Classroom Resource

Exploring Long and Short Rhythmic Patterns Through Movement and Composition

Subject Area

Arts Education

Grade(s)

K, 1

Overview

Students will compose rhythms using long and short sounds. Students will use iconic notation to notate their rhythm pattern. Students can read their pattern, play the pattern on an instrument, or use body percussion.  A worksheet is provided for students to notate their composition. A video is provided to demonstrate how to teach the activity. 

Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.2

Generate musical ideas.

Unpacked Content

UP:AE17.MU.K.2

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.4

Organize personal musical ideas using iconic notation and/or recording technology, with guidance.

Unpacked Content

UP:AE17.MU.K.4

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Music

AE17.MU.1.1

Create musical ideas for a specific purpose.

Unpacked Content

UP:AE17.MU.1.1

Vocabulary

Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Music

AE17.MU.1.4

Organize personal musical ideas using iconic notation and/or recording technology.

Unpacked Content

UP:AE17.MU.1.4

Vocabulary

Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions

Skills Examples

Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Link to Resource
https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resourc…

CR Resource Type

Learning Activity

Resource Provider

Carnegie Hall
Accessibility
License

License Type

Attribution Non-Commercial Share Alike

Approved Date

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