{"id":359899,"date":"2024-10-26T16:50:13","date_gmt":"2024-10-26T20:50:13","guid":{"rendered":"https:\/\/francoise-lombard.com\/?page_id=359899"},"modified":"2024-12-17T16:06:06","modified_gmt":"2024-12-17T20:06:06","slug":"libraryvolume8","status":"publish","type":"page","link":"https:\/\/francoise-lombard.com\/en\/libraryvolume8\/","title":{"rendered":"libraryvolume8"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; background_color=&#8221;#050a30&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_row column_structure=&#8221;1_3,2_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;1_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_image src=&#8221;https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/Audio-Library-_8.png&#8221; title_text=&#8221;Audio-Library _8&#8243; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_image][\/et_pb_column][et_pb_column type=&#8221;2_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 class=\"et_pb_toggle_title\"><span style=\"color: #ff9900;\">VOLUME 8<\/span><\/h1>\n<h1 class=\"et_pb_toggle_title\"><span style=\"color: #ff9900;\">compound meter<\/span><\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=&#8221;1_3,2_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;1_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume1&#8243; button_text=&#8221;Volume 1&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume2&#8243; button_text=&#8221;Volume 2&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume3&#8243; button_text=&#8221;Volume 3&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume4&#8243; button_text=&#8221;Volume 4&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume5&#8243; button_text=&#8221;Volume 5&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume6&#8243; button_text=&#8221;Volume 6&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume8&#8243; button_text=&#8221;Volume 7&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume8&#8243; button_text=&#8221;Volume 8&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume9&#8243; button_text=&#8221;Volume 9&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/libraryvolume10&#8243; button_text=&#8221;Volume 10&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/Pedagogical-guide-VOL-08-EN.pdf&#8221; url_new_window=&#8221;on&#8221; button_text=&#8221;Teaching guide 8&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_text_color=&#8221;#E09900&#8243; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/Improvisation-exercises-08.pdf&#8221; url_new_window=&#8221;on&#8221; button_text=&#8221;Improvisation exercises 8&#8243; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_text_color=&#8221;#7CDA24&#8243; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][et_pb_button button_url=&#8221;https:\/\/francoise-lombard.com\/en\/video-1\/&#8221; button_text=&#8221;Video Library&#8221; button_alignment=&#8221;left&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; custom_button=&#8221;on&#8221; button_text_size=&#8221;15px&#8221; button_text_color=&#8221;#EDF000&#8243; button_border_width=&#8221;3px&#8221; button_border_radius=&#8221;6px&#8221; button_icon=&#8221;&#x45;||divi||400&#8243; background_layout=&#8221;dark&#8221; custom_margin=&#8221;-2px||9px||false|false&#8221; animation_style=&#8221;fade&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_button][\/et_pb_column][et_pb_column type=&#8221;2_3&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_accordion open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#000000&#8243; closed_toggle_background_color=&#8221;#000000&#8243; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; saved_tabs=&#8221;all&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_accordion_item open=&#8221;on&#8221; open_toggle_background_color=&#8221;#000000&#8243; closed_toggle_background_color=&#8221;#000000&#8243; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<div class=\"et_pb_blurb_description\">\n<div class=\"et_pb_blurb_description\">\n<p><span style=\"color: #00ffff;\">Volume 8 is dedicated to compound division. Like volume 7, it deals with the different meters, this time from 2 to 5 beats, and in increasing order. It focuses on the feeling of the overall duration of the meter and the beats, as well as their division into three. One becomes familiar with the rhythmic cells of both ternary trochee and iamb (long-short, short-long), one plays with rhythms and creates them.<\/span><\/p>\n<\/div>\n<\/div>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;1. 6\/8 beat and division&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-1\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/1-temps-et-division-6_8.mp3?_=1\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/1-temps-et-division-6_8.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/1-temps-et-division-6_8.mp3<\/a><\/audio>\n<p class=\"p1\">This first track allows the students to feel compound meter (division of the beat into 3), simply by hearing either the beat or the subdivision.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Begin by clapping the beat or the subdivisions when they are heard.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">When one hears the beat, sway with a lateral movement of shifting the weight of the body from one foot to the other. When the music plays the subdivision of the beat, step the 8th notes &#8211; one sound equals one step (this allows the students to feel the left-right alternance of the step on each beat, and the lighter steps required by the rapid tempo).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">A development of this activity would be to do the contrary: when one hears the beat, one steps the subdivision, and vice versa.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">In pairs with one ball: throw the ball to the partner on the beat (dotted quarter note) and catch it on the second beat. (This could also be done individually, but it needs a high ceiling and a certain ease with ball games).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Dance freely with the music by inventing your own sequences (alternance between dotted quarter notes and eighth notes) according to the form and the phrases: use either beats or subdivisions, clapping or stepping according to your inspiration! Dance by yourself or with a partner.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;2. 9\/8 beat and division&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-2\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/2-temps-et-division-9_8.mp3?_=2\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/2-temps-et-division-9_8.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/2-temps-et-division-9_8.mp3<\/a><\/audio>\n<p class=\"p1\">This track is essentially \u201ccircular\u201d: by this we mean that it scaffolds the feeling of the roundness of compound time with that of measures at 3 beats.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">Listen to the natural circularity of the meter: it opens and curls back. How can you feel it and express it? Do whatever comes to mind: for example, lie down and draw the measures with a legato movement of the lower or upper part of the body (one measure = one movement); be expressive from the toes to the fingertips.\u00a0<\/p>\n<p class=\"p2\">\n<p class=\"p1\">Lying or sitting, show the line of music with a movement of the head, the gaze, a slow rotation of the torso, with the elbow, change direction with the phrases. Let oneself become the music.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">Standing up, show the direction with your arm in a continuous movement during one measure and walk nine steps (division) in this same direction during the next measure; the quality of the walk must reflect the legato of the music.<\/p>\n<p class=\"p3\">\n<ul class=\"ul1\">\n<li class=\"li1\">Then alternate freely between showing the global value of the measure with a gesture and the subdivisions of 8th notes by stepping.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Step either beat or division and beat time.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Notice the dialogue between bass and soprano. This dialogue could be expressed through partner activities, or alone. What do you want to do?<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Rhythmic development: different rhythms can be placed in these meters, clapped or walked. Ties can also be added to create syncopated rhythms.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;3. 9\/8 playing with repeated rhythms&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-3\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/3-jouer-avec-des-rythmes-repetes-9_8.mp3?_=3\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/3-jouer-avec-des-rythmes-repetes-9_8.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/3-jouer-avec-des-rythmes-repetes-9_8.mp3<\/a><\/audio>\n<p class=\"p1\">This track plays with five different rhythms, each of one measure, in 9\/8 time. The music dances, inviting an instinctive approach.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Listen to the different rhythms and respond spontaneously by moving, clapping or dancing. Internalize and integrate them by choosing how to embody them.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Follow and express dynamics and rubato. Move your fingers in the air or along your arm (one note value = one finger).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Perhaps work with a partner.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Identify and write the different rhythms.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Use these rhythms to improvise vocally.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Take the rhythms of this track and place them on the beats of the next track (vol 8 no 4).<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">Intermediate level or adolescents.<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;4. measures of three (beats only)&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-4\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/4-mesures-a-trois-temps-uniquement.mp3?_=4\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/4-mesures-a-trois-temps-uniquement.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/4-mesures-a-trois-temps-uniquement.mp3<\/a><\/audio>\n<p class=\"p1\">This piece of music can be used in a beginner or an advanced lesson.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Begin by stepping the beat, tap the first beat of the measure on the moving leg, with a circular movement of the arm to express the duration of the measure.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Beat time while walking. Alternate between beating time while walking and simply beating time.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Students step the beat; the teacher calls \u201c2\u201d! or \u201c3\u201d! indicating the division to be done. Give them several measures to hear this division internally before clapping it. At first, return to beats only before calling the other division.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Clap, then step rhythm patterns like &#8220;trochee&#8221; or &#8220;iamb&#8221; (each lasting one measure) by not clapping or stepping beat 2 or 3 of the measure at vocal signal given one beat in advance (this gives dotted half note\/dotted quarter note or vice versa).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Younger children would enjoy working with gymnastic ribbons, showing either the beat, or the trochee or iambic rhythms.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Experiment with putting other compound rhythms onto the beats (9\/8): In a circle students walk 3 steps forwards (towards center) and 3 steps backwards. Each student in turn claps a rhythm while everyone walks 3 steps forwards; the class repeats this rhythm while walking backwards.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">All these activities can be done while thinking of the measures as binary 3\/4; in this case the divisions will be by 2.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Create all kinds of rhythm patterns in a 9\/8 or a 3\/4 meter.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Alternate one measure in simple time and one in compound time.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Advanced level: make combinations of simple and compound divisions or even rhythm patterns in the same measure. Notice that starting on the strong beat with two eighths notes tends to make it a 3\/4, and starting with a division of three makes it a 9\/8.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">For other ideas, see track 11, volume 7.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">8 years and up, experienced children<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;5. 9\/8 repeat the division&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-5\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/5-repeter-la-division-9_8.mp3?_=5\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/5-repeter-la-division-9_8.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/5-repeter-la-division-9_8.mp3<\/a><\/audio>\n<ul><\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">Clap the beats and repeat the division (3 eighth notes or a duolet) one beat later. Draw the attention of the students to the \u201croundness\u201d of the 9\/8 meter as well as to the difference of articulation between the division in three (legato) and in two (staccato). Express it physically in the way of clapping (you may also want to conduct or move your arms freely while snapping your fingers). Enjoy embodying the sensation of the three compound beats, involving the whole body.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Do the same exercise but this time step the beats (pulsation) and clap the beats and the subdivisions one beat later, as before.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Finally, step everything that was previously clapped, i.e., the beats and subdivisions one beat later. Note that when stepping the three beats only, without subdivisions, you are dealing with alternating feet on the strong beat of each measure. Find a way to link the steps of the beats and subdivisions in a fluid way (pay attention to the balance of the body) without interrupting the musical line. Be aware of which foot comes on the strong beat, depending on the configuration of each measure.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;6. 12\/8 beat and division&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-6\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/6-temps-et-division-12_8.mp3?_=6\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/6-temps-et-division-12_8.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/6-temps-et-division-12_8.mp3<\/a><\/audio>\n<p class=\"p1\">This track alternates beats and divisions, through which it draws a clear melody line.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Find various ways to explore these elements: for example, during the divisions, step the beats, and vice versa. In this case, notice that the division, be it at the piano or in your feet, gives a direction to the dotted quarter notes by giving momentum to the melodic line.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Standing, sitting or lying down, feel the length of the measure by \u201cpainting\u201d with different parts of the body (one line per measure).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Face to face with a partner: touch palms on the first beat and walk backwards in 4 steps; step the next measure forwards; repeat.<\/li>\n<\/ul>\n<p class=\"p1\">Variation: start the same, but use the 4 steps forwards (2nd measure) to find another partner, and so on. Make the movements breathe with the music (like an inhale and an exhale of one measure each).\u00a0<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Express the music through any alternance of clapping and walking, beats or subdivision. Make sure to maintain the melodic line even during the subdivision.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">These activities require sensitive listening and movement well adapted to the music.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;7. 12\/8 beat and division fast tempo&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-7\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/7-temps-et-division-12_8-tempo-rapide.mp3?_=7\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/7-temps-et-division-12_8-tempo-rapide.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/7-temps-et-division-12_8-tempo-rapide.mp3<\/a><\/audio>\n<ul class=\"ul1\">\n<li class=\"li1\">The music begins by playing the beats of dotted quarter notes: start by designing the length of the measure with a body movement.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Draw the duration of the meters by swinging the arms sideways in place and alternate with walking sequences.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Use a ball, bouncing it on the strong beat of the measure.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">When this is well established, alternate bouncing once (measure 1) and 4 steps (measure 2) thus creating a phrasing per 2 measures.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Afterwards, one hears the subdivision of 8th notes: here we could imagine setting the ball rolling on the floor on the 1st beat and catching it on the 4th beat (with or without a partner).<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">The subdivision is too rapid to show by running; but it does give the momentum for an activity such as *skipping for example.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">The alternance between the beat and the subdivision could also be shown with two different movements with the gymnastic ribbons: one decisive gesture showing the beats, and a round or fluid movement (circle, for example) for the subdivisions.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">The bass\/soprano dialogue can be played with a partner.<\/li>\n<\/ul>\n<p class=\"p3\">The skip is a step which rebounds on the same foot &#8211; left, left, right, right, on a trochee rhythm (long-short).<\/p>\n<p class=\"p1\">8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;8. compound time trochee (follow the melody)&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-8\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/8-trochee-ternaire.mp3?_=8\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/8-trochee-ternaire.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/8-trochee-ternaire.mp3<\/a><\/audio>\n<ul><\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">Follow the melody (trochee), playing with a light scarf: toss on &#8220;long&#8221; and catch on &#8220;short&#8221;.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Step the trochee rhythm (don\u2019t ask the children to skip because the tempo is too slow) and make three steps (eighth notes) at the end of each phrase (4 or 8 beats) to change the weight-bearing leg.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">In a circle, do slow *&#8221;pas chass\u00e9s&#8221;, (without rebounding); change direction (and therefore the supporting leg) at new phrases.<\/li>\n<\/ul>\n<p class=\"p3\">\n<ul class=\"ul1\">\n<li class=\"li1\">Children are in a circle, with one gymnastic ribbon. One child uses the ribbon to show the trochee rhythm three times and during the fourth time gives it to the child on his\/her right, who takes the ribbon with the right hand. Change direction at the signal, and use the left hand.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Sing the melody while clapping the trochee rhythm.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Follow the baseline by stepping the iamb rhythm.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Try to do both actions at the same time!<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">For advanced students: toss a ball in the air with the rhythm of the soprano and step the rhythm of the bassline. Do the contrary with the next track &#8211; step the trochee rhythm and bounce the ball on the iamb rhythm.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">* The \u201cpas chass\u00e9\u201d is a bouncing side step &#8211; open, close, open, close. Its rhythm is the same as a skip, but the feet alternate: R<span class=\"Apple-converted-space\">\u00a0 <\/span>LR<span class=\"Apple-converted-space\">\u00a0 <\/span>LR. The skipping step would be: R <span class=\"Apple-converted-space\">\u00a0 <\/span>RL <span class=\"Apple-converted-space\">\u00a0 <\/span>LR <span class=\"Apple-converted-space\">\u00a0 <\/span>RL.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">At least 8 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;9. compound time iamb (follow the melody)&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-9\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/9-iambe-ternaire.mp3?_=9\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/9-iambe-ternaire.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/9-iambe-ternaire.mp3<\/a><\/audio>\n<ul><\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">Listen to the music (a slow 6\/8) and sing the melody.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Step either the strong beats, or all the beats while singing.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Follow melody (iamb), using a gymnastic ribbon.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Tap the rhythm pattern freely on your body, drawing the musical line. You may then step the first note of each pattern, while continuing to tap.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Step the iamb rhythm 3 or 7 times in a row and make three steps (3 eighth notes at the end of each phrase) to change the weight-bearing leg. This pattern makes the stepping more comfortable and shapes a nice phrasing in two or four measures. Draw the musical line in space by taking a clear orientation at the beginning of phrases and by adapting energy and space to the dynamic and phrasing.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Tap the three 8th notes on the body: 1= knees, 2=waist, 3= shoulders. The iamb rhythm happens by not tapping on shoulders. When working with children it is useful for them to do the gesture towards the shoulders, but without tapping. In this way they fill up the time of the third 8th note. Feel this in the body.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">We could do the same exercise with the trochee rhythm of the previous track, when we would not tap on the waist.<\/p>\n<p class=\"p2\">\n<p class=\"p1\">7 years and up<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;10. 12\/8 rhythmic and melodic dictation&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-10\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/10-dictee-melodique-et-rythmique-12_8.mp3?_=10\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/10-dictee-melodique-et-rythmique-12_8.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/10-dictee-melodique-et-rythmique-12_8.mp3<\/a><\/audio>\n<p class=\"p1\">This piece consists of short rhythms each of one measure. Each rhythm is played three times, followed by one note value of one measure. Then, during the following 4 measures the students repeat the melody just heard.<span class=\"Apple-converted-space\">\u00a0 <\/span>There are 6 different rhythms.<\/p>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">At first, listen to the whole track, step the beats and beat time; indicate the measure also by a change of direction.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Step the beats while listening to the rhythm, sing the melody back during the following 4 measures.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Then, continue to step the beats, this time, clapping the rhythms during the 4 following measures.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Finally, step the beats while listening to the rhythms, then step them (the last two rhythms cannot be stepped because they are too fast, it is more comfortable to clap them).<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Repeat any or all of these steps until you can write the rhythms on the board.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">For more advanced students: improvise vocally on the rhythm during the 4 following measures.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">Intermediate level or older children\/adolescents<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;11. 15\/8 beat and division&#8221; open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; _builder_version=&#8221;4.27.3&#8243; _module_preset=&#8221;default&#8221; body_font=&#8221;Cairo|700|||||||&#8221; body_text_align=&#8221;left&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; global_colors_info=&#8221;{}&#8221; toggle_text_color=&#8221;#000000&#8243; toggle_level=&#8221;h4&#8243; toggle_font=&#8221;Cairo|700|||||||&#8221; open=&#8221;off&#8221;]<\/p>\n<audio class=\"wp-audio-shortcode\" id=\"audio-359899-11\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/11-temps-et-division-15_8.mp3?_=11\" \/><a href=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/11-temps-et-division-15_8.mp3\">https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/11-temps-et-division-15_8.mp3<\/a><\/audio>\n<ul><\/ul>\n<ul class=\"ul1\">\n<li class=\"li1\">Standing still, show the 5 beats with 5 different movements of the arm; alternate arms each measure, change direction\/movements freely, but always show clearly the beginning of the measure.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Standing still, design big circles with arms, torso, head. Make slow movements showing clearly the beginning of the measure and its duration.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Step the beats, changing direction at the beginning of each measure.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Learn how to beat a 5-beat measure; add stepping the beats to the arm movements.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Step the beats and add a rhythmic element on one beat. For example, on beat 5 clap three 8th notes; on beat one clap a trochee. The teacher can vary instructions in order to add, subtract or change rhythmic elements to be clapped.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">In a circle, take 5 steps forward and 5 steps backward, and clap your own rhythm, all together at first. Then, each participant in turn proposes a rhythm which he\/she claps during the 5 steps forwards; the class repeats this rhythm on the 5 steps backwards.<\/li>\n<\/ul>\n<p class=\"p2\">\n<ul class=\"ul1\">\n<li class=\"li1\">Write several examples of compound rhythm patterns on the board. The teacher indicates which ones to clap.<\/li>\n<\/ul>\n<p class=\"p2\">\n<p class=\"p1\">12 years and older (the students need to have already become familiar with 6\/8, 9\/8 and 12\/8)<\/p>\n<p>[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; global_module=&#8221;360586&#8243; theme_builder_area=&#8221;post_content&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221;][et_pb_divider color=&#8221;#E09900&#8243; _builder_version=&#8221;4.27.2&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||10px|||&#8221; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221;][\/et_pb_divider][et_pb_menu menu_id=&#8221;65&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; menu_text_color=&#8221;#FFFFFF&#8221; menu_font_size=&#8221;16px&#8221; background_color=&#8221;RGBA(255,255,255,0)&#8221; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221;][\/et_pb_menu][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>VOLUME 8 compound meter Volume 8 is dedicated to compound division. Like volume 7, it deals with the different meters, this time from 2 to 5 beats, and in increasing order. It focuses on the feeling of the overall duration of the meter and the beats, as well as their division into three. One becomes [&hellip;]<\/p>\n","protected":false},"author":3454,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" _builder_version=\"4.27.2\" _module_preset=\"default\" background_color=\"#050a30\" global_colors_info=\"{}\"][et_pb_row column_structure=\"1_3,2_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_column type=\"1_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_image src=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/09\/francoise-lombard_8_FR.png\" title_text=\"francoise-lombard_8_FR\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][\/et_pb_image][\/et_pb_column][et_pb_column type=\"2_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_text _builder_version=\"4.27.2\" _module_preset=\"default\" text_text_color=\"RGBA(255,255,255,0)\" global_colors_info=\"{}\"]\n<h1 class=\"et_pb_toggle_title\"><span style=\"color: #ff9900;\">VOLUME 8<\/span><\/h1>\n<h1 class=\"et_pb_toggle_title\"><span style=\"color: #ff9900;\">mesures ternaires<\/span><\/h1>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=\"1_3,2_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_column type=\"1_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume1\/\" button_text=\"Volume 1\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume2\/\" button_text=\"Volume 2\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume3\/\" button_text=\"Volume 3\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume4\/\" button_text=\"Volume 4\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume5\/\" button_text=\"Volume 5\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume6\/\" button_text=\"Volume 6\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume7\/\" button_text=\"Volume 7\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume8\/\" button_text=\"Volume 8\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume9\/\" button_text=\"Volume 9\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/librairievolume10\/\" button_text=\"Volume 10\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" global_colors_info=\"{}\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/Guide-pedagogique-VOL-8.pdf\" url_new_window=\"on\" button_text=\"Guide p\u00e9dagogique 8\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_text_color=\"#E09900\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/EXERCICES-DIMPROVISATION-VOL-8.pdf\" url_new_window=\"on\" button_text=\"Exercices d'improvisation 8\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_text_color=\"#7CDA24\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\"][\/et_pb_button][et_pb_button button_url=\"https:\/\/francoise-lombard.com\/video1\" button_text=\"Librairie vid\u00e9o\" button_alignment=\"left\" _builder_version=\"4.27.2\" _module_preset=\"default\" custom_button=\"on\" button_text_size=\"15px\" button_text_color=\"#EDF000\" button_border_width=\"3px\" button_border_radius=\"6px\" button_icon=\"&#x45;||divi||400\" background_layout=\"dark\" custom_margin=\"-2px||9px||false|false\" animation_style=\"fade\" hover_enabled=\"0\" global_colors_info=\"{}\" sticky_enabled=\"0\"][\/et_pb_button][\/et_pb_column][et_pb_column type=\"2_3\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_accordion open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#000000\" closed_toggle_background_color=\"#000000\" _builder_version=\"4.27.2\" _module_preset=\"default\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" saved_tabs=\"all\" locked=\"off\" global_colors_info=\"{}\"][et_pb_accordion_item open=\"on\" open_toggle_background_color=\"#000000\" closed_toggle_background_color=\"#000000\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"]\n<div class=\"et_pb_blurb_description\">\n<div class=\"et_pb_blurb_description\">\n\n<span style=\"color: #00ffff;\">Le volume 8 est consacr\u00e9 \u00e0 la division compos\u00e9e. Comme le volume 7, il traite des diff\u00e9rentes mesures, cette fois-ci de 2 \u00e0 5 temps, et dans l\u2019ordre croissant. Il aborde, toujours par le mouvement corporel, la sensation de la dur\u00e9e globale de la mesure, la sensation de la dur\u00e9e des temps ainsi que de leur division en trois. On se familiarise avec les cellules rythmiques de troch\u00e9e et d\u2019iambe ternaires (long-court, court-long), on joue avec des rythmes et on en cr\u00e9e.<\/span>\n\n<\/div>\n<\/div>\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"1. 6\/8 temps et division\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/1-temps-et-division-6_8.mp3\"][\/audio]\n\nCe premier morceau permet aux \u00e9l\u00e8ves de ressentir la mesure compos\u00e9e (division du temps en 3), simplement en entendant la pulsation des temps ou la subdivision.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Commencer par frapper les temps ou la subdivision quand on les entend.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Lorsqu\u2019on entend les temps, se balancer avec un mouvement lat\u00e9ral en d\u00e9pla\u00e7ant le poids du corps d'un pied \u00e0 l'autre. Lorsque le piano joue la subdivision, marcher les groupes de 3 croches - un son \u00e9quivaut \u00e0 un pas (ceci permet aux \u00e9l\u00e8ves de ressentir l'alternance gauche-droite sur chaque temps, et les pas plus l\u00e9gers requis par le tempo rapide).<\/li>\n \t<li>Un d\u00e9veloppement de cette activit\u00e9 serait de faire le contraire : quand on entend les temps, on fait les pas de la subdivision, et vice versa.<\/li>\n \t<li>Par deux avec un ballon : lancer le ballon \u00e0 son partenaire sur le temps (noire point\u00e9e) et le rattraper sur le deuxi\u00e8me temps. (Ceci peut aussi se faire individuellement, mais n\u00e9cessite un plafond haut et une certaine aisance dans les jeux de ballon).<\/li>\n \t<li>Danser librement avec la musique en inventant ses propres s\u00e9quences d\u2019alternance noires point\u00e9es\/3 croches en fonction de la forme et des phrases : utiliser soit les temps, soit les subdivisions, en frappant ou en marchant, selon l\u2019inspiration du moment ! Danser seul ou avec un partenaire.<\/li>\n<\/ul>\n8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"2. 9\/8 temps et division\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/2-temps-et-division-9_8.mp3\"][\/audio]\n\nCe morceau est essentiellement \"circulaire\" : on entend par l\u00e0 qu'il fait coexister la sensation de rondeur du temps compos\u00e9 \u00e0 celle des mesures \u00e0 3 temps.\n<ul>\n \t<li>\u00c9couter le mouvement circulaire de cette mesure : ouverture et retour en boucle. Faire ce qui vient \u00e0 l'esprit : par exemple, s\u2019allonger et dessiner les mesures avec un mouvement legato de la partie inf\u00e9rieure ou sup\u00e9rieure du corps (une mesure = un mouvement) ; s\u2019exprimer des orteils jusqu\u2019au bout des doigts.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Couch\u00e9 ou assis, montrer la ligne musicale par un mouvement de la t\u00eate, du regard, une rotation lente du torse, avec les \u00e9paules, changer de direction avec la phrase musicale. Se laisser devenir la musique.<\/li>\n \t<li>Debout : montrer la direction avec un bras dans un mouvement continu de la dur\u00e9e d'une mesure, puis marcher 9 pas (division) dans cette direction la mesure suivante dans une d\u00e9marche qui refl\u00e8te le legato de la musique.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Puis alterner librement entre montrer la valeur globale de la mesure par un geste et les subdivisions en croches en marchant.<\/li>\n \t<li>Marcher les temps ou la division en battant la mesure.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Porter attention au dialogue soprano\/basse. Celui-ci pourrait faire l'objet d'une activit\u00e9 \u00e0 deux ou individuelle.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>D\u00e9veloppement rythmique : on peut placer diff\u00e9rents rythmes dans ces mesures, les frapper ou les marcher. On peut \u00e9galement ajouter des liaisons pour cr\u00e9er des rythmes syncop\u00e9s.<\/li>\n<\/ul>\n8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"3. 9\/8 jouer avec des rythmes r\u00e9p\u00e9t\u00e9s\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/3-jouer-avec-des-rythmes-repetes-9_8.mp3\"][\/audio]\n\nCe morceau propose cinq rythmes diff\u00e9rents en 9\/8, chacun d'une mesure. La musique danse, invitant \u00e0 une approche instinctive.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>\u00c9couter les diff\u00e9rents rythmes et r\u00e9pondre spontan\u00e9ment en bougeant, en frappant des mains ou en dansant. Les int\u00e9rioriser et les int\u00e9grer en choisissant comment leur donner corps.<\/li>\n \t<li>Suivre et exprimer la dynamique et le rubato. Bouger ses doigts dans l'air ou le long du bras (une valeur de note = un doigt).\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Travailler \u00e9ventuellement avec un partenaire.<\/li>\n \t<li>Identifier et \u00e9crire les diff\u00e9rents rythmes.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Utiliser ces rythmes pour improviser vocalement.<\/li>\n \t<li>Prendre les rythmes de cette piste et les placer sur les temps de la piste suivante (vol 8 no 4).<\/li>\n<\/ul>\nNiveau interm\u00e9diaire ou adolescents\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"4. mesures \u00e0 trois (temps uniquement)\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/4-mesures-a-trois-temps-uniquement.mp3\"][\/audio]\n\nCette pi\u00e8ce de musique peut \u00eatre utilis\u00e9e \u00e0 un niveau d\u00e9butant ou avanc\u00e9.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Marcher les temps (un temps = un pas) et frapper le temps fort sur la jambe qui marche, avec un mouvement circulaire du bras qui traduit la dur\u00e9e de la mesure.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Battre la mesure en marchant. Alterner entre marcher et battre la mesure et uniquement battre la mesure.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Les \u00e9l\u00e8ves marchent la pulsation des temps ; l'enseignant annonce \"2\" ! ou \"3\" ! indiquant la division \u00e0 effectuer en frappant. Donner plusieurs mesures de pr\u00e9avis pour entendre cette division int\u00e9rieurement avant de la frapper. Au d\u00e9but, revenir aux temps uniquement, avant de proposer l\u2019autre division.<\/li>\n \t<li>Frapper ou marcher des rythmes comme le troch\u00e9e ou l\u2019iambe d\u2019une dur\u00e9e d\u2019une mesure; ces rythmes peuvent \u00eatre introduits en supprimant le frapp\u00e9 ou le pas du 2\u00e8me ou du 3\u00e8me temps au signal vocal donn\u00e9 un temps \u00e0 l'avance (cela cr\u00e9e un rythme de blanche point\u00e9e\/noire point\u00e9e, ou l\u2019inverse).<\/li>\n \t<li>Les enfants plus jeunes appr\u00e9cieront de travailler avec des rubans de gymnastique, montrant soit les temps, soit les rythmes de troch\u00e9e ou de l\u2019iambe.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Cr\u00e9er des rythmes \u00e0 9\/8 en pla\u00e7ant diff\u00e9rentes cellules ternaires sur les temps :<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n<\/ul>\nEn cercle, les \u00e9l\u00e8ves font 3 pas en avant (vers le centre) et 3 pas en arri\u00e8re. Chaque \u00e9l\u00e8ve frappe un rythme \u00e0 tour de r\u00f4le pendant que tout le monde fait 3 pas en avant ; la classe r\u00e9p\u00e8te ce rythme en marchant en arri\u00e8re.\n\nToutes ces activit\u00e9s peuvent \u00e9galement \u00eatre r\u00e9alis\u00e9es dans une mesure binaire (3\/4). Les temps seront divis\u00e9s en deux.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Cr\u00e9er toutes sortes de rythmes en 3\/4 ou en 9\/8.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Alterner une mesure binaire avec une mesure ternaire.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Niveau avanc\u00e9 : faire des combinaisons de rythmes binaires et ternaires dans la m\u00eame mesure. Noter qu'en commen\u00e7ant une mesure par deux croches, celle-ci tendra vers le 3\/4, tandis qu\u2019en commen\u00e7ant par une division en trois sur le premier temps, elle tendra vers le 9\/8.<\/li>\n<\/ul>\nPour d\u2019autres id\u00e9es, se r\u00e9f\u00e9rer \u00e0 la piste 11 du volume 7.\n\n8 ans et plus, enfants exp\u00e9riment\u00e9s\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"5. 9\/8 r\u00e9p\u00e9ter la division\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/5-repeter-la-division-9_8.mp3\"][\/audio]\n<ul>\n \t<li>Frapper au tempo de la pulsation et r\u00e9p\u00e9ter la division (3 croches ou un duolet) un temps apr\u00e8s le piano. Attirer l'attention des \u00e9l\u00e8ves sur la \u00ab rondeur \u00bb de la mesure 9\/8 ainsi que sur la diff\u00e9rence d'articulation entre la division en trois (legato) et celle en deux (staccato). Exprimer physiquement ces \u00e9l\u00e9ments tout en frappant dans ses mains (on peut aussi diriger ou bouger ses bras librement en claquant des doigts). Prendre plaisir \u00e0 incarner la sensation des trois temps ternaires en impliquant tout le corps.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Faire le m\u00eame exercice, mais cette fois-ci en marchant au tempo de la pulsation et en frappant les temps et les subdivisions un temps plus tard, comme pr\u00e9c\u00e9demment.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Finalement, marcher tout ce qu\u2019on frappait pr\u00e9c\u00e9demment, c\u2019est-\u00e0-dire les temps et les subdivisions un temps plus tard. On note que lorsqu'on marche \u00e0 trois temps (sans subdivision), on a affaire \u00e0 l'alternance des pieds sur le temps fort de chaque mesure. Trouver un moyen d'encha\u00eener la marche des temps et des subdivisions de mani\u00e8re fluide (porter attention \u00e0 l'\u00e9quilibre du corps) sans interrompre la ligne musicale. \u00catre conscient du pied qui vient sur le temps fort, en fonction de la configuration de chaque mesure.<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n<\/ul>\n8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"6. 12\/8 temps et division\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/6-temps-et-division-12_8.mp3\"][\/audio]\n\nCe morceau fait alterner les temps et les divisions en dessinant une ligne m\u00e9lodique claire.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Trouver diff\u00e9rentes fa\u00e7ons d'explorer ces \u00e9l\u00e9ments : par exemple, pendant les divisions, marcher les temps, et vice versa. On r\u00e9alise que la division, qu'elle soit au piano ou dans la marche, donne une direction aux noires point\u00e9es en soutenant et en faisant avancer la ligne m\u00e9lodique.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Debout, assis ou couch\u00e9, sentir la dur\u00e9e de chaque mesure en peignant avec diff\u00e9rentes parties du corps (un trait par mesure).\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Face \u00e0 face avec un partenaire : se toucher les paumes des mains sur le premier temps et marcher les 4 temps en arri\u00e8re, puis marcher les 4 prochains en avant\u00a0; recommencer. Variante : m\u00eame activit\u00e9 pour la premi\u00e8re mesure ; durant la deuxi\u00e8me mesure (marche en avant), on va chercher un autre partenaire, et ainsi de suite. Faire respirer les mouvements avec la musique (comme une inspiration et une expiration d\u2019une mesure chacune).<\/li>\n \t<li>Exprimer la musique par une libre alternance entre frapper et marcher les temps ou leur subdivision. Veiller \u00e0 maintenir la ligne m\u00e9lodique, m\u00eame durant la subdivision.<\/li>\n<\/ul>\nCes activit\u00e9s n\u00e9cessitent une \u00e9coute sensible et un mouvement corporel bien adapt\u00e9 \u00e0 la musique.\n\n8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"7. 12\/8 temps et division tempo rapide\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/7-temps-et-division-12_8-tempo-rapide.mp3\"][\/audio]\n\nLa musique d\u00e9bute en jouant des noires point\u00e9es (temps) :<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>Commencer par dessiner la dur\u00e9e de la mesure avec un mouvement du corps.<\/li>\n \t<li>Dessiner la dur\u00e9e des mesures en balan\u00e7ant les bras lat\u00e9ralement sur place et alterner avec des s\u00e9quences de marche.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Utiliser une balle en la frappant au sol sur le temps fort.<\/li>\n \t<li>Lorsque cela est bien \u00e9tabli, alterner un frapper de balle (mesure 1) et 4 pas (mesure 2) cr\u00e9ant ainsi un phras\u00e9 sur 2 mesures.<\/li>\n \t<li>Ensuite, on entend la subdivision des croches : ici, on pourrait imaginer faire rouler la balle au sol sur le 1er temps et la rattraper sur le 4\u00e8me temps (avec ou sans partenaire).<\/li>\n<\/ul>\nLa subdivision est trop rapide pour la course, mais elle donne l'\u00e9lan n\u00e9cessaire \u00e0 une activit\u00e9 comme les *sautill\u00e9s, par exemple.<span class=\"Apple-converted-space\">\u00a0<\/span>\n<ul>\n \t<li>L'alternance entre les temps et la subdivision pourrait aussi \u00eatre montr\u00e9e par deux mouvements diff\u00e9rents avec des rubans de gymnastique : un geste d\u00e9cisif pour les temps, et un mouvement rond ou fluide (cercle, par exemple) pour les subdivisions.<\/li>\n \t<li>Le dialogue basse\/soprano peut faire l'objet d'un jeu avec partenaire.<\/li>\n<\/ul>\n* Le sautill\u00e9 est un pas qui rebondit sur le m\u00eame pied gauche-gauche, droite-droite sur un rythme de troch\u00e9e (long-court).\n\n8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"8. troch\u00e9e ternaire (suivre la m\u00e9lodie)\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/8-trochee-ternaire.mp3\"][\/audio]\n<ul>\n \t<li>Suivre la m\u00e9lodie (troch\u00e9e) en jouant avec un foulard l\u00e9ger : lancer sur la valeur longue et rattraper sur la valeur courte.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Marcher le rythme de troch\u00e9e (ne pas faire des sautill\u00e9s car le tempo est trop lent pour les enfants) et faire trois pas (= trois croches) \u00e0 la fin d'une phrase musicale (toutes les 4 ou les 8 mesures) pour changer de jambe d\u2019appui.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>En cercle, faire de lents *pas chass\u00e9s (sans rebondissement), changer de direction (et donc de jambe d\u2019appui) \u00e0 chaque nouvelle phrase.<\/li>\n \t<li>Les enfants sont en cercle, avec un ruban de gymnastique. Un enfant fait le geste rythmique du troch\u00e9e trois fois avec le ruban et lors de la quatri\u00e8me fois le donne \u00e0 l'enfant \u00e0 sa droite, qui prend le ruban avec la main droite. Au signal, on change de direction et on utilise la main gauche.<\/li>\n \t<li>Les enfants sont en cercle, avec un ruban de gymnastique. Un enfant fait le geste rythmique du troch\u00e9e trois fois avec le ruban et lors de la quatri\u00e8me fois le donne \u00e0 l'enfant \u00e0 sa droite, qui prend le ruban avec la main droite. Au signal, on change de direction et on utilise la main gauche.<\/li>\n \t<li>Chanter la m\u00e9lodie en frappant le rythme de troch\u00e9e.<\/li>\n \t<li>Suivre la basse en marchant le rythme de l\u2019iambe.<\/li>\n \t<li>Essayer de faire les deux activit\u00e9s \u00e0 la fois !<\/li>\n \t<li>Pour les \u00e9l\u00e8ves avanc\u00e9s : lancer une balle en l'air sur le rythme du soprano et marcher le rythme de la basse. Faire le contraire avec le morceau suivant : marcher le rythme de troch\u00e9e et faire rebondir la balle au sol sur le rythme de l'iambe.<\/li>\n<\/ul>\n* Le pas chass\u00e9 est un pas lat\u00e9ral rebondissant\u00a0: ouvrir-fermer, ouvrir-fermer. Il utilise le m\u00eame rythme que le sautill\u00e9 (troch\u00e9e) mais en changeant de jambe \u00e0 chaque pas : D GD GD. Le sautill\u00e9 fait : D DG GD DG.\n\nAu moins 8 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"9. iambe ternaire (suivre la m\u00e9lodie)\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/9-iambe-ternaire.mp3\"][\/audio]\n<ul>\n \t<li>\u00c9couter la musique (un 6\/8 lent) et chanter la m\u00e9lodie.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Marcher soit le temps fort soit tous les temps tout en chantant.<\/li>\n \t<li>Suivre la m\u00e9lodie en utilisant un ruban de gymnastique.<\/li>\n \t<li>Frapper le rythme sur son corps (percussion corporelle) en dessinant la ligne musicale. Option : m\u00eame activit\u00e9 en ajoutant un pas sur chaque premier temps.<\/li>\n \t<li>Marcher le rythme d\u2019iambe 3 ou 7 fois de suite, suivi de trois pas (3 croches \u00e0 la fin de chaque phrase) pour changer la jambe d'appui. Ce sch\u00e9ma rend les pas plus confortables et cr\u00e9e un beau phras\u00e9 en deux ou quatre mesures. Dessiner la phrase musicale dans l'espace en changeant clairement d'orientation au d\u00e9but de chaque nouvelle phrase et en adaptant l'\u00e9nergie et l'espace utilis\u00e9s \u00e0 la dynamique de la musique.<\/li>\n \t<li>Frapper les trois croches sur le corps : 1= genoux, 2= taille, 3= \u00e9paules. Le rythme de l\u2019iambe se produit en ne frappant pas sur les \u00e9paules (tout en respectant le silence sur la 3\u00e8me croche). Pour aider les enfants, il est utile qu\u2019ils fassent le geste vers les \u00e9paules, mais sans frapper. Ressentir ce rythme dans le corps.<\/li>\n<\/ul>\nOn pourrait faire le m\u00eame exercice avec le rythme troch\u00e9e du morceau pr\u00e9c\u00e9dent, en ne frappant pas sur la taille.\n\n7 ans et plus\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"10. 12\/8 dict\u00e9e rythmique et m\u00e9lodique\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/10-dictee-melodique-et-rythmique-12_8.mp3\"][\/audio]\n\nCe morceau se compose de rythmes courts d'une mesure chacun. Chaque rythme est jou\u00e9 trois fois, suivi d'une valeur de note d'une mesure. Puis, pendant les 4 mesures suivantes, les \u00e9l\u00e8ves r\u00e9p\u00e8tent la m\u00e9lodie qui vient d'\u00eatre entendue.<span class=\"Apple-converted-space\">\u00a0 <\/span>Il y a 6 rythmes diff\u00e9rents.\n<ul>\n \t<li>Prendre le temps d\u2019\u00e9couter d\u2019abord toute la piste en marchant les temps et en battant la mesure. Marquer chaque mesure en changeant de direction.<\/li>\n \t<li>Marcher les temps en \u00e9coutant chaque rythme puis r\u00e9p\u00e9ter les 4 mesures en chantant.<\/li>\n \t<li>Continuer \u00e0 marcher les temps et frapper maintenant les rythmes durant les mesures suivantes.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Finalement, marcher chaque valeur des quatre premiers rythmes et frapper celles des deux derniers (qui sont trop rapides pour la marche).<\/li>\n \t<li>R\u00e9p\u00e9ter jusqu'\u00e0 \u00eatre en mesure d'\u00e9crire ces rythmes au tableau.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Pour un niveau plus avanc\u00e9 : improviser vocalement sur les rythmes durant les 4 mesures suivantes.<\/li>\n<\/ul>\nNiveau interm\u00e9diaire ou enfants plus \u00e2g\u00e9s\/adolescents\n\n[\/et_pb_accordion_item][et_pb_accordion_item title=\"11. 15\/8 temps et division\" open_toggle_text_color=\"#000000\" open_toggle_background_color=\"#FFFFFF\" closed_toggle_background_color=\"#FFFFFF\" _builder_version=\"4.27.2\" _module_preset=\"default\" body_font=\"Cairo|700|||||||\" body_text_align=\"left\" body_text_color=\"#000000\" body_font_size=\"16px\" global_colors_info=\"{}\" toggle_text_color=\"#000000\" toggle_level=\"h4\" toggle_font=\"Cairo|700|||||||\" open=\"off\"]\n\n[audio mp3=\"https:\/\/francoise-lombard.com\/wp-content\/uploads\/2024\/11\/11-temps-et-division-15_8.mp3\"][\/audio]\n<ul>\n \t<li>Debout, montrer les 5 temps avec 5 mouvements du bras diff\u00e9rents ; alterner les bras \u00e0 chaque mesure, changer de direction\/mouvements librement, mais montrer toujours clairement le d\u00e9but de la mesure.<\/li>\n \t<li>Debout sur place, dessiner de grands cercles de la dur\u00e9e d'une mesure avec les bras, le torse, la t\u00eate. Faire des mouvements lents qui montrent clairement le d\u00e9but de chaque mesure et sa dur\u00e9e.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Marcher les temps en changeant de direction au d\u00e9but de chaque mesure.<\/li>\n \t<li>Apprendre \u00e0 battre la mesure \u00e0 5 temps ; ajouter la marche sur les temps.\n<span class=\"Apple-converted-space\">\u00a0<\/span><\/li>\n \t<li>Marcher et frapper les temps et ajouter un \u00e9l\u00e9ment rythmique (frapp\u00e9) sur un temps en particulier, ex. : 3 croches sur le 5\u00e8me temps, ou un troch\u00e9e (noire-croche) sur le 1er temps. L'enseignant peut varier les consignes afin d'ajouter, de soustraire ou de changer les \u00e9l\u00e9ments rythmiques \u00e0 frapper.<\/li>\n \t<li>En cercle, marcher 5 pas en avant et 5 pas en arri\u00e8re, frapper chacun son propre rythme, tous ensemble. Puis chacun \u00e0 son tour frappe un rythme en marchant en avant, la classe le r\u00e9p\u00e8te en marchant en arri\u00e8re.<\/li>\n \t<li>\u00c9crire diff\u00e9rentes cellules rythmiques ternaires au tableau. L\u2019enseignant indique lesquelles frapper.<\/li>\n<\/ul>\n12 ans et plus (travailler avant les mesures \u00e0 6\/8, 9\/8 et 12\/8)\n\n[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][et_pb_divider color=\"#E09900\" _builder_version=\"4.27.2\" _module_preset=\"default\" global_colors_info=\"{}\"][\/et_pb_divider][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"class_list":["post-359899","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/pages\/359899","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/users\/3454"}],"replies":[{"embeddable":true,"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/comments?post=359899"}],"version-history":[{"count":23,"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/pages\/359899\/revisions"}],"predecessor-version":[{"id":360595,"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/pages\/359899\/revisions\/360595"}],"wp:attachment":[{"href":"https:\/\/francoise-lombard.com\/en\/wp-json\/wp\/v2\/media?parent=359899"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}