Alix Latta

MUSE 258

Citation
Sound Connections Chapter 7
Don Ester
3/27/2019

Discussion
This chapter of the Sound Connections book deals mainly with how to move from
echoing and echo-translating rhythm syllables to reading and notating these patterns both in
isolation and in context. It also moves through how to teach students about general concepts in
rhythmic music literacy, such as the concept of note duration, bar lines, meter, and metric
borrowing, slowly moving through the basic concepts into the more difficult aspects of reading
the rhythmic aspects of music.
This chapter is important for any present or future music educator looking to
implement the Sound Connections approach within their own classrooms because it details
exactly what one needs to advance their students rhythmically from the echo and echo-
translating stage of music literacy. With this information, teachers will be able to functionally
and smoothly move their students from sound to sight through the use of rhythmic syllables,
eventually having students reading and notating music through several different meters and even
through metric borrowing. This information is critical for using the Sound Connections system
within the classroom because it deals with the difficult step of moving students from simply
hearing and responding to the rhythmic information they are being given to actually associating
these sounds to visual information. Without the information outlined in this chapter, teachers
may not be properly moving their students through the sequence, interrupting the sequence and
therefore the natural flow of learning that the Sound Connections advocates for.