Per John Howell: "But since this thread has veered toward the practical application of metronome use, could you tell us just how you do use it?"

 

I could not outline all the different ways I use either a metronome or electronic drum pattern.  In general, I use these sources of a steady beat to increase rhythmic awareness.

 

Working in a middle school, there are also issues of authority and credibility.  If I complain, as a director, that the tempo is slowing down or speeding up (I hate the term "rushing", but that is another story) this analysis is not always accepted by the students.  (Middle school students can question things as basic as the time, day, and datel...)  The same can be said when I tell students, for instance, they are adding time when they breathe, or entering late on a pick-up note.  After many years of using various postive and negative ways of demaning that students shape up rhythmically, I have found it is much more effective to use a metronome or drum beat to establish tempo.  Students don't argue with the drum machine.  The whole point is to help students develop thier own sense of time and rhythm.  

 

Regarding the "rock" beat, a generic straight-eighth rock beat is very useful for music in 4/4 time.  But I also use various other rock, latin, dance, and waltz patterns.  Those who do jazz could use swing and shuffle beats as well.

 

After many years of doing this, I have an uncanny sense of tempo that I did not have when I was in college.  I was watching my son march in a high school band rehearsal and one of the staff sat next to me.   I commented that the tempo of a particular part of the show was faster than the Friday night run.  He said, (and I forget the exact numbers, but the story is true)  "It is supposed to be 152."  I said, "It isn't. It is about 140."  He had one of those metronomes that allow you to determine performance tempo by clicking a button, so he clicked in the tempo.  He showed it to me and smiled.  It said, "140" (or whatever number I actually said.).  I am not always that spot on, but I am usually very close.  Sometimes, just as an experiment, I turn the metronome or drum beat after I have already started a piece to see if I found the tempo.  I don't miss unless I am having a really bad day.  Some of my students who have had me for more than one year actually start asking questions if the rehearsal tempo is not the same as the metronome mark on their music.

 

I have no doubt that the drum maching or metronome could be over-done.   I have seen teachers over-do excellent instructional concepts. 

 

I think I have used enough of everyone's mail box space on this issue.  I would be happy to answer any other queries privately if anyone is interested.