting gestures, it is advised to demonstrate them first in front of the class. This might be confusing at first since if you are facing the students, it would be a mirror image; instead, turn your back to them and lead the gesture so they can follow easily. Do the gestures slowly, saying ‘out the beats loudly (1, 2, 3, 4, etc.) as you conduct. When conducting, it is important to note where the strong beats are. CHAPTER 2 PREPARING FOR YOUR MUSICLESSONS 71sing a familiar Song ap, ants gain familiarity, let the class As the students gain familiarity, le af he front ofthe as have students take turns in leading the conducting at eae Instruct the students that they have to follow the Tea Seat You may instruct them to sing simple songs, such as the na "Happ, Birthday,” or other fun, familiar songs. 2 Can | use my smariphone to help me teach rhythms and tempo Yes, definitely! A metronome app comes in handy when teaching student, about rhythm and tempo in music. It is free and has an easy to learn interface You may use ittoilustrate steady beats, and as a guide so students can keg, in time when doing rhythm exercises. ene Sample Screenshot from a fonome App for $i ’rtphones, ACHING MUSIC IN ELEM ‘ IENTARY SCHOOLS