Mystery Rhythm Box

Learning Resource Type

Learning Activity

Subject Area

Arts Education

Grade(s)

2

Overview

Students will identify words that use one sound/syllable and two sounds/syllables.  Students will compose 8 beat rhythm patterns using random items from a box.  The students will have a fun time making silly rhythm patterns with their random items.

This activity was created as a result of the Arts COS Resource Development Summit.

Phase

During/Explore/Explain
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): 2 - Music

AE17.MU.2.9

Read and perform rhythmic and melodic patterns using iconic or standard notation.

UP:AE17.MU.2.9

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: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
Creating
  • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
Reading/ Writing
  • Identify expressive markings in printed music.
  • Identify meter marking in printed music.
Responding/ Evaluating
  • Notate from dictation 8-beat rhythm patterns using standard notation.
  • Perform short melodic patterns from standard or iconic notation.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Learning Objectives

The students will be able to identify words with 1 sound and words with 2 sounds.  The students will be able to compose 8 beat rhythms using 1 sound and 2 sounds to a beat.

Activity Details

Review ways to make 8 beat rhythm patterns using one sound and two sounds using iconic notation such as "apple" for 2 sounds/syllables and "pear" for one sound.

Put the students into groups.  The teacher may decide how many students are in each group. Give each group a mystery box and allow the students a minute to look through their box.  Expect lots of laughter and "huh?" as they look through the items.

Ask the students to work together in their group to create an 8 beat rhythm pattern using the names of the items from the box.  If the box has more than 8 items, then they will not use every item to create their rhythm.

Remind the students to make sure that they have exactly 8 beats in their rhythm.

Once the group has created their rhythm, the students should practice saying their rhythm pattern together with a steady beat.

Have each group perform their rhythm for the class.

Assessment Strategies

The teacher will use informal observation to assess if each pattern is 8 beats in length.

The teacher will use informal observation to assess if students can read rhythms with one sound and two sounds per beat.

The teacher will use informal observation to assess if students can identify 1 and 2 syllable words.

 

Variation Tips

  • Use pictures of items in plastic bags instead of items in boxes.
  • Have students name items that could be added to the Mystery Rhythm Boxes that use 1 or 2 sounds/syllables.
  • Have students write their rhythmic compositions using quarter notes and eighth notes.
  • Have the students play their rhythm using instruments of their choice.

Background / Preparation

Materials needed:

  • boxes or containers (enough for the number of groups you need)
  • items whose name has 1 syllable or 2 syllable

Examples of 1 syllable items: ball, toy, car, pen, stamp, shoe, cube, dice, card, heart, rock, stick, book

Examples of 2 syllable items: (plastic) lemon, apple, pickle, flip-flop, pencil, earring, folder, football, bottle (plastic, empty, and clean)

  •  Place at least 8 items in each box or container

Approved Date

Owner (Author)

ccruz
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