YC1/Week 9/Lesson 9
Dear Young Child 1 Parent:
This week’s lesson introduced the children to a new rhythmic symbol—that of “ti-ti.” Before seeing the symbol written down, they experienced it in speech and aurally through the bird song “Cheerio,” and they experienced it through movement by “swishing palms” together while speaking the word “Cheerio.” This is yet another example of integrated learning—tying the spoken word to the sound and to the movement.
At home, ask your child to speak “Cheerio, cheerio.” (The syllables of the word should be spoken fast – fast – slow.) Then place the small rhythm cards in the following order: 1) ti-ti, 2) ta, 3) ti-ti, 4) ta. In doing so, the two of you have dictated and then notated a rhythm. Try dictating other 4-beat rhythms for your child to “write” by speaking the “ti-ti” and “ta” rhythms, alternating randomly. (Each card represents one beat—or pulse—therefore, use just 4 cards at one time to create a 4-beat rhythm.)
The children are very excited about learning to “write” rhythms—and will likely be quite enthusiastic about showing you how to do it! Be sure to find a few minutes this week to “practice”—encouraging your child to attempt both dictating and “writing.”
Dear Young Child 1 Parent:
This week’s lesson introduced the children to a new rhythmic symbol—that of “ti-ti.” Before seeing the symbol written down, they experienced it in speech and aurally through the bird song “Cheerio,” and they experienced it through movement by “swishing palms” together while speaking the word “Cheerio.” This is yet another example of integrated learning—tying the spoken word to the sound and to the movement.
At home, ask your child to speak “Cheerio, cheerio.” (The syllables of the word should be spoken fast – fast – slow.) Then place the small rhythm cards in the following order: 1) ti-ti, 2) ta, 3) ti-ti, 4) ta. In doing so, the two of you have dictated and then notated a rhythm. Try dictating other 4-beat rhythms for your child to “write” by speaking the “ti-ti” and “ta” rhythms, alternating randomly. (Each card represents one beat—or pulse—therefore, use just 4 cards at one time to create a 4-beat rhythm.)
The children are very excited about learning to “write” rhythms—and will likely be quite enthusiastic about showing you how to do it! Be sure to find a few minutes this week to “practice”—encouraging your child to attempt both dictating and “writing.”
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