“No Fear” Rhythm Camp Structure

1. Prior to start of camp, administer the “CRESC.” (Cumulative Rhythm Evaluation System to access Comprehension) Pre-evaluation tool to some, or all of your team members (optional).

   Once camp begins, the rhythm vocabulary used will be set up in levels, by chapter or groups of chapters. For each level, we will follow the procedures below, utilizing both team and individual activities and assessments. To preview some of the materials we will be using at the camp, visit the “Rhythm Masters” web site at: www.rhythmmasters.org

2. Level Rhythm Introduction: The full group will review common division techniques used to count rhythms, and I will introduce and explain to all camp participants the cumulative approach using time lines as presented in “Rhythm Masters” books I & II. Team leaders will not need any prior knowledge of how it works, they can easily learn it with the campers as we go. We need to stress to the camp participants the importance of learning more than one counting system, in order to compare and contrast each person’s strengths and weaknesses. Through our assessment procedures, team leaders will help each team member decide which system works best, and will also follow up and be sure that some kind of pulse/subdivision “delivery system” is in place and always being utilized. As long as the present counting system of each of your team members is working, don’t change it. Their brains are more comfortable with what is more familiar, and when we start to reach each students’ present “whole language vocabulary” limit, he/she will automatically revert back to what he/she is most used to any way. We only suggest the students switch to an alternate counting system or approach when their present system “breaks down” and is no longer able to help them “sound out” new or less common vocabulary rhythms.

3. Individual Written Assessment: Each team member will be asked to write the correct counting analysis below four measurers, assigned at random, of each rhythm vocabulary level introduced. Two measures must be done using each team members’ present counting system, and two using the cumulative system that I teach them in the introduction. The team leader will check each member’s work to verify 100% accuracy. Since many students use various versions of the traditional “division” or “number” system, the team leader must use his or her own judgement and personal experience in making this call. If you are not sure, hold off until the next level of assessment. At that time, it will be obvious if the analysis system used is viable or not. Each team member will be assigned an additional measure to analyze for every measure the team leader designates as incorrect. Before making the additional assignments, the team leader should explain what the errors were and how to correct them.

4. Individual Phonetic Assessment: After each team member demonstrates written rhythmic comprehension, the student then must be able to “sound out” the four bar analysis he or she previously wrote out. Give each team member a relatively slow tempo, and be sure he/she is tapping the foot as he/she says the counting out loud. Team members may clap their rhythms if that is what they are used to, but, they still should be able to say it as well. In the earlier chapters, most students’ “whole language rhythm vocabulary” will be very strong and accurate, so clapping those two measures will not be a problem. Eventually, however, rhythms will advance beyond each members “recognition limit”, and he/she will have to be able to “say” these rhythms phonetically to figure them out. Many traditional “division” approaches are very unfriendly when it comes to any kind of phonetic application. This might be where the team leader needs to switch over certain team members to the cumulative system.

5. Full Group Playing Application and/or “Relay” Procedure Review: We will play lines or columns from the appropriate “Power Grid” using the rhythmic vocabulary presently being studied. We may play them in unison with the full ensemble, or, break them down one of several ways to demonstrate the “relay” technique that will be used for upcoming team competition. A smart team leader will observe his or her team very carefully at this time, to help decide what aspects of counting need to be targeted, or, which student(s) may need special attention or help during the “Two Minute” drill.

6. “Two Minute Drill”: The teams will remain in the main room, but try to separate themselves, as best they can into some kind of “huddle” formation. The metronome will be on, and once all the teams are in place, I will begin the stop watch. Team leaders can practice the remaining lines of the “Power Grid(s)” NOT used in the step above, as a full group, using the competition “relay” procedure, or, in peer tutor groups teaming your weaker counter(s) with your stronger ones. During the “Two Minute Drill” students may say the counting, clap it, or “tissel” it, but, they may not play it on their instruments.

7. Team Competition: After the two minute practice period, all teams will be called back to their original seated areas. Teams will take turns going first, playing one of the randomly selected “Power Grid” lines selected by the evaluator or judge. The judge will decide which team member will be the start point, and then consecutively assign each team member, one or more measures to play, until the entire selected line is performed.

8. Individual Performance Assessment: Hopefully, we will find isolated areas where each team leader can do a quick performance assessment for each individual member, to “confirm comprehension” at the final level. A “running record” approach will be used, and the rubrics will be explained at the camp as I demonstrate the system during the team competition phase. Students will be identified as “meeting standards” or “mastery level” at each vocabulary level. Keep an eye on individual team members that fail to “meet standards”. Within the camp structure we will try to find ways to help the student get caught up. Perhaps someone can work with one of your stronger members, or, have another team members run the “two minute.” Sharing leadership can be a strong motivational tool, and when things start falling into a “slump”, it might be something that can re-energize their preparation and performance. Sometimes, we will double up chapters, but I will explain how that is done, when and if it is needed. I am asking that each team leader PLEASE!!! bring a pocket metronome if you have one. It does increase the accuracy of the individual performance assessments.

9. Repeat Steps Above: The following procedures and assessments are repeated, moving on to more advanced rhythm vocabulary levels.

10. Administer the “CRESC.” Post-evaluation tool to the same students that participated in the pre-test. Note: The same team leaders must administer a different test to the same students they evaluated prior to the start of camp.

Camp Rules:

1. “If it ain’t broke, don’t fix it.” Students will always continue to use their present counting system, until it begins to break down.
2. Students must try EVERYTHING! Students are also not permitted to use the “c” word.
3. “Win Baby , Win”

Additional Counting Systems To Be Covered:

1. Traditional Division
2. Whole Language
3. Cumulative
4. Phonetics
5. Place Holders (“tissel” dots)
6. “Fill in the Gaps”
7. Anchors
8. Analytical Shorthand
9. Verbalization
10. Inversion
11. Sixth Sense (“I see dead people”)
12. “Laughing 16ths” ( 6/8 )
13. “Drinks On Me”

Thank you so much for your willingness to assist in this unique educational opportunity. I promise you it will be a very “revealing” experience, that may give you some very beneficial information about the human brain and how it processes different approaches to counting. In addition, it will give you first hand experience in what may be an area your generation of music educators’ will be the first to be have to directly deal with. That is, the accountability of hard evidence demonstrating task comprehension. Best of luck in all your endeavors, both this year and beyond.