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138: Nicholas Baragwanath

Nikhil Hogan Show

CHAPTER

Continuation in Cadence

I get the students to think in terms of rhythm. It doesn't matter how this is notated and the bar line because everybody thinks it means a strong beat But it's just a means of notation So you've got to think of the rhythm in terms of a freedom of rhythm. I could for instance do one two three four five - that's exactly how 18th century music works, if it's notated. If we now apply it to our theme Continuation in cadence look what I've got on the board here. It says far far far me far la sol sol far me Yep, two rhythms then I double la Sol sol far me quicken la sol far me re me

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