Mystery Song Game

The purpose of the Song Reinforcer and Challenge Drill chapters in the "Rhythm Masters" books are to further reinforce the rhythm vocabulary learned. In the case of the Song Reinforcer pages, the student applies his or her newly acquired rhythm vocabulary to figure out the correct sound of several selected tunes and with the Challenge Drills the student is exposed to unusual beaming combinations to insure reliance on subdivision skills. The "Mystery Song" game, which is a part of the Song Reinforcer pages, does this in a fun fashion, asking your students to take on the roll of a "music detective". The following is an example of how to set up student evaluations (possibly for seat positions) and as a follow up, use the "Mystery Song" game.

I prefer testing students every three weeks or so, but this method of evaluations would work equally as well every "mid" or nine weeks grading period. Tests normally consist of one line per student from the Power Grid on the most recent chapter we have been working on in the "Rhythm Masters" book. The standard tempo for class instructional exrecises and tests is sixty beats per minute. Normally, two students can be evaluated per minute, however, once you get the hang of the testing procedures, or if you wish to increase the metronome marking, you can easily work your way up to three evaluations per minute. Next, I will test my students on a song or exercise out of one of the standard method books for band. I must select it from the pages we have most recently working on as a class, and the students do not know ahead of time which one I will select. I also personally prefer some form of "advanced level" system, where the students can move through the method book at their own pace. Since some students will then be further ahead in the book than others, I offer bonus points toward their grade depending on how much further along they are. The evaluations tend to even themselves out, since the more advanced students will be evaluated on the more demanding material, and their test performances more exposed to error.

I will also take about 3 or 4 minutes at the beginning of each test day to introduce the class to the counting theory concepts of the upcoming chapter in the "Rhythm Masters" book. While I am individually testing the class, students not being tested can use that time to do their theory worksheets. Caring more about accuracy, and finding that young minds wander quickly, I normally ask the students to complete the first three exercises only. In some cases, I may have the students only do step one to focus on one analysis concept at a time. However, in either case, the students' work should be collected at the end of the period. This will give me a chance to grade the student papers and correct any theory misconceptions BEFORE the class starts on any of the playing exercises. The students' final score for their new seats will consist of three parts: the book test, each student's Power Grid evaluation, and the theory worksheet. Normally, I count the written work as 10% of the final score total. If time permits, I may also include some type of scale evaluation. Either one scale memorized, or how many scales or octaves a student can play in thirty seconds. You want to continue to develop and fine tune your students scale skills, but do not want it to dominate the evaluation time per student. Remember, the idea behind this method of evaluating is to maximize the accuracy of your students assessment, while, minimizing the loss of class instructional time.

Another idea that can be used to keep your students occupied during the Power Grid tests is having your students do a "running record" evaluation of their peers. Mass produce the C Part of the Power Grid to be tested that day. Pass the sheets out prior to beginning test evaluations and have each student write his or her name on the top. They will then write the initials of the next student to be tested above the line I call out for him or her perform. Explain to your students the "key" or error code that you will be using as you evaluate each student, asking them to do the same. Once they get a feel for the scoring system used, it is an excellent reinforcer for rhythmic comprehension from bothaspects of evaluation and performance. In many cases, students will find it easier to recognize their own counting faults by observing them in other students' performances. Try not to "overkill" yourself with paper work. You might have each student only evaluate eight other students, ie. the brass evaluate the woodwinds, or the trumpets evaluate the clarinets, etc. The remaining time can be spent on their theory work, or, while they are waiting their turn, quietly fingering along as you are testing other students.

We are now to the point where the "Mystery Song" game comes into play. Most Song Reinforcer pages contain six songs, three that are titled, and three "Mystery Songs", listed as "A", "B", and "C". The full class will play through the first three songs as a review. Then, you start with the student with the lowest previous Power Grid test grade and mystery song "A". In reverse test order, each student is given the opportunity to "play" or "pass". No one has to play the game, so class time will be spent on only those students who will give their best effort. Continue through the class in reverse grade order until the a student plays all the correct rhythms and the director and class can recognize the song being played. A student can go back and correct a rhythmic error, but failure to recognize his or her mistake and go back to correct it results in disqualification. Also, any missed note in the key signature is an AUTOMATIC disqualification. This will really help reinforce checking the key signature prior to playing an exercise.

Once your first winner is declared, move on to mystery song "B" with the next student in reverse testing order. I will normally offer some small candy reward for each winner, which at the middle school level can be a strong motivator. Meanwhile, your better students are anxious for you to get to their turn for their chance at the prize and to "show off". In many cases, they have "tisseled" through, or have already identified the present mystery song in their heads. This also helps promote advanced ear training and sight singing skills with little or no encouragement on the band director's part. After the third winner is declared, the Mystery Song" game is over.

It will normally take about ten minutes or so of class time to do the "Mystery Song" game. That is over the three to five minutes it normally takes for each "Rhythm Master" activity, so it is up to you whether to invest the additional time or not. I personally like how the game brings closure to each chapter or rhythmic level when applied. You might also allow students that did not get a chance to play the "Mystery Song" game in class the opportunity to do so outside of class time. Select at random mystery song "A". "B", or "C", using the same standards to determine if the student wins the game or not. The Song Reinforcer and Challenge Drill chapters can also be useful if you incorporate some kind of "check off" or level system in your program, or, if you are looking for materials to offer your students for extra credit.

These are just a few suggestions to effectively use some of the resources in the "Rhythm Masters" books. I am sure there are also many other effective uses for these instructional materials. One of the strengths of the "Rhythm Masters" books are the flexibility to use them with full ensembles, as well as individual students. Hopefully, you can use a few of these ideas and devise additional instructional or evaluation uses of your own. Please share with me any ideas or thoughts you may have. Until then, "Happy Gaming".