RHY.1:1 - Problem frame

Use this when an instruction such as “keep the rhythm,” “find the pulse” or “make it clearer” leaves a performer unsure what to change. Start with a short passage, movement or interaction in which the difficulty can be recognized. It may concern maintaining a pace, placing an accent, entering a shared cycle, keeping a movement going, or making a timing cue usable by a partner.

The intended user can perform, observe or discuss the selected activity well enough to identify a troublesome occurrence. A teacher or specialist may supply that knowledge. The first useful result is a question specific enough to choose a correction: for example, whether a partner misses a weight change even though the foot reaches its marked position on the count.

When the needed correction is already clear, make it and inspect its effect. The method is useful when the broad complaint leaves materially different corrections open.