beat

I have a question from Jazz Clues. For clue 4 with High Five the rhythms are written in 4 counts, but the song is 12/8 time. The best way to reconcile this is obviously divide groups of 3 eighth notes into 4 sets and it…

• Last updated 3 weeks ago
• 12/8, 12/8 time signature, beat, complex rhythm, difficult rhythm, dropping in, eighth notes, High Five, jazz clues, JC, JC4, Laurie Richards, physical beat, rhythm, rhythm diagram, rhythm diagrams, rhythm difficulty, rules for writing rhythms, swing rhythm, swing rhythms, time signature, triplet, triplets

If a student already knows the names of the rhythm ingredients (whole through sixteenths) can we use those or should we actively use the informal terminology anyway before the note naming process? This comes up from time to time with students with prior experience! Personally,…

• Last updated 3 years ago
• beat, clapping rhythm, complex rhythm, counting, counting rhythms, difficult rhythm, doubles, eighth notes, feeling rhythm, improving rhythm skills, introducing reading, Laurie Richards, learning note names, marching sdq, masters of the rhythm, note names, outside reading knowledge, physical beat, playing rhythm tracks, previous experience, previous reading knowledge, prior experience, prior reading experience, processing rhythm, processing rhythms, quarter notes, Read and Play, Read n play, reading outside Simply Music, reading process, reading program, Reading Repertoire, reading rhythm, reading terminology, reads rhythm, rhythm, rhythm streams, rhythm tracks, rhythm words, RR, SDQ, singles doubles quads, sixteenth notes, student with previous experience, students with previous experience, students with prior experience, substituting words in rhythm, tapping sdq, teaching reading, teaching rhythm, using words in rhythm learning, voicing rhythms with words, walking sdq

READING RHYTHM TIPS For students who struggle to play the MORs using 5SS – especially those who have trouble keeping the 3 ingredients even within a steady beat 1) Match a metronome playing only singles until smooth and even. Then only doubles until smooth and…

• Last updated 4 years ago
• 5SS, audio recording, Audio recordings, beat, clapping, clapping rhythm, clapping the beat, internal beat, internal metronome, internalizing beat, Laurie Richards, masters of the rhythm, metronome, mor, MORs, Music Speed Changer, play along, playing along with audio, reading rhythm, rhythm audio, RR, SDQ, singles doubles quads, using audio recordings, using audio tracks, voice

I am at the end of the Reading Rhythm TTM in my own learning process and have a question about transcription. I see that ties and dotted notes (like all the other ingredients) include the step of “Continuing to process transcriptions into MOR.” As someone…

• Last updated 5 years ago
• beat, clapping, clapping the beat, dosage, dots, dotted, dotted half, dotted notes, dotted quarter, eighth notes, Gordon Harvey, half notes, Laurie Richards, quarter notes, Read and Play, Read n play, reading rhythm, RR, sixteenth notes, tied notes, ties, transcribing, transcribing Reading Rhythm - transcribing, transcribing rhythm, transcription

Hi I’ve got a question about students who find it difficult to clap words taking note of where the syllables fall. It came up from assigning a footy chant to a sport lover (e.g. ‘ see the bombers fly up” – from Aussie Rules footy).…

• Last updated 5 years ago
• beat, clapping, clapping rhythm, clapping the beat, complex rhythm, difficult rhythm, feeling rhythm, helping students feel rhythm, improving rhythm skills, isolating rhythm, processing rhythm, processing rhythms, rhythm, rhythm difficulty, syllable, syllables, Tune Toolkit, Tune Toolkit Teaching Techniques, using words in rhythm learning, voicing rhythms with words, writing rhythm, writing rhythms

I would love to start a conversation about how we might use the MAC soundtracks with our students. Some of the tracks might need some more background or learning to understand their use, but I think others could be used by most of our students…

• Last updated 6 years ago
• adding expression, backing tracks, beat, black notes, Cerebral Palsy, Dreams, Dreams Come True, Eliza, expression, expressive playing, getting an even rhythm, Gordon Harvey, helping students feel rhythm, improv, improv for beginners, improving rhythm skills, improvisation, improvising, internal beat, internalizing beat, MAC, MAC Program, masters of the rhythm, MORs, Music & Creativity, musical expression, natural rhythm, play along, playing along with audio, playing with audio tracks, playing with expression, reading rhythm, rhythm, rhythm fun ideas, rhythm games, rhythmically challenged, RR, self expression, soundtracks, special needs, teaching rhythm, teaching special needs, variation, variations

I can’t wait to use the MAC soundtracks in my own studio. Has anyone already tried this? What ages of children are able to hear the beat within the soundtrack, and match their own playing? What tips do you have in coaching children to be…

• Last updated 6 years ago
• backing tracks, beat, black notes, blues, Dreams, Dreams Come True, Eliza, getting an even rhythm, helping students feel rhythm, Hunter's Blues, improv, improv for beginners, improving rhythm skills, improvisation, improvising, internal beat, internalizing beat, MAC, MAC Program, Music & Creativity, natural rhythm, Night Storm, play along, playing along with audio, playing with audio tracks, rhythm, rhythm difficulty, rhythm fun ideas, rhythm games, rhythmically challenged, single thought process, single thought processes, soundtracks, STP, student lacks rhythm, teaching rhythm

I have a student that seems to have rhythmic issues. He is working really hard and has made huge progress but still seems to have a little trouble hearing and processing some of the rhythms. His mom is making him use a metronome at home…

• Last updated 12 years ago
• Audio recordings, beat, consistency, duets, Foundation Duets and Variations, internalizing beat, metronome, physical beat, rhythm, Robin Keehn