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Post by SuzyMac on Jun 27, 2006 18:26:15 GMT
What suggestions do you guys have for a student I have working through grade 2 theory, who is really struggling to come up with realistic rhythms. She can count, and clap her rhythms but often doesn't seem to be able to make them sound as if they're meant to be there. I've tried to get her to use repetition of the given snippet, but she seems blank as to what would 'go nicely' with it. This week's offerings have included bars just filled with quavers, and complex mixtures of quavers and semiquavers that I really had to concentrate to work out what was intended! I'm running out of ideas to help her come up with sensible rhythms herself - I have given her a few examples of what I would do, to try and start her off, but I'm reluctant to do this too often. Or, should I ignore that she's not very good at it, as she won't be sitting the exam?  |
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Post by princessmoose on Jun 27, 2006 18:29:17 GMT
Ignore it ;D. Perhaps get her to play her rhythms with different notes on the piano or something, so they are more like a tune? It is only 2 bars extra isn't it? In the 3rd bar, virtually repeat the first bar, and stick a long note in the last bar! ;D  . |
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Post by Nocturne on Jun 27, 2006 19:37:52 GMT
What I found useful in writing rhythm was that we at some point learned all the ways a quarter note could be divided. For example: 1 = two eight notes 2 = four sixteenth notes 3 = one eight, two sixteenth etc. We called those groups building blocks and used them to construct rhythms. A bar in 3/4 could be constructed by using the blocks 2, 3, 2 for example. It helped me a lot when I was learning rhythms.  |
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Post by possom on Jun 27, 2006 22:13:21 GMT
Ignore it ;D. It is only 2 bars extra isn't it? In the 3rd bar, virtually repeat the first bar, and stick a long note in the last bar! ;D . That's exactly what I say! Although I do make them tap the rhythms out to put the point across as well  |
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Post by Steve Hopwood on Jun 27, 2006 22:30:51 GMT
Isn't this a case of waiting for her brain development to evolve and take care of this? Steve |
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Post by SuzyMac on Jun 29, 2006 17:51:02 GMT
Hope so We do clap them out (I mark harshly if they can't clap their own rhythms!), and she can do this bit well. It's just that they don't make 'musical sense'. I might try providing her with building blocks, on pieces of cardboard (I have a lot left over from making the place cards  ) and see what happens. As I say, she isn't sitting the exam (with me) so I shouldn't worry |
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Post by Steve Hopwood on Jun 29, 2006 22:47:50 GMT
Hope so We do clap them out (I mark harshly if they can't clap their own rhythms!), and she can do this bit well. It's just that they don't make 'musical sense'. I might try providing her with building blocks, on pieces of cardboard (I have a lot left over from making the place cards ) and see what happens. As I say, she isn't sitting the exam (with me) so I shouldn't worry Your last remark sums things up well. You really shouldn't worry. Everything will sort itself out in time. Your greatest task is to keep them playing until this happens. Have fun. Steve |
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