Grade 12 - Structure (Elements of Rhythm)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

compose, perform, and notate rhythms in increasingly complex metres
compose using rhythms that reflect a diversity of cultures and styles of music
describe pulse, metre, and rhythmic patterns in their own compositions using both traditional and contemporary terminology

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SUGGESTED INSTRUCTIONAL STRATEGIES

Invite students to create new rhythm notation systems and apply them to existing pieces of music.
Have students each create a sequenced loop of a rhythmic pattern in simple metre (2, 3, or 4), then create a second loop in the same tempo using a complex rhythmic pattern (e.g., 5, 7, 11). Then ask students to merge the two and analyse the effects created.
As a class, listen to traditional world music (e.g., African, Greek, East Indian) that uses complex metres or polyrhythms. Have students compose pieces of music incorporating similar rhythmic elements.
Ask students to create electronic percussion works and analyse the rhythmic structure and elements used (e.g., metre, vibrato, ostinato).
Suggest that students record rhythms that appear naturally in the environment, then analyse and re-create them using a computer program.
Model complex conducting patterns and have students conduct to a recording of a piece in complex metre.
Give students a text and ask them to compose a variety of rhythmic patterns that match the words. Have them work together to incorporate their patterns in a polyphonic spoken choral setting and then perform the work.
Ask students to transcribe rhythms produced by mechanical devices in their homes or neighbourhoods into standard rhythm notation (including dynamics, expressive marks, and tempos). Then have them present their notations and challenge classmates to identify the sounds being imitated. Finally, invite them to shape the patterns into compositions.
Play recordings of performers who use body percussion (e.g., Bobby McFerrin, Steve Reichźs Clapping Music). Ask students to compose short three-part works for body percussion, finding sounds appropriate for high, middle, and low parts.

SUGGESTED ASSESSMENT STRATEGIES

After students have created rhythm loops that include both simple and complex rhythmic patterns, have them listen to and discuss one anotherźs compositions. Ask students to assess their own work by reflecting in their journals on topics such as:
- technical skills needed to create their compositions
- effect created by merging the two patterns
- interesting rhythms created by their classmates
- effect of changing percussion patches used in the performance
- benefit of using loop record and cut-and-paste for composition
When students shape rhythmic patterns from mechanical devices into compositions, ask the class to:
- identify each rhythmźs pulse, metre patterns, syncopation, length, and tempo
- speculate on what device inspired each project
- describe commonalties and differences between the originals and the re-creations
- suggest ways to improve the sound and rhythm interpretations
- identify any relationship they see between their rhythms and those of particular styles of popular music
- suggest ways to incorporate the rhythms into pieces of music
After students analyse the metre and rhythm characteristics of polyrhythmic music from various cultural traditions, pose questions such as:
Does traditional Western analysis of rhythm and metre help in describing polyrhythmic music from various cultural traditions?
What other methods of analysis can be employed or created?
Does traditional Western rhythm notation adequately represent music that was not originally written or conceived that way?
What makes one way of representing music "better" than another?
Can you incorporate polyrhythmic discoveries into your own compositions?