One of the responsibilities of a Teaching Artist is to quickly produce meaningful and measurable results in the limited time she or he visits a school.
Over the past 19 years as a Teaching Artist, Kimberly M. Roberts has fine tuned her teaching methods to produce the most significant results possible, making her one of the Southeast's specialist in teaching children rhythm. Contact her to find out how this tried and true method of teaching rhythm can benefit your students. |
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"My students absolutely loved the Adventures in Rhythm residency. And the entire school- faculty, staff and students- enjoyed the final performance. Mrs. Roberts was extremely knowledgeable about music standards, and how schools work. And she thought out of the box and helped create the perfect residency for us and our schedule. We still use what we learned from her every day in music class. I would highly recommend this for any elementary music teacher." - Pam H., Richland School District Two
What will be the outcome of an Adventures in Rhythm residency?
During an Adventures in Rhythm residency, students will experience playing a host of unconventional percussion "instruments" as they learn new rhythm skills and reinforce the rhythm skills they already posses. Neutral rhythm syllables that sequentially prepare your students for middle school and beyond will be used instead of crutch words like "pie-pie-ap-ple-pie" or "walk-walk-jog-ging-walk." Body percussion, metal cans, large wooden dowels, pots & pans, are just a few of the items used. Students will quickly and successfully learn to play rhythmic ostinati with more than 3 parts performing at the same time. By the end of the residency, many classes can successfully perform 6 or more parts simultaneously. The teacher will be left with the skills necessary to continue using this method in the general class room and/or start a "STOMP-like" ensemble. This residency is guaranteed to enhance your student's rhythmic ability. Beyond this, the length of the residency will determine what other things will be accomplished. There is the possibility for a student performance, teacher workshops, improvisation, rhythmic composition, a long-term after school program, and more. Mrs. Roberts will discuss your classroom goals with you when you contact her about a residency.
What ages can successfully participate in this residency?
Adventures in Rhythm is most appropriate for students in 2nd grade through middle school, but there have been occasions where high school students, adults, and children younger than 2nd grade have participated, as well. Contact Kimberly and she can discuss details about your residency. (International schools have the option of scheduling Year One and up.)
How long is an Adventures in Rhythm residency?
Residencies are most effective at 3-5 days when students attend during each of the residency days for a 45-60 minutes class period.
What materials does my school need to purchase for this residency?
Great news . . . absolutely nothing! Mrs. Roberts will bring everything your school needs for the residency with the exception of the free and easily attainable item pictured here. You will need to collect a class set of these empty lunchroom cans (or large metal coffee cans) that are completely washed and dried. The top will need to be removed, but the bottom needs to remain intact. If your largest residency class has 24 students, please collect at least 26 cans. Residency classes of 20 should collect 22, etc. If any of the can openings are sharp to the touch, please tape masking tape or a strip of duct tape along the rim.
(For International Schools, Mrs. Roberts will send an additional list of inexpensive/free items your school will need to collect prior to her arrival. These additional items will total less than $75 US.) |
Are lesson plans available?
Yes, generalized lesson plans are available outlining the process, but there are not detailed plans. Every school Mrs. Roberts visits is different. Even within the same school district, student rhythmic ability and a teacher's experience/comfort level with teaching rhythm can vary greatly. Mrs. Roberts will assess your students and their rhythmic ability as she teaches, but the process is generally as follows: body percussion, lunchroom cans, large wooden dowels (or bamboo poles for some international locations), and then a host of other items. Rhythms are obviously introduced from simple to complex. She can speak with you over the phone or through email about specifics. Despite how unrealistic it may or may not seem, it is common for 2nd graders to successfully understand, compose, and perform the example rhythm pattern to the right (and many more like it) by the end of the residency.
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"This was by far the most exciting and beneficial residencies I have ever encountered. Even as a veteran teacher, I considered myself' syncopation challenged' & quite frankly afraid of it . . . Not anymore." - P. Lawton, Pickens County Schools