Eryn Calfee

MUSED258

Sound Connections, Chapter 7: Developing Rhythmic Literacy

Dr. Don Ester
2010

Summary:

Chapter seven of Sound Connections discusses developing rhythmic literacy in a similar fashion
to developing tonal literacy as discussed in the previous chapter. Introducing notation of
rhythms specifically comes about in the form of rhythm cards that can be designed to show two
beats of varying rhythmic patterns in both simple and compound meter. These are to be
designed following the curriculum of levels discussed in Sound Connections to provide a strong
spiral pedagogy for students to follow. This activity of echoing and echo-translating can then be
followed using media and longer excerpts to read rhythms in context using both a syllable
system as well as neutral syllables.

Discussion:

Throughout my music career before college, rhythm was practiced in both isolation as well as in
context. This proved to be hugely successful for me as a musician as I pride myself in my
confidence to understand complex rhythms and sight read moderately challenging rhythms
with good success. Learning about the use of rhythm cards in MUSED258 really helped me to
reflect on the importance of this. Encouraging students to see simple and compound meter as
equal entities is also backed by research as being important because once the two concepts are
introduced as equals, a changing time signature will not hinder the success of the students.
These areas are often ignored because the teachers themselves are not comfortable enough to
be able to sight read in alternating time signatures, which ultimately hinders the progress of the
students. Educators in music that are proficient in all areas of music will have the most ease
helping their students reach the highest heights in all areas of musicianship.