Read and play at sight a variety of short, straightforward pieces at a regular pulse, using an increasing rhythmic range
Develop sight-reading skills by regularly asking learners to play at sight music that is well within their technical range.
While Tabla playing is learnt exclusively by ear in traditional settings, notation systems have been developed which can be used to support learning if the teacher feels this is beneficial. Using notation can make teaching more inclusive, helping those who are not familiar with Indian classical music to learn the time cycles and understand how the music is structured.
Continue to use flash cards to help learners recognise different aspects of notation, turning the activity round so that the flash cards are used by learners to transcribe a rhythm performed by the teacher.
Extend the structured approach outlined in Programme of Study 2. Thus, before playing through pieces for the first time, help learners to hear in their heads the overall sound of the music by asking them to:
- identify important notational features of the music, e.g. time cycle
- say, clap or tap rhythmic patterns
- tap the pulse while other learners tap the rhythm, and vice versa (and extend by challenging learners to tap the pulse with one hand and the rhythm with the other)
There are many online tools for practising interval recognition, such as Teoria.
Ask learners to sight-read in small groups, each learner maintaining a separate part individually (the parts possibly having differentiated levels of difficulty). Emphasise the importance of keeping going and maintaining a regular pulse.
Sight-reading can always be connected to learning repertoire because the skills are applied when reading pieces for the first time.
Promote enjoyment and confidence by using metaphors to describe phrases and discussing the character of the music and the intended effect.
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Continue exploring the current Programme of Study
