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Rhythm
Oct 23, 2006 17:07:05 GMT
Post by jod on Oct 23, 2006 17:07:05 GMT
Steve! You! Gibberish! Surely not! Oh I forgot Nice cup of Tea - three against two!
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Rhythm
Oct 23, 2006 17:25:27 GMT
Post by princessmoose on Oct 23, 2006 17:25:27 GMT
Steve! You! Gibberish! Surely not! Oh I forgot Nice cup of Tea - three against two! I still never see how that works . I just can't do it .
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Rhythm
Oct 23, 2006 18:06:42 GMT
Post by Steve Hopwood on Oct 23, 2006 18:06:42 GMT
Oh I forgot Nice cup of Tea - three against two! I still never see how that works . I just can't do it . Well, you put the kettle on.......................
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Rhythm
Oct 23, 2006 18:08:52 GMT
Post by Benj on Oct 23, 2006 18:08:52 GMT
Steve! You! Gibberish! Surely not! Oh I forgot Nice cup of Tea - three against two! I use One Cup of Tea Slap both knees on One Slap right knee on Cup Slap left knee on Of Slap Right knee on Tea
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Rhythm
Oct 23, 2006 18:11:08 GMT
Post by princessmoose on Oct 23, 2006 18:11:08 GMT
I still can't do it, then again triplets are my downfall .
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Rhythm
Oct 23, 2006 18:13:00 GMT
Post by Steve Hopwood on Oct 23, 2006 18:13:00 GMT
I still can't do it, then again triplets are my downfall . She isn't lying here ;D ;D ;D ;D ;D Sorry
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Rhythm
Oct 23, 2006 18:13:36 GMT
Post by princessmoose on Oct 23, 2006 18:13:36 GMT
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Rhythm
Oct 23, 2006 18:17:26 GMT
Post by Steve Hopwood on Oct 23, 2006 18:17:26 GMT
Oops. Pure slip of the keyboard. That should have read, "She is lying here."
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Rhythm
Oct 23, 2006 18:18:43 GMT
Post by princessmoose on Oct 23, 2006 18:18:43 GMT
You're lying again . I really should practice with a metronome, actually I should do some form of practice to start with .
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Rhythm
Oct 23, 2006 19:49:49 GMT
Post by Steve Hopwood on Oct 23, 2006 19:49:49 GMT
You're lying again . I really should practice with a metronome, actually I should do some form of practice to start with . * hands Nat a dictionary so she can look up the meaning of the word *
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Rhythm
Oct 23, 2006 22:36:55 GMT
Post by Dulciana on Oct 23, 2006 22:36:55 GMT
Just bringing in a little negativity here!
When I asked for suggestions about this problem in TOP I got lots of replies, and did try out most of the reasonable ones - a couple of months down the line I have now decided that the best reply I got was the one that said, "You just have to accept that you can't win 'em all." Thinking up words, etc, will get a pupil past a few notes, and maybe he'll even remember the words when a similar scenario presents itself in the future, but where do you go when they just don't have a basic sense of pulse? Does anyone else agree that this "phenomenon" does actually exist?
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Rhythm
Oct 23, 2006 23:16:53 GMT
Post by Steve Hopwood on Oct 23, 2006 23:16:53 GMT
Just bringing in a little negativity here! When I asked for suggestions about this problem in TOP I got lots of replies, and did try out most of the reasonable ones - a couple of months down the line I have now decided that the best reply I got was the one that said, "You just have to accept that you can't win 'em all." Thinking up words, etc, will get a pupil past a few notes, and maybe he'll even remember the words when a similar scenario presents itself in the future, but where do you go when they just don't have a basic sense of pulse? Does anyone else agree that this "phenomenon" does actually exist? Yes, me, and it is not a phenomenon. Human brains develop unevenly and at different speeds when compared to those of other humans. It is a developmental thing and is perfectly normal. The part of the brain that controls understanding of musical rhythm develops more quickly in some kids than it does in others. Thus we get 10 year olds with an excellent sense of pulse and rhythm, and 13 year olds (sometimes even older) for whom these things are like a foreign language. Ultimately, all come to the same point - they 'understand' rhythm. There is the wonderful experience all we teachers have. One week a rhythmically clueless student leaves their lesson. The following week, the very same student has a brilliant understanding of rhythm. What happened in between? The student's brain made the required connections and ta-daa. Instant rhythm. I take the 'infants learn to speak from their parents' approach to developing a rhythmic sense. Basically, my kids imitate me until the brain develops and rhythmic patterns become second nature. I teach them to count their way out of difficult situations but accept that this will be a strategy they adopt in extremis - preparing a piece for an exam, for example. It is a well known fact that areas of the brain will develop more quickly when stimulated. I know other teachers who work hard on rhythm with their pupils; the work they do develops the area of these childrens' brains that deals with musical rhythm patterns. Time spent on different activities in lessons comes down to an individual teacher's priorities. Time spent on A now, will detract from B; that merely means the teacher who spends time on B now will have to spend more time on A later. Ultimately, if they are any good then both will arrive at the same point, given the same pupil. So yes, word patterns are a short term fix for a short term problem. Unless they happen to accidentally coincide with a spurt in brain development, when they will also appear to fix a long term problem. Sometimes over 30 years experience is a nuisance. Life was much easier when I was 20 and life appeared in black and white. "All I have to do is concentrate on..........." Hey ho.
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Rhythm
Oct 24, 2006 7:57:18 GMT
Post by Dulciana on Oct 24, 2006 7:57:18 GMT
So are you saying that if we continue to work hard enough at this we'll get there in the end?
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Rhythm
Oct 24, 2006 8:10:40 GMT
Post by Steve Hopwood on Oct 24, 2006 8:10:40 GMT
So are you saying that if we continue to work hard enough at this we'll get there in the end? I have yet to meet one who does not. It takes some people a while, that's all. ;D
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Rhythm
Oct 24, 2006 11:04:59 GMT
Post by mitch on Oct 24, 2006 11:04:59 GMT
Hi, Feelin poorly at mo, and computer been ill too! must admit, teaching rhythm has made me think about what comes naturally to me that I have been doing for years. What I mean is I took it for granted. I know exactly what Nat means about that cup of tea thingy. I have the rhythm 3 against 2 ingrained in me courtesy of Bach, but I kept forgetting the nice cup of tea thingy when I tried to tell my students. So I just made a real one! I think it's just practise and it just...arrives! With 3's I just play the triplets over and over and over, then the 2 quavers with other hand over and over and over, then your fingers just do it. ( Well, that's the theory). I just make sure the 2nd note of the triplet comes in just befor the 2'nd quaver arrives..and it's just as confusing as what I've just written. Must be all the Lemsips I'm taking
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