#7 - Teaching Rhythm Audiation
One of the hills that I am happy to die on in the battle of Music Education is RHYTHM. I believe students must develop the ability to audiate rhythms in their heads if they are truly going to master ensemble playing skills. Reading staff notation is an advanced code-breaking language that takes years to develop, and studies show that most students are reading pitch first and rhythm second. This makes no sense when you think about the fact that music is a rhythmic art. If a student's brain is taking precious nanoseconds to process the pitch before the rhythm, they are going to be constantly playing nanoseconds behind the conductor. However, if they are audiating the rhythm in their heads prior to playing the pitch on their instrument, they are going to proactively add dynamics, style, and emotion to their playing.
But how does that process develop? How can music educators cultivate this skill in our students?
Any pedagogical textbook worth its salt will tell you that you need a step-based approach. Here is mine. Let me know what you think in the comments, and if you have any ideas on how you teach this skill, I’d love to hear!
(The example I used comes from the 4th movement of Beethoven’s 1st symphony)
Rhythm is one of the most difficult aspects of music to master. However, if you approach it with a simple problem-solving framework (like you would a math problem or a difficult video game level), you will find its easier than you think.
Can you determine, with certainty, where every sound takes place?
Rhythm, at its simplest definition, is the process of assigning a sound to a specific point in time. In the measure, can you determine where each sound should take place? I find it helpful to make a graph, or a box chart, to show where every sound should take place. You have to know how to subdivide to do this.
Can you imagine, with certainty, how the tricky measure should sound?
Think of rhythm like a mold. It has a definite shape, and when you “pour” the right notes into it, it has no choice but to sound right. However, if you don’t have the right mold, pouring the right notes into it won’t make it sound better. Your brain needs to be able to AUDIATE it before you can play it correctly,
In the example above, move your finger across each box at a steady pulse, but only say the counts on the boxes that have red arrows. Do this slowly and then speed it up.
Can you think of a word (or a phrase) that naturally fits that rhythm?
Language is rhythmic, even though you may not realize it. As you read these words, your brain is automatically processing which syllables to stress. These are like downbeats in music.
In the example above, you can say the phrase: “I can’t believe that Mr. Getz is old!” and it will fit the rhythm if you say it starting on the 16th notes. Note that the syllables that you naturally stress fall on the downbeats:
I can’t believe that Mr. Getz is old!
Lastly, say the phrase in your head while you slowly play the rhythm on your instrument!
