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Rebecca G., Colorado

I’d recommend going very slowly on rhythm and not ‘drilling’ her too much – let her play for the joy of it and praise her frequently. If she’s feeling frustrated, it probably means she thinks she’s supposed to be getting something faster than she is, and our job as teachers is to help alleviate that anxiety as often as possible. This may mean slowing everything way down and breaking down the steps much more than you need to for other students (and so a group rhythm activity would not be appropriate for her).

Also, I find my students benefit rhythmically from listening to the audio tracks of songs we teach them and then eventually also playing along with them, but I wouldn’t push that last part until you’re sure she’s right on the verge of being able to play a rhythm correctly; otherwise, it’ll just serve as another source of frustration for her.

Robin Keehn, Washington

Also please help her by always keeping the steady beat on her back and hard enough that she can feel it in her body. Do it casually but do it. It will help her internalize it.

Laurie Richards, Nebraska

I recommend going back to step 1 of walking/marching while voicing singles, then doubles, then quads. Ask her to practice doing it throughout the week when she’s walking. Feeling the natural rhythm in her body while voicing the three ingredients should help her if she does it consistently.

Ian M., Indiana

Try some gross motor skills activities – like big arm motions, especially that go across the body, e.g. arms straight out to your sides, then RH touches L shoulder, then LH touches R shoulder, etc. Younger kids can often start to internalize rhythm better this way, and I figure your 9-year-old hasn’t gotten enough of this yet.

Sandy B., California

She actually did better today–played Alma Mater Blues, but it didn’t swing. It was straight, but I praised her to bits, because she couldn’t even do that last week. I love all your ideas!

Leanne I., Australia

I had a student recently that really struggled to get the AMB swing. It took months. I tried everything. She finally got it when I sat next to her at the piano and played it with her, so she was mimicking me. I find students either get it pretty much straight away or they take ages.

I was one that took ages – I tell this to my students so that they know it is okay not to get it straight away and that they will get it eventually.

Jacqui G., Canada

My adult student struggles with the AMB swing, and just when I think she’s got it, she loses it again! I think it has a lot to do with the music you are familiar with. She was never exposed to blues syncopation, so it is a foreign sound to her.

Kerry V., Australia

Have you given her visual clues such as drawing the rhythm on the board? In red, draw a dash for LH and black for RH. Go back to the AMB rhythm. And if and when she gets it, have her create her own. Obviously done in the class but this is an aspect that she may get.

Karen K., Oregon

My second year in jazz band the director complimented me when he said, “You know when Karen first joined the band she couldn’t swing from a rope! Now she’s got it down!” I would spend a few minutes every class listening to a jazz swing number. She needs to do more listening. It will take time, but she’ll get it.