RHYTHM SPECTRUM FOR EFFECTIVE RHYTHMIC DEVELOPMENT ED SUETA Copyright® 1987 by Ba Sueta International Copyright Secured Litho. in U.S.A. All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanized, photocopying, recording or otherwise without the prior permission of the publisher. Published in the United States by Macic Publishing Company. ISBN 0.93415156-3 MACIE PUBLISHING COMPANYINTRODUCTION ‘The purpose of the Rhythm Vocabulary Charts in this book is to lead the student toward rhythmic understanding and independence. ‘Two types of rhythm reading skills should be utilized throughout the Charts: simul- taneous scanning, which is a right brain function, and linear scanning, which is a left brain function, My Rhythm Syllable System, as indicated on page 3, leads the student toward aural, simultaneous scanning, whereas a number system (ie 1 and 2 and) leads the student towards visual linear scanning. BOTH METHODS SHOULD BE TAUGHT THROUGHOUT THE CHARTS, MY RHYTHM SYLLABLES FIRST, A NUMBER SYSTEM SECOND. A list of books relating to right/left brain learning can be found on page 64, and information relative to reading skills and technics is contained in them. SUBDIVISION, UTILIZING A NUMBER SYSTEM SHOULD BE USED FROM CHART 6 AND CONTINUED THROUGHOUT THE CHARTS, ‘As you proceed through the Charts, the advantages as ell as limitations of any rhythm counting system will become apparent. It is best to learn several rhythin counting systems and then utilize the most advantageous system for any given situation (Lie, Jazz syllables). ‘The Rhythm Vocabulary Charts are sequenced in order of difficulty. Each rhythmic concept is dealt with individually and then expanded in subsequent charts. Anyone with previous experience can start at the place in the Charts where their understanding is not clear. SUGGESTED TECHNICS ‘The following steps should be taken sequentially, first saying my Rhythm Syllables, second saying a number system. 1, Say each line and clap the notes. 2 Say each line and tap the notes with the right hand (on desk top or right knee). 3. Say each line and tap the pulse with the left hand and tap the notes with the left hand, 4. Say éach line and tap the pulse with the right hand and tap the notes with the left hand. 5. Hand tapping directions can be reversed for left handed students. 6. Foot tapping (pulse) is optional, but strongly recommended, 7. As understanding and coordination develop, increase speed, The ultimate goal should be to go as fast as possible. * If no difficulty is experienced with steps 1 and 2, the student can start with step 3.SUETA RHYTHM SYLLABLES sums | RPA fe | BEA REE EG |B Bo ————— T0660 00 00 00 30 | | o o . — ‘To6'o0 00 0 J J torte _| J - J d Tees d # zl d ToDo" | . 9 wS te ‘Tat (Tuli) and Tie Refer to Chart 18 ) J a 4 aed od rare 1 tee ys loo aS aS Da Da Da (Duh Duh Duh) I 3. ] j | 5 = === —l ij) jij. | — | ® Digoicrit | 9 } j a * The reason for using te same gables for those notes is thatthe second pulee is common to both. The space elon ay Rhythm Sabla cen bowed fo rata inegy teagningayetom (numtar) whichis to be wed thought the chars Whenusing my Rhvthry Sviishlesal ests one count of lest are sald “rest Alf rete of more than one count are counted numerically.a Right Hand Tosco 0080 ° pret ft Left Hand rt =o se ° f ae a simile simile J simile CHART 1wee24 of “4 “4 “4 “ eld ald a|d dia dle dle ald Jie iid aleCHART 4 td. Id Jd Iddddle Idd ld dtd Jl, 0 reenoreet 24didsld d ssl, Wid sl selec le Ol ttt ttt @H)lJ kidd Widdls Wildld dlddddle I trtrceee ad dild dled lide ld dole did sl. dl s4id dle Idd didid ld Sid d lid dle | 64d d led dlddd li Jl. [dd dtd J idl 0 $d 1k Iesdled Id died ddd Jd od Se, eddies lA Ii id ld led led od s§iJ J id ied dd Wi led ld dé gJ oid J id ld id i die od id odCHART 5 edd i We lle iid de dle Wood rf ft aEJaled Wild dled dee ld oD trot e$ladid sedi ladddd dies dt 0 ferro tere *Pedlid Jiddld [des ieee lid ld | Qldalee dds Jieedlli sls dis dideell Fd lallideld dle \ideelldeels cdl. tl TH jeeellieell dei idleddbeeddleeel ceed eddedeld dildddeleddeld ddd lille. 1 Ad di lddd beds. Wed Je dea dell ld | wdaliildmlidedid did d lid dlded dl. ollCHART 6 Ta Ta ~ 2 eighth notes = 1 count T 0 Ti 4)ad roy ft ° Pibsustessdiseaan ‘Ta Ta Ta Ta Ta Ta Ta Ta MOANA ITNT TANT TT Ta Ta Te apie Tp imiiiiaiiiimisst Qi Niemi ai Al Ali IVI ALE I A ALII NWI ANI ON ad In addition to Rhythm Syllables, the teacher can indicate the number system to be used with eighth notes.anon hom re 24 ae JJ roe iP aA alnin AI) Alin ann rftt dT A fof fe CHART 7 ITdad J errr malin LAIN JA ALIN Whiddiimn) JJ 7111 0M iid Fl A LAAN ALD J S771 11 0770) ALIA a CHART 8 Ann Th A Midd WS Wh! AlN A AN ANAL OAL ama aT a1 OTT AAT! AO) AoCHART 9 dds WAM WIA Ia od al. S770 | lie lls IAs led i dl ee dd 1De dL TTS Id eddie Qi) Ale | PLL Als sls Ald Me lildel ils ol sass Msiidd le. ld sold FN eA QIN esl lsd Wl TANIA. Ae Als Al. Wl ATI IO Dele. ll PATON sede WA. eed Ale Dd ll mA Dd else DOT ee Dl) Tedd llCHART 10 Todo Too Ta Ta Too Too of] 7 1) Fld ti f t wf Ly 1 land edd dd a ld bd fof f of Mai Ji dd Mii ini wtJ Jd dll J al Wi Ow as 4M. NLOWA: etd did od. dd Ta d Wasi ae Wms Id Ih dL J 1d Od lb d J Wi Louis dlidd nin Miss 4 lbodod ln ms ALAN Ik dL DIL dd ‘In addition tothe Rhythm Syllables, the teacher can indicate the number system to be used with dotted quarter-ighth.CHART 11 ile 2, Idd Nol ed tt f SISSIES sd lb le 1d a) did du I MTT. Id deli delQissidd fit & dddell Mellis dle Weel Isl Tse dl od SETA kdl d ed 64 Fd JOTI LLL MODS Wl dD) ld dd dae Pd lL SUI Weer lide di dele PL desl ld lessee oe 2 4 ¢ Jil SITTTOW UW Al dll we, did te 2 ld (mls olee hedCHART 12 4 = cighth ret Ta__Ta__Ta__Ta rest. rest rest’ rest a3 TT lf tao | [2 4 F F t t ait ide imeim: sta pda lr DOr |e TV 71 1+ TI: * In addition to Rhythm Syllables, the teacher can indicate the umber system to be used for the remainder of the ChartCHART 13 6a sT TI ‘ J idl ded JIT ded Paso ITI. I) FI by Td a dva TTI STIs lore ol de Id Demo MALL e vad WADE nessa dd A SP ddI QL Mid oldie di doold I ELD JUD OTs Jide od MOIS Pedi aT OL MIT Itddeds dtd) Ado dd Ul 1 2 PE Lrdt tail id ld wdllrdd dl dd brdrordl oor wh ddd DL dd dlls debts DiolCHART 14 ALLA BREVE (cur time) org Jeane 1 dog | ~ [eas | - P fi f f reG) = IJ tI f f Pr f sag TDF Ida la ane’ i le Jjad f r la i B) ted d le ld d la Iddddld didi. 2B dd Idd Iddddle Iddddle dd Is f¢0 = 1J= [fg = le dled le = le "Bd ddld d idd le Wom led ld dsl. s¢jedeliedelllidl. lededledediieedl. Ped dled did d le Jaded ld d ld dle Ted Jide ldedeld did dild d lide |.CHART 15 TT TT FFF ag = sixteenth notes-4 notes to one count TaTaTaTaTaTaTata TTTTTITTITTTTToo a4 IST) aR Ree IN TR ll tof MANN (FRIIS LAAN IR oll MONDIAL AANA | ‘A FRAGT FAA) |TIAI | ll SANSA FR OL GA | FAN) | AR! ll 6a TAT IFAS IAAF WAR oll "81 TFA FA) SARA AA ll ETN FAFA IGRI ANIL oll 98 TR \FRNI LL A J TTR * Teacher can also indicate the number syatem to be used.CHART 16 TTT FE; ~ 2 seers and cght = 1 coun IN NANINAM! 74d TD dad : NANI IN Ad WALAMIASMIINMA AIAN QOMAMIIAMM OANA! HOAAMIAM IMO |MNMNs EMONIM OI MMO mM! QOMMINAML IM MIO! SOIIMIIM A |) INA AT EMNIMIMIMAAMINI IOANCHART 17 Ta TT JFH ~ sehen and 2 sixteenths = 1 count WAAR ann f aEnT | / SATII NIA fo of MONI NTA! TAI TRIRTE I Th TA ATTA FATAL I) TRIN! SANTINO ITALIA ) WANT ITA NIA. | OAIAN nH \TRITR TI TAIRA OA OAT wa IF ETL TAL TEA DOTA IO ETRE TAs INT PPPParCHART 18 Te Tt [9] - dotted eighth and sixteenth = 1 count 1Aam Bap) Ban nnn, AIT NI IL TT MOLATUAN TUNA TANIA! “MINING VW Aina BOON Fl WAN SIGN OI!) WALA Iai BSQNOIIWNIA ET iar i mi SELVA Lad ld SOS WT a ETI WAT IN A ara ** T&e blends into one syllable Tie for fast tempi,