Inhalt Rhythm

Didactical commentary:

Exercises and games within this chapter can hardly be presented in isolation, since basic thoughts on the development of rhythm and the perception of time are always closely tied to exercises in different chapters.

Rhythm training for this age group does not primarily mean the use and understanding of rhythmic notation, but multi-layered, physical experience of rhythm.

The children sing, play, and accompany songs and melodies used in connection with the fingering repertoire in a variety of ways using body percussion. Clapping, patting, tongue-clicking, stomping or larger movements across the room (walking, skipping, running) allow the children to feel and hear meter, certain rhythmic motives, the length of phrases, tempo, and dynamics.

The children’s movements should be loose with natural body participation. Such exercises establish a child-appropriate lesson plan that incorporates the movement needs of young children and does not sentence them to pure learning of the instrument in one place.

The speaking and articulating of verses and rhymes, the playing of rhythms on one note in order to secure individual fingerings, the practice of finger dexterity in connection of rhymes, melodic question-answer games and much more, of course aid the children’s rhythmic training and development.

Exercises and playing ideas to be used in connection with rhythmical training:

Fingerings Nr. 2, 4, 7, 8, 10, 11, 12, 13, 14, 15, 16, 18, 26, 27, 28

Finger dexterity and coordination Nr. 2, 3, 4, 6, 7, 8, 9, 11, 12, 14, 15, 17, 18

Breathing Nr. 9

Playing Posture Nr. 4, 5, 6, 7, 8

Tone quality Nr. 2, 5, 6, 7, 8

Articulation Nr. 2, 3, 4, 6, 8, 9, 10, 11, 12, 13

	Rhythmic Training Presents from Santa Claus Rhythmic building blocks Rain Rhythmic building blocks Cat and Mouse Rhythmic building blocks Tiddelydoo song Rhythmic motives/recorder language Welcoming game Rhythmic notation Echo game Tone quality, articulation, rhythm, concentration Playing in two or more parts Hearing rhythms Didactical commentary: Exercises and games within this chapter can hardly be presented in isolation, since basic thoughts on the development of rhythm and the perception of time are always closely tied to exercises in different chapters. Rhythm training for this age group does not primarily mean the use and understanding of rhythmic notation, but multi-layered, physical experience of rhythm. The children sing, play, and accompany songs and melodies used in connection with the fingering repertoire in a variety of ways using body percussion. Clapping, patting, tongue-clicking, stomping or larger movements across the room (walking, skipping, running) allow the children to feel and hear meter, certain rhythmic motives, the length of phrases, tempo, and dynamics. The children’s movements should be loose with natural body participation. Such exercises establish a child-appropriate lesson plan that incorporates the movement needs of young children and does not sentence them to pure learning of the instrument in one place. The speaking and articulating of verses and rhymes, the playing of rhythms on one note in order to secure individual fingerings, the practice of finger dexterity in connection of rhymes, melodic question-answer games and much more, of course aid the children’s rhythmic training and development. Exercises and playing ideas to be used in connection with rhythmical training: Fingerings Nr. 2, 4, 7, 8, 10, 11, 12, 13, 14, 15, 16, 18, 26, 27, 28 Finger dexterity and coordination Nr. 2, 3, 4, 6, 7, 8, 9, 11, 12, 14, 15, 17, 18 Breathing Nr. 9 Playing Posture Nr. 4, 5, 6, 7, 8 Tone quality Nr. 2, 5, 6, 7, 8 Articulation Nr. 2, 3, 4, 6, 8, 9, 10, 11, 12, 13

Rhythmic Training