Music 6
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:

perform rhythmic compositions using vocal or instrumental skills
make choices from the elements of rhythm in classroom repertoire to create rhythmic compositions
apply knowledge of form and the principles of design to their rhythmic compositions
use appropriate rhythm vocabulary to describe rhythm and common metres
notate rhythms in common metres

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

Suggested Instructional Strategies

As a class, brainstorm and compare methods of describing rhythm (e.g., counting, rhythm syllables, note value names). Form groups and have each group select a rhythmic pattern from classroom repertoire and create a visual representation (e.g., poster, multimedia package, chart, graph, key visuals) using one or more of the discussed methods. Completed projects can be placed in students' portfolios.
Ask students to use computer notation programs to compose and notate brief rhythmic pieces. Encourage each student to create four versions, one in each of the four basic metres ( ). They play back each version, list what they like and dislike, then select and defend their favourites.
Have students experiment with rhythmic style variations, using available electronic technology (e.g., drum machine, mini keyboard, computer software). Provide examples of various rhythmic styles (e.g., waltz, tango, rock, bossa nova) and invite students to explore the rhythmic possibilities of each. They can then form groups to share and reflect on what they have discovered and to determine the rhythmic patterns common to each style. As an extension, ask students to listen to several different arrangements of the same melody. Working in groups, they identify how the choices of rhythm affect the style or performance.
Provide opportunities for students to read, improvise, and notate short rhythmic pieces, based on rhythmic patterns from known repertoire (e.g.,). Invite them to share their rhythmic compositions with partners and to play one another's rhythms.

Suggested Assessment Strategies

When students discuss ways of describing rhythm and create visual representations, note the extent to which they are able to:
- use increasingly precise vocabulary to describe rhythm and metre
- volunteer observations about elements of rhythm in classroom repertoire
- talk about similarities and differences in rhythmic patterns
- accurately represent a known rhythmic pattern
- logically explain the choices they make in their representations
When students experiment with rhythmic style variations, use questions such as the following to help direct their discussion and reveal their understanding of rhythmic patterns. For each style:
- What do you notice about the rhythmic patterns?
- Can you show the beat? What is the metre?
- Can you identify the form? Do you hear any repetition?
- What is the tempo?
- Are there any selections in classroom repertoire in that style?
- What could you do with the rhythmic pattern? What kind of movements, instruments, or ideas does it suggest?
- What other style is this most like? Least like? After students in groups have discussed rhythmic styles, ask each group to summarize by listing the three to five most important ideas about each style. Look for evidence that students are able to identify and describe rhythm in a variety of styles.
When students perform with the class or in small groups, note the extent to which they:
- maintain a steady beat
- talk about the rhythm when they express preferences or make selections
- perform rhythms in unison