COURSE SYLLABUS/OUTLINE for POLYRHYTHMS 2 with MIKE MANGINI

Require Books: Rhythm & Meter (Chaffee) Blue Book, Stickings (Chaffee) Green Book
Optional Book: Rhythm Knowledge Volume 2 (Mangini)

Weeks 1-3:

This is a review time specifially for students who have not been exposed to the "Not Quite Doubled" binary counting system and the "Learn by Eye" methods taught in my Polyrhythms 1 course. These languages need to be learned in order to communicate with me better because they are the languages one uses to communicate with oneself in the deep levels of the brain. Also, this can help students who "add in" to catch up, as well as, give those who have been exposed to the concepts a chance to get back in 'shape' and sharpen some loose ends from semester 1.

Bold lettering is different material from outline material in Polyrhythms 1. Here is a review of these concepts:

Polyrhythms are described (in terms of X:Y) and demonstrated. The most important aspect of the course is the use of the voice as it applies to keeping track of the subdivided notes and the pulses. The metronome is key to ironing out the time wrinkles, and speed is necessary so the out loud counting reduces to under the breath whispering.

Learn to count subdivisions in binary using the "Not Quite Doubled" counting system from Rhythm Knowledge Volume 2. Alternate between any 2 limbs of choice, start with 10 NQD = 19 Tuplet, and work down all the odd subdivisions to 2NQD =3.

11 in NQD language is: 1+2+3+4+5+61+2+3+4+5+61+2+3+...... (no + "and" between 6 and 1 because doubling 6 would yield a 12 note grouping)

Test this with Page 19 From R&Meter along with practicing subdivisions 2-8 (from the table of time in Drum Lab 1) in a back to back format. Those students who need more are free to chose any piece to work with.

Expand the 19-3 odd subdivisions by working with stickings RL & RLL yielding 19:2 to 3:2 and 19:3, 17:3 ... to 3:3 polyrhythms on a basic level. The point is, 19 is too big a subdivsion to play fast, or to just "feel" and this makes you see, hear and feel ...... and count :) Others who know this concept can take it to the drum set in ways described in class.

Groove and inprovisation with the odd numbers from 19-3 is demonstrated and introduced as "homework that is fun." The students get to play around with these odd groupings at a slow rate. This slow rate is described as a "slow tuplet that sounds like a time signature."

Start with the single stroke accents from the Green Book. Go through all pages up to the Group A stickings.

Weeks 4-6

Repeat the Group A Stickings in class by counting 100 reps of certain bars demonstrated in class for 2 weeks.

Discuss the Unfinished pieces in Rhythm & Meter. Assignments depend on the individual.

Start learning the Group B Stickings

Weeks 7-Midterm:

Repeat the Group B Stickings in class by counting 100 reps of certain bars demonstrated in class for 2 weeks.

The Midterm is to perform piece of choice that uses the Group A Stickings from the green book. Also, the students must perform any teacher chosen "grid" from the 100 rep exercises. The student may have to show that they can start counting at "43" and go up to "62" where they must stop.

More pieces from the Blue book are assigned.

Weeks 9-12:

Groups C and D Stickings are introduced, learned and repeated.

Associated pieces from both books are assigned per student.

Weeks 13-Final:

Common pieces to all students is picked in class. They repeated 15-25 times in class. Everyone must count the N reps of the piece out loud.

A student chosen piece is performed in class from each book.