CONCEPTS COVERED: Note values s e rTy q q . h E Q H · on a rhythm instrument. • Hold up one card...

q ry ry \ ry q ry \ry ry q \ q Q q \q q Q \q Q ry \

Q q q \ry Q q \

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

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Copyright © Colourful Keys 2018www.colourfulkeys.ie








q ry ry \ ry q ry \

ry ry q \ q Q q \

q q Q \

q Q ry \

Q q q \

ry Q q \

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 29

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Copyright © Colourful Keys 2018

www.colourfulkeys.ie















q ry ry \ ry q ry \

ry ry q \ q Q q \

q q Q \

q Q ry \

Q q q \

ry Q q \

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 29

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q ry ry \ ry q ry \ry ry q \ q Q q \q q Q \q Q ry \

Q q q \ry Q q \

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

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CONCEPTS COVERED: Note values s e rTy q q . h E Q H STUDENT LEVEL: Late beginner/grade 1

© Copyright Colourful Keys 2017www.vibrantmusicteaching.com

q ry ry \ ry q ry \

ry ry q \ q Q q \

q q Q \

q Q ry \

Q q q \

ry Q q \

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 29

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q ry ry \ ry q ry \

ry ry q \ q Q q \

q q Q \

q Q ry \

Q q q \

ry Q q \

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 29

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q. e ry \

e q e ry \

ry q. e \

ry e q e \e q e q \

rdgq q \

q e q e \

q q rdg\

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 225

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q. e ry \

e q e ry \

ry q. e \

ry e q e \

e q e q \

rdgq q \

q e q e \

q q rdg\

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

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Vibrant Music Teaching

HOW TO USEThere are many ways to use the Rhythm Vocab cards, here are a few ideas to get you started:

• Lay out a series of cards in a row and ask your student to clap, tap, say or play them on a rhythm instrument.

• Hold up one card at a time for your student to clap and vocalise.• Create a pattern for clapping and turn over one card at a time until the student is

clapping/vocalising the complete pattern from memory.• Play a pattern and ask your student to identify the matching card.• Use a random selection cards as a starting point for an improvisation or

composition.

SUGGESTED VOCALISATIONS

• H= Tas-2

• h= Ta-2

• Q= Tas

• q= Ta

• E = Tis

• e= Ti

• q.= Ta-i/Tum

• dg= Ti-ka

• e q e = Syn-co-pa

• rTy = Tri-pu-let

These suggested vocalisations are by no means the only way to approach these rhythms, feel free to use whichever rhythm system you are comfortable with.

ASSEMBLYTo assemble:

• Print out the cards with reference numbers (pages 4-23) or without reference numbers (pages 24-41).

• Cut apart the cards along the dotted lines.• Laminate if desired.

RhythmVocab 2


Vibrant Music Teaching

RhythmVocab 2LEARNING OBJECTIVESThe main purpose of these cards is to gradually build up a rhythm vocabulary during the course of instrumental lessons, however they could also be used for many other activities.

They do not need to be used in order, and the complete set doesn’t have to be used together. Try introducing just a few of cards in each lesson, and gradually having the student memorise many patterns in this way.

NOTE/REST VALUES INCLUDED• Semiquavers (sixteenth notes)• Quavers (eighth notes)• Quaver triplets (eighth note triplets)• Crotchets (quarter notes)• Dotted crotchets (dotted quarter notes)• Minims (half notes)• Tied crotchets (tied quarter notes)• Quaver rests (eighth note rests)• Crotchet rests (quarter note rests)• Minim rests (half note rests)

q q q \ h q \

q h \ ry q q \

q ry q \

h ry \

q q ry \

ry h \

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 21

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RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2 RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

q ry ry \ ry q ry \

ry ry q \ q Q q \

q q Q \

q Q ry \

Q q q \

ry Q q \

RhythmVocab 2

RhythmVocab 2

RhythmVocab 2

RhythmVocab 29

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