Concentration Game For Bands: Instructions

There are several different games that can be used with your band students to review rhythm identification or enharmonic note spellings. These games work well as "rewards" for a job well done, consistent good behavior, and also, for that "day after the big concert", when you normally just give your students free time. Any of these games offer an excellent way to reinforce essential musical concepts with your performing groups, and will challenge your students, as they offer a little change of pace from the normal class structure.

The first set of games are designed to improve students' concept of rhythm analysis and subdivision. For the rhythm to analysis games, I will use the analysis system found in the "Rhythm Masters" series. Of course, you can easily replace that with any other phonetic or analysis system you wish. The second version of the game involves identifying two different sets of rhythms that are analyzed the same and are very similar in sound. This is an excellent way to demonstrate the "optical illusion" of different rhythms that trick the brain into thinking that they are much more difficult or complex than they really are. I call this the "Looks Different, Sounds Same" syndrome. Music arrangers, and those "evil people" that write sight reading music for honor bands auditions, do not need to write difficult music to trip up students seeing it for the first time. If performers do not have an accurate method of analyzing rhythms, with an effective delivery system that will help the students shift from pulse to various levels of subdivision, it is easy to "play games" with their minds.

When I use this particular game in my clinics, I normally like to show the students the attached "example" chart. I ask the group, "which of these three rhythms do you feel would be the most difficult for you to play on your instrument, if you ran across them while sight reading some etude or concert work?". As the debate begins to heat up on whether the correct answer is the 2nd or 3rd example, eventually, one quiet, but clever, student will timidly say "they are the same." Initially he or she will be completely ignored as the original debate rages on, until a second student confirms, "Hey, that's right, they ARE! all the same." Instant silence will follows, "No way!" several respond. The students will then finally stop and take the time to analyze all three. Even after reality is confirmed by more than half of the group, several will still have difficulty accepting the fact that the counting of the three examples are basically the same. That is the purpose of this version of the " Concentration" game. To help students quickly identify rhythms that are similar, but very different in their appearance.

When playing "Concentration", I like using a "Double Up" challenge as often as I can. In the case of the 8th notes, or level 1 games, students will get one point per match. However, the student discovering the match also has the option to say "Double Up". I then close the analysis card, leaving open only the rhythm card. In order for the student to attain the second point for the match, he/she must either say the counting correctly, or play it on his/her instrument on any pitch. If the student doubling up fails the challenge, the original point for the match is then revoked. I also disqualify the "Double Up" challenge if the student does not tap his or her foot when performing. I just give the player the initial point for uncovering the match. With the more advanced, or level 2 games, the procedure is slightly different. After I expose both cards, I count to 3 in my head. Any student playing the game can call out "Double Up", meaning, that they recognize that both rhythms are basically the same. If the challenge is correct, one point is issued to the student finding the match, with the second point going to the student doubling up. A student can get both points if they find the match and "Double Up". If after three seconds, none of the players recognize an exposed match, I still award one point to the player finding the match. I normally will then use that opportunity to demonstrate to the class how the two rhythms are very similar. You may need to put limits on the total number of "Double Up" points a student can earn individually or for his or her team. In this way a single or select few students cannot dominate the game. Also, if a student doubles up and the rhythms do not match, he or she will loose a point. This will eliminate random guessing and keep everyone on their toes.

The third version of "Concentration" for band is an enharmonic note name review. In the first game, called "Double Match", nine notes are matched with enharmonic spellings. The game "Triple Match" uses double sharps and double flats as well. In "Triple Match" each player will select three cards on his or her turn, trying to match (for example) an "A" with a "G" double sharp and a "B" double flat. If a student (only on his/her turn) recognizes a match with two out of the three cards exposed, I will write the non-flat / non-sharp note name by that student's name where ever I am keeping track of the score(s). This indicates that, when ever all three cards are matched in a single turn by another student, both will then receive one point. If it is the same student finding the double then the triple match, two points are of course awarded to just that person, or his or her team. When two out of the three cards are matched, both cards are closed and remain in play. However, after three cards are matched in a single turn, all three cards are then removed from the board, and the appropriate points are awarded to the player(s).

To set up the game, get regular paper and fold each sheet in half with shorter width on the bottom. On the front cover, write a number from one to how ever many cards will be used for that particular game. After opening the card by lifting the cover page up, write the rhythm, analysis, or note name on the next exposed section of the game card. To be sure the cards are in random order, write the numbers, or drawing the rhythms etc. first, then shuffle the folded cards thoroughly before completing the task. All games can be played individually or in teams (example: brass and percussion v.s. woodwinds). In all the "Concentration" games, after cards are matched, they are removed from the playing board and set aside. It may help you, as a "game show host", to have a copy of the "Match Key" available for quick and accurate confirmation of the correct matches. Also, be sure you have some kind of system in place where you can easily keep track individual and team points. Perhaps select a "Vannah White" from the class or some other neutral party to help out. Other than that, Happy Gaming.

Concentration Game For Bands: Game PDFs