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Jazz Chants appeal to students of all ages, and work with large classes, and stimulate pairwork and role-playing activities. [3] Jazz chants improve the students' speaking competence in terms of pronunciation, grammar, vocabulary, fluency and comprehension. [4] Jazz chants help students sound more natural when they speak English. [5]
Jumping rope is an example of melodic learning. Tonal, rhythmic, aural and visual elements interplay as children sing and rhyme. The rope's motion supplies the kinesthetic element to enhance the process. [5] This may explain why many children learn jump rope rhymes faster and retain them longer than they do for many of their classroom lessons.
The students used the Cheve rhythm syllables, consisting of ta’s for quarter notes and ti-ti’s for eighth notes. The students were tested by sight-reading two exercises from a chalkboard and clapping and vocalizing the rhythmic notation. One test was in colored rhythmic notation and the other was uncolored.
Dalcroze eurhythmics, also known as the Dalcroze method or simply eurhythmics, is a developmental approach to music education.Eurhythmics was developed in the early 20th century by Swiss musician and educator Émile Jaques-Dalcroze and has influenced later music education methods, including the Kodály method, Orff Schulwerk and Suzuki Method.
[8]: 10 Kodály was familiar with Dalcroze’s techniques and agreed that movement is an important tool for the internalization of rhythm. [5]: 42 To reinforce new rhythmic concepts, the Kodály method uses a variety of rhythmic movements, such as walking, running, marching, and clapping. These may be performed while listening to music or singing.
Quarter note triplets, due to their different rhythmic feel, may be articulated differently as "1 dra git 3 dra git". [3] Rather than numbers or nonsense syllables, a random word may be assigned to a rhythm to clearly count each beat. An example is with a triplet, so that a triplet subdivision is often counted "tri-pl-et". [4]