Use Kodály Time Names to Teach Rhythm

This is the third entry point in our series—How to Teach Rhythm Using Multiple Entry Points, a Seven-Part Series. To read an introduction to multiple entry points and why music teachers should use them, please see our article “How to Teach Rhythm Using Multiple Entry Points”.

Kodály Time Names are Musical to the Ear

Music teachers around the world have been using Kodály time names for decades. This system is based on the teachings of composer, ethnomusicologist, and pedagogue Zoltán Kodály (1882-1967). Kodály time names are learned quickly and are easy for students to say. They are musical to the ear as they sound like the note values they represent. 

Kodály Time Names are Logical 

This system helps reinforce accurate beat placement. The "T" consonant, on quarter and 8th notes, emphasizes downbeats. The "r" consonant emphasizes the 16th offbeats. 

Kodály Time Names Reinforce Subdivisions

Kodály time names reinforce subdivisions. The vowel sound "a"  is used for  the bigger subdivisions like whole, half, and quarter notes. The  vowel sound "i" is used for smaller subdivisions like 8th and 16th notes.

Teaching Tip

One challenge with this system is that  students will sometimes say a rhythm that does not match the rhythm they play. They will say “Ta” while playing “Ti Ti” rhythms. Or they say “Ti Ti” but clap the rhythm of  “Ti ri”.

To fix this problem, help students memorize the syllables through drills and flashcards. You can also play a game—let students know that you will demonstrate  saying an incorrect syllable over a written rhythm, then have your students correct you by saying the correct syllable combination.

 

Why You Should Use Kodály Time Names in Your Music Classroom

Kodály time names are a tried and true method. This system is logical and accessible to most students. It is sometimes the most effective system for struggling students, while it is a solid foundational approach for thriving students.

Look for our next part in the series to learn about “rhythmic word cues” as a multiple entry point to teach rhythm. 

By using multiple approaches to teaching rhythm, you’re sure to reach all students and learning styles, and leave no student behind.