Favorite Rhythm and Tonal Activities for Immersion and Interactivity become activities for the acquisition of rhythm and tonal syllables simply by adding syllables. If the activity serves well without syllables, it should serve well with syllables. Engaging with a Rhythm Activity with neutral syllables for several phrases or verses, switching to rhythm syllables for several phrases or verses, and then switching back to neutral syllables reinforces what children know in sound, makes a smooth transition in the acquisition of syllables, and in classroom technique. This process also serves to meet children where they are in the process of acquiring syllables, reinforcing what they know in sound, layering syllables in the context of what they know, and returning to pure sound. Applying the same process to Tonal Activities—engaging with a Tonal Activity on a neutral syllable for several phrases or verses, switching to tonal syllables for several phrases or verses, and then switching back to neutral syllables, similarly reinforces tonal content, layers syllables, and accommodates children wherever they are in the process of acquiring syllables. This practice also provides for differences in rhythm and tonal knowing within the group of children.

Sustaining a “sound environment,” practicing non-verbal instruction, is just as important to Rhythm and Tonal Activities with syllables as it is to those without syllables. The less talking, the better.  There is no need to talk “about” syllables, but rather, to provide for the musical mind to experience syllables effortlessly.  Children who are steeped in meters and tonalities receive syllables with great interest and musical insight. Only classes whose background does not provide the readiness for syllables find rhythm and tonal syllables peculiar. 

Movement is just as appropriate with Rhythm and Tonal Activities with syllables as it is without.  The initial experience with syllables in each meter or tonality might be best served with an activity that invites listening rather than moving, as with a puppet presenting syllables, but all other activities for Immersion and Interaction can engage children in flowing movement or macro/micro beat movement just as any other activity. Movement not only serves music learning, but interrupts the thinking mind’s efforts to “figure out” the syllables, while propelling the musical mind to absorb syllables.

Props can be just as effective with activities for Immersion and Interactivity with syllables as with those without syllables, particularly with young children. Syllables simply add another layer of challenge to the activities, while immersing children in the syllables and enticing them to use syllables in their interaction with meters and tonalities. Visit Activities Galore to trigger your own creativity for developing activities with rhythm and tonal syllables.

Playfulness is just as important in rhythm and tonal activities with syllables as it is in those without syllables. Children engaged playfully with meters and tonalities delight in the addition of syllables in both Immersion and Interactivity, absorb them readily, and use syllables enthusiastically in Rhythm and Tonal Activities. Playfulness takes the focus off of the syllables themselves, disempowering the thinking mind wanting to be in control of learning syllables, and allowing the musical mind to learn syllables naturally.

All ages with the readiness for syllables are compelled by rhythm and tonal syllables, and all need the freedom to babble syllables rhythmically and tonally on their way to competence.  Playfulness invites music babble with syllables. Deliberateness or concern for “getting the syllables right” puts the thinking mind in charge.  Props with younger children, movement with all ages, and choral warm-ups with older children can all increase “mindlessness” of the thinking mind, while increasing “mindfulness” of the musical mind.