Review the rhythms below. If you are not a musician, listen to the recordings and make sure you can demonstrate the rhythms accurately.
Decide how many, and which ones, you will teach to the class. Plan to teach younger, musically inexperienced students only a single rhythm. Plan to teach older, musically experienced students a variety of rhythms.
Decide what will be used to play the rhythms. Some possibilities: They may use instruments they have made, assembled, (see
above ), or been given, or body percussion (see
Percussion Fast and Cheap ). Arrange for the desired instruments to be available during the class period, and plan for a noisy activity.
Decide what the final performance experience will be. Some possibilities: They may play the rhythms alone, to accompany a recording, or to accompany a song that they sing (see
below ), either in class, or as part of a formal performance.
Demonstrate one of the rhythms. Have the students echo the rhythm, either individually or as a group. (To help groups start together, count crisply and steadily, "One, two three, go...")
If the students learn the rhythm easily, introduce a new one.
If the students learn more than one rhythm easily and accurately, divide them into groups, assigning one rhythm to each group, and see if the class can play different rhythms simultaneously.
After an appropriate amount of practice time, have the class use the rhythms) to accompany a recording, or to accompany a song that they have learned. Younger or musically inexperienced students may need to be divided into "singers" and "rhythm section". If so, give each student a chance to do both.
Calypso rhythms
If you cannot read music rhythms, listen carefully to the rhythm
recordings below, or try picking up some rhythms from your recordings. Only the fifth rhythm is written as a three-pitch rhythm, but if your students have all assembled three-pitch "instruments, you can alter any of the given rhythms to be multi-pitch.
If you can't read music, you may find these audio clips useful. a metronome in the background keeps the basic beat to help you get oriented:
Goals - Students will sing a song using calypso-style rhythms.
Objectives - Students will learn either a traditional Caribbean tune or a tune that has calypso-style rhythms, and will sing it as a group.
Grade Level - K-12 (adaptable)
Student Prerequisites - none
Teacher Expertise - The teacher or an assistant should be able both to lead the singing and to provide or lead the accompaniment. Note that a rhythm-only accompaniment, or rhythm and guitar, would be very appropriate. If you feel you cannot lead singing-with-percussion, you may simply have the students sing (and play) along with a recording.
Time Requirements - Because of rhythmic complexity, it may take students longer to learn these tunes than standard children's songs.
Evaluation - Evaluate students on participation as well as accurate pitch and rhythm.
Music Standards Addressed -
National Standards for Music Education standards 1 (singing, alone and with others, a varied repertoire of music), and 9 (understanding music in relation to history and culture).
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
hello. autism is a umbrella term. autistic kids have different disorder overlapping. for example. a kid may show symptoms of ADHD and also learning disabilities.
before treatment please make sure the kid doesn't have physical disabilities like hearing..vision..speech problem. sometimes these
Jharna
continue..
sometimes due to these physical problems..the diagnosis may be misdiagnosed.
treatment for autism.
well it depends on the severity.
since autistic kids have problems in communicating and adopting to the environment.. it's best to expose the child in situations where the child
Jharna
child interact with other kids under doc supervision.
play therapy.
speech therapy.
Engaging in different activities that activate most parts of the brain.. like drawing..painting. matching color board game.
string and beads game.
the more you interact with the child the more effective
Jharna
results you'll get..
please consult a therapist to know what suits best on your child.
and last as a parent. I know sometimes it's overwhelming to guide a special kid.
but trust the process and be strong and patient as a parent.
Jharna
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