As a future music educator, I find the topics surrounding the music educational field rather intriguing. I am constantly thinking about my future in this career path, how I will show my pupils the points in the lessons in which I teach them, how I will keep their interest in the topic I am teaching, and help them retain that information. The article I read for this particular assignment gives the educatory an idea on how to teach rhythm and the theory surrounding the idea. I found the concept a very interesting one, so I read on.
The author of the article, Kenneth McGuire, started out by explaining what Kodaly's rhythm system was. He explained that this system is a method of teaching rhythm through the use of syllables quarter notes were defined as "ta", eight notes as "ti", and so forth.
However, Mr. McGuire found an error of confusion in Kodaly's method. He noted that there was confusion among children in learning rhythms. There is a slight misunderstanding on the concept of the sixteenth note; using Kodaly's method of syllables, a person learning sixteenth notes can be misguided. According to this method of syllables, a sixteenth note can be taken to be stated as "ti", "ri", or "tim". As stated previously, the syllable "ti" is used to represent eighth notes, thus the confusion.
Mr. McGuire came up with the idea of using an entirely different syllable for these sixteenth notes. By using the syllable "tu", students can then differentiate between sixteenth and eighth notes.
I enjoyed reading Mr. McGuire's explanation for this. I believe that he covered the topic very well, and he provided educators of the present and future with a wonderful idea. I like how he applied his method to his own students. However, I believe he could have explained the situation in a less complicated manner.
I took the author's suggestions to heart. When I am a music educator, whether I teach third grade or twelfth, music theory will be integrated into my curriculum.
