Grade 8 - Structure (Elements of Rhythm)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

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:

create, notate, and perform rhythms in a variety of metres
analyse rhythmic choices in performing and listening repertoire
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.

SUGGESTED INSTRUCTIONAL STRATEGIES

In groups, students develop an ostinato rhythmic pattern. Each student then takes a turn improvising on the rhythmic pattern, while the rest of the group maintains the ostinato. The group then performs for the rest of the class.
Teacher demonstrates or plays recordings of rhythmic patterns that can be performed in different ways (e.g., eighth notes in 6/8 time, swung and straight eighth notes in 2/4 time, 3/4 time). Students compare written and recorded examples. After practice, one student selects and performs a rhythmic pattern, then the rest of the class identifies how the student performed the selection (e.g., swing or straight).
Compose variations on a well-known melody, changing the rhythm only.
Students write and perform rhythmic compositions to demonstrate given metres, using only one or two pitches. In groups, students create a multi-track rhythmic composition (each student records a rhythmic pattern as a track on a sequencer).
Teacher demonstrates the differences between a variety of dissimilar metres. Students listen to and identify music selections that use these metres, counting and tapping on the first beat while the music is being performed. After listening to a variety of compositions from a range of historical and cultural contexts, students compare and contrast the use of metre.
As a class, explore methods of describing rhythms (e.g., note-length names, syllables). Students then develop multimedia dictionaries of rhythm vocabulary taken from the repertoire and include this in their portfolios.
Identify examples of rhythm in the natural or fabricated world, and create rhythmic sequences based on these patterns using body percussion, instruments, or synthesizers. In groups, perform and discuss these compositions.

SUGGESTED ASSESSMENT STRATEGIES

Teachers support the learning of rhythm in music by giving feedback to students as they perform and participate in class activities and by responding to their written work.

Students name the metre or metre changes as they listen to recorded or performed musical pieces. Look for students' abilities to use appropriate vocabulary to describe rhythmic patterns and metre.
Assign small groups or partners to develop a series of complex rhythm activities for others to perform. Look for use of correct rhythmic terms and, as students perform the rhythm activities, look for accuracy in reading.
Using prepared sheets, students write counting for music passages in a space below the notes. Have them date their work and keep it in a portfolio. From time to time, have them look back to assess their growth in understanding rhythm and beat.
Divide the class into groups. Make each group responsible for developing and conducting a musical quiz that tests other students' knowledge of rhythm or rhythmic terms. Note the extent to which the quizzes accurately reflect rhythm skills and language.