Rhythm
Activity 1: Clapping Rhythmic Patterns Incorporating the Semiquaver
1. A quaver is half the value of the crotchet.
2. A semiquaver is half the value of a quaver
3. Two quavers make a crotchet while, four semiquavers make a crotchet.
4. The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-te-fe and ta-fa-te
Activity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their Corresponding Rests
Class Activity
1. With the help of your teacher, listen to various pieces of music and identity where the semiquavers are round.
2. In small groups, sing songs that have the semiquaver patterns.
3. Recite the following rhythmic patterns using French Rhythm names and clap them.
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Use common words or names of the members in the class to practise the rhythmic patterns with semiquavers, for example: apple juice, ripe mango, mama mboga etc.
Activity 3: Grouping Notes into Beats in Simple Time
1. Notes of small value such as quavers and semiquavers are joined together to form a crotchet beat. This is known as grouping notes.
2. A horizontal line, known as a beam, is used to connect two or more notes of small value to form a crotchet beat.
3. Th
e number of beams in a group is equal to the number of flags or tails in the separate notes.
4. The following shows how the notes are grouped into beats.
Note
1. Music is made up of strong and weak beats.
2. The strong beat is shown by the use of a symbol known as an accent (insert)
3. The strong beat can recur every two, three or four beats.
4. With the help of your teacher, clap the rhythmic patterns below, stressing the strong beats in each.
1. The repetition of the strong beat after either two, three or four beats is known as meter.
2. In written music short vertical lines, known as bar lines, are used to separate the groups of beats into twos, threes or fours. These groups of beats are known as bars.
The first beat of every bar is accented and double bar lines are used at the end.
3. The meter of music is shown using a symbol of two numbers, one on top of the other. This is a called a time signature. The top number shows the number of beats in a bar and the bottom number shows the value of the beats.
The number 4 is used at the bottom because there are four crotchet beats in a semibreve.
4. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats.
Activity 4: Writing Rhythms in Simple Time on Monotone.
Can You Recall?
1. A time signature is a symbol made up of two numbers that shows the meter of a piece of music.
2. Music is divided into strong and weak beats.
3. The strong beats occur after every bar line.
4. Grouping of notes makes it easier to read music.
Group Activity
1. With the help of your teacher, write down 2-bar rhythms in simple time on monotone. Use all the rhythmic patterns you have learnt so far
2. Take turns clapping your written rhythms.
3. You can also take turns to tap and write down each other's rhythms.
4. Your teacher will assist you to write down the rhythms of familiar songs in simple time
Activity 5: Appreciating Music in Simple Time
Class Activity
Listen to the song "pease porridge hot" played by your teacher:
With the help of your teacher, study the song to find out what its time signature is.
Practise beating time for the different time signatures.
The conducting patterns in simple duple, triple and quadruple
Listen to a variety of excerpts that will be played by your teacher. You will be assisted to beat time for each of them.
Individual Activity
1. Listen carefully to the rhythmic patterns which will be played by your teacher.
2. Write down the rhythmic patterns in your exercise book.
Group Activity
Your teacher will play some rhythmic patterns tor you. In groups, write down the dictated rhythmic patterns.
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