Thanks for all your further contributions - it's always interesting to hear how others approach things. Cyrilla, I am a huge fan of Kodaly (I was a pupil of David Vinden's at Guildhall - we met briefly at Music Learning Live a few months ago). However, I'm finding it hard to apply to lessons that have to cover the whole KS3 curriculum in one hour a week, with totally mixed-ability classes. Out of context, the pupils seem to find it hard to grasp (particularly if they are unable to read the rhythms and are learning only by ear). Having said that, I'm using Kodaly with my new Year 10 group. We have enough contact time that they can develop the skills without neglecting the other topics required, and it's working well so far! The method also allows easily for differentiation (this week, we'll use sol-fa to sing various short songs, which they'll then play, and maybe transpose, at the piano then all pupils have to write a short melody for homework - some will only use so, mi and la, others pentatonic, the most able the major scale). Anyway, that's totally off at a tangent!
Perez, I know exactly what you mean about daftness! Every now and again I use a completely random word or image in music lessons, then the pupils remember it for ages!

I could easily feel daft about many of the suggestions that I have offered - but I know my audience! I work with low ability and low self esteem students and I find everytime that if I can be daft - they can also. I find that students can learn so much in Music through the use of humour and fun.

I use the rhythm names adapted by Kodály and others from the French time-name system.

I'm not against using other words but have found the rhythm names to be consistent and easily-remembered - oh, and ACCURATE!!

They also have the benefit of being names that are ONLY used for the rhythm names and do not have any other connotations/meanings. Personally I find reading a long or reasonably complicated rhythm using other names cumbersome and I also feel a bit daft doing it!

we use bird rhythms e.g. black bird, crow, king fisher, oyster catcher, nightingale as most of the keyboard songs we use have these rhythms in.

I have only used longer sentence in Samba when I do 'call and response' at the beginning. I divide the drummers into two groups and they drum in unison...

'When do you want it?' 'Right now!'
'Do you really want it?' 'say how!'
'loud' 'soft'
'soft-er ' 'loud-er'
'Are you nearly ready?' 'LETS GO!'

Then the drummers enter a Samba pattern.

Thanks all for your replies. Does anyone use longer sentences successfully for whole riffs? This is something I always want to do, but can never think of the words at the time!

Hi Alison. At university, we are taught to use the following which also links to the KS2 topic on Minibeasts. KS3 children engage with them easily and there are no confusions with where the accents lie according to dialect e.t.c. They have also worked well with my SEN classes too.

Crotchet = Fly
Quavers = Spi-der
Semis = Cat-er-pil-lar
2x Semi + 1 Quav = But-ter-fly
1 Quav + 2x Semi = Grass-hop-per

Therefore, a 4/4 bar could be any mix of the above. I don't think words can be used for anything above a crotchet as I think we have to relate musical rhythm to speech i.e. holding M I L K for a semibreve is just confusing for me :)

Notes on the lines of the stave = EGBDF = Every Green Boagey Deserves Flicking

I tell the students to remember this one but to keep it to themselves because if the Headteacher found out I would get the sack!

It's amazing how many students run to the Headteacher and tell them what they've learnt in Music!

Not sure if this mnemonic helps...

RHYTHM = Rhythm Helps Your Two Hips Move

I get to students to do a 'bum shuffle' in their chair to help them remember this one! I'm still not sure though if they are spelling the word rhythm correctly because of this mnemonic strategy or because I threaten them with a detention if I see the letter 'V' in the spelling of rhythm!

I use tea=crotchet, cof-fee=pair of quavers, so-up=minim, G-O-A-L=semibreve, Co-Ca Co-La or Ca-ter-pil-lar=semi-quavers. Each one has a picture in the class room to help the students remember them. This works really well but I think that the students would remember anything as long as they were refferred to a lot in the lessons and you had a visual aid to support them.

Hi Alison

I definitely think you are best off making things up as the need arises - if you can get the students involved in devising the phrases it makes them feel special and "gives them ownership". (Please someone come up with a better way of expressing this!)

I remember years ago doing a version of Santana's Oye Como Va with a group of special needs students. The song is basically a groove so there weren't too many problems. However, there is one distinctive rhythmic tutti which is a convoluted syncopated mother of a rhythm pattern - and I was assured by the other teachers/workshop leaders that there was no way we could get all the students to perform this together. However, by putting together a catchy little sentence (long since forgotten!) we pulled it off with panache. I carry the warm smug glow to this day.....