Learning Resource Type

Classroom Resource

Rhythms From Around the World

Subject Area

Arts Education

Grade(s)

4, 5

Overview

Students will play three rhythms inspired by music from around the world. Students will compare and contrast the rhythms. Students will perform using different tempos, dynamics, and instruments. Finally, they will create an arrangement for a performance.  A student worksheet is provided.  

    Arts Education (2017) Grade(s): 4 - Music

    AE17.MU.4.1

    Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social and cultural purposes and contexts.

    Unpacked Content

    UP:AE17.MU.4.1

    Vocabulary

    Rhythm
    • Conducting patterns in
    • Syncopation
    Melody
    • Pitch set: Do, Re, Mi, Fa, So, Ti
    • Treble clef reading (La, So, Mi, Re, Do)
    • Middle C through High B
    • Create melodic sequences
    • Half-step
    • Whole step
    Harmony
    • Canons
    • Chord components
    • Chord progression (I, V)
    • Crossover bordun
    Form
    • Phrasing: antecedent and consequent
    • D.C. al coda
    • Fine
    Expression
    • pp through ff
    Other
    • Age-appropriate audience and performer etiquette
    • Orchestra instruments within the 4 families
    • Age-appropriate pitch matching (A3-E5)

    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
    • With limited guidance, perform simple chord progressions on pitched instruments.
    • 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
    • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
    • Create vocal harmony using rounds, ostinati, canons and partner songs.
    Reading/ Writing
    • Use notation and/or recording technology to document personal musical ideas.
    Responding/ Evaluating
    • Describe the way sound is produced by various instruments and the human voice.
    • Listen, identify and respond to music of different composers and world cultures.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 4 - Music

    AE17.MU.4.3

    Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent and explain the connection to purpose and context.

    Unpacked Content

    UP:AE17.MU.4.3

    Vocabulary

    Rhythm
    • Conducting patterns in
    • Syncopation
    Melody
    • Pitch set: Do, Re, Mi, Fa, So, Ti
    • Treble clef reading (La, So, Mi, Re, Do)
    • Middle C through High B
    • Create melodic sequences
    • Half-step
    • Whole step
    Harmony
    • Canons
    • Chord components
    • Chord progression (I, V)
    • Crossover bordun
    Form
    • Phrasing: antecedent and consequent
    • D.C. al coda
    • Fine
    Expression
    • pp through ff
    Other
    • Age-appropriate audience and performer etiquette
    • Orchestra instruments within the 4 families
    • Age-appropriate pitch matching (A3-E5)

    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
    • With limited guidance, perform simple chord progressions on pitched instruments.
    • 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
    • With limited guidance, improvise or compose a 2-4 measure musical idea, a pentatonic melody, or a rhythm pattern using age-appropriate note values.
    • Create vocal harmony using rounds, ostinati, canons and partner songs.
    Reading/ Writing
    • Use notation and/or recording technology to document personal musical ideas.
    Responding/ Evaluating
    • Describe the way sound is produced by various instruments and the human voice.
    • Listen, identify and respond to music of different composers and world cultures.

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 5 - Music

    AE17.MU.5.1

    Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific social, cultural, and historical purposes and contexts.

    Unpacked Content

    UP:AE17.MU.5.1

    Vocabulary

    Rhythm
    Melody
    • Pitch set: Do-centered diatonic
    • Treble clef reading (choral octavos)
    • Grand staff
    • Bass clef
    • Accidentals
    • Major scale
    Harmony
    • Part singing/ playing
    • Chord progression (I, IV, V)
    • Arpeggio
    • Descant
    • Level bordun
    Form
    • Rondo form
    • 12-Bar blues
    Expression
    • Vibrato
    • Tremolo
    • Reggae
    • Blues
    • Timbre: soprano, alto, tenor, bass
    Other
    • Age-appropriate audience and performer etiquette
    • Age-appropriate pitch matching (Ab3-F5)

    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
    • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
    • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
    • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
    • Perform pre-written musical ideas.
    • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
    • Notate simple rhythms and melodies within a specified meter and tonality.
    Creating
    • Create a 12-bar blues song using appropriate chordal structure and lyrics.
    • Explore and identify musical instruments from different historical periods and world cultures.
    Reading/ Writing
    • Write an original blues song.
    • Identify elements of music including tonality, dynamics, tempo and meter.
    • Identify patterns of whole and half steps in a major scale.
    • Compose 4 or 8 measure pieces using appropriate notation.
    Responding/ Evaluating
    • Review and refine a composition.
    • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
    • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
    • Identify terms related to form.
    • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
    • Identify vocal timbre as soprano, alto, tenor, or bass.
    • Write short self-reflections about his/her composition and the creative process.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 5 - Music

    AE17.MU.5.3

    Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.

    Unpacked Content

    UP:AE17.MU.5.3

    Vocabulary

    Rhythm
    Melody
    • Pitch set: Do-centered diatonic
    • Treble clef reading (choral octavos)
    • Grand staff
    • Bass clef
    • Accidentals
    • Major scale
    Harmony
    • Part singing/ playing
    • Chord progression (I, IV, V)
    • Arpeggio
    • Descant
    • Level bordun
    Form
    • Rondo form
    • 12-Bar blues
    Expression
    • Vibrato
    • Tremolo
    • Reggae
    • Blues
    • Timbre: soprano, alto, tenor, bass
    Other
    • Age-appropriate audience and performer etiquette
    • Age-appropriate pitch matching (Ab3-F5)

    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
    • Improvise over standard folk songs using the pitch set: La, So, Mi, Re, and Do.
    • Improvise melodies in a major diatonic scale by singing or using a pitched instrument.
    • Compose melodies and accompaniments to songs, poems, stories, and dramatizations, using AB, ABA, and rondo forms.
    • Perform pre-written musical ideas.
    • Perform harmonic accompaniments using Orff instruments, Boomwhackers, electronic sources, or by any other appropriate harmonic instrument.
    • Notate simple rhythms and melodies within a specified meter and tonality.
    Creating
    • Create a 12-bar blues song using appropriate chordal structure and lyrics.
    • Explore and identify musical instruments from different historical periods and world cultures.
    Reading/ Writing
    • Write an original blues song.
    • Identify elements of music including tonality, dynamics, tempo and meter.
    • Identify patterns of whole and half steps in a major scale.
    • Compose 4 or 8 measure pieces using appropriate notation.
    Responding/ Evaluating
    • Review and refine a composition.
    • Evaluate a performance, using appropriate vocabulary to describe strengths and weaknesses of the performance.
    • Listen to, identify, and respond to music of different composers, historical periods, and world cultures.
    • Identify terms related to form.
    • Recognize and identify longer music forms such as 12-bar blues, sonata form and theme and variations.
    • Identify vocal timbre as soprano, alto, tenor, or bass.
    • Write short self-reflections about his/her composition and the creative process.

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Link to Resource

    CR Resource Type

    Learning Activity

    Resource Provider

    Other

    Resource Provider other

    Carnegie Hall
    Accessibility
    License

    License Type

    BY-NC-SA
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