Transcript Musical Development

Musical Development
Rhythm
Early Experiences
Heartbeat & sound
 Natural tendency to sway, rock, & bounce
 Preschool “babbling” is often metered

Rhythmic Abilities
Kindergarten
•Can
keep a steady beat
•Begins to pat & clap rhythmically
•Can replicate short rhythmic
patterns
1st & 2nd
grade
•Can
distinguish long & short
•Can distinguish faster & slower
•Can read & write quarter, quarter
rests, eighth, & half notes
Rhythmic Abilities
Grades 3 & 4 •Are literate with dotted quarter – eighth
note rhythm & syncopations
•Can distinguish between common meters
•Are literate with sixteenth notes, and
variations of
Grades 5 & 6
•Are
literate with dotted eighthsixteenth patterns
•Can distinguish asymmetric meters
Using Language to Learn
Marrying language and music is natural
“gateway” for children to learn
 Words become musical when:

They are spoken with a steady pulse
 Spoken words are transformed into longer &
shorter sounds
 Emphasis is put on certain words

Common rhythmic mnemonics
“Ta-ka-di-mi” system
References

Campbell, P.S. & Scott-Kassner, C.
(2006). Music in Childhood, 3rd edition.
Boston, MA: Shirmer, Cengage Learning.

Ester, D., Scheib, J., & Inks, K. (2006).
Takadimi: A rhythm system for all ages.
Music Educators Journal, 93(2): 60-65.