The files that most often get downloaded off of this site are the Rhythm Worksheets.  So, I thought I would highlight these for those of you who have not seen them yet.

Rhythm worksheets and other helpful PDFs for teachers are under the Wendy’s Piano Studio tab under the submenu: Teaching Resources.  There are 2 sections with rhythm worksheets:

1.  Music Progressions Rhythms
This section features a set of 10 levels of rhythms that correspond with the Kansas Music Teachers Association (and the Washington MTA) curriculum called Music Progressions.  The rhythms get progressively more difficult, even using two handed rhythms starting in Level 7 and polyrhythms in Level 10. 

2.  Rhythm Worksheets
These are worksheets that I have created to introduce and drill certain kinds of rhythms.  For example, if I am introducing eighth notes to a student for the first time, I will print the eighth note worksheet and have them practice these at home.   I use the Eighth Note Worksheet, the Dotted Quarter Note Worksheet, and the 6/8 timing Worksheet the most often in my studio.

You’ll notice in the Rhythm Worksheet section that Levels 1-10 of Music Progressions Worksheets are also found on this page.  This is just to make finding all rhythm worksheets easier.

USING THE WORKSHEETS
In my studio, I ask my students to count out loud.  So, the usual process for using these worksheets (and a few variations that are effective) is as follows:

1. Counting/Clapping.  Ask the student to practice counting out loud and clapping the rhythms. 
2. Metronome.   If they are able to do this well, ask them to use the metronome while they are counting and clapping (usually set at 72).
3. Cool Sounds.  If they complete this successfully, ask them to find a “cool sound” on the piano and play the rhythm with that sound, counting out loud and with the metronome. 
   I like to encourage students to use sounds other than 3rds, 5ths, and triads, though we’ll often start with those intervals especially if that is the focus of that week’s lesson.  To me, a cool sound might be a cluster, a tritone, or any number of notes that just sound interesting together.

Since this is the most often accessed part of the site, I have a questions for you: What other kinds of rhythm drills would be most helpful to you?

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After posting  my students’ Jingle Bell variations, someone asked me to elaborate on how I record my students and then post to YouTube. There are a number of great posts out there about recording your students, so I’ll just give you the fast and easy method of recording video!

1. I record video of my students with my digital camera.  Most digital cameras take digital videos these days.  Some restrict the amount of time you can record a student, but the newer cameras usually allow for as long of a video as your memory card will hold.
2. I download my video from my camera to my computer. I like to use the free software called Picasa to store all of my photos and videos.
3. I edit my recording on Windows Movie Maker, though you can do a bit of editing with Picasa as well.  Within the Movie Maker, you can upload the video from your camera and cut and paste it into a linear movie line where you can also add intros, captions, endings, etc.
4. I upload my video to YouTube.  You must first have an account on YouTube to do this.  This is especially easy if you have gmail address.
5. I add captions using YouTube.  YouTube will allow you to add captions and make minor edits to your video before allowing others to see it.
6. Once the video is on YouTube, you can copy and paste the html that allows your website to “air” your video.  You can “air” any video on your website that is hosted on YouTube.

Here are some things that you need to consider before posting videos online:

1. Privacy.  I protect my student’s privacy by only showing their hands playing  the piano and by only using their first names.  Many parents, including myself, would be very unhappy if they saw a video of their child on YouTube and had not given permission to post it.  Be careful to protect the privacy of your students.
2. Copyright.  Most music published in the last 70 years is still under copyright (copyright extends from the lifetime of the composer life plus 70 years), so you must be careful not to post full recordings of current composers without consent from who owns the copyright (which is usually the publishing company).  You’ll notice that I have only posted recordings of my own student’s variations of a public domain tune.  Posting performances of “classical” music is a bit less problematic since most of the classical composer’s music is in the public domain and its just the editions of printed music that are copyright.  Be careful with early 20th Century composers though as their works may still be copyright.
3. Duration and File Size. Youtube has limits as to the size of the file being uploaded (2 GB or 10 minutes), so it is better to take short videos and upload them than one long video.  Of course, you can always edit your video after the fact.  Most readers will only watch a 2-3 minute video with interest, so plan accordingly.

I hope this helps.  It’s a very scaled down version of what can be done, but these days, what is fastest is often the best for me and I know is probably the case with many other teachers.

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Sheila was so kind to alert me to my egregious error on the Christmas Pieces Flashcards.  The last example, Away in a Manger, was set in a 4/4 time signature instead of 3/4.  I have corrected the original file, so you’ll want to go back and get that last page of Christmas Pieces Flashcards if you have already printed these.  Thanks for your keen eye, Sheila!

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I’m always looking for a good way to help my students do well on melodic dictation.  At our most recent group lesson, I used these Christmas Pieces Flashcards for a “Challenge!” game. 

This is how we played:

Two teams lined up behind a table.  The first person in both lines put their hands behind their back and stood in front of a table with a call bell in the middle.  I showed them a Christmas Tune Flashcard and the first person to ring the bell with the correct answer earned a point for their team.

Some of the tunes were difficult for the students, so I told them their team members could help them by clapping the rhythm or quietly helping them sing the tune.  The kids had fun and the game became more of a team effort than an individual one, which is often more exciting for the group lesson.

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