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Exploring Long and Short Rhythmic Patterns Through Movement and Composition

Classroom Resource Information

Title:

Exploring Long and Short Rhythmic Patterns Through Movement and Composition

URL:

https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/K-Exploring-Long-and-Short-Rhythmic-Patterns

Content Source:

Other
Carnegie Hall

Type:

Learning Activity

Overview:

Students will compose rhythms using long and short sounds. Students will use iconic notation to notate their rhythm pattern. Students can read their pattern, play the pattern on an instrument, or use body percussion. A worksheet is provided for students to notate their composition. A video is provided to demonstrate how to teach the activity.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	2) Generate musical ideas. Example: Improvise rhythmic and melodic variations on given simple melodies. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: K Music: General	4) Organize personal musical ideas using iconic notation and/or recording technology, with guidance. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: 1 Music: General	1) Create musical ideas for a specific purpose. Example: Improvise four-beat patterns in question and answer form. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Imagine Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? Concepts & Vocabulary: Rhythm Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 -C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes. Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la. Creating Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments. Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks. Reading/ Writing Read 4-beat melodic phrases on a modified staff on which mi is indicated. Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks. Identify melodic patterns on a modified staff when played on a pitched instrument. Responding/ Evaluating Create rubric for evaluation of peer compositions. With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Arts Education ARTS (2017) Grade: 1 Music: General	4) Organize personal musical ideas using iconic notation and/or recording technology. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions Concepts & Vocabulary: Rhythm Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 -C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes. Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la. Creating Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments. Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks. Reading/ Writing Read 4-beat melodic phrases on a modified staff on which mi is indicated. Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks. Identify melodic patterns on a modified staff when played on a pitched instrument. Responding/ Evaluating Create rubric for evaluation of peer compositions. With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.

Tags:

compose, long sounds, notation, rhythm, short sounds

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Author:

Tiffani Stricklin

ALEX Classroom Resource

Exploring Long and Short Rhythmic Patterns Through Movement and Composition