chapter 2: rhythm basics composer’s - breezin’ thru · set up instructor: have a computer,...

Set Up

Instructor: Have a computer, projector and a SMART Board or screen set up with audio tested and working. Project the lesson to see and hear the audio and to assist with discussion and planning.

Written: Use the manuscript paper included in this lesson. Ensure that students can draw their clef sign and insert quarter notes with stems going up or down in the staff lines and spaces.

Computer: If necessary, have students review the Boot Camps for either the Sibelius or Finale Notation software found in the table of contents. Start a new score with one staff in any clef, no key signature and in 4/4 time, 8 measures long.

Lesson

The use of interesting rhythm can change the personality of a melody by adding energy and forward movement.

Listen to how the Chapter 1 model is transformed by adding rhythmic interest.1. How has the character of the music changed?

Composition

Use the eighth note or rest pairings shown in this chart to substitute some of the quarter notes in your Chapter 1 motif.

Chapter 2: Rhythm Basics

Composition: Getting Started With Rhythm Theory Focus: Basic Rhythms and RestsComposition Focus: Transforming Chapter 1 Melody with Rhythms and RestsTechnology Focus: Setting up a New Score, Entering Pitch & Rhythm in Notation Software

Copyright © 2010 Jean McKen This school has permission to reproduce and use this document for students enrolled in the "Breezin’ Thru Theory" curriculum as stipulated in the current agreement. 2 CC

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breezin’ thru™ theoryComposer’sCorner

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1. Use this Substitution Chart to Exchange Quarter Notes with Eighth Note or Rest Pairings

!!" # # # # # # # # # # # # # # # #

" # # # # # # # # # # # # # # # #

" # # # # # # # $ #% # # # # # # # # &

" # # # # # # # $ #' # # # # # # # # &

Listen

Listen

Enter your motif. Keep the same pitches as in Chapter 1 but change the rhythm using the eighth note pairings found in the chart.

Substitute another quarter note with a pairing from the chart.

Composition: Getting Started With Rhythm

Copyright © 2010 Jean McKen This school has permission to reproduce and use this document for students enrolled in the "Breezin’ Thru Theory" curriculum as stipulated in the current agreement. 2 CC

Original Motif

Sample (use your own rhythms)

New Motif with Different Rhythm


Motif Retrograde (Backwards)


Motif Add a rest and other small changes

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2. Change the Rhythm But Keep the Same Pitch

3.Enter the Motif in Retrograde in Measure 2

4. Adjust the Retrograde With Small Changes

Complete! ☺ Save your work!

Blank Score for Hand Written Work


Copyright © 2010 Jean McKen This school has permission to reproduce and use this document for students enrolled in the "Breezin’ Thru Theory" curriculum as stipulated in the current agreement.

2 CC

Sample

Motif Enter measures 1 & 2 here but up one step.

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5. Enter Measures 1 & 2 Sequenced Up One Step

6. Repeat Measures

Sample

Repeat measures 1 & 2 here.Repeat measures 3 & 4 here.

Motif

Motif Retrograde (Backwards) Sequence (Measures 1 & 2 up a step)

Repetition (of Measures 3 & 4) Repetition (of Measures 1 & 2)

Expanding This Composition

It is recommended that students explore this section after their activity has been evaluated.1. Try adding a complimentary percussion part with similar rhythms.2. Write your melody out for different instruments.

Reflection, Showcase and Discussion

2. Be ready to showcase your work. 3. Talk about the mood and feel of your music.4. Try playing the music at different speeds. How does a change in tempo change your music?5. How did the rhythm impact the character of your melody?

Student Reflection

If you are limited by class time, student reflection can be written here or in a separate journal rather than discussed. Another alternative is to have students record their reflections using a digital recording device.

Evaluation Rubric

(A) (4) A new rhythm has been created in the first two measures and transferred accurately to the rest of the melody. The music has a predominant and interesting rhythmic pattern. A tempo marking has been added. Rests have been used to create interest. The student needed little or no assistance to complete this. The student describes the mood and feel of the music showing an excellent understanding of how rhythm can impact melody.

(B) (3) A new rhythm has been created in the first two measures and transferred with some inaccuracies. A tempo marking has been added. Rests have been used to create interest. The student needed occasional assistance to complete this. The student describes the mood and feel of the music showing a good understanding of how rhythm can impact melody.

(C) (2) A new rhythm has been created in the first two measures and transferred with some inaccuracies. A tempo marking has not been added. No rests were used. The student needed frequent assistance to complete this. The student describes the mood and feel of the music showing some understanding of how music can trigger mood and imagination.

(D) (1) The student needed frequent assistance to complete this. The student describes the mood and tone of the music showing little understanding of how rhythm can impact melody.

(E) Incomplete.



2 CC2 CC

Composition Model For Chapter 2


breezin’ thru™ theoryComposer’sCorner

Getting Started with Rhythm

Extension Activity

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q = 160

q = 160

Jean McKen

Holiday Jump

Marimba

Vibraphone

Claves

Congas

!"#

" # # # # # # # $ #% # # # # # # # # &

" # # # # # # # $ #% # # # # # # # # &

' # # ( # # $ #% ( # # # ( # # $ #% ( #

' # # # ( # # # # # # # # # # ( # # # # # # # # #)

5 $$$$$$$$

Mar.

Vib.

Clv.

Congas

!"#

" # # # # # # # $ #* # # # # # # # # &

" # # # # # # # $ #* # # # # # # # # &

' # # ( # # $ #% ( # # # ( # # $ #% ( #

' # # # ( # # # # # # # # # # ( # # # # # # #

Holiday Jump

Student Reflection

Following the instructions in Chapter 2, I replaced some of the quarter notes with eighth note groupings. This gave the music more of a dance feel. Then I created some extra rests and this seemed to give the music room to breathe. I thought it might also make the listener anticipate the next part of the music. I am going to take this further by adding percussion and assigning the melody to Caribbean-sounding instruments. Maybe some of my classmates can perform it.

Listen

Listen

2 CC

chapter 2: rhythm basics composer’s - breezin’ thru · set up instructor: have a computer,...

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