Grade 11 - Structure (Elements of Rhythm)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

compose, notate, and perform rhythms in a variety of metres
analyse and modify rhythms that reflect a diversity of cultures and styles of music
describe pulse, metre, and rhythmic patterns using both traditional and contemporary terminology

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SUGGESTED INSTRUCTIONAL STRATEGIES

Ask students to choose simple pieces of music and modify their rhythmic patterns. Then have them analyse and discuss how these changes affect the pieces.
Use computer-assisted-instruction (CAI) software to instruct students individually, at their own levels, in rhythm notation.
Suggest that students use a variety of print and electronic resources to research methods of vocalizing rhythmic patterns (e.g., East Indian, Balinese, Kod·ly). Have them present their findings to the class, then hold a discussion comparing diverse cultural styles.
Invite students in groups to create and perform compositions for a percussion ensemble.
Have the class create a rhythm rondo by first constructing a short rhythmic pattern from given rhythmic motifs and memorizing it. Then ask students to create individual patterns. Use the class pattern as a rondo theme and call on students to perform the responses.
Ask students to transfer existing compositions from traditional to electronic formats. Then have them input the data using step-time first, then real-time.
Invite students to keep rhythm terminology glossaries in journals. Near the end of the term, have them pool their findings and compile a class dictionary.
Discuss with students examples of historical and modern rhythm notation systems (e.g., neumes, R. Murray Schafer). As a class, analyse the information needed for such systems. Suggest that students create new rhythm notation systems and apply them to existing pieces of music.
Ask students to bring in examples of music and identify the metre of each piece as simple or compound.
Introduce basic conducting beat patterns for two, three, and four. Have the class conduct to a recording of an orchestral piece.
Show a video, without the sound, of a conductor leading an orchestra. Challenge the class to determine the metre of the piece being conducted.

SUGGESTED ASSESSMENT STRATEGIES

When students create a rhythmic rondo from rhythmic motifs, ask them to describe the changes in mood, feel, pulse, and performance demands caused by changes in rhythm. Note the extent to which they are able to:
- give specific examples of how changes in rhythmic quality affected mood, feel, pulse, and performance demands
- use appropriate terminology
- make generalizations about the effects of rhythmic patterns
Ask students to transfer an existing composition to electronic format twice: once using real-time input and once using step-time input. Discuss the rhythmic results of the two methods. Ask students to identify errors, analysing which of these reflect actual errors and which are caused by the inability of the computer to represent interpretive differences. Assess the extent to which they are able to differentiate between the two types of errors. (Correct transcription should not be the focus of assessment.)
After students have learned basic conducting beat patterns, have them work in pairs to conduct to a recording of an orchestral piece. One student conducts, while the other observes and makes notes in order to provide feedback. The feedback should be constructive and could focus on criteria such as:
- clarity of pattern
- consistency of tempo
- use of non-conducting hand to emphasize strong rhythmic patterns