Reading Music – Learning Rhythms, Time Signatures and Counting

One essential part of learning to play a musical instrument is often sidelined – learning to count and to understand time signatures. Let’s start with a basic foundation in reading music rhythms.

All commonly used time signatures consist of one figure over another at the start of a piece or section of a piece of music. The top figure represents simply “how many” of whatever value the bottom figure relates to, will be in each bar of music in that piece or section. To understand what the figure on the bottom refers to, we need to understand a western evaluation (mainly US based) of note-lengths. This system expresses the semibreve (an open note without a stem) as a “whole note”, and can therefore be thought of as being represented by the number 1. The note half the length of a semibreve is a minim but referred to in this system as a “half-note.” It is an open note but with a stem either up or down from it. If we think of one-half written as a fraction we have the number 2 at the bottom, and the figure 2 at the bottom of a time signature also refers to “half-notes.” Therefore in a time signature of 3 over 2, there are three half-notes in each bar. 2 over 2 would be two half-notes in each bar, etc.

The note one quarter of the length of a semibreve is a crotchet, but referred to in this system as a “quarter-note” – a filled-in note with a stem either up or down. One quarter as a fraction has a 4 on the bottom and a time signature of, say, 3 over 4 means there are three “quarter-notes” in each bar. 4 over 4 is four quarter-notes to a bar, etc.

The note one eighth of the length of a semibreve is a quaver – a filled-in note with a stem in either direction but also with a tail from the stem. Following the same system a time signature of 3 over 8 means there are three eighth-notes in a bar. 6 over 8 equals six eighth-notes in a bar, etc.

Now we understand what time signatures mean, we need to learn a little about how to count in music. Time signatures that have 2, 3 or 4 on the top are referred to as “Simple” times, where each beat of music could be divided into halves. These are counted using the number of each beat and an “and” for each beat that could be divided further, as in “1 and 2 and 3 and 4 and” for a bar of 4 over 4 time. “1 and 2 and 3 and” is how to count a bar of 3 over 4 time.

Times that have 6, 9 or 12 at the top are “Compound” times, meaning each beat could be divided into thirds (not halves as in Simple time.) A bar of 6 over 8 has 6 eighth-notes in it but the eighth-notes are grouped in threes to form each beat. Therefore 6 over 8 is counted “1 and a 2 and a”, showing us that this time signature has only 2 Compound beats in it, each beat being a total of three eighth-notes. To write one note equaling a beat in this case, we must write a dotted crotchet (a crotchet or quarter-note with a dot AFTER it.) The dot adds half the length of the normal value to the note. So a bar of 6 over 8 could have two dotted crotchet beats in it, or six quavers grouped in threes, or one dotted crotchet and three quavers, etc. A bar of 12 over 8 would be counted “1 and a 2 and a 3 and a 4 and a” to represent all of the thirds available for each beat.

There will be more explanations of Rhythms and Times in the next article.

Brian Farley has been a worldwide professional Musical Director and pianist since 1974. His duet sheet music website “Easy Duets, Sheet Music for Schools, Musical Instrument Students” provides original musical duets and trios for early level students and some good free “reading musical notation” information.


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The Science of Early Learning

Your baby is born with most of the brain cells she will ever have, but during her first 12 months in the world, her brain will become increasingly complex. By the time she reaches the age of two, her brain will already be 75 percent of its adult weight. By the age of three, it will have reached 90 percent of its adult weight.

Almost 50 percent of the brain cells your baby is born with will wither and die during the first few years of life. This process, known as neural pruning, organizes the brain and makes it more efficient. The brain learns through experience. Events in your baby’s life trigger electrical impulses to the brain, establishing neural pathways. The more a pathway is used, the more established it becomes, making it less susceptible to pruning. Just like a muscle, the brain works on the principle of “use it or lose it.”

How your baby’s brain develops

Humans are the only animals whose brains triple in size during the first two years of life. If it were any larger at birth, a baby’s head would not fit through its mother’s pelvis. Any smaller, and the baby’s survival would be in jeopardy. So how does the brain grow to 75 percent of its adult size by the age of two, and 90 percent by the age of three?

* When your baby is born his brain weighs about 350 g (12 oz); by his first birthday it weighs 1 kg (2.2 lb).

* At birth, the brain already has some 200 billion neurons (nerve cells) – about the same number as it will have in adulthood.

* Each neuron responds to stimulation by growing a network of dendrites (branches) and synapses (connections) between itself and its neighbors.

* Each neuron ends up with dendrites leading to an average of 15,000 synapses.

* Dendrite formation becomes more complex over time, with third- and fourth-tier branches appearing by 6 months of age.

* The more stimulation the brain receives, the more sophisticated its dendritic networks become.

* The frontal lobe (the part of the brain that deals with emotions) becomes highly metabolically active from 6 months of age. By 18 months the neural foundations of your baby’s emotional intelligence are laid.

* Between 2 and 4 months of age, the number of synapses in your baby’s visual cortex increases tenfold to 20,000 per neuron.

* By 12 months of age, neurons that distinguish native language have found their permanent position in the brain.

* At 18 months the language center of the brain experiences a massive synaptic spurt, producing an explosion in grammar.

What does this mean for your baby?

During the first eight years of life, and in particular the first three, there are a number of critical windows for acquiring specific types of intelligence. Once these windows have closed, learning is much more difficult, if not impossible. Babies are particularly open to learning during their first year, as outside of the brainstem (which controls critical life-sustaining processes), very few neural pathways have been formed.

Your baby’s emotions

The part of the brain responsible for processing emotions is one of the first to develop after birth. For the first few weeks, your baby’s emotional state will be fairly black-and-white – she’ll either be happy or unhappy. By 3 months, experience will have made her emotions more nuanced. As the frontal lobe of her brain grows from 6 months, your baby will begin to show a variety of emotional and social responses.

* Expression: Your baby will begin to make sense of his feelings in relation to his surroundings. Instead of simply crying, he may find another way to get your attention and so communicate his feelings.

* Inhibition: Your baby will start to be able to think twice about her behavior. For example, she may come to the realization that there is no point in crying every time you put her down to sleep.

* Stranger anxiety: Towards the end of the first year your baby may begin to show a fear of strangers. As the frontal lobe of the brain continues to develop, your baby’s experiences through the anxiety stage influence his social abilities in later life, helping to determine whether he is a shy or outgoing person. Frequent and positive social interactions cause synapses to fire in ways that help to hardwire the brain’s emotional and social intelligence.

Your baby’s senses

During the first 12 months, your baby grows from being aware only of herself, to being able to appreciate and enjoy her surroundings. His five senses also develop rapidly.

* Hearing: At birth your baby will recognize his mother’s voice – and possibly his father’s. He will be startled by loud noises. By 3 months he’ll respond to familiar voices even if he can’t see the person speaking. By 6 months he’ll recognize the vowel sounds, tone, pitch and lilt of his native language.

* Sight: At birth your baby can focus on objects 15-20 cm (6-8 in) away. At this age, the retina’s rods (cells responsible for detecting black and white) are more developed than its cones (cells responsible for detecting color). Between 2 and 4 months your baby’s vision improves a great deal, enabling her to follow moving objects and look towards sounds. She can also distinguish color, as her retinal cones have been activated. By 5 months she can judge how far away things are. At 8 months the number of synapses in the visual cortex of her brain peaks.

* Taste: Your baby can tell many different flavors from the moment he is born, but he will only be interested in sweet and umami tastes initially, which help to relax him, as they are the component tastes of breast milk. Sour tastes will cause your newborn baby to purse his lips, while bitter tastes will upset him. Although he can taste salt, he neither likes nor dislikes it, and will not show a reaction.

* Smell: Your newborn can discriminate between many different smells: infants as young as 6 days old have been shown to recognize their mother’s breast odor. However, your baby cannot tell if an odor is good or bad, even through the first year of life. This ability does not develop until three years of age.

* Touch: Your baby’s sense of touch develops from the top down, with the strongest sense of touch in her mouth – one of the reasons that babies explore new objects by putting them in their mouth. Your newborn can already distinguish different shapes and textures using her tongue. When using her hands however, it is not until 10 weeks that she can identify shapes, and 6 months that she can distinguish texture.

Your baby’s language skills

Language acquisition is an innate skill – babies’ brains are programmed to learn language. The critical window for speech development is from birth to age three. Here are some milestones to look out for:

* By his first birthday your baby can produce most of the vowel sounds of English, and about half of the consonants.

* Between 12 and 18 months, your baby slowly accrues new vocabulary items.

* At around 18 months, your baby’s vocabulary hits a critical mass and she acquires one new word every day or two.

* By the time he’s six, your baby understands around 13,000 words.

If intelligence is defined as the ability to learn, then babies are born geniuses. Babies’ brains are so plastic (adaptable) that learning is effortless for them. By providing positive mental stimulation to your baby, you can help strengthen the neural pathways that lay the foundation for his cognitive, emotional and social intelligence into adolescence and even adulthood.

Madeleine is the Managing Editor @ Brillbaby.com

Got a question or concern? Email the Editor, who is currently teaching her own baby and blogging about it.


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Applied Behavior Analysis Therapy Breaks Life Into Smaller Steps

When you are the parent or teacher of a child diagnosed with an autism spectrum disorder, teaching them certain behaviors and tasks can become overwhelming.  Even though most individuals understand that autistic children learn differently, without training it can be difficult to know how to change negative behaviors or to teach certain skill sets.  ABA, or Applied Behavior Analysis therapy can be a very important and effective tool.  By breaking concepts and behaviors into smaller and more understandable steps, the therapy opens the doorway to learning so that these students are given a fair opportunity.

 

With ABA therapy, children are given the ability to take concepts and behaviors in smaller, easier bites.  Behaviors are broken down into their most basic steps, and each step is repeated until it has been learned and can be mimicked without prompting.  Over time, the steps are put together so that the child is able to perform a routine task without stress or confusion.  It is important for educators to understand that autistic children are highly capable, but that they simply learn differently than most students.  ABA therapy essentially helps them learn how to learn.

 

Another means in which ABA therapy is quite effective is in teaching students to break negative patterns of behavior.  With autistic children, the attention gained from scolding or reprimanding is not seen as a negative response, but as a reward of attention, so breaking negative habits takes a different strategy.  With ABA training, negative behavior is ignored entirely, while a positive response to the same trigger is rewarded with attention, a sticker, or some other small but enjoyable response.  This helps to condition the child into behaving and reacting appropriately to various situations and stimuli.

 

If you are a parent, educator, or school administrator, encouraging your school district to integrate Applied Behavior Analysis therapy is an excellent idea.  The approach can prove to be beneficial for all students, and it can truly work wonders for autistic children.  These kids deserve the chance to learn while among their peers if possible, and the skills and behaviors offered by ABA help to increase these chances.  ABA therapy can also give students the skills they need to function well into adulthood.  With affordable DVD courses available, it is possible for any school system to provide educators with high quality ABA training that can give every student the chance to learn at the best of their ability.


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Applied Behavior Analysis Therapy Uses Prompts to Teach Behaviors

Autism is one of the most commonly diagnosed learning disorders in children, yet it is one that schools most often fail to address or properly treat.  In fact, many schools seem to treat autistic children as though they are incapable of learning and treat negative behavior patterns as though the children themselves are simply “bad”.  The truth of the matter is that children with autism learn much differently than other children, and these skills and behaviors must be taught differently.  Applied Behavior Analysis therapy is an excellent tool that school systems can use to help teach autistic children.

 

One of the most important tools in ABA therapy is the prompt.  Prompts are used to help encourage a child to produce a certain response or to engage in a certain behavior.  Because concepts and behaviors must be broken down into smaller steps and learned repeatedly, prompts are an excellent tool in helping children learn to mimic and eventually initiate these behaviors.  Over time, prompting is reduced and eventually eliminated and the child will be able to provide the answer, behavior, or response without the need to be prompted.  This is a very helpful tool for educators with autistic students.

 

Prompts can be verbal, such as giving a child a particular answer or a certain command, but they can be nonverbal as well.  Guiding a child to make a certain gesture or response or offering a visual cue can often be the proper method of prompting in order to initiate a certain response.  In many cases, performing the desired behavior can also encourage imitation and can help those children who learn by mimicking to perform certain tasks.  Whatever the type of prompting used, however, studies show that ABA and prompting can be highly effective teaching tools.

 

There is no doubt that ABA therapy works for students.  The problem for most school systems, however, is funding.  Sending even a handful of educators to training seminars can be too costly for many school systems to afford.  For these systems, it is important to recognize that there are affordable options available.  A DVD course with training materials can be highly affordable for virtually any school system and can make it easy for systems to provide educators with the training that they need.  Autistic children are often highly capable of learning within a standard classroom, and implementing ABA therapy as soon as possible can help ensure that they are afforded that opportunity.


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