[Menvi-discuss] braille music tutoring

Tue Apr 16 10:33:53 EDT 2013

The person asking for info sounds as if they are at a basic level and you got into some more advanced explanations.  

On Apr 15, 2013, at 10:26 PM, Miranda wrote:

> Hi,
> I am a bit confused as to why you say this is too much info. I'm not trying
> to sound rude in any way, so I'm sorry if my message comes across as such.
> I'm just confused. I do agree that it can be challenging to interpret and
> understand such a message with a large amount of info, so I do understand if
> this is what you were meaning by your reply.
> If this is indeed what you meant, I would like to try and help you by
> sharing the techniques I used to better understand the message.
> When patern examples were given, I had Jaws read word by word in order to
> slow down a bit and take time to walk through the rhythm patterns out loud.
> I actually personally found the in-depth explanations helpful, because I
> have struggled with certain smaller rhythms and smaller beat values while
> studying music and specificly Braille music. I can read the music just fine,
> but it can be tricky at times to get the exact rhythm just as it should be
> when played.
> I have found my metronome to be an invaluable tool when faced with rhythm
> difficulties.
> I hope this helps to clear things up a bit, and again I mean no disrespect
> with my confusion. *Smile*
> 
> In Christ, Miranda
> -----Original Message-----
> From: Menvi-discuss [mailto:menvi-discuss-bounces at menvi.org] On Behalf Of
> Bettie Downing
> Sent: Monday, April 15, 2013 5:13 PM
> To: This is for discussing music and braille literacy
> Subject: Re: [Menvi-discuss] braille music tutoring
> 
> too much info
> 
> 
> 
> On Apr 15, 2013, at 3:46 PM, Rick Coates wrote:
> 
>> Kelsey:
>> 
>> Counting requires you to understand how a particular time-signature is
> divided into beat values.  Always remember that the top number represents
> the number of beats in a measure and the bottom number represents the value
> of each beat.  When 8's and 16's are used in the bottom value, compound
> groupings of 2's, 3's or 4's are created.  The standard counting pattern for
> 2's or duplets is 1-n 2-n 3-n 4-n.  For 3's or triplets, the pattern is
> counted 1-&-ah 2-&-ah, etc, or 1-la-le 2-la-le, etc.  For 4's or quads, the
> pattern is 1-e-&-ah 2-e-&-ah etc.  
>> 
>> Duple and Quad signatures will have the top number represented by values
> of two and four, while the Triplet signatures will have the top number
> represented by values of 3. 
>> 
>> 20th century composers challenged the rules of rhythm in their music.
> Copland took one work and had the time signature as 2/4 in one measure
> followed by 6/8 in second.  Another composer, had one group of players
> performing music with a 4/4 time signature while others used a 12/8 time
> signature.  Understanding the basic beat values and counting patterns
> required for the music made the musicians able to perform these works.
>> 
>> Last year, my school band did an interesting selection written in 6/8
> time.  As I analyzed the work, the composer wrote measure one as 2 dotted
> quarter notes, and the second measure with three quarter notes.  At times in
> the work, he subdivided the dotted quarter notes into triplets (3/8 + 3/8).
> Eventually, the music would look like this: x-x-x x-x-x / X X X .  The
> counting pattern would be 1-&-ah 2-&-ah / 1 2 3.  The tempo of the eighth
> note remained constant throughout the work.  The wind players performed
> smooth rhythm patterns in the melody, while the counter-melodies and
> percussion had more challenging patterns.  Once again, understanding the
> basics of the rhythm and counting made the performance proper and enjoyable.
>> 
>> Rick Coates
>> 
>> 
>> On Mon, Apr 15, 2013 at 12:13 PM, Kelsey Nicolay
> <piano.girl0299 at gmail.com> wrote:
>> Hello,
>> I am taking Hadley's Braille Music Reading course.  I managed to pass the
> first four lessons with B's but now that I have completed my fifth lesson,
> I'm starting to get worried about my student record.  My instructor gave me
> a D on this lesson, saying that I had trouble with counting.  She told me
> that I need to actually count out loud as I am playing but the main issue
> was that I had considering difficulty with counting in different time
> signatures.  Therefore, I am wondering if there is anyone on the list who
> has taken the course and still has their materials who would be willing to
> tutor me via phone or skype.  I'm still in school so I am looking for free
> tutoring if possible because I don't have a lot of money.  If anyone is
> interested in tutoring, please write me offlist at piano.girl0299 at gmail.com
> to discuss the details.
>> Thanks,
>> 
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