RHY.12:4.2 - Construct an exercise that preserves that relation
Keep enough of the passage to include preparation, the troublesome relation and its continuation. Make one useful change to expose or support the action, rather than assuming that making everything slower or easier preserves the task.
| Rhythmic difficulty | Practice construction | What must remain recoverable |
|---|---|---|
| Phrase rate pulls the beat with it | Maintain a familiar gesture or other accessible reference while changing syllables or actions per beat; return to the original rate without restarting the reference. | Beat period, phrase grouping and the transition between rates. |
| Silent positions or sustained sounds disappear from an onset string | Combine the onset representation with a duration-bearing score, timed demonstration or agreed continuation/rest convention. Perform the duration while the reference continues. | Attack, continuation, release and silence as different contributions. |
| An accent stops a continuing movement or sound | Use a familiar small articulation with the continuing contribution, then enlarge or vary it only while both remain available. | The course of the continuing contribution, the articulation and the action after it. |
| Separately fluent layers fail together | Join a short overlap containing their differing landmarks; demonstrate how one part continues through the other’s boundary. | Each part’s grouping and course, and the point at which they next coordinate. |
| A partner’s change is followed too late or causes repeated overcorrection | Use an agreed, manageable change and an available preparation cue; practise noticing it, responding and recovering at a known point. | Cue access, intended reference, permitted adjustment and recovery. |
RHY.3 and RHY.9–RHY.11 supply the underlying performance constructions. The exercise develops the learner’s ability to carry out the selected construction. If a representation omits a needed duration or grouping, repair that input through RHY.5 or RHY.6; additional repetition cannot recover information that was never supplied.
Choose assistance by its contribution. A beat gesture can keep a reference available while the learner articulates a phrase. It does not by itself say whether an unarticulated beat contains sustained sound or silence. A recording can supply timing but cannot respond like a live partner. Demonstrate the relation using the assistance that is actually available.