Rhythm Patterns

Title:  Rhythm Patterns

Grade: 4

Art Discipline:

Music

Time Frame:

40 minutes

Lesson Overview: Students create and perform a four measure pattern using half, quarter, and eighth notes. Students explain how their measure pattern using math terms and fractions.


GLO(s):   2. Community Contributor, 5. Effective Communicator


Arts Benchmark: How the Arts are Organized – FA.4.2.1: Read simple staff notation.

Rubric based on Arts Benchmark:

Advanced

Proficient

Partially Proficient

Novice

Read simple staff notation, with ease and accuracy.

Read simple staff notation, with minimal difficulty and no significant errors.

Read simple staff notation, with difficulty and/or a few significant errors.

Read simple staff notation, with great difficulty and/or many significant errors.

Key Arts Vocabulary: measure, rhythm, bar line


Content Area Benchmark: Numbers and Operations – MA 4.2.1: Describe situations involving addition and subtraction of fractions and decimals.

Content Area Rubric:

Advanced

Proficient

Partially Proficient

Novice

Describe situations involving addition and subtraction of fractions and decimals, with accuracy.

Describe situations involving addition and subtraction of fractions and decimals, with no significant errors.

Describe situations involving addition and subtraction of fractions and decimals, with a few significant errors.

Have difficulty describing situations involving addition and subtraction of fractions and decimals. 


Classroom Set Up: Regular seating.

Materials & Equipment needed:

  • Percussion instruments (optional)
  • Envelopes with assortment of musical notes, cut in pieces along the dotted lines – should include the equivalent of 16 beats (See attached Musical Notes.)
  • 12 x 15 chart paper with 4/4 written on the upper left, followed by space for notes equal to 4 quarter notes and then the first bar line; second, third and fourth bar lines are drawn directly below the first (the last bar line should be a double bar to indicate the end of the composition  (For a guide, see attached Sample Four Measure Chart.)
  • download Adobe Acrobat Reader

Prior to this lesson, students need to know about whole, half, quarter and eighth notes and about fractions of a whole (halves, quarters, eighths).  They also need to know that in 4/4 time, four quarter notes make one measure, or equals a whole note.

Teaching Tips:

  • Determine how students will be divided.
  • Before the lesson, do a quick warm-up with students clapping the rhythm of half, quarter and eighth notes. 
  • Play a steady beat for each performance so students have a beat to follow as they play their pattern.
  • The preparation of materials for this lesson may take time, however; using the resource pieces are helpful to the lesson.

# Minutes

Procedure

Create

Perform

Respond

10

Divide into teams of 4.  Each team has a chart paper with 4/4 written on the upper left and an envelope with an assortment of notes.

Each person will compose one measure of rhythm by using notes in the envelope.  The bar line on the right of the page indicates the end of the measure.  If you use the correct number of notes, it will fit in the measure. 

Each team will create a 4 measure pattern. Each member creates a single measure. The team decides the order of the measures to create the 4 measure pattern.  Practice playing it together with percussion instruments, or just by clapping.

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15

Each person on the team explains, using math terms and fractions, how his/her measure equals four beats, or one whole.  Then, each team performs its 4 measure pattern two times.  Repeat for all teams.

 

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What symbols do you see in these rhythm patterns?

What symbols are missing from these patterns? (rests, whole notes)

When you hear the patterns being played, are you reminded of anything?

    check mark

10

If you had a measuring cup that was 1/4 full, how much more would you need to add to make it a full cup? (3/4).  There are no 3/4 notes in music, so what kind of notes could you use? (quarter and half; 2 eighths and 2 quarters; 2 eighths and 1 half).

If you had this equation 1/4 + 1/4 + ? = 1.  What is the missing fraction?  How could you show this using music notes?

   

check mark

5

Closing Reflection with students:

How would you change your pattern and your explanation if you could also use quarter and half rests?

Would you change the order of your measures?  Why or why not?

Describe a situation (other than math class) where adding and subtracting fractions is involved.

   

 


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Responding (Questions to ask students before, during, or after an activity in the lesson to elicit their thinking about their own work or about work they are studying):

Step 1: Describe

Step 2: Interpret

Step 3: Evaluate

What symbols do you see in these rhythm patterns?

What symbols are missing from these patterns? (rests, whole notes)

Describe a situation (other than math class) where adding and subtracting fractions is involved.

When you hear the patterns being played, are you reminded of anything?

How would you change your pattern and your explanation if you could also use quarter and half rests?

Would you change the order of your measures?  Why or why not?


Sample grid for 4.2.1 Rhythm Patterns
(download PDF of Sample grid for 4.2.1 Rhythm Patterns)

 

musical notes
(download PDF of Musical notes)

 

 

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