This lesson has been taken from the Musicianship & Aural Training for the Secondary School,

Level 1 Books
See https://dsmusic.com.au/shop/ for more information

Level 1 Lesson 8
Activity 1: Semiquavers

Click on this video icon to learn about semiquavers.

Beat Circles
Click on this audio icon to hear "Dinah" being
sung with the words five times.

Once you have listened several times, begin singing

along with the song, pointing to these beat circles.

Write the rhythms you know: crotchets, quavers and

crotchet rests, into the beat circles where you hear
them.

Now listen to how many sounds you hear on the first

beat of each line.

This new rhythm has four sounds on a beat, therefore

we write four strokes on the beats that have these four
sounds on them.

3 = four semiquavers (English Name)r r r r

œœœœœ œ œ œ œ œ œ œœœœœ œ œ œ œœœœœ œ
4 = four sixteenth notes (American Name)

œ œ œ œ œ œfourœequal
r r r r
œ œ œ = œ sounds
œ œ œonœ aœbeat.œ
Its rhythm name is ti-ka-ti-ka.
r
r r r
œ œ œ œ =œ œ œ œ œoneœ semiquaver
œ œ œ œorœsixteenth
œ note = a quarter of a beat. Its rhythm name is tik.
Click on this audio icon to hear "Dinah" being sung in rhythm names.

Activity 2: Writing the Rhythm of a New Song

Click on this audio icon to hear "Winter's Coming" being sung five times with the words.

Once you have listened several times, begin singing along with the song, while pointing to the beat
circles below.

Write the stick notation for the rhythmic pattern (of the words) of the song in the beat circles below.

Finally, sing the song in rhythm names while quietly tapping the beat.
Click on this audio icon to hear "Winter's Coming" being sung twice in rhythm names.

Beat Circles

Level 1, Lessons 8 Page 1 © Deborah Smith 2020

This lesson has been taken from the Musicianship & Aural Training for the Secondary School, Level 1 Books
See https://dsmusic.com.au/shop/ for more information

Activity 3: Rhythmic Sightreading

Follow the instructions given in Lesson 1 to sightread the following rhythms. Then, click on the audio
icons to hear each rhythm being read in rhythm names if required.

Rhythmic Sightreading 6

2
4œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

Rhythmic Sightreading 7

4œ œ œ œ œ r r r r
4 œ œ œ œ œ œ œ œ œ œ œ œ œ

Activity 4: Performance Indictations

In music, words are used to indicate information to a performer such as:

• the speed, or tempo, of a piece of music,

• the volume (how loud or soft) the music should be played at and

• whether the notes should be smooth and joined together or separate and detached etc.

Many of these words are from the Italian language.

Words that indicate speed are called tempo markings.

For example, the word Moderato placed at the start of a piece of music means that it should be sung or
played at a moderate speed (i.e. not too slow or fast).

Level 1 Lesson 8 - Worksheet

Questions 26 to 28 can be found in the Musicianship & Aural Training for the Secondary School, Level 1
Books, Page 16.

Question 26: Rhythmic Alterations. Follow the instructions given in Level 1, Lesson 2 to complete this
question.

Click on this audio icon to hear the altered rhythm for Question 26: Rhythmic Alterations played
three times. Each playing will be preceded by four beats of click track.

Original Rhythm:

4œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ
4
Altered Rhythm:

4
4
Level 1, Lessons 8 Page 2 © Deborah Smith 2020
This lesson has been taken from the Musicianship & Aural Training for the Secondary School, Level 1 Books
See https://dsmusic.com.au/shop/ for more information

Level 1 Lesson 8 - Worksheet continued

Question 27: Rhythmic Dictation. Use the instructions for Rhythmic Dictation given in Level 1,
Lesson 1, page 3 to complete this question.

Click on this audio icon to hear the rhythm for Question 27: Rhythmic Dictation played five times
Each playing will be preceded by four beats of click track.

Question 28: Theory Add barlines to these rhythms.

1.
4 œ ŒŒ œ Œ œ œ œ œ œ œ œŒ Œ Œœ Œ œ œ œ œ œ œ œ œ œ œŒ œ œ Œ
4 œ œ œœœ œ œ œœœœ œœœ œ

2.
3
4 œ œ œœ œœ œœ œœ œ œœ œœ œœ œœ œ œœ œœ œœ œœ œœ œœ œ œ œœ œœ œœœœœœ œ œ

Listening Activity.

Click on this audio icon and listen to "The Wolf" from Peter and the Wolf by Sergei Prokofiev.

1. Listen to the melody that the represents the wolf (0'07" to 0'42"). What other instruments play with the
main instruments in the wolf’s theme?

2. What effect do these other instruments have on the way you feel when you hear the wolf’s melody being
played?

Level 1, Lessons 8 Page 3 © Deborah Smith 2020