2 Unit 2

Rhythm

Worksheets

1. Put the following groups of words in the right order to make a definition of
beat:
of music /constant/ in all types/ pulse/ the regular/ present

2. Put the following terms in order from slowest to fastest: Adagio/ Largo/
Presto/ Andante/ Allegro.

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3. Visit the website and do the activity about Tempo.

Link to:
http://www.musictechteacher.com/music_quizzes/quiz_tempo_walk_001.htm
Make the activity about Tempo.
See your score.

4. Watch video "How rhythm Works" (part 1) and fill in the sentences (you
can press for transcription, but be careful with some mistakes).
https://www.youtube.com/watch?v=c_jEkNiYFNc
 (Minute 0) Rhythm is the most i………………..t of the musical e……………s
and it is closely related with our b…………..y.
 (2.14) All kinds of rhythm usually make us want to tap our f…………, to get
up and d………, etc.
 (2.32).The one simple and fundamental i………….t in rhythm is beat or
p……. It is present in our body from our mother´s h…………….t
 In music speed is called “t…………” and it can depend on our m………...
 (4.25) Pulse is so i……………….. that is present in all k………….. of music.
Even in C…………… music. Sometimes is not so evident (im……….t pulse). It
seems there is no p………..
 (5.14) But ad…….. some percussion we can p……….. that in fact there is
p……
 (8.29). It is instinctive to s…………….. pulse in two: d………… time.
 And we can also subdivide in three: in t………….. t……….. This is very
common in c………..c music and in the sp……….h of that region (Example:
Limerick´s accent).

5. Download and answer the questions.

Can you pronounce 3 words you choose emphasising their syllables?
How many syllables are there in every word?
Share the words with your partner.
a) Are really all the pulses equal in music? Why?
b) What organises meter?
c) How many and what kind of meters are there?
d) Can you say your own definition of meter?
e) What is a bar or a measure?

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6. You can also do the OLC activities about ‘meter’ and ‘measure’.
ACTIVITY 1. Find the correct “measures”.
 Link:
http://www.musictechteacher.com/music_quizzes/aq_rhythms_find_the
_correct_measure/quiz.html
 Make the activity.
 See your score.

ACTIVITY 2. Fill in the measure.

 Link:
http://www.musictechteacher.com/music_quizzes/aq_rhythms_fill_in_th
e_measure/quiz.html
 Make the activity.
 See your score.

ACTIVITY 3. Note duration.

 Link: https://www.musictheory.net/lessons
 Click on note duration.
 Fill out the diagram.
What note values have flags?

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ENGLISH AMERICAN NOMENCLATURE SYMBOL

Semibreve ………. note

Minims ………… note ………..

Crotchets ……….. note ………
Quavers ………. note ………..
Semiquaver ………. note ……….

7. Download and choose the right answer about time signatures.

Say an example to your partner of time signature and swap examples.

1. What indicates the numerator in a specific time signature?

a) The number of beats.
b) The unit of that pattern, the length of that unit.

2. What indicates the denominator?

a) The number of beats.
b) The unit of that pattern, the length of that unit.

3. Say an example to your partner and swap their example.

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8. Make the domino of rhythm and play.

Download and print the related pages and play with your classmates.

9. Download and fill in the gaps.

When the denominator is 4 the basic beat is a.......................
When the numerator is a:
A) 3, there are..........................beats.
B) 4, there are...................... beats.
C) 2, there are ...........................beats.
Answer and swap other similar questions with your partner.
How many minims are there in a semibreve? How many crotchets are there in a
minim? How many quavers are there in a semibreve? And in a crotchet?

10. Download and fill in the gaps.

Rhythm is an important element of m................. related with the quality of
sound called d................
The most simple rhythm is the p............... or b...................
When we combine sounds with different durations we have a ......................

11. See an example of a jumbled definition in the OLC.

1. Copy the definitions of your book in the following chart.
2. Cut the chart in, jumble the papers up, and with a partner ask each other,
playing a “match the right definition” (papers in one colour: grey) with the
concept (paper in other colour: blue).

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Concepts Definitions
PULSE

TEMPO

MEASURE

RHYTHM

POLYRHYTHM

12. Watch the video from the film ‘El milagro de Candeal’. Listen carefully to
learn how to create a polyrhythm. You can try the same in your group.
You can search on YouTube "Polyrhythm” and find interesting videos to watch.
Example: in the film "El milagro de Candeal", Carlinhos Brown creates
polyrhythm with a group of children:
https://youtu.be/9bLqu_qJB48
First (1.25 minute) the children create rhythms and after that (2.27) a
polyrhythm.

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13. Watch the video ‘How Rhythm Works’ and fill in the gaps:
https://youtu.be/qnhmEfwxEIM
 Triple time is very usual as in the famous Blue D…………… W………….z. One,
two three; O………… , t………….., t………., etc.
 But you can also hear the binary operating system. One, two; o……., t…….,
etc.
 (0:59) Apart from p…………. and t…….., in rhythm you have also different
l…………..this happening at the same time. Depending on the b……………..,
you get: minims, (with the l…………….. number of beats).
 If you divide them in half, you get 4 c…………….
 If you divide them in half, you get 8 q…………….
 If you divide them in half, you get 16 s…………..
 (1.20) In the introduction of the work “Z…………. the p…………t” by
H…………. (performed in all the coronations of monarchs in the United
Kingdom) we find all these n………….. v…………
 (2.40) In Philip Glass: the pulse does not c……….. but the accent is
s…………ing.
 (3.41) The accent is the fourth key e………… in rhythm along with p…………,
t……….. and the s………… of the beat.
 (56) Accent is related with the i………….. of some beats. Some pulses are
s………. and the others not, like in human beings’ actions.
 (4.52) The t…………ing of the clock is regular, there are no a…………... It is
our b………….. that creates v…………….l accents, to organize the sounds.
 (6.53) A ………….. musicians can improvise by c………ing accents in their
rhythms.

14. See the glossary: useful expressions in regard to rhythm.

ENGLISH SPANISH
Keep marking the beat (page 26)
Keep the beat
Clap your hands
Follow the rhythmic series
Pay attention
Count out loud
Accent every X beats (page 28)

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15. If you want to train your voice and sing better with your friends, remember
the page useful expressions in regard to singing.
 Try to reach the high notes.
 Pitch your voice well.
 Tune your voice correctly.
 Repeat rising by a semitone.
 Keep your voice in good form.
 Don´t scream.

16. See the glossary: useful expressions in regard to playing the recorder.
• Hold your recorder.
• "Left hand on top and right hand always ready."
• Don´t eat the mouthpiece!
• Place your fingers correctly sealing the holes: you are fingerprinted!
• Place the recorder on your chin, and 'play' the piece by chinning it (without
blowing).
• Blow into your recorder softly; it is not a trumpet!
• Tongue each note.
Search on the internet some page to learn to play the recorder like
http://www.squeakysrecorderplayhouse.com/recordermain.htm
Keep in mind the basics of recorder playing.
You can see on the OLC steps to practice the recorder and other advice.
Glossary to make:
ENGLISH SPANISH
Recorder
Finger position

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