Ethan Hutchinson

MUSE 258

Sound Connections: Chapter 7

Don P. Ester
2010

Chapter 7 discusses the rhythmic side of teaching music literacy and the tools that can be

utilized to effectively teach. Like tonal teaching tools, a visualization of the material is incredibly

beneficial when teaching. This can be achieved through using rhythmic cards that show basic

simple and compound rhythms and rhythmic exercises from the Sound Connections resource

binder. Using these two resources in tandem will allow the students to develop their skills

rhythmically and confidently be able to switch between simple and compound meters at will

while accurately singing the corresponding rhythms. Starting with simple patterns ensures that

the students will make the necessary connections early on in the learning process and allow them

to build upon their previous knowledge of simple music literacy concepts. As a result, the

students will be able to read rhythm quickly and confidently in any meter.

As with the tonal side of music literacy, my time at Ball State has greatly improved my

abilities and has given me the confidence to accurately teach the content to students. I was not

taught the preferred method of Ta-Ka-Di-Mi prior to college, so I came to Ball State not

knowing anything. Starting with the simple rhythmic patterns works as does the Sound

Connections approach. I can read rhythms faster and more accurately than I was ever able to in

high school because of the way I was taught rhythmic music literacy. Using this wonderful tool
to teach my students is, without a doubt, the way to educate them in music literacy and ensuring

their competency in music.