Music 7
Structure - Elements of Rhythm

It is expected that students will:

• perform rhythmic compositions using vocal or instrumental skills
• apply knowledge of form and the principles of design to create rhythmic compositions
• notate rhythms in a variety of metres
• use appropriate music terminology to describe rhythm and metre

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

• Invite students to use computer notation programs to create and notate short compositions in . Provide opportunities for students in small groups to present their compositions. Establish criteria (e.g., number of measures, level of competency and understanding, sophistication of rhythms, appropriate choice of rhythmic pattern for the given metre) and have groups use them as a basis for critiquing and discussing the compositions.
• Demonstrate or play recordings of rhythmic patterns that can be performed in different ways (e.g., eighth notes in swing and straight eighth notes in ). Have students compare written and recorded examples. After students practise the variations, ask them to identify how they performed the rhythms in each case.
• Encourage students to create personal glossaries of rhythm and metre terminology and then meet in small groups for analysis , discussion, and reflection. Students can include their glossaries in their portfolios.
• Provide opportunities for students to read, improvise, and notate rhythmic patterns (e.g.,). Students then work in groups to combine and perform their patterns and share their compositions with other groups.
• Ask students to analyse selections from classroom repertoire of younger classes and to determine the rhythm and metre symbols and terminology used. They could then work in groups to create game shows using this information, then play them with the younger class.

Suggested Assessment Strategies

• When students create and perform rhythmic patterns and variations, observe and note the extent to which they:
  • maintain a steady beat
  • include a variety of rhythmic patterns
  • incorporate challenging or innovative features
  • effectively or thoughtfully analyse their choices
  • use increasingly precise terminology to describe their music
• Work with students to develop criteria to assess the compositions they create and notate using computer programs. The same criteria can be used for self-, peer, and teacher assessment. Criteria might include:
  • appropriate number of measures
  • sophisticated use of rhythms
  • accurate notation of a variety of metres
  • correctly follows characteristics of a given form
  • demonstrates effective use of principles of design
• Review students' metre and rhythm glossaries for evidence that they are becoming increasingly precise in their understanding of music terminology.
• While students play music games, listen and assess their abilities to use music terminology accurately to describe:
  • rhythm (e.g., note value terminology)
  • metre (e.g., )
• Suggest that students demonstrate their understanding of rhythm and metre by analysing and discussing music of other composers, manipulating rhythmic patterns, and creating original compositions. Observe students, ask questions, and listen to their conversations to gain insight into their understanding of the expressive and physical elements of rhythm.

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