Abstract
Rhythm is the foundation of all music. In order for a student to become
musically literate, he or she must learn to read the language called music
notation. This unit will use a variety of approaches to teach a 3rd grade unit
reviewing rhythm to be used at the beginning of the school year.
Invitation
What is the difference between ‘beat’ and ‘rhythm’? How can a music
instructor teach about notes and rests in such a way that students will learn
it, apply it, and ENJOY it? This unit will employ a variety of individual and
group activities to do just that.
Unit Details
Subject: Art/Music
Learning Level: Primary/Intermediate
Author: Denise Perry
Submitted by: Denise Perry
Standards
South Dakota Music Standards
Standard 1: Student will perform on instruments, alone and with others, a
varied repertoire of music.
Standard 2: Students will compose and arrange music within specified
guidelines.
Standard 3: Students will read and notate music.
Situations
Time Frame: This class meets for two 40-minute classes each week. This
unit will take 3 weeks. Days 1, 3, 5, & 6 will take place in the music
classroom. Days 2 & 4 will take place in the computer lab.
Tasks
Day 1: I will be showing a PowerPoint that I created on the 5 elements of
music. I will explain to the students that throughout the year we will be
learning about all five elements or “ingredients” of music. We will be
starting with the element called RHYTHM. Ask students if anyone can
remember the difference between beat and rhythm. Discover that the BEAT
is steady, and the RHYTHM is uneven, having long sounds, short sounds,
and silence. Play a song with a good, strong beat. Start by having students
mirror me as I show the steady beat in a variety of ways. (Pat lap, tap
shoulders, march in place, monkey arms, etc.) Let different students choose
ways to show steady beat. Set four chairs across the front of the room. Each
chair represents a beat. Have one student sit in each chair. Each student
represents a sound. Ask what note shows one sound for one beat. (Quarter
note) Ask for a student to clap the rhythm in the four chairs. (ta, ta, ta, ta)
Write the rhythm on the board. Continue with 4-chair concept to review
quarter notes, quarter rests, and eighth notes, clapping rhythms and writing
them on the board.
Day 2: In computer lab we will have installed the Music Ace 2 software.
This day will be spent doing lesson 1 – Beat and Tempo, and lesson 2 –
Hearing Rhythms. This software is set up to keep track of individual student
progress. When the student has completed the lessons, there are
corresponding games to reinforce the concepts taught.
Day 3: I will have various 4-beat and 8-beat rhythm patterns written on the
board. I will clap the rhythms and have students identify the correct pattern,
then clap and say the rhythm together as a class. Next I will use Cheryl
Lavendar’s Rockin’ Rhythm Raps book and CD. We will do the lessons
covering quarter notes, quarter rests, and eighth notes. First we will
evaluate each rhythm, calculating the number of beats and locating the
various notes. Then we will clap and say each rhythm pattern along with its
Rockin’ Rhythm Track from the CD. The last activity will be having each
student create his/her own 8-beat rhythm, then clap it for a partner. Finally,
have each student perform his/her rhythm for the class accompanied by the
Rockin’ Rhythm Track.
Day 4: This day will also be in the computer lab. We will be completing
lesson 5 – Basic Rhythm Notation and lesson 6 – Quarter Rest. Again, when
students have completed the lesson, they can play the corresponding games
to reinforce the concepts taught.
Day 5: Students will pick up rhythm sticks on the way to their chairs.
Begin with an echo session where teacher plays four beats, and students
echo. Let students create their own rhythm pattern. Have each student play
his/her pattern with the class playing the echo, trying to keep the beat steady.
Talk about the word “complementary.” On the board, write 3
complementary 8-beat rhythm patterns. Divide the class into 3 groups, and
take turns having each group clap the different patterns. Divide into 3 person
groups. Each group gets a form with places for 3 8-beat rhythm patterns
with repeat signs. The remainder of class will be used for groups to write
the 3 patterns.
Day 6: This is the final day of the rhythm review. Let groups get together
to decide who will perform each part and provide practice time. Have the
groups choose 1 unpitched percussion instrument for each of the rhythms.
We will perform a song in rondo form: ABACADAEA... Teach the main
theme (A). Assign the groups the order of the song. Perform and record
using a digital video camera.
Interactions
1. Teacher-led discussion of 5 elements of music, followed by class
review of beat and rhythm.
2. Students will work individually on the computer with the Music Ace
2 software.
3. Students will work in pairs to perform their 8-beat patterns created
with Rockin’ Rhythm Raps.
4. Students will work in groups to create and perform complementary
rhythm patterns.
Assessment
1. Individual records will be tracked from student’s work with Music
Ace 2 software.
2. Students will hand in individual 8-beat rhythms written during work
with Rockin’ Rhythm Raps.
3. Teacher will observe student’s ability to create 4-beat pattern with the
rhythm sticks.
4. Rubric will be used to determine student success writing and
performing complementary 8-beat patterns.
Tools
1. Teacher-created PowerPoint teaching the 5 elements of music
2. Computer and TV with necessary hook-ups
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Recorded music with a strong beat
Music Ace 2 computer software
Cheryl Lavendar’s Rockin’ Rhythm Raps book and CD
Rhythm sticks for each student
Worksheet for group project writing complementary rhythms
Digital video camera
For More Information
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