![]() ![]() ![]() What follows are monthly tonal and rhythm objectives, 1st through 4th grade.Īctually, these objectives are really for next year. And during the final “whole,” students return to the song or piece of music with, we hope, a greater depth of understanding. ![]() During the middle “part,” students perform tonal or rhythm patterns (sometimes in echo, sometimes in dialogue) that share a tonality or meter with the song - even though the patterns may be different from those found in the song. During the first “whole,” students perform a song or short piece (or perhaps they listen to a short piece or excerpt). Keep in mind that pattern exercises (I never liked calling them “learning-sequence activities,” and dislike even more the acronym LSAs) make sense only in a whole-part-whole context. And then I began-after roughly 3 months-to teach patterns. I started the year off…by starting over: I made sure kids heard many songs in major and minor tonalities I saw to it that they moved to songs in duple and triple meters. By that I mean, yes, students are learning patterns again. And rhythmically, forget it! The time-lag built into Google Meets and Zoom made rhythmic continuity in call-and-response activities a long forgotten dream.īut this year, we’re back, sort of. Tonally, the kids couldn’t benefit from the vocal modeling of their more advanced classmates and certainly, they never heard other kids sing in small groups. From March 2019 to June 2020, when kids were learning over Google Meets, I tried, really tried to teach patterns. I’m teaching tonal and rhythm exercises again, post-virtual. ![]()
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