Alix Latta

MUSE 258

Citation
Sound Connections Chapter 5
Don Ester
3/25/2019

Discussion
This chapter deals with how to implement the rhythmic and tonal echoing in the
classroom in order to establish a proper connection between sound and syllable so that the
students will have a proper basis to work with when attempting to read and notate music in the
future. It mainly deals with the beginning of both the tonal and rhythmic sequences, focusing on
the echoing and echo-translating parts of the Sound Connections sequence towards music
literacy.
This is particularly important for any present or future music educator who is
looking to implement the Sound Connections approach within their classroom, because these
steps form the building blocks on which the rest of the music literacy of this approach is based
on. The chapter details the exact way that the tonal and rhythmic patterns should be
implemented, and this information will allow music educators to be able to quickly and
effectively implement both echoing and echo translating within their classroom. With the
information provided in this chapter, teachers can create a sound vocabulary with their students
that will later facilitate the students moving on towards being able sing patterns both in isolation
and within patterns, eventually bringing the students towards full music literacy. Without this
background, students will be working towards music literacy with no associations made between
sound, syllable, and sight, and will therefore struggle greatly. However, if implemented properly,
a music teacher can use this sequence to ease that transition.