rhythm difficulty

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

I find that my students who don’t like to sing often shorten the ends of phrases in Dreams, Dog, Sleeping, Fur Elise, etc. so they have to work at unlearning, then learning the correct rhythm by singing with me, reviewing the audio, playing with the…

• Last updated 1 year ago
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I have a question about accommodations. I have a 10 year old student with severe anxiety and perfectionism. She is unable to understand that she needs to practice songs even if she doesn’t like them. She is working on this skill, among others, with a…

• Last updated 3 years ago
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I am finding the variation on Family Tree a challenge, even after leaving it for a time and coming back to it. Can someone give me some tips please? (Or should I just leave that one out?) It is challenging, indeed, in a very similar…

• Last updated 3 years ago
• administering the dosage, audio, audio materials, audio recording, Audio recordings, audio recordings for learning arrangements, audio SHMs, Chester, chester chills out, Chester Chills Out Variation, Chester Samba, Chester Variation, clapping rhythm, complex rhythm, control the events, controlling the events, counting rhythms, CTE, difficult rhythm, dosage, dosage of arrangements, family tree, Family Tree Variation, feeling rhythm, helping students feel rhythm, how to play, humming along, improving rhythm skills, isolating rhythm, lyrics, playing along with audio, playing with audio tracks, processing rhythm, processing rhythms, rhythm, rhythm difficulty, singing along, single thought process, single thought processes, STP, using audio recordings, using audio tracks, what to play

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

Help me with teaching more complex rhythm. I’ve listened to the Reading Rhythm program multiple times but I feel like I’m missing something. With The Mirron, for example, there’s a lot of rhythm going on. The way I am used to figuring it out is…

• Last updated 5 years ago
• audio materials, audio recording, Audio recordings, audio SHMs, complex rhythm, control the events, controlling the events, counting, counting rhythms, CTE, difficult rhythm, external speaker, external speakers, feeling rhythm, feet, foot, Gordon Harvey, High Five, humming along, improving rhythm skills, jazz audio track, jazz rhythm, Jazz rhythms, Laurie Richards, layer, layering, listening to audio recordings, listening to the audio recordings, once at the latin, playing along with audio, playing with audio tracks, playing-based, playing-based strategies, playing-based tools, playing-based while reading, processing rhythm, processing rhythms, reverse engineer, reverse engineering, rhythm, rhythm audio, rhythm difficulty, singing, singing along, single thought process, single thought processes, speakers, speaking instructions out loud, STP, tap feet, tapping, tapping feet, tapping sdq, teaching rhythm, The Mirron, using audio recordings, using audio tracks, using playing-based tools while reading, using the audio recordings to learn songs, using the Jazz Recording, voice, voicing rhythms with words, written rhythm

Advanced Teachers: Talk to me about how to approach teaching compound time is this in relation to any particular piece? For example Greensleeves is in 6/8 and High Five is in 12/8. I would keep the explanation simple to students, but it’s basically dividing the…

• Last updated 5 years ago
• ‘57 12/8 Blues, 57 12/8 Blues, complex rhythm, compound time, counting rhythms, difficult rhythm, Gordon Harvey, Greensleeves, High Five, polyrhythm, processing rhythm, processing rhythms, reading, reading music, reading rhythm, reading strategies, rhythm, rhythm diagram, rhythm diagrams, rhythm difficulty, rhythm tracks, teaching rhythm

I came up with a new thing to help with the different but similar rhythms in Shoo-Fly (Level 5): Banana (G-B-G) & grape grape grape grape (G- Bbx4) Apple (B-G) Banana (G-B-G) Students often get confused with the similar little phrases… banana and apple helped…

• Last updated 6 years ago
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One of my private adult students had agreed to start RR but when I did the first exercises with her (walking with SDQ’s) she told me she did not feel comfortable as she feels this is more suitable for children. I told her I have…

• Last updated 6 years ago
• adult students, claiming territory, counting rhythms, difficult rhythm, explaining claiming territory, getting an even rhythm, helping students feel rhythm, improving rhythm skills, marching sdq, multiple thought processes, natural rhythm, not trusting the method, processing, processing rhythm, processing rhythms, reading, reading preparation, reading process, reading rhythm, reads rhythm, reclaiming territory, refusing to learn songs, refusing to play, regaining lost territory ideas, resistant students, rhythm, rhythm difficulty, rhythm fun ideas, rhythm games, RR, RR mastery, RR pacing, RR practice, SDQ, single thought process, single thought processes, singles doubles quads, STP, student processing and resisting approach, tapping, tapping sdq, teacher preparation, teaching rhythm, territory, trust the method, trust the process, trusting the method, trusting the process, trusting the program, walking sdq

Right now I have several students who are simultaneously going through RR and Accompaniment Variations. As such, it *seems* like a logical step to start including swing rhythm as a variation when learning to read 8th notes (doubles). However, there is not a single discussion…

• Last updated 6 years ago
• Acc Var, accompaniment variations, Alma Mater Blues, alma mater blues 2nd section, AMB, AV, blues rhythm, complex rhythm, counting rhythms, doubles, humpty, humpty dumpty, Laurie Richards, light blue, light blue rhythm, masters of the rhythm, reading, reading rhythm, reverse engineer, reverse engineering, rhythm, rhythm diagram, rhythm diagrams, rhythm difficulty, rhythm streams, rhythm tracks, RR, rules for writing rhythms, swing rhythm, swing rhythms, teaching rhythm