ALEX Learning Activity

  

Mystery Rhythm Box

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  This learning activity provided by:  
Author: Carrie Cruz
System:Jefferson County
School:Jefferson County Board Of Education
  General Activity Information  
Activity ID: 1763
Title:
Mystery Rhythm Box
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
Overview:

Students will identify words that use one sound/syllable and two sounds/syllables.  Students will compose 8 beat rhythm patterns using random items from a box.  The students will have a fun time making silly rhythm patterns with their random items.

This activity was created as a result of the Arts COS Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Arts Education
ARTS (2017)
Grade: 2
Music: General
4) Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

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
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.
Arts Education
ARTS (2017)
Grade: 2
Music: General
9) Read and perform rhythmic and melodic patterns using iconic or standard notation.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Analyze
Essential Questions:
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
Concepts & Vocabulary:
Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands
Skill Examples:
Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.
Learning Objectives:

The students will be able to identify words with 1 sound and words with 2 sounds.  The students will be able to compose 8 beat rhythms using 1 sound and 2 sounds to a beat.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Review ways to make 8 beat rhythm patterns using one sound and two sounds using iconic notation such as "apple" for 2 sounds/syllables and "pear" for one sound.

Put the students into groups.  The teacher may decide how many students are in each group. Give each group a mystery box and allow the students a minute to look through their box.  Expect lots of laughter and "huh?" as they look through the items.

Ask the students to work together in their group to create an 8 beat rhythm pattern using the names of the items from the box.  If the box has more than 8 items, then they will not use every item to create their rhythm.

Remind the students to make sure that they have exactly 8 beats in their rhythm.

Once the group has created their rhythm, the students should practice saying their rhythm pattern together with a steady beat.

Have each group perform their rhythm for the class.
Assessment Strategies:

The teacher will use informal observation to assess if each pattern is 8 beats in length.

The teacher will use informal observation to assess if students can read rhythms with one sound and two sounds per beat.

The teacher will use informal observation to assess if students can identify 1 and 2 syllable words.

 
Advanced Preparation:

Materials needed:

  • boxes or containers (enough for the number of groups you need)

  • items whose name has 1 syllable or 2 syllable

Examples of 1 syllable items: ball, toy, car, pen, stamp, shoe, cube, dice, card, heart, rock, stick, book

Examples of 2 syllable items: (plastic) lemon, apple, pickle, flip-flop, pencil, earring, folder, football, bottle (plastic, empty, and clean)

  •  Place at least 8 items in each box or container
Variation Tips (optional):

  • Use pictures of items in plastic bags instead of items in boxes.

  • Have students name items that could be added to the Mystery Rhythm Boxes that use 1 or 2 sounds/syllables.

  • Have students write their rhythmic compositions using quarter notes and eighth notes.

  • Have the students play their rhythm using instruments of their choice.
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: