Counting (music) Information & Counting (music) Links at HealthHaven.com

In music, counting is repeatedly adding one (counting), or multiples of some other number, so as to assist with the performance or audition of music. Counting is most commonly used with rhythm and form and often involves subdivision.

The method involving numbers may termed count chant, "to identity it as a unique instructional process."^[1]

Example of "count chant" method

Triple meter, such as 3/4, is often counted 1 2 3, while compound meter, such as 6/8, is often counted in two and subdivided 1 & a 2 & a. For each subdivision employed a new syllable is used. For example, sixteenth notes in 4/4 are counted 1 e & a 2 e & a 3 e & a 4 e & a, using numbers for the quarter note, "&" for the eighth note, and "e" and "a" for the sixteenth note level.

Rather than numbers, nonsense syllables or a random word may be assigned to a rhythm such that a triplet subdivision is often counted "trip-le-it". The Kodály Method uses "Ta" for quarter notes and "Ti-Ti" for eighth notes. In some approaches, "rote-before-note"^[2], the fractional definitions of notes are not taught to children until after they are able to perform syllable or phrase-based versions of these rhythms.^[3]

[edit] Sources

^ Improving Rhythm Reading in Middle School Band, p. 36, Lewis H Strouse, Teaching Music; Apr 2007; 14, 5; ProQuest Direct Complete, pg. 35.
^ "Effects of Rote versus Note Presentations on Rhythm Learning and Retention", p. 118, Patricia K. Shehan, Journal of Research in Music Education, Vol. 35, No. 2 (Summer, 1987), pp. 117-126.
^ Gordon (1971) and Bebeau (1982), cited in "A Comparison of Syllabic Methods for Improving Rhythm Literacy", p. 222, Bernadette Colley, Journal of Research in Music Education, Vol. 35, No. 4 (Winter, 1987), pp. 221–235.

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[0] Improving Rhythm Reading in Middle School Band, p. 36, Lewis H Strouse, Teaching Music; Apr 2007; 14, 5; ProQuest Direct Complete, pg. 35.

[1] "Effects of Rote versus Note Presentations on Rhythm Learning and Retention", p. 118, Patricia K. Shehan, Journal of Research in Music Education, Vol. 35, No. 2 (Summer, 1987), pp. 117-126.

[2] Gordon (1971) and Bebeau (1982), cited in "A Comparison of Syllabic Methods for Improving Rhythm Literacy", p. 222, Bernadette Colley, Journal of Research in Music Education, Vol. 35, No. 4 (Winter, 1987), pp. 221–235.

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