Embedded Files
Objectives
Objectives
By the end of this lesson, students will be able to:
Explain the difference between simple and compound time.
Determine the time signature or draw in barlines for an example in 6/8, 9/8, or 12/8.
Aurally identify the meter of an example as simple or compound, and as duple, triple, or quadruple.
Perform and compose rhythms in compound time with with dotted half and quarter notes, quarter notes, and 8th notes.
Preparation for Class
Preparation for Class
Read:
Read:
Takadimi Rhythm Syllables (p. 2)
Watch
Watch
Listening for Compound vs. Simple Time (Louden, 12 mins)
Listening for Compound vs. Simple Time (Louden, 12 mins)
Reading Compound Time Signatures (Louden, 4 mins)
Just watch 0:00–4:16
Reading Compound Time Signatures (Louden, 4 mins)
Just watch 0:00–4:16
Simple & Compound Time (Sean Atkinson, 23 mins)
Start at 2:40
Simple & Compound Time (Sean Atkinson, 23 mins)
Start at 2:40
Practice
Practice
Musition: Meter Recognition (Lvl 6–9)
Musition: Complete the Bar (Lvl 2)
Musition: Rhythm Syllables (Lvl 5)
Musition: Rhythm Tapping (Lvl 5–6)
Auralia: Meter Recognition (Lvl 1a, 2c, 3)
Quizlet Flashcards: Reading Time Signatures: Compound Only or Simple and Compound
Quizlet Flashcards: ID the Meter given the Beat Values or given the Divisions (includes simple and compound)
Study Aids
Study Aids
Reading Compound Time Signatures
Comparison of Simple and Compound Time Signatures
Conducting Patterns in Duple, Triple, and Quadruple Time
Handout: Dr. Stephanie Acevedo's Meter Basics Handout
In-Class Activities
In-Class Activities
Discussion
Discussion
Listening Cues for Compound: Listen to a few examples from the playlists in Simple and Compound Time. How can you tell that a song is in compound time (rather than in simple time)? Discuss the clues you are listening for together as a class.
Why Write in Compound? Why might an artist chose to write a song in compound time rather than simple time? How would you describe the different feel of these two types of meters?
Activities
Activities
Working with Time Signatures:
Practice identifying divisions and beats in compound time: Worksheet 1, Worksheet 2, Worksheet 3
Practice describing and differentiating between compound and simple time signatures: Worksheet 1, Worksheet 2
Composing in Time Signatures:
Draw in Barlines: Practice adding in missing barlines and identifying the time simple or compound time signature:
Barlines: Worksheet 1 (p. 2), Worksheet 2, Worksheet 3 (p. 3)
Meter ID: Worksheet 1, Worksheet 2 (pp. 1–2)
Compose & Perform: Each student writes a 4-bar rhythm in 6/8, 9/8, or 12/8 time using dotted half, dotted quarter, quarter, and 8th note values. (Keep in mind that melodies usually end on a note with a longer duration). Perform the rhythms as a class while conducting in 2, 3, or 4.
Aurally Identifying Meter: Listen to the Compound Time Playlist in groups or as a class. Identify each examples as 6/8, 9/8, or 12/8 (or as duple, triple, or quadruple). Then, listen to the mixed Simple & Compound Time playlist and practice identifying whether the meter is simple or compound, then identify it as 2/4, 3/4, 4/4, 6/8, 9/8, or 12/8. Be prepared to defend your responses! [Instructors: Find the list of examples in the instructor anthology here.]
Repertoire for Practice
Repertoire for Practice
Rhythm Performance: Select examples from the anthology here to perform. Talk through where each count is together, then conduct while you perform each example. (Conducting patterns are provided above in the study aids.) Be sure to incorporate expressive markings including dynamics, tempos, and articulations.
Meter ID: Select examples from the anthology here. Identify the correct time signatures for the excerpts given. Be sure to listen too!
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