Music 5
Structure - Elements of Rhythm

Using a secret song (see Appendix F) technique, ask students to identify rhythmic patterns from known repertoire.
Bring in a variety of found instruments and challenge students to explore how many ways they can create rhythmic patterns (e.g., broom-brushing, tapping broom head, tapping handle). They then work in groups to create rhythmic ostinati using these instruments.
Invite students to create and notate rhythmic improvisations (e.g., question-and-answer, rondo) for a specified number of beats, using body percussion or rhythm instruments.
Give individuals or groups of students written scores for a selected work of music. Using a guided response sheet, have them respond to questions identifying the beat, metre, and rhythm.
Demonstrate conducting patterns, then provide pictures or videos of conducting patterns for students to follow while playing classroom repertoire. Ask students to take turns conducting either recorded music or classroom performances in and metres. Debrief as a class: Were some metres easier to conduct in than others? If so, why? What is the purpose of a conductor?
As a class, establish criteria for rhythmic composition (e.g., attention to form and the principles of design such as unity, repetition, and contrast). Have each student create a rhythmic composition in two or three complementary parts to be performed using body percussion, vocals, or traditional or found instruments. Each student then performs her or his composition for at least three peers.

Videotape or record the rhythmic improvisations that students create, and have them view, analyse, and reflect on their performances. As an option, provide prompts such as:
- When I watched my improvisation, I was surprised that ---------- .
- The video shows three things that I am able to do: ---------- .
- I would like to improve ---------- . To do this, I will need to ---------- .
- Others could help or support me by ---------- .
When students perform their rhythmic compositions, ask the audience to provide feedback based on the criteria established by the class. Provide a simple frame for peer feedback that focusses on three key criteria or features and:
- describes the composition
- offers two statements of praise or encouragement
- asks one question
- makes one suggestion
After students have practised identifying music by listening to rhythmic patterns or reading notations, ask them in groups to play "Name That Song." Each group, in turn, practises and presents a song from classroom repertoire by clapping, snapping, or tapping the rhythm. The other groups try to guess the song. As students present, discuss, and identify selections, look for evidence that they are able to:
- identify the rhythmic patterns in the selections they present
- perform the rhythmic patterns using body percussion
- maintain a steady beat
- make connections between the rhythmic patterns they hear and specific selections from classroom repertoire