Stages Of Audiation As theorized, the six stages of audiation are hierarchical–one
stage serves as a readiness for the next. The table below outlines the stages of audiation as they occur in Type 1 of audiation (listening to familiar and unfamiliar tonal patterns and rhythm patterns in famil- iar and unfamiliar music).
Stage 1 Momentary retention Stage 2
Stage 3 Stage 4
Stage 5 Stage 6
Initiating and audiating tonal patterns and rhythm patterns AND recognizing and identifying a tonal center and macro- beats
Establishing objective or subjective tonality and meter
Consciously retaining in audiation tonal patterns and rhythm patterns that we have organized
Consciously recalling patterns organized and audiated in other pieces of music
Conscious prediction of patterns
To achieve audiation at the above levels and stages tonal and rhythm content is sequenced separately in conjunction with the Skill Level Sequence.
Skill Learning Sequence The skill Level sequence below is taken directly from
GIML.org ( with permission)
Discrimination Learning In order for children to understand music, they must build a
vocabulary of tonal and rhythm patterns, comparable to a vocabu- lary of words in language. Most discrimination learning consists of students echoing tonal or rhythm patterns sung or chanted by the teacher. The format is call and response, and students may perform as a group or in solo. Aural/Oral. Aural/oral is the most basic level of skill learning sequence, the foundation upon which all higher level skills are built. Listening is the aural part, while performing, usually singing, is the oral part. Optimum musical development occurs when the two are combined in a continuous loop so that they interact with and rein- force each other. At this level in learning sequence activities, students perform tonal and rhythm patterns with neutral syllables. The sug- gested syllables are “bum” for tonal patterns and “bah” for rhythm patterns. Verbal Association. At this level, students associate vocabulary
names and proper names with the patterns, functions, tonalities, and meters they learned at the aural/oral level. The tonal and rhythm patterns taught at the aural/oral level are learned with appropriate tonal solfege syllables or rhythm solfege between patterns. Without
Rutgers Summer Jazz Institute presents:
The Jazz/Fusion Workshop July 7-12, 2013 (ages 13-18)
Rutgers Summer Band and Orchestra Camp July 21-26, 2013 (ages 13-18)
Graphic Design Camp I & II July 8-19, 2013 (ages 14-18)
Nikolais/Louis Summer Dance Intensive July 15-19, 2013 (professional and pre-professional dancers, ages 16+)
Rutgers Summer Dance Conservatory July 21-August 2, 2013 (ages 15-18)
Rutgers Dance Camp (ages 12-15) Session I: July 21-26, 2013 | Session II: July 28-August 2, 2013
Rutgers Summer Acting Conservatory June 30-July 28, 2013 (ages 14-18) Kids Create! (ages 6-12)
Session I: August 5-9, 2013 | Session II: August 12-16, 2013
masongross.rutgers.edu/extension/summer-programs 732-932-8618 |
summercamp@masongross.rutgers.edu Registration begins February 1, 2013
MARCH 2013
41
TEMPO
SUMMER PROGRAMS
for Children, Teens, and Young Adults
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