"Quest For The Rhythm Master" is designed for directors to test their students' skills in counting.  It also affords the opportunity for stronger counters to work with the weaker ones in a "cooperative learning" environment.  Normally, at the end of each semester, band programs are faced with some "down time" (for example, after Christmas and Spring Concerts).  This would be the perfect time to take one or two class periods (depending on how involved you wish to get) and introduce your students to the counting game, "Quest For The Rhythm Master".  Obviously, we are trying to capitalize on the popularity of recent movies, computer and video games.  However, when you deal with middle school students, any "hook" you can get is worth taking advantage of.

"Quest For The Rhythm Master"  - Team Competition Set Up:

         It is set up in two phases: first the team, then individual competition.  Divide your class into an even number of teams.  Each team must have at least 4 members up to 12, with 8 being the best team size.  Also, try not to go over 8 teams if you can.  You want to try to have an equal number of strong and weak counters on each team to make it as competitively even as possible.  Teams can be chosen by section, Brass and Percussion vs. Woodwinds, or just mixed up at random.  Creative or "catchy" team names can be selected or chosen to make the competitive atmosphere more fun.  There must be some system of keeping a steady pulse throughout the competition.  A "Dr. Beat", metronome, or perhaps a reliable percussion student clicking sticks, or hitting a cowbell or woodblock will do.  One of the goals of "Quest" is to evaluate the skill of following a steady beat, and maintaining tempo.
         In each rhythm group (or chapter) in your book there are three exercises.  The director will select the range of rhythm groups to be used in the competition and the appropriate tempos to be used.   Normally do exercise #1 as a full group example. Place your teams in a circle, if you can, or by rows.  As the pulse is given, each team will play one measure of that exercise, followed by the next adjacent team.   All students should play each measure on the same selected concert pitch.  Depending upon the number of teams you have, you may need to go back to the first few teams until all eight measures are played.  An example might be as follows:

Team #        1         2         3         4         or       1          2         3          4           5           6
Measures:    A&E   B&F   C&G   D&H            A&G    B&H   C&Bye D&Bye E&Bye F&Bye

         After the example exercise is played by the full group, the director may correct any specific rhythms played incorrectly.  Have a stop watch, or some devise to keep time and give the teams 2 to 3 minutes to practice as group #2 & 3 of that same Rhythm Group for "team competition".  So things do not get to hectic, and so everyone can practice with the pulse source, you might instruct your team leaders to put their teams in random order and practice saying the counting out loud as they go from one measure and student to the next.  After going through each exercise once your team leader or the stronger counters in the group can work with the weaker ones on any rhythms missed or not understood.  Then, move on to the next exercise.  It is really pleasing to watch the intensity of concentration the students exhibit using this basic cooperative learning technique.

Team Competition:

        Each team takes its turn sending up to eight players to the front of the class.  The students will bring their books up to four pre-set stands.  If a team has more than eight members, they will not be able to participate in that turn, but be sure they are the first to be selected in the following turn.  After the students are up front, the director will mix the students in a random order, assigning them which stand to be on, and in what order.  In this way, the teams cannot practice in one specific order during the practice time, and each member of the team will equally be responsible for the knowledge of all rhythms in that Rhythm Group.  The director will then decide whether all teams will compete on #2 or 3 of that Rhythm Group, and whether they will start from the left or right side.  Assign each student his or her measure(s) to play in sequential order, A,B,C,D, etc...   Establish a moderate pulse tempo, and then the director will count the exercise off.  Just as in the example when the full team played, each student now takes their turn playing his or her designated measure on the concert pitch assigned.  After the first team has performed, they sit down and the second comes up to play the same exercise number in like fashion.

"How To Score"   Team Competition:

         With 8 bars (for the most part) per line, each measure is worth 5 pts. (40 pts. Total).  The director should have a Xeroxed copy of the pages to be used for each competing team.  As each team performs, the director will circle any missed rhythms on either count one or two.  Two points will be deducted for each count played incorrectly, up to 4 pts. per measure.  Also, if a student hesitates, or does not come in precisely on the downbeat, the director will circle that bar line, and one point will then be deducted.  If a student does not come in at all on his/her turn, deduct 4 points, but stress that it the responsibility of the next student in line to continue to count and come in precisely on his or her assigned downbeat.
         After each team competes, quickly calculate the number of points lost (your circles) and subtract that from 40pts.  At the end of each round, give 2 team points for the two top scoring teams, and 1 team point for the 3rd & 4th place teams.  In the case of any ties, issue the similar team points, so it is possible for more than two teams to earn 1 or 2 team points per round.
         If one or more of the teams is just "heads" above the others, you can handicap them to try to maintain a competitive atmosphere.  For example, rather than deducting your circled points from 40, you could deduct it from 38, or 35 etc...  In other words, they have a handicap of 2, 4 , or 6 points per round.  Have a chart, or use the board, where team points per Rhythm Group can be kept track of, and handicaps (if used) can also be listed.  Normally, for the team competition part of "Quest For The Rhythm Master", about 4 Rhythm Groups is a good number to use.  When you begin the individual competition, move on and start on the next Rhythm Group.  In this way you are reviewing a wider range of rhythms with your class.

Individual Competition:

         Each team will select two contestants to represent their team in the Rhythm Master's individual tournament.  Obviously, they want to send the two students they feel are the strongest counters, as observed during the team competition.  Fill out the grid enclosed (in groups of 4 or 6) using "byes" when you have to.  If you have time, copy the grid on your board, and have a student not selected for competition keep track of your winners for all to see.  Each competition round will involve 4 participants, so each student must play 2 measures.  You must still use your metronome or student time keeper, but there will be no practice time between rounds as there was during team competition.  You can stay within one Rhythm Group per round, alternating between exercises 1, 2 &3, or move on to the next Rhythm Group each competition.  It depends upon the range the director wishes to cover.  The director must still mix up the students in random order when they come up front, and determine if the order will go from left to right, or, right to left.
         Using the same point system earlier, mark any errors on the xeroxed copy of the rhythm exercise.  After each round, the two students losing the most points are eliminated, and the remaining two move on to the next round.  In case of a tie, eliminate the student with the lowest score, and have the remaining 3 play a "tie breaker", selecting another exercise from that same Rhythm Group.  Each student will still play only two measures so they are all judged on the same number of bars played.  Continue this procedure until you are down to the final four contestants.  Note: it is possible you could have two members of the same team make it to the final four.  When you set up your brackets initially, try to set it up so that team members will not face each other until the later, or last round.

"Final Four" Competition:

 You can continue the alternating measures procedure, or select a Rhythm Group, and have
each contestant play all 8 bars, A - H.  Continue to circle missed rhythms (2pts.) and any hesitations (1pt.) on the Xeroxed sheet.  Alternate the exercise numbers played, but stay in the same Rhythm Group.  The fourth competitor will have to play the same exercise number the first performed, but the two performers in between should still keep the competition fair.  Determine the final placings according to the fewest points deducted.  In the case of a tie, go on to the next Rhythm Group for the "tie breaker".

"Team Champion" and the anointing of the "Rhythm Master":

         You have already determined the team points so far, now add the results of the "Final Four" using the following equation:
             Winner       -        4 pts. for that team.
             Runner-Up -        3 pts.  "    "      "
             3rd Place    -        2 pts.  "    "      "
             4th Place    -        1 pt.    "    "      "
           Total your final team points and announce your winners.  It is good to have a small prize for your winning team members, as well as your four finalists and especially the overall champion.  Have your "Backer" organization or even contact local business to see if they will sponsor some moderate prizes.  This is also great to do prior to any honor band auditions your students might be participating in.  Try to make a big deal over your selected "Rhythm Master".  Local press, school announcements and newspapers, or anything else that can make the title of "Rhythm Master" more prestigious.  For further visual acknowledgment, you may want to feature the "Rhythm Master" at your Spring Concert, possibly conducting a warm up chorale, or maybe even one of the programed selections.  Other possibilities are to use either the Power Grids or Rhythm Groups in each chapter as evaluation tools or test materials.  Possibly continue the "Rhythm Master" tournament after school on occasion, allowing students to voluntarily come and compete for pride and prizes.  This will keep them well prepared and active in the art of sight reading.
         However you approach it, be sure to have "FUN"!!!!!  Adopt the "Quest For The Rhythm Master" rules in any way you wish that will best fit the needs of your students.  The "Rules of Engagement" listed above has seemed to work fairly consistently.  Thank you so much for considering this new approach to learning rhythm and counting.  Best of luck to you and your students in this very unique and exciting endeavor.
 

Have a GREAT YEAR!!!!
 

The "Rhythm Doctor"
R. Moon