{"id":7182,"date":"2025-02-07T16:35:27","date_gmt":"2025-02-08T00:35:27","guid":{"rendered":"https:\/\/bandworld.org\/magazine\/?p=7182"},"modified":"2026-01-26T14:00:20","modified_gmt":"2026-01-26T22:00:20","slug":"rhythm-games-part-3","status":"publish","type":"post","link":"https:\/\/bandworld.org\/magazine\/index.php\/rhythm-games-part-3\/","title":{"rendered":"Rhythm Games (Part 3)"},"content":{"rendered":"

It is now time to add the fourth and final member of the \u201cFantastic Four\u201d (the \u201c4 D\u2019s\u201d) the fastest of our timeline velocities, the \u201cdits\u201d.  <\/span>After your young musicians have worked with their thumb motions with the \u201c1, 2, and 3\u201d of \u201cdigit\u201d counting, the same motions are used, but now we say \u201c1, &, 2, &, 3, &\u201d subdividing each \u201cdigit\u201d in half.  <\/span>It is important to be sure that the thumb \u201cfreezes\u201d in each of the number positions to clearly differentiate it from timelines in the \u201cduple\u201d meter.  <\/span>In the second exercise in section \u201cD,\u201d the \u201cpulse\u201d (quarter note) or down arrow is added.<\/p>\n

Several of your students may anticipate and come in early on the following downbeat.  <\/span>This is common and even though it seems it would be one of the easiest of tasks, it will be one that may constantly need to be commented on and corrected.  <\/span>In lines three and four we introduce intermixing the \u201cduple\u201d and \u201ctriple\u201d meters now adding our fourth and final participant, the \u201cdits\u201d.<\/p>\n

Now, one problem you might find with \u201cdits\u201d is that \u201c1, &, 2, &, 3, &\u201d can be a bit of a \u201ctongue twister\u201d for your 6th graders. They need to know the subdivision relationship between the \u201cdigits\u201d and \u201cdits\u201d, but I take them off pretty quickly and teach them a \u201cphonetic\u201d version of the \u201cdit\u201d timeline.  <\/span>Ironically enough, it is exactly the technique many of us (eventually) teach when we need to increase the speed of our students to articulate notes, \u201cdouble tonguing\u201d. On each \u201cdigit,\u201d the child says the syllable \u201cdi\u201d and on each \u201cdigit\u201d subdivision they use the \u201cgi\u201d syllable (saying; \u201cDi, gi, di, gi, di, gi\u201d.)  <\/span>Phonetically, it sounds more like the old \u201c70\u2019s\u201d expression \u201cCan you DIG IT<\/span>?\u201d Not that you will be using \u201cdouble tonguing\u201d anytime soon, but it does not hurt to start early. After doing these drills for a while (playing the game), you will find the student tonguing coordination will develop faster, so when needed, many of your students will easily be ready.<\/p>\n

Section \u201cE\u201d<\/strong>, (\u201cAll In\u201d) presents the final \u201ctricky\u201d challenge, which is interacting the \u201cdots\u201d with the \u201cdits\u201d. \u201cE\u201d might also be a double session as well, but I have had classes get comfortable transferring back and forth between these two timeline velocities by the time they got through exercise #4.  <\/span>So, \u201cNow what?\u201d  <\/span>Great, we finished the \u201cTime Line Dimensional Transfers\u201d page, so what do we do next? One possibility is to apply (using music notation) exactly what we have been working on (see “Time Line Combinations (Preliminary)\u201d below). The range stays under concert \u201cBb\u201d (except for exercise #10) and offers the same timeline transfer challenges that your students did verbally, using symbols on the introduction page. I start things off diatonically, switching directions on occasion, so the students have to READ! And cannot predict what note will come next.  Later, I introduce \u201cskips\u201d to continue challenging your students if they are ready. There are two additional “application” sheets using music notation in the series, each one increasing in challenge level. The next level I completed was with \u201csome\u201d middle school students, and the final set was definitely for high school.  <\/span>However, even getting most of the way through this \u201cPreliminary\u201d page at the end of your student’s 6th grade year is still quite an accomplishment.  <\/span>I suggest you still keep these sessions short, one line at a time is fine doing \u201cdouble sessions\u201d as needed.<\/p>\n

\"Section<\/p>\n

The second possible direction you might go after the \u201cintroduction\u201d page I am going to save as a surprise for the next time we meet. We will continue using our motions (adding a few) along with \u201cverbalizing\u201d our rhythms. Also, it will contain new and additional strategies in rhythm reading for areas that continue to challenge our young band musicians.  <\/span>See you then.<\/p>\n

\"Time<\/p>\n