Dropbox Sxk3nvdv55mb03j8beat2c20 Meter And Rhythm

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Write a review of music elements presented in the video, Beat, Meter and Rhythm. Be sure to list five pieces of music used in the demonstration associated with the meters. (Something called “tempo” refers to the speed of a beat and how fast it moves. Most songs have a rather slow or medium slow speed tempo. If you only paraphrase or quote from them to answer the video lectures, you will not receive credit.)

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The video discussing the fundamental music elements of beat, meter, and rhythm provides an insightful exploration into how music is structured and perceived. These elements are essential in creating the emotional and physical response that music evokes in listeners, and understanding them enhances our appreciation of various musical works. This review will analyze the presentation of these elements, focusing on how they are exemplified through different pieces of music and their respective meters.

Beat refers to the basic unit of time in music, often perceived as the regular pulse that underpins a song. It is what listeners often tap their feet to or nod along with. The video demonstrates that the beat is the most fundamental element of rhythm, serving as the foundation for the other musical components. In the video, a variety of pieces exemplify different interpretations of the beat, from steady, unchanging pulses to more syncopated or irregular patterns.

Meter indicates how beats are grouped together in repeating patterns, giving the music a sense of structure and predictability. It is often marked by time signatures, such as 4/4, 3/4, or 6/8, which tell us how many beats are contained within each measure. The presentation shows multiple musical pieces, each associated with a specific meter. These include:

• Classical Waltz in 3/4 time, emphasizing a strong downbeat on each measure, characteristic of the dance rhythm.
• Pop Song in 4/4 time, the most common meter in Western popular music, providing a steady, march-like pulse.
• Jazz Swing in 6/8 time, with a lilting, triplet feel that encourages a flowing, danceable groove.
• Marching Band Piece in 2/4 time, highlighting a driving, march-like rhythm.
• Lullaby in 3/4 or 6/8, used to produce a gentle, rocking sensation.

The video shows how the grouping of beats shapes the character of each piece, influencing how dancers move or how listeners experience the music emotionally.

Rhythm is the pattern of sounds and silences in music, encompassing complexities like syncopation, polyrhythm, and variations in note durations. The demonstration illustrates how rhythm is not merely a mechanical aspect but a crucial expressive tool. For example, the video highlights how syncopation creates a sense of surprise or tension, as accenting off-beats disrupts the regular flow. Different musical excerpts reveal rhythmic patterns that evoke different moods—steadiness in a march, danceiness in pop, or slowness in lullabies.

Tempo is also discussed as an important element, referring to the speed at which the beat occurs. The video emphasizes that most songs tend to have moderate tempos, balancing energy and relaxation. For instance, a jazz piece might have a lively tempo, while a lullaby features a slow tempo that encourages calmness. Knowing the tempo helps performers and listeners judge the overall mood and energy level of a piece.

In conclusion, the video effectively demonstrates how beat, meter, and rhythm work together to shape the character of music. The selection of five pieces exemplifies these elements across different genres and styles, illustrating their importance in musical composition and performance. Understanding these elements allows us to better appreciate the complexity and emotional impact of music, from the steady march of a band to the gentle rocking of a lullaby.

References

• Benward, B., & Saker, M. (2018). Music: In Theory and Practice (12th ed.). McGraw-Hill Education.
• Everett, W. (2009). Music of the 20th Century: Style and Ideology. Columbia University Press.
• Burnham, S. (2007). Music Theory for Dummies. Wiley Publishing.
• Taruskin, R. (2010). The Oxford History of Western Music. Oxford University Press.
• Small, C. (1998). Musicking: The Meanings of Performing and Listening. Wesleyan University Press.
• Hepokoski, J., & Darcy, R. (2006). Elements of Sonata Theory: Norms, Types, and Deformations in the Late Baroque and Classical Periods. Oxford University Press.
• Stickney, E. (2005). American Composers at the Keyboard: A Biographical and Critical Sourcebook. Greenwood Press.
• Perkins, R. (2012). Understanding Music: Past and Present. McGraw-Hill Education.
• Clarke, E. F. (2001). Ways of Listening: An Ecological Approach to the Perception of Musical Meaning. Oxford University Press.
• Sloboda, J., & Juslin, P. (2010). Handbook of Music and Emotion: Theory, Research, and Applications. Oxford University Press.