Grade 10 - Structure (Elements of Rhythm)

It is expected that students will create, listen to, and perform music, demonstrating understanding of expressive and physical properties of rhythm.

It is expected that students will:

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Students suggest and practise methods to facilitate accurate performance of rhythm, for example:
- perform a piece, playing or singing only the first beat of every bar
- run through by clapping written rhythms and breathing, or by snapping on rests
- count words to represent rhythms (e.g., "1 e and a. . . .")
- in new pieces, read through to identify technically demanding selections
- subdivide a beat (e.g., clapping, tapping, using percussion instruments)
- follow a conductor's beat placement in a performance of different metres and tempos
- sight-read unison music, one bar assigned to each student
Students invent and perform rhythms for scales or warm-ups, and write these rhythms in standard notation.
Students listen to and identify rhythms represent-ative of a variety of cultural and historical forms of music. Discuss how they can apply this knowledge in performance (e.g., "this is a ragtime piece so I can expect syncopation"). Students use their journals to write about how various rhythms might affect thoughts, images, and feelings.
Identify metre from a range of music selections. Students perform in various metres (e.g., 2/4 time, 3/4 time , Common Time, 5/4 time, 6/8 time, 12/8 time, polyrhythm), using resources such as handouts, method books, and performance repertoire. Demonstrating a variety of metres, students take turns conducting patterns while the other students perform, or conducting in response to audio recordings.

Work with students to develop criteria for a rhythm game to be played by a younger group of music students. For example, students may decide the rhythms used for the game should be categorized by level and that the participants should work through each level as the game progresses. Have students work in pairs to develop the game. Review student projects to see that they:
- include different levels of rhythm patterns
- correctly notate the rhythms used in the game
- successfully conduct the game with their peers before presenting it to younger music students
Have students conduct a warm-up that includes one or more rhythm patterns. Observe and record how effectively they:
- maintain an appropriate conducting pattern
- notate rhythms correctly for the class to use
- use proper terminology
After students have completed a series of increasingly complex rhythm exercises, have them reflect on their achievements and set new learning goals in learning logs or journals:
- I am getting better at ____________.
- I need to work on ____________.