LEARNING-FOCUSED TOOLBOX. Students should be able to create, notate, and perform their own original rhythm patterns.

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1 Course: Christine Mann Know: Understand: Do: Beat and rhythm Silence and sound Rhythmic Notation Time signature/ meter Basic Rhythm patterns Complex rhythm and syncopation Long and short sounds PA Music Standards 9.2. Performing on instruments, alone and with other, a varied repertoire of music (PA Music Standard 9.) 9.3. Improvising melodies, variations, and accompaniments 9.4. Composing and arranging music 9.5 Reading and notating music 9.8 Understanding relationships between music, the other arts, and disciplines outside the arts Students should be able to create, notate, and perform their own original rhythm patterns.

2 Course: Christine Mann Common Assessments on what students should know and do in this unit: Student Assessments Culminating Activities How can you create, notate, and perform your own original rhythm patterns?

3 Course: Christine Mann 2. Assessments Short Description:

4 Course: Christine Mann 2. Culminating Activity Short Description: How can you create, notate, and perform your own original rhythm patterns? Long Description: Having learned to read, create, write, and play rhythm patterns, you are now qualified by Mowtown Records to write a new rhythm pattern. Create a steady beat and two overlying rhythm patterns. Be sure to notate your rhythms using rhythmic notation for reproduction. You will be asked to present your pattern to the rest of the class. Mini Lesson: Review all concepts of rhythm that have been learned so far. Teacher models the activity. Steps or Task Analysis:. Divide class into small groups (no less than 3, no more than 5). 2. With each group, choose rhythm instruments and demonstrate their proper use. 3. Establish a fundamental beat. While one person plays the beat, the others experiment with different rhythms. Students take turns playing the steady beat. 4. Using popsicle sticks, rhythm cards or other notational aide, have students notate their rhythm patterns. 5. Students will play pattern together- practice makes perfect. 6. If possible, students may add appropriate body movements to their rhythm pattern. 7. Students should be prepared to perform the pattern for the rest of the class. Summarize/Share: Student groups will perform their rhythm patterns for the class. The class will decide whether it was performed accurately Differentiation: K- will use ta, ti-ti and quarter rest. 2-3 will use whole, half, quarter, and eighth note durations and quarter rest durations. 4-5 Students will use whole, half, quarter, eighth and sixteenth note and rest durations. 6th grade students will use whole, half, quarter, eighth and sixteenth note and rest durations, along with the dotted values of these durations. Review / Revise: Students will check each other for accurate rhythmic notation of the pattern, and accurate execution of the written pattern. (unless improvisation is specified as part of the beat) Resources and Materials: Drums, rhythm instruments, basic notation manipulatives Page of 2

5 Course: Christine Mann Page 2 of 2

Course: Christine Mann Key Learning: Rhythm is a primary fundamental of music. It can be very simple or complex. It is written with specific notation symbols.

Concept: Concept: Concept: Beat and Rhythm Long and Short Sounds Silence and sound To introduce and explain the differences between beat and rhythm.

6 Course: Christine Mann Key Learning: Rhythm is a primary fundamental of music. It can be very simple or complex. It is written with specific notation symbols. Unit Essential Question(s): How do we use rhythm patterns to create music? Concept: Concept: Concept: Beat and Rhythm Long and Short Sounds Silence and sound To introduce and explain the differences between beat and rhythm. Students will be able to identify between long and short sounds. To explain and demonstrate the need for silence as well as sound in music. Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): K-2 What is beat? (A) K-2 How do we recognize the K-2 What is the difference between difference between long and short sound and silence? (A) sounds? (A) 3-4 What is the difference between beat and rhythm? (A) 3-4 What are the ways beats move? (A) 5-6 How would you compare beat and rhythm?how would you contrast beat and rhythm? (A) 3-4 How do we use long and short sounds to make rhythm? (A) 5-6 How do we use long and short sounds to make rhythm? (A) 3-4 Why is silence important in music? (A) 5-6 How do rests help us recognize lengths of silence? (A) Vocabulary: Vocabulary: Vocabulary: Beat, Rhythm Long, Short silence, sound Concept: Concept: Concept: Rhythmic Notation Time Signature/Meter Basic Rhythm Patterns To introduce and explain basic rhythmic notation and how it is used To explain and demonstrate how time signatures/meters help organize music into specific patterns. To explain and demonstrate basic rhythmic construction using patterns in notation Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): K-2 What are the symbols used to K-2 How is beat organized in sets of 2 K-2 What are basic rhythm patterns? show beat? (A) or 3? (A) (A) 3-4 What are the rhythmic symbol values? (A) 5-6 How would you organize notation to show rhythm? (A) 3-4 What does a time signature mean? (A) 5-6 How would you identify, recognize, and use time signatures with rhythmic notation? (A) 3-4 How do we play rhythm patterns? (A) 5-6 How do we write rhythm patterns? (A) Vocabulary: Vocabulary: Vocabulary: note value, fractions, whole note, whole rest, half note, half rest, quarter note, quarter rest, eighth note, eighth rest, sixteenth note, sixteenth rest time signature, meter pattern, basic rhythm patterns Page of 2

7 Course: Christine Mann Concept: Concept: Concept: Complex rhythm and syncopation To explain and demonstrate more complex rhythm patterns Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): K-2 What is syncopation? (A) 3-4 How can we use syncopation to change basic rhythm patterns? (A) 5-6 What are complex rhythms and syncopation? (A) Vocabulary: Vocabulary: Vocabulary: syncopation, off-beat, complex rhythm, dot, layering Additional Information: Students will know: How to read and write rhythmic notation Students will be able to: Create, notate, and produce their own dance beat. Attached Document(s): Page 2 of 2

8 Course: Christine Mann Concept: Beat and Rhythm Beat - The underlying pulse of music Rhythm - the way the words go Concept: Silence and sound silence - a period of time with no sound sound - anything a human can hear Concept: Rhythmic Notation note value - the amount of a beat a note is assigned fractions - a way of expressing parts of numbers whole note - a note type that lasts for 4 beats whole rest - a rest type that lasts 4 beats half note - a note type that lasts 2 beats half rest - a rest type that lasts 2 beats quarter note - a note type that lasts beat quarter rest - a rest type that lasts beat eighth note - a note type that lasts /2 a beat eighth rest - a rest type that lasts /2 a beat sixteenth note - a note type that lasts /4 of a beat sixteenth rest - a rest type that lasts /4 of a beat Concept: Time Signature/Meter time signature - a set of numbers defining the numbers of beats in a measure and the type of note that represents the beat meter - the overall numerical style of a piece of music Concept: Basic Rhythm Patterns pattern - the organization of rhythmic notation basic rhythm patterns - the simplest organization of rhythmic notation Concept: Complex rhythm and syncopation syncopation - a rhythm pattern that is not directly on the beat off-beat - another word for syncopation complex rhythm - a rhythm that is built with rhythm units that are not divisibile by duples dot - a marking that adds a specific amount of time to the duration of a note layering - stacking rhythms on top of each other Concept: Long and Short Sounds Long - Short -

9 Course: Christine Mann 5. Launch Activity How are you going to get students engaged? Develop student interest and link their prior knowledge. Start the Student Learning Map of the unit with students. Preview key vocabulary with students.: Short Description: Dance the Cha-Cha Slide Long Description: Listen to and learn steps to "Cha Cha Slide" Mini Lesson: Have students dance to the "Cha Cha Slide". Have each class split into small groups. Each group goes over the dance to ensure everyone knows the proper steps. Steps or Task Analysis: Introduce Rhythm unit and the Learning Map Summarize/Share: Ticket out the door and/or share- How would you define rhythm? Differentiation: none Review / Revise: Have students coach each other so everyone knows the dance steps for each section well. Resources and Materials: Recording of "Cha Cha Slide"

10 Concept: Beat and Rhythm K-2 What is beat? Activating Strategy: Listen and move to 3 different selections, all with a clear beat, one selection w/o drums. Discuss whether the beat was easy of hard to find. Key vocabulary to preview: Beat/Rhythm/Ostinato/Measure Instruction: Students will learn to keep a steady beat in the feet by marching, marching in place, tapping toes. The difference between rhythm and beat will be demonstrated. Students will break into C.P.'s, each partner will explain beat vs. rhythm. Introduce and demonstrate ostinato to patterned words (poetry). Assignment and/or Assessment: clapping/marching to new selections, finding beat, not rhythm Extending Thinking Activity: Several musical selections are played. Partners keep track (in turns) of how quickly the partner can find a beat. Practice setting up ostinatos to poems. Summarizing Strategy: Pick a leader, have students march in time (beat in feet) to line up for dismissal Differentiation: 3rd, 4th grade will only have simple meter. 5th and 6th will have compound meter as well. Review / Revise: use beat finding as a start up for future lessons Resources and Materials: Page of 2

11 Concept: Beat and Rhythm cd's Page 2 of 2

12 Concept: Beat and Rhythm 3-4 What is the difference between beat and rhythm? Attached Documents: Cha-Cha rhythm

13 Concept: Beat and Rhythm 3-4 What are the ways beats move?

14 Concept: Beat and Rhythm 5-6 How would you compare beat and rhythm? How would you contrast beat and rhythm?

15 Concept: Long and Short Sounds K-2 How do we recognize the difference between long and short sounds?

16 Concept: Long and Short Sounds 3-4 How do we use long and short sounds to make rhythm?

17 Concept: Long and Short Sounds 5-6 How do we use long and short sounds to make rhythm?

18 Concept: Silence and sound K-2 What is the difference between sound and silence?

19 Concept: Silence and sound 3-4 Why is silence important in music?

20 Concept: Silence and sound 5-6 How do rests help us recognize lengths of silence?

21 Concept: Rhythmic Notation K-2 What are the symbols used to show beat?

22 Concept: Rhythmic Notation 3-4 What are the rhythmic symbol values? 0

23 Concept: Rhythmic Notation 5-6 How would you organize notation to show rhythm?

24 Concept: Time Signature/Meter K-2 How is beat organized in sets of 2 or 3? Activating Strategy: Have students try to clap a series of notes on the board. Ask them if they can find the beat in the notes. Key vocabulary to preview: Time Signature/ Meter/ Beat/ Rhythm/ Pattern Instruction: Introduce the idea of a time signature or a meter. Using musical examples, have students find the beat in 4/4, 3/4, and 6/8. Explain the differences between each. Demonstrate how the notes and rests can be organized into groups on the board. Have C.P.s come up with one or two measures in specific time signatures. Share patterns, and have students try to arrange note cards so patterns are on board. Show how bar lines separate sections of music into measures. Using a very simple pattern, show how it's possible to arrange note values into patterns that can be repeated exactly. Have C.P.s clap their patterns, and write them on the board. Using their rhythm tree G.O., have C.P.s try to notate new rhythms. Try some very basic dictation. Hand out rhythm sheets, and do some very simple patterns. Have students working in C.P.s, compare and see if they notated the rhythms correctly. Post answer on the board. Assignment and/or Assessment: Ticket out the door- notate a simple dictation Extending Thinking Activity: Add more complex rhythms to the dictation. Have students invent new time signatures and rhythms, and teach them to the others using notation and demonstration. Summarizing Strategy: Have students try to use note cards to notate other students dictation. Differentiation: 3rd and 4th grades will work with 4/4 and 3/4 time, 5th and 6th will also work with 6/8 and odd meters. Page of 2

25 Concept: Time Signature/Meter Review / Revise: Students will pracice putting bar lines in the right places for correct measure separation, notation exercises, dictations, sharing Resources and Materials: Note cards, Rhythm tree G.O., time signature sheets and exercises 2 Page 2 of 2

26 Concept: Time Signature/Meter 3-4 What does a time signature mean?

28 Concept: Time Signature/Meter 5-6 How would you identify, recognize, and use time signatures with rhythmic notation?

29 Concept: Basic Rhythm Patterns K-2 What are basic rhythm patterns? Activating Strategy: Go over simple rhythm patterns using two eighth notes and quarter notes Key vocabulary to preview: pattern clapping, tas and tis Instruction: Write out the simple one-measure 4/4 rhythm patterns on the board. Do the clapping patterns again, and have students identify which pattern on the board matches. Go over the combinations and how they add up in various meters. Have C.P.s create their own onemeasure patterns using four eighth notes and the appropriate number of quarter notes. Have each pair put their measures up on the board and demonstrate to the rest of the class. Have other students write down each new pattern and identify the meter if it hasn't been indicated. Hand out simple pattern G.O. in three different time signatures. Have students fill in blank measures with appropriate patterns sets, keeping them simple. G.O. to be used as a reference. Meters in 4/4, 3/4, 6/8. Assignment and/or Assessment: Complete a basic rhythm chart Extending Thinking Activity: Create, notate and present a basic beat using simple rhythm patterns Summarizing Strategy: Have C.P.s put together a simple rhythm, notate it on board and demonstrate it. Differentiation: 3rd and 4th grades will do 4/4 rhythm patterns with simple notation. 5th and 6th grades will also add 3/4 and 6/8 rhythm patterns with simple and complex notation. Review / Revise: Page of 2

30 Concept: Basic Rhythm Patterns Students will complete unfinished measures using a variety of different notes and rests 2 Page 2 of 2

31 Concept: Basic Rhythm Patterns 3-4 How do we play rhythm patterns? Instruction: Review basic rhythm patterns, complex patterns and syncopation. Put a multi-measure pattern on the board. Have class clap it togehter. Review instrument use rules. Students will divide into groups of 4, create, notate and play rhythm patterns. Students will break into groups of 4 or 5. Each group will select a set of instruments with which to work. (Each person should have a different instrument) Each group will pick a time signature to work with. They should create and notate an 8-measure pattern. They should decide if they're all going to play the pattern together or if they're going to trade off measures. They should practice the pattern until its smooth. Assignment and/or Assessment: Ticket out the door- Which group had the best pattern? Which group had the best performance? Why? Summarizing Strategy: Each group will play their pattern for the other groups. Group rep needs to write the pattern on the board. Differentiation: 3rd and 4th grades will only use half, quarter, and eighth durations and 4/4 meter. 5th and 6th grades will use whole and sixteenth durations and 3/4 or 6/8 meter. Review / Revise: Groups can mix and match, doing self-checks and mixing up patterns. Resources and Materials: Rhythm instruments, rhythm tree G.O., time signature G.O., paper, pencils.

32 Concept: Basic Rhythm Patterns 5-6 How do we write rhythm patterns?

33 Concept: Complex rhythm and syncopation K-2 What is syncopation? Activating Strategy: Do clap/echo, reviewing basic rhythm patterns. Conti.nue and add syncopated rhythms. Have students take turns guessing how to notate these rhythms Key vocabulary to preview: Complex note patterns, clapping games Instruction: Have students clap-share more complex rhythms. Have C.P.s try to notate selected shared rhythms. Discuss syncopation and unexpected accents off regular beats. Demonstrate notation, how dots affech rhythm, how that can change a basic beat to something more complex. Use dots G.O. to figure out how much duration a dot will add to a note or rest. Using exercise sheet, have students complete the syncopations and complex rhythms. Have c.p.s correct each other. Have pairs demonstrate their solutions to the various problems using clap-ceho. Assignment and/or Assessment: Create a basic multi-measure beat using complex rhythms and syncopation. Extending Thinking Activity: Using the new tools, have students break into groups. Have them string several measures together to make a more interesting string. Have the group notate on the board, demonstrate, and teach their rhythm using play-echo. Summarizing Strategy: Have students create, notate, and demonstrate rhythm patterns using syncopation and complex rhythm. Differentiation: 3rd and 4th grades will work in 4/4 meter only. 5th and 6th grades will use 4/4, 3/4 and 6/8 meters. Page of 2

34 Concept: Complex rhythm and syncopation Review / Revise: Exercise sheet using complete the measures, dicataion sheet, write a new pattern. Resources and Materials: rhythm tree, pattern sheet Page 2 of 2

35 Concept: Complex rhythm and syncopation 3-4 How can we use syncopation to change basic rhythm patterns? Instruction: Review complex rhythms and syncopation. Put a basic rhythm pattern on the board and demonstrate how adding a syncopation will change the pattern and make it more interesting. Students will work in groups of 4 or 5. Each group will pick 4 basic rhythm patterns from "the box". The group will then change the rhythm patterns, adding a complex rhythm or syncopation to the pattern. Using the rhythm instruments, each group will construct and notate a 4-measure ostinato and demonstrate it. Assignment and/or Assessment: Ticket out the door- Describe how changing rhythm with complex rhythms or syncopation makes a pattern more fun. Summarizing Strategy: Each group will demonstrate the basic rhythm pattern they started with and then how they used complex rhythm and/or syncopation to change it. Differentiation: 3rd and 4th grade will use only half, quater, and eighth durations and 4/4 meter. 5th and 6th grades will also use whole and sixteenth durations and 3/4 and 6/8 meter. Review / Revise: On a seperate piece of paper, have students take down a basic rhythm pattern, then a syncopated version. Have C.P.s correct each other. Resources and Materials: Rhythm tree G.O., time signature G.O., rhythm instruments, syncopation G.O.

36 Concept: Complex rhythm and syncopation 5-6 What are complex rhythms and syncopation? Activating Strategy: Do clap/echo, reviewing basic rhythm patterns. Continue with the patterns, and add syncopated rhythms. Have students take turns guessing how to notate these rhythms. Key vocabulary to preview: Complex note patterns, clapping games Instruction: Have students clap-share more complex rhythms. Have C.P.s try to notate selected shared rhythms. Discuss syncopation and unexpected accents off regular beats. Demonstrate notation, how dots affect rhythm, how that can change a basic rhythm pattern to something more complex. Use dots G.O. to figure out how much duration a dot will add to a note or rest. Using exercise sheet, have students complete the syncopations and complex rhythms. Have C.P.s correct each other. Have pairs demonstrate their solutions to the various problems using clap-echo. Assignment and/or Assessment: Create a basic multi-measure beat using complex rhythms and syncopation. Extending Thinking Activity: Using the new tools, have students bread into groups. Have them string several measures together to make a more interesting pattern. Have the group notate on the board, demonstrate, and teach their rhythm using play-echo. Summarizing Strategy: Have students create, notate, and demonstrate rhythm patterns using syncopation and complex rhythm. Differentiation: 3rd and 4th grades will work in 4/4 meter only. 5th and 6th grades will use 4/4, 3/4, and 6/8 meters. Page of 2

37 Concept: Complex rhythm and syncopation Review / Revise: Exercise sheet using complete the measures, dictation sheet, write a new pattern. Resources and Materials: rhythm tree, pattern sheet Page 2 of 2

38 Course: Christine Mann 8. Differentiating the Unit What accommodations will you make in order to meet the varied interest, learning styles, and ability levels of all students? Differentiations Associated with the Unit: Differentiations Associated with Lessons: Culminating Activity :How can you create, notate, and perform your own original rhythm patterns? : K- will use ta, ti-ti and quarter rest. 2-3 will use whole, half, quarter, and eighth note durations and quarter rest durations. 4-5 Students will use whole, half, quarter, eighth and sixteenth note and rest durations. 6th grade students will use whole, half, quarter, eighth and sixteenth note and rest durations, along with the dotted values of these durations. Launch Activity : Dance the Cha-Cha Slide : none Acquisition Lesson : K-2 What is beat? : 3rd, 4th grade will only have simple meter. 5th and 6th will have compound meter as well. Acquisition Lesson 4: K-2 How is beat organized in sets of 2 or 3? : 3rd and 4th grades will work with 4/4 and 3/4 time, 5th and 6th will also work with 6/8 and odd meters. Acquisition Lesson 8: K-2 What are basic rhythm patterns? : 3rd and 4th grades will do 4/4 rhythm patterns with simple notation. 5th and 6th grades will also add 3/4 and 6/8 rhythm patterns with simple and complex notation. Acquisition Lesson 9: 3-4 How do we play rhythm patterns? : 3rd and 4th grades will only use half, quarter, and eighth durations and 4/4 meter. 5th and 6th grades will use whole and sixteenth durations and 3/4 or 6/8 meter. Acquisition Lesson 2: K-2 What is syncopation? : 3rd and 4th grades will work in 4/4 meter only. 5th and 6th grades will use 4/4, 3/4 and 6/8 meters. Acquisition Lesson 22: 3-4 How can we use syncopation to change basic rhythm patterns? : 3rd and 4th grade will use only half, quater, and eighth durations and 4/4 meter. 5th and 6th grades will also use whole and sixteenth durations and 3/4 and 6/8 meter. Acquisition Lesson 23: 5-6 What are complex rhythms and syncopation? : 3rd and 4th grades will work in 4/4 meter only. 5th and 6th grades will use 4/4, 3/4, and 6/8 meters.

39 Course: Christine Mann What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson Essential Questions, activities, and experiences in order.

40 Course: Christine Mann What resources and materials do you need for this unit, the lessons, and the activities? Resources and Materials for Learning Unit: Resources and Materials Associated with Lessons: Resources and Materials from Culminating Activity : Drums, rhythm instruments, basic notation manipulatives Resources and Materials from Launch Activity : Recording of "Cha Cha Slide" Resources and Materials from ACQ Lesson : cd's Resources and Materials from ACQ Lesson 2: Note cards, Rhythm tree G.O., time signature sheets and exercises Resources and Materials from ACQ Lesson 3: Rhythm instruments, rhythm tree G.O., time signature G.O., paper, pencils. Resources and Materials from ACQ Lesson 4: rhythm tree, pattern sheet Resources and Materials from ACQ Lesson 5: Rhythm tree G.O., time signature G.O., rhythm instruments, syncopation G.O. Resources and Materials from ACQ Lesson 6: rhythm tree, pattern sheet

LEARNING-FOCUSED TOOLBOX

LEARNING-FOCUSED TOOLBOX Know: Understand: Do: Texture Accompaniment Thick texture Thin texture PA Music Standards: 9.1 Singing, alone and with others, a varied repertoire of music 9.2 Performing on instruments, alone and with