Learning Activity

Rhythm Composition in Rondo Form

Subject Area

Arts Education

Grade(s)

2

Overview

Students will watch a short clip about Rondo Form. Working in groups of three, students will compose rhythm patterns and arrange them in Rondo Form. Each group will perform their piece for the class.   

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

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.

Unpacked Content

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.2.6

Convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Unpacked Content

UP:AE17.MU.2.6

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 evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

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 3: Refine and complete artistic work.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

Students will:

1.  compose rhythm patterns and arrange in Rondo Form.

2.  present final piece to the class.

Activity Details

1.  Watch Quaver's Rondo Form.

2.  Group students in sets of three.

3.  Each group member composes a four-beat pattern.

4.  The group decides which pattern should be the A section, B section, and C section. 

5.  The group practices the piece in Rondo Form. 

  • The group may decide if they wish to read the patterns orally or use body percussion to perform the piece. 

6.  The group finalizes the Rondo Form and writes the patterns in the correct form. This will be turned in for the teacher to assess.  

7.  Each group will perform their Rondo for the class. 

Assessment Strategies

Assessment Strategies

The teacher will:

1.  informally assess the performance for rhythmic accuracy. 

2.  informally assess the performance for Rondo Form. 

3.  formally assess the written piece for accuracy of rhythms and Rondo Form. 

Background and Preparation

Background / Preparation

1.  Students need prior knowledge of rhythms and how many beats each receives.

2.  Enough paper and pencils for each group to compose their pieces. 

 

Digital Tools / Resources

Quaver's Rondo Form
http://viewpure.com/cXxuPFN0Wn4?start=0&end=0

Approved Date

Owner (Author)

tstricklin
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