Decoding Rhythmic Time Names in Elementary Music: A Guide for Students and Parents

Learning music can feel like learning a new language, and in elementary music education, you might hear some unique terms, especially when it comes to rhythm. One common system, particularly in methods like Kodály, uses what are called "French Time Names" or "French Rhythmic Names." These aren't just fancy words; they're a clever way to help young musicians understand and feel different rhythmic values. In the TQ system we have adjusted the name to reflect the fact the pronunciation is not as per the French language but shows the adjustments of many music teachers and accents over a century of use.

This blog post will break down what Rhythmic Time Names are, why they're used, and how they benefit students and parents navigating the world of elementary music lessons.

A video from Notebook LM produced on this article.

What Are Rhythmic Time Names?

These words for a syllable-based rhythmic system for learning note values are syllables assigned to different note durations to help students vocalise and internalise rhythmic patterns. Instead of just seeing a crotchet note or an minim note on the page, students learn to say a specific syllable that corresponds to that note's length. This makes abstract concepts like duration much more concrete and accessible, especially for young learners who are still developing their musical literacy.

Here are some of the most common Rhythmic Time Names you'll encounter:

The first set of three note values use the long a sound shown phonetically as  /ɑ/ and sounded as the a in father. When a vowel is stressed and pronounced with a relaxed jaw and tongue position. The 'ta' syllable is a sustained sound for longer notes. 

• Semibreve: "Ta-a-a-a" (often stretched over four beats)  

• Dotted Minim: "Ta-a-a" (stretched over two beats)

• Minim: "Ta-a" (stretched over two beats)

• Crotchet: "Ta" (one beat)

  
  

The second set of three note values use the short a sound shown phonetically as  /ă/ and sounded as the a in cat, sat, mat. To make this sound open your mouth relatively wide with the tongue low in your mouth and resting against the back of your lower teeth.

The i sound is a short i shown phonetically as /ɪ/ and can be heard in lit and sit.  This sound is a high-front sound. Tongue should be high in mouth, shifted front, lips relaxed and slightly open. The 'Ti' syllable is a quick, clipped sound for shorter notes.

• Paired Quavers: "Tă-Ti" (two eighth notes together, each half a beat)

• Single Quaver: "Ti" (half a beat, often paired with a rest or another eighth note)

• Four Semiquavers: "Tăfi-Tifi" (each a quarter of a beat)

  Why Do We Use French Time Names?

Standard counting depends on a time signature that tells the musician which beat equals one count. In this graphic a crotchet equals one count, other values can be assigned to a note.

The Rhythmic Time names can be the same in all time signatures as the value is relative.

Why Do We Use Rhythmic Time Names?

There are several compelling reasons why music educators incorporate Rhythmic Time Names:

1. Concrete Representation of Abstract Concepts

Rhythm can be challenging to grasp. Rhythmic Time Names provide a phonetic and kinesthetic way for students to embody the length of notes. Saying "Ta" for a crotchet or "Ta-Ti" for quavers helps them feel the duration in their voice and body, making the concept less abstract.

2. Aid to Aural Skills Development

By vocalising rhythms with these syllables, students strengthen their aural skills. They learn to hear and differentiate between various rhythmic patterns, which is a fundamental part of musical training.

3. Foundation for Reading Music

Before students can read complex rhythms on the staff, they need a strong internal understanding of duration. Rhythmic Time Names serve as a bridge, allowing them to perform and understand rhythms before they even learn to read all the notation. This builds confidence and makes the transition to formal notation smoother.

4. Group Learning and Engagement

Using common syllables allows students to perform rhythms together in a unified way. It fosters a sense of ensemble and makes rhythmic activities more engaging and interactive.

5. Cross-Cultural Connection

While commonly known as "French Time Names," variations of this concept are used in music education globally, particularly in methods influenced by Zoltán Kodály. This indirectly connects students to a broader tradition of music pedagogy.

How Parents Can Support at Home

Parents play a crucial role in reinforcing what students learn in their music lessons. Here's how you can help with French Time Names:

• Ask Your Child to Demonstrate: Encourage your child to show you the different Rhythmic Time Names they've learned. Ask them to clap and say the rhythms.

• Practice with Everyday Sounds: Point out rhythms in everyday life – the ticking of a clock ("Ta, Ta, Ta"), the beat of a song on the radio ("Ta-Ti, Ta, Ta-Ti, Ta"), or even the way you walk. Try to connect these sounds to the Rhythmic Time Names.

• Incorporate into Play: Turn rhythm practice into a game. Clap out simple patterns and have your child identify the French Time Names, or vice versa.

• Review Class Materials: If your child's teacher provides handouts or online resources, review them together. This shows your support and reinforces the learning.

• Be Patient and Positive: Learning music takes time and practice. Celebrate small victories and maintain a positive attitude towards their musical journey.

Conclusion

Rhythmic Time Names are a powerful tool in elementary music education, simplifying complex rhythmic concepts for young learners. By understanding these syllables, students develop a strong foundation in rhythm, enhance their aural skills, and build confidence in their musical abilities. For parents, a little understanding and encouragement at home can go a long way in supporting your child's musical growth. Embrace the "ta's" and "ta-ti's" – they're the building blocks of a lifelong appreciation for music!

Rhythmic Time Names: Explore musical notes with this guide featuring symbols and terminology in multiple languages. Available for free download or on Amazon.

Downloadable E Book

Book includes flash cards for TQ level 1 to 4, standard rhythm groupings in simple time, games and a glossary.

Elementary Rhythmic Time Names.pdf

Download PDF • 4.72MB

Glossary of Key Terms

Rhythmic Time Names (French Time Names/French Rhythmic Names): A syllable-based system used in elementary music education to assign specific syllables to different note durations, helping students vocalise and internalise rhythmic patterns.

Kodály Method: A philosophy and comprehensive approach to music education developed by Zoltán Kodály, often incorporating solfège, folk music, and hand signs, where rhythmic syllables (like French Time Names) are a common component.

Whole Note ("Ta-a-a-a"): A note value that typically lasts for four beats; represented by a sustained syllable.

Dotted Half Note ("Ta-a-a"): A note value that lasts for three beats; represented by a sustained syllable.

Half Note ("Ta-a"): A note value that typically lasts for two beats; represented by a sustained syllable.

Quarter Note ("Ta"): A note value that typically lasts for one beat; represented by a single, sustained syllable.

Paired Eighth Notes ("Tă-Ti"): Two eighth notes played together, each lasting half a beat; represented by two distinct syllables.

Single Eighth Note ("Ti"): A note value lasting half a beat, often paired with a rest or another eighth note; represented by a quick, clipped syllable.

Four Sixteenth Notes ("Tăfi-Tifi"): Four sixteenth notes played together, each lasting a quarter of a beat; represented by a sequence of syllables.

Phonetic Sound /ɑ/: The long 'a' sound, as in "father," used for longer note values like whole, dotted half, and half notes ("Ta-a-a-a," "Ta-a-a," "Ta-a").

Phonetic Sound /ă/: The short 'a' sound, as in "cat," used for the first part of paired eighth notes ("Tă") and other shorter note combinations.

Phonetic Sound /ɪ/: The short 'i' sound, as in "lit" or "sit," used for shorter note values like single eighth notes ("Ti") and the second part of paired eighth notes.

Aural Skills: The ability to hear, identify, and differentiate musical elements such as pitch, rhythm, harmony, and timbre; developed through practices like vocalising rhythms.

Musical Literacy: The ability to read, write, and understand musical notation and concepts.

TQ System: A specific music programme mentioned in the source that has adapted the pronunciation of "French Time Names" to reflect common usage and accents over time.

Crotchet: Another term for a quarter note.

Quaver: Another term for an eighth note.

Semiquaver: Another term for a sixteenth note.

Minim: Another term for a half note.

Semibreve: Another term for a whole note.

Time Signature: A musical notation indicating how many beats are in each measure (bar) and which note value constitutes one beat.

Metronome: A device that produces an audible click or other sound at a regular interval, used to mark time and help musicians keep a consistent tempo.