Chapter 3 of Sound Connections thoroughly describes many of the prominent tonal and rhythm systems in use today. Dr. Ester concludes the use of Takadimi and movable-do/la-minor are the most effective in the use of Sound Connection techniques. The use of these two systems can lead to musical literacy.
Movable-do/la-minor is the term used to describe a solmization system that uses the syllables of solfege. The use of this system can develop a sound vocabulary that will allow beginners to accurately and quickly translate sight to sound. With the movable do system, “do”, can become any scale degree and rid the problem of starting on a different syllable each time and adjusting accordingly like the fixed do system. Movable do is also much more useful when it can be quickly converted to minor by starting on la and using it as the new tonic. Using la as tonic for the minor mode eliminates the need for different scale degree names, such as changing mi to me in the minor mode to signify that indeed the 3rd scale degree is lowered a ½ step. Starting on la as tonic in the minor mode gives a natural la-ti-do progression that automatically incorporates the minor 3rd that is prevalent in the minor mode. This requires no mental/aural change, meaning you don’t have to make mi sound a ½ step lower and produce that sound correctly after learning what mi has sounded like the entire time. Movable do/la minor is a much more effective and long term learning solution that can be used with Sound Connections properly.
The rhythm selection is also incredibly important in the teaching of musical literacy. It is very common that teachers teach what they are taught, and naturally comfortable with. However the system Takadimi was not developed until 1996, so most teachers today would not have been exposed to such a system. Takadimi is the system suggested by Dr. Ester to count rhythms effectively between simple and even compound meters. Ta Ka Di Mi are the syllables used in place of the traditional 1 E & A counting system. Ta is always the beat and the subdivision is different as needed for certain rhythms. The use of synchronization in the syllables used is also very important and helpful to young students. As in counting, some of the same syllables/numbers are used for different subdivisions and a constant knowledge of context is paramount. In Takadimi however the syllables are not reused so that different subdivisions would not line up with the same syllables, all are different. This allows for complete rhythmic accuracy and no in depth knowledge to count rhythms effectively if every different circumstance.
Movable do/la minor and Takadimi are great tools that can be used to help any teacher succeed if used in the correct sequencing that Sound Connections suggest. Though I do not have an extensive knowledge of the Takadimi system I look forward to using is more often and in a class room setting. As for the movable do/la minor system I think that it would be much easier to use this for teaching as well. I know that as a college student I sometimes have to really think about all the syllable versions needed when do is tonic in minor. And also trying to make the same syllable sound differently was quite a challenge at first to master. Allowing la to become tonic would be a great help to all teachers explore minor modes.