Sample 2: Grade 11

Topic: Rhythm Study with Invented Notation

Prescribed Learning Outcomes:

Structure (Elements of Rhythm)

It is expected that students will:

compose, notate, and perform rhythms in a variety of metres
describe pulse, metre, and rhythmic patterns using both traditional and contemporary terminology

Structure (Elements of Expression)

It is expected that students will:

create a new part appropriate to a given multi-timbral texture

Structure (Form and Principles of Design)

It is expected that students will:

compose music incorporating a variety of forms and principles of design
use appropriate terminology to describe form and the principles of design

Context (Self and Community)

It is expected that students will:

provide and accept constructive feedback

Applications of Technology

It is expected that students will:

use available technologies to create, reproduce, and manipulate music
demonstrate an understanding of the physics and physical properties of sound and sound synthesis

Overview

The teacher presented an introductory unit on rhythm in which students worked with invented notation to represent their musical ideas and compositions. Evaluation was based on:

eight-bar rhythmic patterns
polyphonic rhythmic studies

Planning for Assessment and Evaluation

The teacher introduced the unit by asking students: What is rhythm? How is it organized? Through discussion, the class reviewed metre and rhythmic pattern.
Each student chose a complex metre and created several eight-bar rhythmic patterns using a variety of rhythmic effects and timbres. They memorized three or four of their patterns.
Each student created visual representations (scores) for at least two patterns, including a legend that explained the meaning of the symbols used. Each student performed one pattern for the class, with other students following the score. They exchanged the scores for their second patterns and asked classmates to follow the notation to reproduce the intended rhythmic patterns. Students provided feedback and suggestions about their classmateźs notations.
The teacher reviewed a variety of notation systems, including standard notation, and worked with the class to develop a list of criteria or features for effective notation. To aid the class, the teacher asked: What information must be included to accurately represent a rhythm composition? The class listed the following:
- timbre
- duration
- tempo
- volume
Students used the criteria to critique their own notation systems, and made revisions where appropriate.
The teacher discussed criteria for polyphonic rhythmic studies and provided a variety of examples for students to analyse and discuss. Students wrote their own polyphonic rhythmic studies, combining eight-bar phrases previously written into forms (e.g., AABA), accompanied by ostinatos or other simple accompaniments.
The class discussed the role of simple forms (e.g., rondo, AABA, ABBA, AABB, 12-bar blues) in creating a music composition.
Each student sketched a plausible melodic contour for his or her primary rhythmic line.

Defining the Criteria

Eight-Bar Rhythmic Patterns

To what extent:

do rhythm patterns and timbres create a coherent and effective rhythmic phrase
does the rhythm pattern effectively use a consistent metre
does the visual representation of the rhythmic pattern attempt to represent all relevant performance information
are other students able to read the visual representation (score) of the rhythmic pattern

Polyphonic Rhythmic Studies

To what extent does the student:

use feedback on her or his notation system to improve the notation
follow requirements of the chosen form in the study
demonstrate choices of accompaniment, texture, timbre, and rhythm that complement the primary rhythmic line

Assessing and Evaluating Student Performance

After memorizing and notating their rhythmic patterns, students filled out self-assessment forms. For the polyphonic rhythmic studies, the teacher used a rating scale to record assessments of studentsź work.

Eight-Bar Rhythmic Pattern

1. List at least four of the eight-bar rhythmic patterns you created in order of preference:

2. Explain why you prefer your favourite:

3. Does your favourite pattern use a regular (two-, three-, or four-beat) metre?

What is the metre?

How did you notate it?

4. Fill in the following information on your notation system:

Represented? (Yes/No)

Describe How Represented

If Not Represented, Explain Why

Timbre

Duration

Tempo

Volume

Polyphonic Rhythmic Studies
Criteria	Rating Weak Satisfactory Strong
uses feedback on the notation system to improve the notation (includes all information appropriate to the needs of the composition)	1 2 3 4 5
rhythm patterns and timbres create a coherent and effective rhythmic phrase	1 2 3 4 5
rhythm pattern effectively uses a consistent metre	1 2 3 4 5
follows requirements of the chosen form in the study	1 2 3 4 5
demonstrates choices of accompaniment, texture, timbre, and rhythm that complement the primary rhythmic line	1 2 3 4 5
Overall Rating	1 2 3 4 5

Revised: January 25, 1999

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