Week 1 Application
Published on Mar 04, 2018
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Ryan Quinn - Week 1 application
Idea:
Revising My Rhythm and Counting Unit
My biggest unit that comes with issues from students is teaching them how to count rhythms. This involves knowing how many notes are in each bar, how to figure out which notes are associated with which numbers when counting, and how to count in difficult time signatures.
I decided to focus on this because it is at the core of music making: knowing how to count rhythms is how we create the music that has been written already. It also allows us to be able to compose our own music.
I decided to focus on this because it is at the core of music making: knowing how to count rhythms is how we create the music that has been written already. It also allows us to be able to compose our own music.
Benefit 1
- The ENTIRE class is able to see a student working through a problem
- Given the right environment created in the classroom (safe place to fail and try again!) it can teach a lot of students in a lot of different ways
Of all the research I had done, the best idea that I had seen with teaching rhythms is using a application called Sight Reading Factory (SRF). This uses an algorithm that never creates the same piece of music twice.
This program is originally intended for students to practice Sight Reading, which is a valuable skill when playing an instrument.
This program is originally intended for students to practice Sight Reading, which is a valuable skill when playing an instrument.
Benefit 2
- The examples are readily and easily changeable and customizable
- Students not understanding something in 6/8? Too difficult a time signature? Change the settings to make the rhythms easier, shorter, and more manageable!
There are many different settings, and one of them is to do "rhythm only."
The most effective lesson I researched was using Sight Reading Factory on a SMART board/projector/television and having the students write in the counting right underneath the SRF example. Then, the teacher goes in with another color marker and is able to correct and break down the thought process for other students. It also allows multiple students to write on the same example, allowing them to "tag team" the task together.
The most effective lesson I researched was using Sight Reading Factory on a SMART board/projector/television and having the students write in the counting right underneath the SRF example. Then, the teacher goes in with another color marker and is able to correct and break down the thought process for other students. It also allows multiple students to write on the same example, allowing them to "tag team" the task together.
Benefit 3
- The practicing is endless!
- With SightReadingFactory.com, all students have to do is click the button that says "Another One!" and they get endless examples that NEVER REPEAT THEMSELVES!
The students can do as many examples as they want and the rhythms will never repeat themselves. This can be a difficult task to find and create on your own as a music teacher.
SRF eliminates all the extraneous work of writing out your own rhythms or copying and pasting them into a document as a teacher.
SRF eliminates all the extraneous work of writing out your own rhythms or copying and pasting them into a document as a teacher.
Area of weakness
- Technology
- For this lesson, you would need access to a projector or SMART board/tv to show counting procedures to class
- What if this kind of technology is not readily accessible?
There is potential for this lesson to not work in all areas, as noted here.
It's a pretty specific lesson, demanding the usage of technology.
It's a pretty specific lesson, demanding the usage of technology.
area of weakness
- Accessibility to counting examples
- The best program to use would be Sight Reading Factory (as discussed) but only the first 20 examples are free - after 20 it requires a subscription.
- What if someone could not afford this subscription? Would they have enough tools to have a large amount of fresh examples for students and demonstrations?
Another area of weakness would be SRF itself. It will only procure 20 examples for free. However, a student could purchase a subscription for $2 a year (as a part of a class set) to get as many examples as they want.
My course of action
- To use the technology that I have to my advantage!
- SightReadingFactory.com with a SMART tv which is large enough for students to write their answers on the board for the whole class to see
- I do already use SightReadingFactory for playing, so why not take advantage of my membership?
- I will also use SRF to print examples for students to have in their notes and to do a summative assessment.
I'm going to move forward with this unit because I have access to a SMART board in my classroom. I also already happen to have a SRF account for my students to practice Sight Reading notes. I will simply switch it to "rhythm only" settings and go from there.
I can also choose to save those settings (number of measures, difficulty of rhythms) as my own and customize them as I please.
I can also choose to save those settings (number of measures, difficulty of rhythms) as my own and customize them as I please.
My course of action, cont'd
- I will also use SRF to print examples for students to have in their notes and to do a summative assessment.
- This means students will have access to examples as often as they desire, and they may compare those rhythms to the ones given in our music
This was not explained in the research I did on this lesson, but I thought it would be a good element to add. It creates differentiation and is a "plan B" incase of unexpected technology loss.
Innovation
- I am able to add a "performance" element to this lesson, asking students to clap or snap the rhythms as they count them aloud
This was another innovation and twist I thought would work well with my lesson. Once the rhythm on the board is correct, I will have students count aloud in time and clap the rhythms. This means they can get a sense of what the rhythm will sound like on their instrument.
I can also have them get their instruments and pick any note they desire and do the rhythm on that note, so they understand their bow control and breath control that they need in order to play the rhythm on the board.
I can also have them get their instruments and pick any note they desire and do the rhythm on that note, so they understand their bow control and breath control that they need in order to play the rhythm on the board.
