Monica Tripp

Teaching on April 7 at 11am

Prerequisite Knowledge and Skills
- Experience with syllable echo and echo translate of Level 1 tonal and
rhythm
syllables
Behavioral Objectives
At the conclusion of this lesson, students will be able to:
- Accurately sight read both rhythm and tonal exercises (NS5)
- Accurately echo both syllable and echo translate tonal and rhythm
exercises
Materials
- Rhythm cards
- Tonal exercise transparencies
- Rhythm exercises paper
Procedures
RHYTHM SEQUENCE
LP: Learning Patterns and Mental Focus Activity
1.5 min
- syllable echo Takadimi syllables levels 1-2
-- simple: Ta-Ta, Ta-di-ta, ta-ta-di, ta-di-ta-di, ta-a
-- compound: ta-ta, ta-ki-da-ta, ta-ta-ki-da, ta-ki-da-ta-ki-da, ta-a
- echo translate Takadimi syllables level 1
-- simple: Ta-Ta, Ta-di-ta, ta-ta-di, ta-di-ta-di
-- compound: : ta-ta, ta-ki-da-ta, ta-ta-ki-da, ta-ki-da-ta-ki-da
RPI: Reading Patterns in Isolation
2
min
1. Show Rhythm Card Ta Ta while you chant the pattern on rhythm
syllables.
2. Immediately following the student echo, show Rhythm Card Ta-di
Ta while you chant the pattern on rhythm syllables and the
students echo.
3. Repeat steps 1 and 2 to reinforce learning.
4. Immediately following the students final echo, remain in tempo
and chant the simple meter transition pattern (beat, beat, ready,
read). Show card Ta ta-di and then ta-di ta-di. Continue to
alternate between these two cards for a few times, having the
students simply read/chant in tempo.
5. This sequence ends with students reading all four rhythm cards
6. Staying in tempo (hide the cards so the students stop reading
them), establish compound meter with the echo me start
pattern (beat, beat, ready and read) and show Rhythm Card ta-ta
while you chant the pattern on rhythm syllables.

7. Immediately following the student echo, show Rhythm Card ta-kida ta while you chant on rhythm syllables and the students echo.
8. Repeat steps 6 and 7 to reinforce learning.
9. Show card ta ta-ki-da and then ta-ki-da ta-ki-da. Continue to
alternate between these two cards for a few times, having the
students simply read/chant in tempo.
10.
Re-establish meter and alternate showing all eight rhythm
cards as the students read the patterns. The students will easily
move from simple to compound meter, maintaining a steady
beat.
RPC: Reading Patterns in Context
2
min
- Read level 1A Compound number 4 on syllables (beat, beat, ready
and read)
- Read Level 1A Compound number 2 on pa (beat, beat, ready and
read)
TONAL SEQUENCE
LP: Learning Patterns and Mental Focus Activity
1.5 min
-Syllable echo Level 1-2
-- Major: do-mi-so, do-so-mi, mi-do-so, mi-so-do, so-do-mi, mi-fa-so, sofa-mi, mi-re-do (do-ti-la)
-- Minor: la-do-mi, la-mi-do, do-la-mi, do-mi-la, mi-la-do, mi-do-la, la-tido
- Echo Translate Level 1
-- Major: : do-mi-so, do-so-mi, mi-do-so, mi-so-do, so-do-mi, so-mi-do
-- Minor: la-do-mi, la-mi-do, do-la-mi, do-mi-la, mi-la-do, mi-do-la
RPI: Reading Patterns in Isolation
2
min
- Tonal Wand and Overlays
1. Use blank staff, and do clef overlays.
2. Use tonal want to lead DMS patterns.
3. Move do clef and use a different do, leading DMS patterns with the
wand.
4. Use blank staff and do clef overlay, leading LMD patterns with wand.
5. Move do once, and do another set of LMD patterns.
RPC: Reading Patterns in Context
2
min
- Read Level 1B Major exercise number 4 on syllables.
- Read Level 1B major exercise number 2 on pa