Professional Documents
Culture Documents
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FOR ALL INSTRUMENTS
Edited by
HENRY ADLER
Table of Contents
Melodic application of Odd Time Signatures . . . . . . . . . . . . . . . 3
SECTION I - Quarter Note Meters (Odd Time Studies with the Quarter Note having the basic pulse)
(3/4, 5/4, 7/4, etc.) . . . . . . . . . . . . . . . . . . . 4
SECTION III - Eighth Note Meters (Odd Time Studies with the 8th Note having the basic Pulse) (3/8.
5/8, 7/8, etc.) . . . . . . . . . . . . . . . . . . . . . . . 63
16th Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Syncopation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
SECTION V - Sixteenth Note Meters Odd Time Studies with the 16th Note Having the Basic Pulse
(3/16, 5/16, 7/16, etc.) . . . . . . . . . . . . . . . . . . . . . 97
The employment of so-called "odd" time-signatures is, nowadays, common practice in all forms
of musical endeavor, and music students must be as adept at them as they are at the seemingly
more comfortable 4. The authors feel that this text will be a thorough aid in rounding out any
student's rhythmic/reading vocabulary, and suggest that it be studied both by percussionists and
by players of melodic instruments.
MELODIC APPLICATIONS
When the rhythms of an exercise have been mastered, major or minor scales may be applied to
that exercise, in various ways:
Exercise:
One Scale-tone per measure (C major):
Exercise:
The more advanced student may assign a series of chord progressions to an exercise, write its
proper symbols above the exercise, and then improvise a melodic line, using the rhythms of the
exercise:
Exercise:
Possible Realization:
As can be seen, the possibilities are limitless, and teachers and students are advised to invent as
many melodic applications of this material as possible.
Section I
Once the student has determined the number of counts (quarter-notes,)per measure in an exercise,
there should be no problem in playing either the quarter-notes, or their partials, in that exercise.
Where feelings other than straight five, or seven, or so on, have been used in this text, dotted lines
have been employed, as in the above examples, to aid the student in understanding the metric
subdivisions.
(8th NOTE AND REST STUDIES)
INTRODUCING 16th NOTES AND RESTS IN VARIOUS METERS
SUMMARY
SUMMARY OF 16th NOTE TIES
FIVE SYNCOPATED EXERCISES WITH 16th NOTES
INTRODUCING 8th NOTE TRIPLETS IN VARIOUS METERS
TRIPLETS WITH TIES IN VARIOUS METERS
TRIPLETS AND SIXTEENTH NOTES, WITH TIES
SUBDIVIDED 8th NOTE TRIPLETS
INTRODUCING THE QUARTER NOTE TRIPLET
In passages in which changing meter occurs, the pulse (in this case, the quarter note,) always remains
constant, while only the number of pulses per measure changes, according to the time signature at the
beginning of each measure. Counting will be a great aid in understanding, and in properly performing,
such activity, for example:
The above sequence should be counted as shown, with all counts spoken periodically.
The most common way of indicating that the pulses are to remain constant throughout a quarter note
based, mixed-metered passage is the symbol j = . This may be placed either at the beginning of such a
passage, or at each change of meter, or both.
Once the student has determined the number of counts (eighth-notes) per measure in an exercise, there
should be no problem in playing either the eighth-notes, or their partials, in that exercise.
Where feelings other than straight five, or seven, or so on, have been used in this text, dotted lines
have often been employed, as in the above examples, to aid the student in understanding the metric
subdivisions.
116th NOTES IN 8th NOTE METERS
TfLH, I l\ ,nth ~O I~I_ \lf~. I
I THE DOT IN 8th NOTE METERS
SYNCOPATION WITH 16th TIES
32nd NOTES AND RESTS IN 8th NOTE METERSI
[SUMMARY OF 32nd NOTES IN 8th NOTE METERS
In passages in which changing meter occurs, the pulse (in this case, the eighth-note,) always remains
constant, while only the number of pulses per measure changes, according to the timesignature at the
beginning of each measure. Counting will be a great aid in understanding, and in properly performing,
such activity, for example:
The above sequence should be counted as shown, with all counts spoken periodically.
The most common way of indicating that the pulses are to remain constant throughout an eightnote
based, mixed-metered passage is the symbol ,~_.b. This may be placed either at the beginning of such
a passage, or at each change of meter, or both.
iTHE TIE IN CHANGING METERS
Once the student has determined the number of counts (sixteenth-notes,) per measure in an exercise,
there should be no problem in playing either the sixteenth-notes, or their partials, in that exercise.
Where feelings other than straight five, or seven, or so on, have been used in this text, dotted lines
have often been employed, as in the above examples, to ait the student in understanding the metric
subdivisions.
(USING METERS( 16th IN NOTES 32nd
THE TI1' IN I(it11 NOTE METERS
ITHE DOT IN 16th NOTE METERS
SYNCOPATION IN 16th NOTE METERS
In passages in which changing meter occurs, the pulse (in this case, the sixteenth-note,) always
remains constant, while only the number of pulses per measure changes, according to the time
signature at the beginning of each measure. Counting will be a great aid in understanding, and in
properly performing, such activity, for example:
The above sequence should be counted as shown, with all counts spoken periodically.
The most common way of indicating that the pulses are to remain constant throughout a sixteenth -
note based, mixed-metered passage is the symbol .4 _.A . This may be placed either at the begin -
ning of such a passage, or at each change of meter, or both.
ITHE TIE IN CHANGING METERS