1. Beat Division Worksheet (Level One)
In Suzuki method, beginner students are taught correct time using phrases, punctuated with a rhythm as you say it. For those of you who are musically inclined, you can understand an example of this by saying "Mississippi Hot Dog" to the rhythm of four sixteenth notes and two eighth notes. This method is enacted because counting them properly involves some math and comprehension that most children who do Suzuki method are too young to understand. So, the counting patterns are taught in word rhythms. As a musician, I would rather start the child later, when they can understand the universal method of counting rhythms as early in their musical development as possible, than start them so very young, and not teach it till they have been playing for three to five years as the Suzuki method does.
Anyway, this worksheet is intended to go along with Suzuki book 1 or any elementary instrument course as a fun way to teach basic beat divisions without word patterns. Simply have your student draw a line from the symbol to the name, and then to the proper method of counting it. Numbers in parentheses indicate rest counting, as I count rests in whispers and notes at normal volume.
2. Beat Division Worksheet (Level Two)
Like the other, this is a worksheet to speak to proper counting of rhythms. Unlike the other, it involves more complex rhythms such as triplets and dotted rhythms. Your student will, no doubt encounter dotted rhythms before triplets and fairly close on the heels of the basic rhythms above, but this worksheet drills beat divisions of one and three, while still maintaining knowledge of the "twos".
3. Violin Anatomy Study Page and Testing Guide
While the other pages speak to really any instrument, obviously this page is really only helpful to those of us teaching violin. I recommend printing this off as a kind of poster for your student (or child) to see frequently, learning the various parts of the instrument. This will help them communicate better with the teacher. I also recommend having the parent or an older friend of the student test the student on it throughout the week, so when he/she goes to lessons the next time, the teacher can do the same, and the child will get a perfect score! It will also help the parent understand the teacher's recommendations regarding the instrument (i.e. the teacher recommends the bridge be replaced, and the parent knows exactly what he/she is talking about.).
Well, that's the fun stuff I've been doing recently! I hope someone will enjoy it! There may be more later, though, so stay tuned for other things.
