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原文

Teaching Rhythm. New Strategies and Techniques for Success. David Newell.

译文

教学节奏. 新的战略和成功的技巧. 大卫·纽厄尔.

原文

Teaching Rhythm. New Strategies and Techniques for Success composed by David Newell. For concert band. Elementary text. Program-Technic Book. Book A,1. Method book. 215 pages. Published by Neil A. Kjos Music Company. KJ.W54. ISBN 849777542. Teaching Rhythm. New Strategies and Techniques for Success is a unique, innovative, and comprehensive textbook devoted exclusively to the teaching of rhythm. This book presents traditional, as well as non-traditional, 21st century, outside-the-box concepts, and strategies relative to the teaching of rhythm. Part One. Presents a logical, student-centered, five-step Rhythm Learning Sequence for introducing students to the performance of rhythms, from sound to sight. Part Two. A minutely detailed look at the author's philosophy of The Whole Note System, the theory upon which The Simple Rhythmatician. also by David Newell. is based. Part Three. Discusses counting systems and their effective uses in the classroom. Part Four. Takes a comprehensive look at Compound Meter and the ease with which it can be taught. Part Five. Suggests a unique and creative way to introduce students to Irregular and Mixed Meters. All music teachers -- whether band, orchestra, or choir directors. classroom music teachers. or private studio teachers -- must deal with the problems inherent in getting students to first perform and then to understand rhythms. Those who are the most efficient will have the most time to spend on things musical. Rhythmic independence is one of the most important skills for students to master. Rhythmic independence is the gateway to making music, and Teaching Rhythm. New Strategies and Techniques for Success will be an invaluable resource for all music educators. Introduction. Part One - The Rhythm Learning Sequence. Planning For Succes. Two Major Problems. Two Foundational Principles. Step One. Perform I. The "Automatic" Warm-up. The Warm-up Scale for String Players and Choral Students. Step Two. Count I. Step Three. See I. Rhythm Flashcards. A Drill the Combines Steps One, Two, and Three. Manipulating the Flashcards. Putting the Flash in Flashcards. About Flashcards. Personal Reflections. Step Four. Test i. "But This Process Just Takes Too Long". Step Five. Understand I. Rhythmic Literacy. Rhythmic Dictation. The Rhythm Learning Sequence in Review. Language and Rhythmic Literacy. A Comparison. The Rhythm Learning Sequence. Conclusions. The Sequence and the Method Book. Planning and the Method Book. Planning Ahead Made Easy. Marking the Method Book. Beginning Lessons. Format for a 30-Minute Instrumental Class. Teaching Rhythm in Performing Ensembles. Can Rhythm Be Learned Through Literature. The Process of Music Education in Performance Groups. The Two Part Rehearsal. The Lesson and the Literature. The Lesson Segment. The Group Private Lesson. The Literature Segment. The Literature is Experienced. The One-Way Bridge. Teaching During the Literature Segment. The Four Magic Words. An Assessment Tool for the Teacher. Percentage of Time Devoted to Each Segment of the Rehearsal. Significant Advantages of the Two-Part Rehearsal Format. A Comparison of Elementary and Secondary Planning. Part Two - An Expanded Discussion of Step Five. Understand It. A New Look at an Old Syste. A Self Test. Your Test Results. A Significant Problem. Cut-Time. Alla Breve -- 2. The Good News. Quarter Notes Are NOT One Count. The Founding Principle of Rhythmic Notation. Teaching Music's Algebra to Students. Variable-Count Whole Note Melodies. Half Notes. The 30-second Cut Time Lesson. Whole Note Durations in Students' Other Music. Solving for X. The Story of the Bottom Number. The Origins. A Study to Validate the Theory. Conclusions. The Whole Note System. Why the One-Count Note. The Derivation of Cut Time. alla breve. An Objection to This New Definition. Teaching the Traditional Meaning of the Bottom Number. Part Three - A Discussion of Counting System. Rhythm's Lyrics. One and ONLY ONE, Word or Syllable for Each Printed Musical Symbol. A Counting Language Is Also a Musical Language. The Two Types of Counting Systems. The "1-e-&-a" System. A Final Note on this Particular Number Counting System. The Recommended System. Bloom's Taxonomy of Cognitive Skills. Putting Rhythms Into Space. And Where Is That. A Controversial Idea on Cueing. Final Thoughts on Counting Systems in Simple Meter. Part Four. Teaching Compound Mete. The Two Meters. Simple and Compound. Simple Meter. Compound Meter. "Teaching 6. 8 in six is teaching music unmusically". Teaching Compound 6. The Rhythm Learning Sequence. Step One. The Music Magic of Mother Goos. The Rhythm of Childhood. Important, Related Activity. Step Two. Count I. Step Three. See I. Step Four. Test I. Step Five. Understand I. Compound Meter Notation Is Unnecessary. The Power of the Dot. The Family of Notes. The Solution to the Problem of Notating. Compound Rhythms. A Comparison of Simple and Compound Notation. Defining the Word Compound. Composer's Dilemma. Simple or Compound Notation. Is This 6. 8 Piece in Six or Two. Duple and Triple Meter. 4 Time. Simple or Compound. A Compound Meter Counting System. Defining the Word "Triplet". Counting Systems Model Performance. Numbers NOT To Be Used in Compound Meter. Counting Sixteenths in Compound 6. The Meanings of Numbers in Compound Time Signatures. Rhythmic Literacy in Compound Meter. Part Five - Introducing Students to Irregular Mete. Combining Meters. Fractional Time Signatures. Changing 3.5. 4 into a "Real" Time Signature. Counting Irregular Meter. The Recommended Counting System. Irregular Meter and the Conductor's Baton. Closing Thoughts on Counting Systems in Irregular Meter. Final Thought. Acknowledgement.

译文

教学节奏. 新的策略和技术成功由大卫组成纽厄尔. 对于乐队演唱会. 国文字. 程序TECHNIC书. A书，1. 法书. 215页. 发布时间由Neil A. KJOS音乐公司. KJ.W54. ISBN 849777542. 教学节奏. 新的策略和技巧成功是一个独特的，创新的和全面的教科书专门致力于节奏的教学. 本书介绍了传统的，以及非传统的，21世纪，外面的现成概念，并且相对于节奏的教学策略. 第一部分. 提出了一个合乎逻辑的，以学生为中心，五个步骤的节奏学习顺序，以用于向学生介绍节奏的表现，从声音到视觉. 第二部分. 一个微小的详细介绍一下笔者的整个注系统，该理论的哲学赖以简单Rhythmatician. 也由大卫纽厄尔. 基于. 第三部分. 讨论计数系统和其有效使用教室. 第四部分. 需要全面审视复合仪表和难易程度，它可以教. 第五部分. 建议一个独特的和创造性的方式向学生介绍不规则和混合米. 所有的音乐老师 - 无论是乐队，乐团，合唱团或董事. 课堂音乐教师. 或私人工作室的老师 - 必须处理固有让学生先执行的问题，然后了解节奏. 这些谁是最有效的将有最多的时间花在音乐的东西. 有节奏的独立是让学生掌握最重要的技能之一. 有节奏的独立性是通往音乐制作，教学节奏. 新的策略和技巧成功将成为所有音乐教育的宝贵资源. 介绍. 第一部分 - 节奏学习顺序. 规划演替. 两大问题. 两个基本原则. 第一步. 执行I. “自动”热身. 热身规模的弦乐演奏和学生合唱. 第二步. 算我. 第三步. 见我. 节奏抽认卡. 钻头的联合收割机步骤之一，二，三. 操纵抽认卡. 把闪存的抽认卡. 关于抽认卡. 个人感言. 第四步. 我的测试. “但这个过程仅仅花费时间太长”. 第五步. 了解我. 有节奏的素养. 节奏听写. 回顾节奏学习顺序. 语言和艺术素养. 比较. 节奏学习顺序. 结论. 的顺序和方法书. 规划和预订方法. 规划先行轻松. 标志着法书. 开始教训. 格式为一个30分钟的器乐类. 在表演合奏教学节奏. 节奏可以学到通过文学. 音乐教育在性能组的过程. 在第二部分彩排. 该课程与文学. 该分部课. 本集团私人课程. 文学分类. 文学是有经验的. 单程桥. 教学中的文学分类. 四魔的话. 对教师的评估工具. 时间的百分比痴心的排练中的每一个分部. 这两个部分的彩排格式的显著优点. 小学和中学规划的比较. 第二部分 - 第五步的扩展讨论. 了解它. 换一种思维看旧系统·. 自我测试. 您的测试结果. 一个重要的问题. 切时间. 阿拉短音符 - 2. 好消息. 季度票据并无罪名. 艺术符号的基本原则. 教音乐的代数对学生. 可变伯爵全音符旋律. 半场注意事项. 30秒的剪切时间课. 在学生其它音乐全音符持续时间. 求解X的. 底部数的故事. 起源. 研究，以验证理论. 结论. 整个系统的注意事项. 为什么一计数注. 的切割时间的推导. 阿拉短音符. 一个反对这个新的定义. 教学的底部数的传统意义. 第三部分 - 计数系统的探讨. 节奏的歌词. 一个且只有一个，字或音节为每个打印音乐符号. 的计数语言也是一种音乐语言. 的两种类型计数系统. “1-E-. 在这个特定的数字计数系统最后需要注意的. 建议的系统. 认知技能的Bloom分类. 把节奏进入太空. 并在何方. 对线索化条件一个有争议的观点. 在简单的仪表计数系统最后的思考. 第四部分. 教学复方丈量. 在两米. 单复. 简单的仪表. 复合仪表. “教学6. 在六个8 unmusically教音乐“. 教学化合物6. 节奏学习顺序. 第一步. 母亲古斯的音乐魔术. 童年的节奏. 重要的是，相关活动. 第二步. 算我. 第三步. 见我. 第四步. 测试I. 第五步. 了解我. 复方仪表符号是不必要的. 该点的力量. Notes的家庭. 该解决方案Notating的问题. 复合节奏. 简单和复合符号的比较. 定义复合词. 作曲家的困境. 简单的或复合符号. 这是6. 8件中六或二. 二倍和三倍米. 4时间. 简单的或复合. 一个复合电表计数系统. 定义字“三胞胎”. 计数系统模型性能. 数字不能用于复方仪表. 在化合物6十六分之计数. 数字复方时间签名的含义. 复方仪表节奏的素养. 第五部分 - 向学生介绍不规则丈量. 组合仪表. 零碎时间签名. 3.5改变. 4成一个“真正的”拍. 不规​​则计数仪. 推荐的计数系统. 不规​​则的仪表和指挥棒. 在不规则仪表计数系统结束语. 最后的思考. 鸣谢.