Audio Library Volume 3 “Basic Rhythms”

by Françoise Lombard

THE PEDAGOGICAL GUIDE is included
in the purchase of the volume.

It contains explanations and suggestions for the pedagogical development of each musical track.

TRACK 1 EDUCATIONAL CONTENT from the guide

This rhythm begins with two short values followed by a long value –  a simple pattern with little decoration. The calm tempo of the music would possibly suggest quarter-quarter-half as notation of the rhythm.
– Clap the rhythm with the music.
– Make a circle: each person in turn claps the rhythm once, so that the rhythm circulates around the circle. When the teacher calls “hop!” = the clapping of the rhythm changes direction.
– Step anapest, or do: step-step-jump (land on two feet on the long note).
– In a circle, move the body on each value, all together; then each person in turn moves the body in his/her own way, one anapest only, passing the rhythm to the next person. If the circle is large, two students (distant from each other) could begin these activities at the same time.
– With a partner, invent a way of showing the rhythm with the whole body, and afterwards with an invented clapping game (for example clap the first two notes in one’s own hands and the third in one’s partner’s hands): use any of these elements to create a dance.
– In groups of four, each person in turn moves or claps only one value of the rhythm (the result is that the second time, person number four begins).

– Move by oneself on beat 1-2 and with partner on beat 3 . Replace one value with a rest = 2 claps out of three, which changes the rhythm but not the length of the rhythm pattern.  

This material is intended to promote the learning of music through body movement, but it does not constitute a professional “music and movement” training. Therefore, its use does not authorise one to use the title of Dalcroze teacher. However, the experimentation of the Library could inspire and motivate a person to pursue a more advanced training of Jaques-Dalcroze Eurhythmics, with the option of obtaining, after several years of study, professional recognition.

Improvisations : Françoise Lombard 
© Les Éditions Adragante, Canada

Recording : Michel Comeau, Northmount Studio, Montreal

Mastering : TrueSound Louis Morneau

Cover photos : David Tucker    © ICDS

Cover photos : Michel Comeau    © Dalcroze Canada

Cover graphic design : Michel Comeau

Following on from the previous two volumes, (beat, division and multiples – long, short and medium note values), in this volume we combine these values to create simple rhythms, mainly short-short-long and long-short-short. We have given these basic rhythms their Greek terminology (anapest and dactylic) to facilitate understanding. Towards the end of the volume, two new rhythms are introduced: the trochee (long-short) and iamb (short-long). The objective of these tracks is to introduce a variety of activities enabling the participants to assimilate the rhythms. In an overall way, these rhythms are useful for developing motricity and coordination.