Tempo: Landscaping

1. Teacher points to a student and prompts, “Clap.”
2. A student claps.
3. Teacher points to a different student and prompts, “Clap.”
4. A different student claps.
5. This process is repeated creating a landscaping of random tempo-less sounds.
6. The teacher guides the group toward a unified rate of clapping.

Same process as Beginning adding ‘count’s.’

1. Teacher points to a student and prompts, “Clap and say ‘one’.”
2. A student claps and says, “One.”
3. Teacher points to a different student and prompts, “Clap and say ‘two’.”
4. A different student claps and says, “Two.”
5. This process is repeated creating a landscaping of random tempo-less sounds with counts up to four.
6. The teacher guides the group toward a unified rate of clapping so that the ‘random’ counting continues in an even flow based on the counts spoken by the students.

From No Tempo to Group Tempo

1. Teacher and all students clap in different tempos creating a chaotic landscape.
2. Teacher designates one student as the clap to be matched. This student can be known to the group or the choice can be made secretly to further engage the listening process.
3. Over a period of time, controlled by the teacher, all students gradually match the tempo of the designated student.
4. The teacher controls the tempo by pointing to different students who then match the designated student.
5. After a period of time, then entire class is clapping in a tempo together.
6. The process repeats with different students designated to be matched resulting in the creation of different tempos.

Without Counting

1. Teacher moves both arms slowly lower to higher.
2. Students move with teacher.
3. Teacher moves both arms slowly higher to lower.
4. Students move with teacher.
5. Teacher moves both arms slowly left to right.
6. Students move with teacher.
7. Teacher moves both arms slowly right to left.

This process is repeated in different speeds: slow, medium, and fast.

With Counting

Same as Beginning Landscape but with counting: Keeping tempo the same.

1. Teacher counts to four out loud.
2. Students move and count with teacher.
3. Process is repeated using 2 and 3 time.

Teacher moves arms in a tempo.

1. Students figure out counts while moving with the teacher.
2. For example: Teacher moves slowly.
3. Student counts to four while moving – filling in the movement with equal counts.
4. Teacher moves at a medium speed.
5. Student counts to 2, 3, or 4 filling in the space with equal counts.
6. Teacher moves at a fast speed.
7. Student counts to 2, 3, or 4 filling in the space with equal counts.