Tara Hardy

LESSONACTIVITY - EVERYONE

PART I. Rhythmic Dictation

Steps:

  • All members of the group should go to the followingSoundcloud link to listen to a .wav file of an exercise that I made on Noteflight:
  • As a group, you should listen to the recording as many times as needed in order to determine the meter and dictate the rhythm. You can use manuscript paper or plain paper to write it down.
  • You should then discuss your opinions until you reach an agreement on the rhythm.
  • Check your answer on the Noteflight score below.
  • Now for the fun part! –Performance
  • First, practice playing your instruments to hear how they produce sound. Is there a delay in the production of sound? What actions might you take to compensate for that delay?
  • Keeping the previous step in mind, play the full exercise on your individual instruments to the best of your ability. Keep performing the dictation, switching instruments each time so everyone has a chance to play each one.

Answer:

  • BONUS: Refer to the renotation system described in Heather’s experience design (the second part of her lesson). To summarize, her system uses a series of Xs on a spatial staff to denote different note values. When placed together, these Xs form a rhythm.
  • Rewrite your rhythmic dictation using this new notation system. Compare your answer with everyone else in the group.
  • As a group, discuss this method of writing rhythm. Did the vertical placement of the note values help you visualize them better than the traditional horizontal system?

PART II. Jam Session

As a group, you will be performing an improvisatory song. Consider the different types of instruments available in the kit and what you could do with those resources.

Guidelines:

  • Those with non-pitched percussion instruments should each come up with their ownrepeating patterns to play under the guitar melody. You should start off with these patterns and then switch back and forth between improvised rhythms at your choosing.
  • Consider using syncopation, “articulation,” and dynamics to vary your musical choices.
  • The piece should convey some sort of climax.
  • Remember how to appropriately play your instruments based on the rhythmic dictation exercise. Keep in mind that you may need to compensate for delays in sound in order for rhythms to line up appropriately.

Questions to consider(discuss possible answers as a group):

  • What tempo and meter do we want?
  • What pitches can the guitar make? One student should play the instrument so everyone can try as a group to sing the pitches on solfège syllables.
  • Are there any pre-existing melodies (likely from folk songs) that we could play with those pitches? Or do we want to come up with our own tune, either from ostinato patterns or improvisation?
  • How can we achieve a musical climax? Some options to consider: dramatic variations in dynamics, a collective caesura, tempo changes, etc.
  • How can we form a conclusive ending to the piece? Is it possible to have a cadence on the fifth and first scale degrees with the possible pitches?

Post-activity reflection (discuss as a group):

What did we like / what worked well about our music-making? What would we change for next time?

I hope you had fun, and thank you for using my kit!