Review the rhythms below. If you are not a musician, listen to the recordings and make sure you can demonstrate the rhythms accurately.
Decide how many, and which ones, you will teach to the class. Plan to teach younger, musically inexperienced students only a single rhythm. Plan to teach older, musically experienced students a variety of rhythms.
Decide what will be used to play the rhythms. Some possibilities: They may use instruments they have made, assembled, (see
above ), or been given, or body percussion (see
Percussion Fast and Cheap ). Arrange for the desired instruments to be available during the class period, and plan for a noisy activity.
Decide what the final performance experience will be. Some possibilities: They may play the rhythms alone, to accompany a recording, or to accompany a song that they sing (see
below ), either in class, or as part of a formal performance.
Demonstrate one of the rhythms. Have the students echo the rhythm, either individually or as a group. (To help groups start together, count crisply and steadily, "One, two three, go...")
If the students learn the rhythm easily, introduce a new one.
If the students learn more than one rhythm easily and accurately, divide them into groups, assigning one rhythm to each group, and see if the class can play different rhythms simultaneously.
After an appropriate amount of practice time, have the class use the rhythms) to accompany a recording, or to accompany a song that they have learned. Younger or musically inexperienced students may need to be divided into "singers" and "rhythm section". If so, give each student a chance to do both.
Calypso rhythms
If you cannot read music rhythms, listen carefully to the rhythm
recordings below, or try picking up some rhythms from your recordings. Only the fifth rhythm is written as a three-pitch rhythm, but if your students have all assembled three-pitch "instruments, you can alter any of the given rhythms to be multi-pitch.
If you can't read music, you may find these audio clips useful. a metronome in the background keeps the basic beat to help you get oriented:
Goals - Students will sing a song using calypso-style rhythms.
Objectives - Students will learn either a traditional Caribbean tune or a tune that has calypso-style rhythms, and will sing it as a group.
Grade Level - K-12 (adaptable)
Student Prerequisites - none
Teacher Expertise - The teacher or an assistant should be able both to lead the singing and to provide or lead the accompaniment. Note that a rhythm-only accompaniment, or rhythm and guitar, would be very appropriate. If you feel you cannot lead singing-with-percussion, you may simply have the students sing (and play) along with a recording.
Time Requirements - Because of rhythmic complexity, it may take students longer to learn these tunes than standard children's songs.
Evaluation - Evaluate students on participation as well as accurate pitch and rhythm.
Music Standards Addressed -
National Standards for Music Education standards 1 (singing, alone and with others, a varied repertoire of music), and 9 (understanding music in relation to history and culture).
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
