Grade 9 - 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, perform, and notate rhythms in a variety of metres
analyse rhythmic choices in performing and listening repertoire
use appropriate music terminology to describe a wide range of rhythmic patterns and metres

To view the prescribed learning outcomes for Structure (Elements of Rhythm) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Create, improvise, or echo rhythm patterns in specific metres. Students play the Echo Game: they take turns creating a short rhythmic pattern that others must echo back correctly to stay in the game.
Students are introduced to non-traditional metres (e.g., 5/4 time, 7/8 time), and practise performing rhythmic patterns in these metres. Students create rhythm compositions (on one pitch, or for non-pitched instruments), using a variety of rhythmic patterns in a non-traditional metre.
Students experiment with technological tools (e.g., rhythm software exercises) to facilitate understanding of rhythm.
Use flash cards or an overhead projector to practise reading patterns, with students performing the displayed rhythm patterns. Students play the Circle Game rhythm exercise: each student writes out a two-bar rhythmic pattern, the patterns are placed on music stands in a large circle, and the students walk around the circle, playing each pattern on a percussion instrument (one-measure rest between each). Students perform rhythmic patterns in scales and other melodic drills (e.g., broken thirds, arpeggios).
Brainstorm methods to facilitate the learning of complex and difficult rhythm passages (e.g., write counting syllables such as "1 e and a 2 e and a . . ." under the notes). Students listen to clapped or played rhythms and write the notation (rhythmic dictation). Students create their own rhythm patterns and take turns clapping rhythmic dictation for the rest of the class.
Listen to music from a variety of cultural and historical contexts, and analyse to discover standard or typical metres in each context. Students identify examples of various metres in their repertoire.
Listen to examples of dance music from a range of contexts and identify the metre used in each. Practise invented dance steps to selected metres to assist in internalizing the beat.
Teacher or a student conducts various music selections while students focus on rhythm and sing, hum, or mime the details of their individual parts.

SUGGESTED ASSESSMENT STRATEGIES

Set up weekly dictation times so students can demonstrate their knowledge of rhythm patterns and metre. Have students listen to and notate the rhythm of a short recorded work or music fragment played by the teacher. Each week, present students with increasingly complex rhythms. Collect these short dictation exercises and record evidence that students can notate increasingly complex rhythmic patterns.
Divide the class into groups. Each week, have a different group develop a worksheet or quiz to assess class understanding of vocabulary and concepts related to rhythmic patterns and metre. Review students' final products for evidence of their understanding of correct use of terminology and their ability to notate a variety of increasingly complex rhythms. Make sure the group can complete the worksheet themselves before giving it to the class.
Have students perform their rhythmic compositions for the class to demonstrate their ability to create and notate music using complex rhythms. Listen for the extent to which they:
- perform notes accurately
- maintain a steady pulse