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    Materials and preparation

  • 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.


  1. If they are going to make their own percussion instruments , do that activity first.
  2. 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...")
  3. If the students learn the rhythm easily, introduce a new one.
  4. 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.
  5. 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.

Songs with calypso rhythms

    Goals and standards

  • 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).
  • Other Subjects Addressed - The activity also addresses National Council for the Social Studies standard 1 (culture).

Questions & Answers

how do they get the third part x = (32)5/4
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I got X =-6
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Commplementary angles
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The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
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At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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Source:  OpenStax, Musical travels for children. OpenStax CNX. Jan 06, 2010 Download for free at http://cnx.org/content/col10221/1.11
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