Chapter 2: Rhythm and Meter 55

Name: ___________________________________________________

Date: _____________________

Instructor’s Name: ________________________________________

LESSON 6: EXERCISES

6-1. Insert barlines to create complete measures in meter. (The exercises

in this and subsequent lessons in this chapter make use of the single-
line staff commonly used for percussion instruments. The usual five-line
staff, used to indicate pitch, is not needed.)

a. 00 Ł Ł Ł Ł ð ð Ł Ł Ł Ł ð Ł Ł ð Ł Ł Ð

b. 00 Ł Ł ð Ł Ł ð Ł ð Ł Ł Ł ð ð Ł Ł Ð

c. 00 Ł Ł Ł Ł Ł Ł Ł Ł ð ð Ł Ł Ł Ł Ł Ł Ł Ł Ð

d. 00 ð Ł Ł ð Ł Ł Ł Ł Ł Ł Ł ð Ł Ł ð Ł Ð

6-2. There are blank places, indicated with an arrow, in some of these measures
in meter. Fill them in by adding one or more notes of the proper time-
value. Remember to use quarter notes, half notes, and whole notes only.

a. c˙ œ ˙ œ œ ˙ w œ œ œ ˙

b. c˙ œ œ ˙ ˙ œ œ ˙

c. cœ œ œ œ ˙ œ œ œ œ œ w

d. c œ œ ˙ œ ˙ ˙ w
56 Chapter 2: Rhythm and Meter

6-3. Continue and complete the following short rhythmic compositions.

Each will be six measures long. Be prepared to perform your composi-
tions in class. Remember to use quarter notes, half notes, and whole
notes only.

a. c˙ œ œ ˙

b. c˙ ˙ ˙ œ œ

c. cw w

d. cœ œ ˙ œ œ

6-4. Set the following poetic texts to an appropriate rhythm. Each syllable
should receive one note. Accented syllables should be placed in
accented parts of the measure; unaccented syllables should be placed
in unaccented parts of the measure. You should write complete, cor-
rect measures in using only quarter, half, and whole notes. Each
setting is begun for you. Use as many measures as you feel you need.
Be prepared to perform your settings in class.

Example:
To provide a rhythmic setting for the following text, begin by reading it aloud
and determine which of its syllables is accented (marked with /) and which is
unaccented (marked with ):
/ / / / / /
What a piece of work is man! How noble in reason!
Then provide a rhythmic setting that locates the accented syllables on the
strong beats of the measure (beats 1 and 3) and the unaccented syllables on
the weak beats of the measure (beats 2 and 4). Be sure to provide a note for
each syllable of the text and to write complete, correct measures. Here is one
reasonable setting; there are certainly others (your own taste and artistic sense
will guide you).

Example:
44 œ œ œ œ œ œ œ œ ˙ œ œ ˙ ˙
What a piece of work is man! How no - ble in rea - son!
 Chapter 2: Rhythm and Meter 57

Name: ___________________________________________________

Date: _____________________

Instructor’s Name: ________________________________________

a. Do not go gentle into that good night.

Rage, rage against the dying of the light.
(Dylan Thomas)

4 ˙ œ œ œ œ
4
Do not go gen - tle

b. When in disgrace with fortune and men’s eyes,

I all alone beweep my outcast state.
(William Shakespeare)

44 ˙ œ œ ˙
When in dis - grace