Teaching Rhythms: From the Classroom to the Private studio Prepared and presented by R. Deuck This presentation was prepared based on the book, Count Me In by Darcy Vogt Williams & Brian Balmages and a TMEA clinic presentation by Darcy Potter Williams, Jenna Yee, & Alex Ortega from Stiles Middle School. (source: https://www.youtube.com/watch?v=-Xz0G07aE6g)
*Overview of William's rhythm teaching* 1. Setting: - Starting to teach rhythms to students from the Day 1 of the school - For students in Middle school bands 2. Key points: - Everyday at least 5-10min, isolated rhythm learning sessions - Clapping, saying words, Silzziling and air playing (wind instruments) - Clear definitions between pulse (beat) and rhyuthm - Visulaization of the pulses and coordination of physical movements of the pulses. - Logical approach of the teaching note values with clear visulization - Drills the rhythm charts from basic 4/4 rhythms to compound & mixed meters. * Discussions* - How to apply the key points of the William's presentation into the private studio, especially in playing the piano ; Incorporating Williams' approach into the lesson, like having 5min solid rhythm study time. In order to encourage students for everyday practice, we can give students a rhythm chart and do couple of them during the lessons including the rhythms that appeared in their repertoires. Then, rest of them will be homework. When the students come to the next lesson, the rhythm session can be divided into homework check with some drills and learning new rhythms. - How to introduce "beat (pulse)" & "Rhythm" ; Williams' suggested using any counting systems but should be consistent. Her teaching started knowing the quarter note which is consisted of down & up motion of their foot counting. So, the foot tapping acts as a pulse and clapping plays the rhythm (sight reading). Her class introduced a metronome from their Day 1 class. In the piano lesson, this can work exactly same manners. Since sometimes foot tapping might not be the ideal for the piano players for counting, the metronome will work as a pulse. Or the teacher can act as a metronome and students clap/or tap the rhythms (or vice versa). It is important to let students be a pulse when teachers demonstrate the rhythm. The trick is not to teach them rote rather helping them to read by themselves and feel/understand the pulse by themselves. *Application/Reflection* Although we have been teaching rhythm all the time and always think creative ways to teach, Williams' ideas and methods give another good tools in terms of understanding and teaching rhythms. Often we forgot that not every student has the natural internal pulses and counting abilities. Williams explained that her methods are to help the students who have zero understanding of pulse and rhythm before. Definitely, her methods work and improve students rhythm reading skills having them understand the pulse vs. rhythm, and using the same system to counting any types of rhythm. To apply the methods in a private piano studio, it can be modified to fit to the situation - one on one teaching, once a week exercises with an instructor, finding alternative for foot pulse etc. But, the fundamentals of Williams' approach can bring positive results for our piano students as well. **Next meeting is postponed due to COVID-19, but there will be some postings after couple webinars.
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Topic: Teaching Paul Wirth's Gravity Based Piano From "The Gravi-DVD" Prepared & Presented by E. McLeod * Concepts:
- Disintegrations --> The relaxed arm --> The wheelbarrow. : Disintegration is to understand the natural arm's weight and the main point of this concept is to isolate the certain arm muscles. Then, the arm can be relaxed as the arm is disengaged with the muscles. After that, he demonstrated the wrist's movement as the wheelbarrow, like lifting up the wheelbarrow. - In order to teach the arm technique, the author (Paul Wirth) uses the metaphors of Pinocchio. * Discussions: - This technique, as primary technique, is very important since it is very useful not only the beginner level and up to professional level. - It can improve students' application of their arm weights in their repertoires through Level 1 to diploma level. (some example pieces were presented). * Application: - The vocabularies and metaphors that he used in the DVD are very useful to make young students understand. - This technique would fix a lot of tensions issues and postures as it develops. - Studying further in this topic and sharing some experiments would be interesting in the future. ** Next meeting will be in January, 2020, we will talk about teaching rhythms. |
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