The Language of Rhythm

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

2, 3

Overview

Students will read different rhythm patterns.  They will create body percussion and improvise new rhythm patterns. Students will dictate rhythm patterns using iconic or standard notation.  Finally, students will compose their own rhythm patterns.  Demonstration videos are provided. 

Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.1

Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

UP:AE17.MU.2.1

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

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 melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Anchor Standards

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

AE17.MU.2.2

Generate musical patterns and ideas within the context of a given tonality and meter.

UP:AE17.MU.2.2

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

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 melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Anchor Standards

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

AE17.MU.2.4

Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

UP:AE17.MU.2.4

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

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 melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.1

Improvise rhythmic and melodic ideas and describe connection to specific purpose and context.

UP:AE17.MU.3.1

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

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
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.2

Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

UP:AE17.MU.3.2

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

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
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Music

AE17.MU.3.4

Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.

UP:AE17.MU.3.4

Vocabulary

Rhythm
  • Bar lines
  • Measures
Melody
  • Pitch set: Low So, Low La, High Do
  • Treble clef reading (Mi, Re, Do)
  • Middle C to high G
  • Ledger lines
Harmony
  • Partner songs
  • Rounds
  • Ostinati
Form
  • Theme and variations
  • Coda
  • D.S. al coda
  • Repeat sign
  • Fermata
Expression
  • Phrase/ phrasing
  • Pianissimo (pp), fortissimo (ff)
Other
  • Age-appropriate audience and performer etiquette
  • Orchestral instruments: 4 families
  • Age-appropriate pitch matching (Bb3 - Eb5)

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
  • Play a variety of classroom instruments with proper technique.
  • Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
Creating
  • Use pitch and rhythm to improvise vocal, instrumental, and/or movement ideas within a context (such as question and answer phrases or simple accompaniment/ostinato).
Reading/ Writing
  • Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas.
Responding/ Evaluating
  • Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance.
  • Develop criteria to critique and refine selected musical examples.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

CR Resource Type

Learning Activity

Resource Provider

Other

License Type

BY-NC-SA

Resource Provider other

Carnegie Hall
https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resourc…

Comments or Notes

Carnegie Hall is free for teachers. 

Approved Date

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