Music 2 to 3
Structure - Elements of Rhythm

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

reproduce patterns using accented beats
perform rhythmic patterns from classroom repertoire
maintain a repeated rhythmic pattern in a simple texture
describe form in terms of repetition and unity of rhythmic phrases
use symbols to represent metre and rhythmic patterns

To view the prescribed learning outcomes for Structure - Elements of Rhythm in other grades click on an icon below.

Suggested Instructional Strategies

Choose rhythmic patterns from classroom repertoire. Isolate short phrases by clapping, using rhythm syllables, or using vocables. Have students echo the patterns.
Perform patterns emphasizing the accented beat in metres. Invite students to imitate these patterns and notate them for inclusion in their portfolios. Once students understand note value, use a concept-attainment approach to facilitate their understanding of a given metre.
Model notation of rhythmic patterns using various note values. Ask students to work in groups to notate patterns in classroom repertoire.
Have students clap the rhythm of a simple song, poem, or chant. Add or ask students to add one or two ostinati for accompaniment. Identify the rhythmic form of the song and create new rhythms for that form.
Work with students to create question-and-answer or call-and-response patterns. Encourage them to perform their patterns in a variety of ways (e.g., clapping, speaking, using rhythm instruments, using movement).
Have students work in pairs with one partner clapping the rhythmic pattern of a song while the other taps the beat on the shoulder of the clapper.
Prepare a written rhythm score without bar lines but with an indication of metre. Ask students in groups to identify the placement of the bar lines. Groups should then perform the rhythm using body percussion, demonstrating the accented beat.
Demonstrate simple 4-beat patterns from classroom repertoire and have students echo them. Invite students to create their own 4-beat patterns. Perform or have students perform individual compositions in various forms (e.g., AB, ABC, rondo), then repeat with 2-beat and 3-beat patterns. Introduce the concepts of metres to describe these patterns.

Suggested Assessment Strategies

When students echo or imitate rhythmic patterns or create call-and-response or question-and-answer patterns, look for evidence that they are increasingly able to:
- accent the appropriate beat
- represent the accented beat in their notations
- reproduce the same pattern in a variety of ways (e.g., using body percussion, rhythm instruments, movement, sounds)
- recognize similarities among rhythmic patterns
After students work in pairs to clap a rhythmic pattern and tap the beat, have them reflect on their performances by responding to prompts such as:
- We were (were not) able to tap the beat and clap the rhythmic pattern when ---------- .
- We would like to improve ---------- .
- We can improve by ---------- .
When students participate in singing games, invite them to identify the beat by walking, clapping, jumping, hopping, or swaying while they sing each song. Ask students to sing the song and pass the beat in a circle. Have them clap the rhythm of the words. Watch for evidence that students can:
- keep a steady beat
- demonstrate accuracy in clapping the rhythm
- maintain both activities at the same time
Ask students in small groups to choose favourite poems and create ostinati to accompany them. Invite them to use classroom instruments or movement sequences. Then have students teach their patterns to the class. As they instruct the class, note the extent to which they:
- maintain a steady beat
- perform the rhythmic pattern with accuracy
- create and maintain an ostinato