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Learning Assessment Model Project:

Rhythm Unit

Abby Whitaker, Student TeacherCreekside Middle School

6th Grade Cadet Red Band: Clarinets, Oboes, Flutes

Duration: 3 weeks (7 lessons, 15 classes)

Table of Contents 1. Purpose

2. Objectives

3. Standards

4. Vocabulary

5. Unit Outline

6. Daily Lesson Plans

7. Supplemental Materials and Assessment Tools

A. Daily LAMP Rhythm Exercises (10/15- 10/23)

B. Pie Game (Lesson #1)

C. Introduction to Rhythms worksheet (Lesson#2)

D. Introduction to Rhythms Continued worksheet (Lesson #3)

E. Ear Training worksheet (Lesson #4)

F. Bar Line worksheet (Lesson #5)

G. Note Value Tree (Lesson #6)

H. Beat Value Graph (Lesson #6)

I. Music Math Activity Equations (Lesson #6)

J. Rhythms with Friends Project handout (Lesson #7)

K. Rhythms with Friends Project Rubric (Lesson #7)

L. Student Feedback Questionnaire/Summary of Student Feedback

8. Technology

9. Differentiation/ Accommodations

10. Pre and Post Tests

11. Pre and Post Test Graphs

12. Narrative Statements

-Unit Narrative

-Assessment Narrative

-Instructional Narrative

-Results/Interpretation Narrative

13. Project Rubric (Self-Evaluation)

14. Final Statement

1. Purpose:

The purpose of this unit is to increase the students’ ability to perform, recognize,

and comprehend a variety of rhythms in different time signatures while keeping a steady

pulse. Throughout summer band and the beginning of the fall semester, the students

played only basic rhythms, in 4/4 time, consisting of quarter notes, half notes, and whole

notes along with the corresponding rests. The purpose of this unit was to continue to

familiarize the students with the note and rest values listed above with an addition of

eighth notes, 2/4, and ¾ time.

Because there are such high expectations for these students, I chose to teach a unit

that would be incredibly relevant to the students with content they could use in their

every day playing. The academic music standards addressed in this unit are #2

performing music, #4 creating music, #5 reading and notation music, and #6 listening to

music. The main focus of the rhythm unit examined standards #2 and #5. This unit also

examined cross-curricular standards from both mathematics and English.

2. Objectives:

1) Students will develop the ability to correctly write in counts to given rhythms. [S5]

a. Informal: daily board activities, class observations b. Formal: various rhythm worksheets, pre/post-tests

2) Students will accurately count and clap simple note values and rests while keeping a steady pulse. (Rhythms include: eighth, quarter, half, whole notes and rests, tied notes, and dotted half notes) [S2]

a. Informal: daily board activities, class observation b. Formal: pre/post-tests

3) Students will develop the ability to correctly draw in bar lines using the information given in the time signature. [S5]

a. Informal: daily board activities, class questioning and observationb. Formal: bar line worksheet, pre/post tests

4) Student will correctly notate rhythms after listening to and analyzing musical examples. [S6] and [S5]

a. Informal: class observation b. Formal: rhythmic listening/dictation worksheet, pre/post tests

5) Students will accurately compose rhythms given a time signature and certain rhythmic criteria. [S4] and [S5]

a. Informal: daily board activities b. Formal: rhythm group project, pre/post tests

6) Students will become more successful playing different rhythms in various time signatures. (Rhythms include: eighth, quarter, half, whole notes and rests, tied notes, and dotted half notes) [S2]

a. Informal: everyday playing observation b. Formal: rhythm group project

7) Students will understand how different note and rest values fit within each other and be able to execute simple band math equations. [S5] [MA 6.2]

a. Informal: rhythm game, board activities, class questioning and observation

3. Standards:

National Standards of Music Education:Primary Academic Standards:#2) Performing on instruments, alone and with others, a varied repertoire of music.

Clapping and Counting- board exercises, worksheets, Rhythm Project Pie Game rhythms Playing Rhythms- board examples, worksheets, Rhythm Project, student created

rhythms Smart Music Assessment- clapping and counting assessment Playing rhythms from the Accent on Achievement book

#5) Reading and noting music. Daily board activities Rhythms worksheets Rhythm Project

Secondary Academic Standards:#4) Composing and arranging music within specified guidelines.

Daily board activities- composing rhythms with specific criteria Rhythm Project

#6) Listening to, analyzing, and describing music. Listening to Don’t Stop Believing- describing steady beat Analyzing and writing rhythms from musical examples (online, piano, trumpet)

Cross Curricular Standards:Primary Cross Curricular Standards:

MA. 6.2 2000- MATHEMATICS: ComputationStudents solve problems involving addition, subtraction, multiplication, and division of integers. They solve problems involving fractions, decimals, ratios, proportions, and percentages.

MA. 6.7 2000- MATHEMATICS: Problem SolvingStudents make decisions about how to approach problems and communicate their ideas.

Secondary Cross Curricular Standards:

EL. 6.1 2006 - READING: Word Recognition, Fluency, and Vocabulary DevelopmentStudents use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

4. Vocabulary:

Compose- create music

Notate- to write music, using correct stems, note heads, and rests

Bar line- lines that divide music on a staff

Measure- space between two bar lines on a staff

Pulse- steady beat, tempo in music

Note value- duration or length of a note

Time signature- symbol that appears at the beginning of the staff just after the clef; made

up of two numbers placed one above the other, indicating how many beats are allowed in

each measure and what type of note receives one beat

Dot- symbol placed to the right of the note to indicate that the note should have half its

value added to it

Downbeat- first beat in a measure of music

Staff- set of lines and spaces on which music is written

Whole note- note value equal to two half notes, four quarter notes, eight eighth notes

Half note- note value equal to two quarter notes, four eighth notes

Quarter note- note value equal to two eighth notes

Eighth note- note value equal to two sixteenth notes

Dotted half note- single note equivalent of three quarter notes

Tie- curved line connecting two or more notes of the same pitch, extending a note’s value

Whole rest- hangs down form the 4th line, rest equivalent of a whole note

Half rest- sits on top of the 3rd line; rest equivalent of a half note

Quarter rest- rest equivalent of a quarter note

Eighth rest- rest equivalent of an eighth note

5. Unit Outline:

Day 1: Pre-Test (20 minutes)

Day 2: (10/8) Lesson #1- Understanding Steady Pulse (15 minutes) Listen to Don’t Stop Believing- introduction to steady pulse Pie Game

Day 3: (10/9) Lesson #2- Introduction to Writing Counts (20 minutes) Learn count writing procedure Discussion- importance of writing in counts Worksheet- collected

Day 4: (10/10) Lesson #3- Writing Counts Continued (20 minutes) Review/continue count writing examples and procedure Worksheet- collected Extra help for students struggling yesterday

Day 5: (10/11) Lesson #4- Rhythmic/Listening Dictation (30 minutes) Worksheet: aural dictation, aural rhythmic recognition –collected Count writing review

Day 6: (10/15) Daily LAMP Rhythm Exercises #1 (10 minutes) Write rhythms from board

o Correct notation, correct written countso Clap and count/body percussion with steady tempoo Play rhythms on instruments


o Correct notation, correct written countso Clap and count/body percussion with steady tempoo Play rhythms on instruments


o Correct notation, correct written counts- collaborate with partnero Clap and count/body percussion/Pie Game with steady tempoo Play rhythms on instruments


o Correct notation, correct written counts- collaborate with partner Students compose rhythms- right on board for class

o Clap and count/body percussion/Pie Game with steady tempo

o Play rhythms on instruments

Day 10: (10/24) Lesson #5- Bar Lines (20 minutes) Understand relationship between time signature and bar lines Worksheet- collected

Day 11: (10/25) Lesson #6- Band Math (20 minutes) Note value tree Note value vs. beat value Music equation activity

Day 12: (10/26) Lesson #7- Rhythms with Friends Project (25 minutes) Form group, explain project Time to collaborate with groups

Day 13: Rhythms with Friends performances (full class period) 7 minutes to practice with groups Performances in practice room with Miss Whitaker

Day 14: Post-Test (20 minutes)

Day 15: Student Feedback Form administered

6. Daily Lesson Plans:

Name: Abby Whitaker Class: Beginning Clarinets, Flutes, OboesDate: October 8, 2012 LAMP: Lesson #1

L.A.M.P Lesson #1 Understanding Steady Pulse

Objectives: Students will listen to Don’t Stop Believing while maintaining a steady pulse in

their feet. [S6] Students will clap quarter notes, half notes, whole notes, and eighth notes while

maintaining a steady pulse in their feet and body percussion. [S2] Students will accurately perform simple rhythms by speaking Pie syllables while

maintaining a steady pulse. [S2]

Procedures:

-Introduction to pulse/steady tempo:1. Pulse:

What is pulse? (Meant to receive many different answers from students)o Heartbeato Tempoo Metronomeo Etc. o Pulse remains constant and steady!

2. Students will listen to Journey-Don’t Stop Believingo Stand up: walk in place to beat (pulse)

While stepping, students will: Pat shoulders on quarter notes Tap head on half notes Snap on whole notes

What kind of notes represented the steady pulse?o Quarter notes

Did the steady pulse ever change?o No

What did change while the pulse remained constant?o The rhythm changed

3. Pie Game:-Students will receive a handout containing 24 lines of rhythms (lesson used #1-8)

Rhythms are a combination of quarter notes, eighth notes, half notes, and quarter rests

(Rhythms sheet projected on document camera): Show of hands, who likes pie?

o See quarter note, eat (say) pieo See quarter rest, get to rest a moment to say “M” and enjoy the pieo See half note, get to eat twice as much pie!o See eighth note, get to eat (say) apple pie!

(When saying words, also tap toe, listen/watch metronome/teacher)

-Students will perform one number at a time #1- #8 on rhythm sheet as a class o Vary tempo and students perform the rhythm

Focus on steady pulse Listening to metronome Tapping toes

Staying together as a group Not rush quarter note and eighth note rhythms

Accurately performing the rhythms

-Students will perform a type of body percussion (patching, snapping, tapping head) with the rhythm while saying Pie syllables

4. Summary of Lesson Why did we perform these rhythm exercises by saying nonsense Pie syllables?

o Work on keep a steady pulse while doing something newo Look at simple rhythms in a way other than countingo Become more comfortable with steady pulse while not performing on

instrument

Assessment Informal:

Questioning regarding steady pulse and Pie game Enthusiastic involvement in Don’t Stop Believing activity

o Maintain steady pulse in feet and body percussion Accurate performance of steady pulse and syllable use throughout Don’t Stop

Believing activity and Pie Game


L.A.M.P Lesson #2Introduction to Writing Counts

Objectives: Students will demonstrate the understanding and importance of writing in counts

to rhythms. [S5] Students will correctly write in counts to simple rhythms. [S5] Students will accurately perform simple rhythms by counting and clapping. [S5]

[S2]

Procedures: 1. Students will receive a handout containing six one-measure rhythms and instructions to writing in counts. (first three rhythms are also written on dry erase board)

2. Questioning: Why is it beneficial to be able to write in the counts to music?

o Visually see breakdown of rhythmo Help us perform rhythm

o Speak intelligently about music to other musicians Music is another language that we are learning to speak Need to know all different parts of it (talk but not write)

3. Students will discuss how to write in counts to a given rhythm. 60 seconds of discussion with stand partner

4. Students will listen to teacher explanation: To start out writing rhythms:

o Write a big count under the notes you would count/clap/tongue Each quarter note will receive a number IMPORTANT: numbers must line up with the notes they

represent!o Write parentheses around the counts of the rests (size of rest number is

note important) o Do counts still exist when they do not receive a number?

Ex.- half note Students will identify incorrect counts to a given rhythm

5. Students and teacher will go through first three rhythm measures on board Student will write in counts on handout

6. Students will have 90 seconds to write in the counts for the bottom three measures. (Teacher walk around to observe student work)

7. Students will volunteer to write rhythms and counts on dry erase board. Review of writing notes:

o Note head, stem side and direction 3rd line and up = stem up, on right of note head Under 3rd line = stem down, on left of note head

8. Students will clap and count each of the six measures.

9. Students will play each of the six measures on different notes chosen by student volunteers.

10. Summary of lesson: (through questioning) How do we write in the counts we clap? How do we write in the counts we do not clap? How do we write in counts for rests?

Assessment:Informal:

Observe students participating in writing in counts to bottom three rhythms on handout

Identify incorrect counts to a given rhythmo Each student raise hand when see error o Teacher wait until all hand are up to present answer

Student performance of count, clapping, and playing given rhythms Accurate note and count writing of student volunteers on bottom three rhythms

Formal: Collect handout of written counts

o Check for completion and accuracy


L.A.M.P Lesson #3Writing Counts Continued

Objectives: Students will demonstrate the understanding and importance of writing in counts

to rhythms. [S5] Students will correctly write in counts to given rhythms. [S5] Students will accurately perform rhythms by counting and clapping and playing

instruments. [S5] [S2]

Procedures:1. Students will receive a handout of 4 lines of rhythms containing quarter notes, half notes, eighth notes, quarter rests, and half rests.

2. Based on material from yesterday’s lesson, students will discuss, with their stand partner, how they believe they would write counts to rhythms that contain eighth notes?

30 seconds to discuss with stand partner Teacher will ask for volunteers to share their discussion

3. Students will complete example #1 on the board as a class. Rhythm written by the teacher Students volunteer to write in counts Discuss the correct count writing for eighth notes

4. Students will count and clap example #1 while keeping a steady pulse with the metronome.

Teacher will watch for rushing of eighth note rhythms

5. Students will play the rhythm to example #1 on a note chosen by a volunteer. Students will maintain a firm embouchure, produce a warm tone, and maintain

steady pulse while playing the rhythm

6. Students will complete examples #2 - #4 on their own. Teacher will observe and take questions if needed.

7. Student volunteers will write in counts to the rhythmic examples for the handout (teacher writes rhythms on board)

Students will assess the accuracy of peer work on board o In the case of incorrect answers, students will discover correct answer

8. Students will count and clap, as well as play together on instruments, examples #2 -#3 on worksheet.

Lesson adaptations: After evaluating the results of my pretest and observing the class, I have detected

the few students that need extra help throughout these rhythm lessons. The difficulties of the rhythms differ in order to allow these students time for understanding of the musical concept. I also offer them extra help when the class has time to work alone.


Observe students participating in writing in counts to examples #2 -#4 on handout Student performance of count, clapping, and playing given rhythms Accurate note and count writing of student volunteers Attentiveness and willingness to answer questions

Formal Collect handout of written counts

o Check for completion and accuracy


L.A.M.P Lesson #4Rhythmic Listening/Dictation

Objectives: Students will correctly write in counts to given rhythms. [S5] Students will recognize the correct rhythms when choosing between two musical

examples. [S6] and [S5] Students will accurately notate rhythms from an instrumental example. [S6]

Procedure: -Students will receive listening/dictation worksheet.

(Worksheet modified from Excellence in Theory book)

1. Can anyone tell me what notate means? o To writeo In musical terms- write music

-The ability to notate (listen and write down what you hear) is a very valuable skill and will make you better musicians.

2. Students will listen to a one-measure rhythm in 4/4 time, played by the teacher on the piano.

Visualize the rhythm that you heard Count and clap it back to me What was your process of listening and analyzing what the rhythm was that you

heard? o Keep steady beato Count

3. Students will read the instructions to the listening/notation worksheet. (reminder - it isn’t for a grade)

#1- student read instructionso Listen twice, discuss how to find answer

4. Students will complete worksheet. o -#1 with website recordingo -#2 model on trumpeto -#3 with website recording

5. Students will pass in worksheet to teacher.

Assessment:

Informal:o Observe students participation throughout questioning and counting/clapping in

the beginning of the lesson. o Attentive participation in class worksheet.

Formal: Collect worksheet Check for accuracy

Name: Abby Whitaker Class: Beginning Clarinets, Flutes, OboesDate: October 15, 2012 LAMP: Daily LAMP Rhythm Exercises #1

Objectives: Students will correctly write in counts to given rhythms. [S5] Students will accurately perform rhythms in 4/4 time by counting and clapping

and playing instruments. [S5]

Procedure:- Teacher will write two rhythms on board

1. Students will receive a piece of blank staff paper. Students will use staff paper to notate daily rhythm exercises.

2. Students will copy rhythm down from the board. Students will notate rhythms using correct stem direction and length.

3. Students volunteers will come to the board to write in counts under the appropriate notes.

(teacher will call on struggling students based on previous assessments) Class will vote on whether the counts are correct or incorrect.

o As a class, students will identify and fix measures that may be incorrect.

4. Student will clap and count each rhythm using correct counts and clap technique.

5. Students will accurately play through each rhythm on instruments on a note of a student’s choosing.

Assessment:

Informal: Observe students participation throughout rhythm notation Observe notation and count writing accuracy by walking around the room Accurate note and count writing by student volunteers Clapping and counting/ playing rhythms


Objectives: Students will correctly write in counts to given rhythms. [S5] Students will accurately perform rhythms in 4/4 and ¾ time by counting and

clapping and playing instruments. [S5]

Procedure:- Teacher will write three rhythms on board

1. Students will use yesterday’s piece of blank staff paper. Students will use staff paper to notate daily rhythm exercises.

2. Students will copy rhythm down from the board after the bell rings. (while students are getting ready for class)

Students will notate rhythms using correct stem direction and length.

3. Students volunteers will come to the board to write in counts under the appropriate notes.


o As a class, students will identify and fix measures that may be incorrect.

4. Student will Pie Game through each rhythm. Activate prior knowledge of “Pie Game” from Monday exercises.

5. Students will clap and count each rhythm using correct counts and clap technique.



Observe students participation throughout rhythm notation Observe notation and count writing accuracy by walking around the room Accurate note and count writing by student volunteers Clapping and counting/ playing rhythms


Objectives: Students will correctly write in counts to given rhythms. [S5] Students will accurately perform rhythms in 4/4, 3/4, and 2/4 time by counting

and clapping and playing instruments. [S5]

Procedure:- Teacher will write three rhythms on board



Students will notate rhythms using correct stem direction and length

3. When finished, students will collaborate with a partner. Students will check the work of their partner.

o Accurate music notation, counts. Students and teachers will discuss any problems they may have discovered

through partner discussion.

3. Student volunteers will come to the board to write in counts under the appropriate notes.

(teacher will call on struggling students based on previous assessments) Class will vote on whether the counts are correct or incorrect

o As a class students will identify and fix measures that may be incorrect

4. Student will Pie Game through each rhythm. Activate prior knowledge of “Pie Game” from Monday exercises


6. Students will accurately play through each rhythm on instruments on a note of a student’s choosing. Assessment:Informal:

Observe students participation throughout rhythm notation Observe notation and count writing accuracy by walking around the room Accurate note and count writing by student volunteers Clapping and counting/ playing rhythms


Objectives: Students will correctly write in counts to given rhythms. [S5] Students will accurately perform rhythms in 4/4, 3/4, and 2/4 time by counting

and clapping and playing instruments. [S5] [S2] Students will compose accurate rhythms when given specific parameters. [S4]

Procedure:- Teacher will write two rhythms on board



Students will notate rhythms using correct stem direction and length.

3. Students will create their own rhythms on the sheet using the parameters given by the teacher.

¾ time, half note, quarter note, eighth notes, quarter rest

4. When finished, students will collaborate with a partner. Students will check the work of their partner.

o Accurate music notation, counts. Students and teachers will discuss any problems they may have discovered

through partner discussion.

5. Student volunteers will come to the board to write in counts under the appropriate notes.


o As a class students will identify and fix measures that may be incorrect.

6. Student will Pie Game through each rhythm. Activate prior knowledge of “Pie Game” from Monday exercises.




Observe students participation throughout rhythm notation Observe notation and count writing accuracy by walking around the room Accurate note and count writing by student volunteers Clapping and counting/ playing rhythms Student analyzing of errors

o Thumb assessment


L.A.M.P Lesson #5Bar Lines

Objectives:o Students will demonstrate understanding of the relationship between bar lines and

time signature. [S5]o Students will correctly notate bar lines and counts to given rhythms of varying

time signatures [S5]o Students will accurately count/clap and play given rhythms together on

instruments. [S2]

Procedure: (Teacher write long example on board)

Questions: What do bar lines do in music?

o Using the time signature, they break the music up so it is easier to read. How do you know how many beats go between the bar lines?

o Top number of the time signature -When counting music, the bar line means to start over at 1

How could we check our work at the end of the music?o Make sure the last measure contains the correct amount of counts

1. Students will volunteer to write in bar lines from board example.o Following, students will vote on the correctness of the example, by using the

thumb assessment. o Students will analyze and fix any errors that many occur.

2. Students will count and clap, then play board example, on instruments, using a note of a student’s choosing.

o Students will be formatively assessed in small groups

3. Students will complete half sheet (writing bar lines and writing in counts), while teacher writes incorrect examples on board.

o Teacher will collect when completed

4. Students will volunteer to fix incorrect examples on board.


o Observe students participation throughout questioning o Accuracy of student volunteerso Students participation and accuracy in all class exercises

o Counting and clappingo Playing on instruments

o Attentive participation in class worksheet

Formal: Collect bar line worksheet Check for accuracy of bar lines and written counts


L.A.M.P Lesson #6Band Math

Objectives: Students will understand the value relationship between the simple note values.

[S5] Student will quickly recognize the beat value of certain rhythms and apply that

knowledge into correct execution of math equations. [S5] [MA 6.2]

Procedure: -Teacher will draw a note value tree on the board before class.

In 4/4 time: whole half quarter two eights

1. Students will discuss the note tree. What does this chart show? How are the note values broken down?

2. Students and teacher will discuss how many of each note value go into the note value above it on the tree.

By raising the correct number of fingers, students will indicate the answers to the following questions.

o How many eighths in a whole?o How many quarters in two half notes?o How many eights in a half?o How many quarters in a dotted half?

3. Teacher will draw a t-chart on the board. The note values are on the left, beat totals are on the right.

-Why is it important to quickly know the number value of each beat of music? (In 4/4 time)

This is how we read and play music.

4. Students will mentally solve simple note value equations. Example: quarter + two eights = 2 beats Students will indicate answers with fingers

-Each student will receive a half sheet of scrap paper. To avoid long mental math

5. Music Math Activity/Game: Students will be split into two teams. One student will be chosen as scorekeeper.

One person from each team will come to the board. Teacher will verbally give a music equation. Point will go to the first student to write and circle the correct answer.

o If a student writes a wrong answer, the correct answer will be discussed In the even of a tie, there will be a tiebreaker question to determine the winner.

Lesson Adaptation:-Based on previous assessment and in class observations, three students will be pulled out for extra help on specific aspects of rhythms (bar lines, time signatures, writing counts)


o Observe students participation throughout questioning o Accuracy of student volunteerso Observation of correct answers with fingers o Speed and accuracy in music equation activity


L.A.M.P Lesson #7Project

Objectives: Students will accurately compose a four-measure rhythm using specific

guidelines. [S4] [S5] Students will perform composed rhythms individually by counting and clapping.

[S2] Students will creatively perform individual rhythms combined with the three other

rhythms from group members while keeping a steady pulse. [S2]

Procedure: 1. Students will form groups of 4. (Will be two groups of three)

2. Students will receive Rhythms with Friends project handout containing step-by-step instructions, staff to compose rhythms, and criteria for project assessment.

3. Students will have 25 minutes to complete all steps of the project. Students will receive 10 minutes next class to finalize project before performance.


o Observe students participation throughout work time7. Supplemental Materials and Assessment Tools:

A. Daily LAMP Rhythms Exercises (10/15- 10/23): Student Copy/Rhythmic Examples

1. Student Copy

Name: _________________________________________

Daily LAMP Rhythm Exercises

2. Rhythmic Examples Key

B. Pie Game: Lesson #1

C. Introduction to Rhythms Worksheet: Lesson#2

Name: _____________________________________________

Lesson #2 Introduction to Writing Rhythm

Directions: Write a big number under the counts you would clap. Write a small number under the counts you would NOT clap. Draw parentheses around the counts you rest.

D. Introduction to Rhythms Continued Worksheet: Lesson #3

Name: ____________________________________

Lesson #3Introduction to Writing Rhythms Continued

Directions: Write a big number under the counts you would clap. Write a small number under the counts you would NOT clap. Draw parentheses around the counts you rest.

E. Ear Training worksheet: (Student Copy/Teacher Copy) Lesson #4

F. Bar Line Worksheet: Lesson #5

Name ____________________________________________

Bar Lines

Directions: Using the time signature given, fill in the missing bar lines. In addition, write in the counts to each line of music. (Time signatures: Line 1- 3/4, Line 2- 4/4, Line 3- 2/4)

G. Note Value Tree (Lesson #6)

H. Beat Value Graph (Lesson #6)

I. Music Math Activity Equations (Lesson #6)

- Quarter note + two eighths = 2

- Quarter note + quarter note = 2

- Half note – quarter note = 1

- Whole note – half note = 2

- Whole note + whole note = 8

- Dotted half note + quarter note = 4

- Half note – two eighths = 1

- Quarter note + quarter note + quarter note = 3

- Half note + half note + half note = 6

- Whole note – half note – two eighths = 1

- Two eighths + two eighths + two eighths = 3

- Quarter note – quarter note = 0

- Two eighths + two eighths + dotted half note + quarter note = 6

- Half note + two eighths + quarter note = 4

- Whole note – quarter note = 3

- Dotted half note – half note = 1

- Half note + half note + quarter note = 5

- Whole note + whole note + whole note = 12

- Half note – two eighths = 1

- Dotted half note – quarter note = 2

- Whole note – quarter note = 3

- Dotted half note + dotted half note = 6

- Two eighths + two eighths + two eighths + quarter note = 4

***Bonus/ Tie Breakers:

- Whole note – half note + quarter note + dotted half note = 6

- Quarter note + two eighths + quarter note + whole note = 7

J. Rhythms with Friends Project Handout: Lesson #7

Name___________________________________

Group Member Names: ______________________ , ________________________ ,

________________________

Rhythms with Friends!Assignment: Each member of the group will compose a different 4-measure rhythm that will be performed together. Be creative and have fun!!

Directions:

1) Form groups of four people.

2) Individually compose a 4-measure rhythm in 4/4 time.

Use only whole, half, quarter, eighth notes and rests

Be creative in your composition – use a variety of note values so each measure is

different

Be sure to write the rhythm neatly using the correct stem direction and placement

(write your rhythm on the ‘A’ space)

3) Once you have written out your rhythm, practice it alone to make sure you count

and clap it correctly with a steady pulse

4) Once everyone in your group has completed steps 1 – 3, clap your rhythms as an

ensemble (each member clapping their own rhythm)

You will be assessed on the following: Notation of individual rhythm Creativity of rhythm Steady tempo during performance Individual rhythmic accuracy during performance Ensemble performance

K. Rhythms with Friends Project Rubric: Lesson #7

Name___________________________ Score: /30

Group Member Names: ______________________ , ___________________ ,

______________________

Rhythms with Friends!(Performance Rubric)

5 4 2-3 1Rhythmic Notation

Rhythm is notated clearly and easy to read. Rhythm is in 4/4 time, on the A space, and has correct stem direction.

Most of the rhythm is clearly notated. Rhythm is in 4/4 time. Most of the notes are on the A space and have correct stem direction.

Not all parts of the rhythm are clearly notated. 2-3 measures have incorrect number of beats. More than half the notes are on the wrong space and have incorrect stem direction.

Rhythms unclear, difficult to read, and not in 4/4 time. All notes are written on the wrong space and all stem directs are incorrect.

Rhythmic Creativity

Rhythm uses each of the note/rest values indicated and each measure is different.

Rhythm uses a variety of different note/rest values and each measure is different.

Rhythm uses more than 2 note/rest values and 2 or 3 measures may be the same.

Rhythm lacks in note/rest value variety and multiple measures are the same.

Individual Performance

Rhythm is accurately performed as notated with no mistakes.

Rhythm is performed with 1-2 mistakes.

Rhythm is performed with 3-4 mistakes.

Rhythm is performed with 5 or more mistakes.

Steady Tempo No tempo errors. 1-2 tempo error 3-4 tempo errors 5 or more tempo errors

Ensemble Performance

All members start/end together. Creative performance from each member.

All members start/end together. One or two members may perform by the same means.

Most members start/end together. Most members perform by the same means.

Group does not start/end together. All group members perform by the same means.

Steady Tempo No tempo errors from any member of the group

1-2 tempo error 3-4 tempo errors 5 or more tempo errors

Comments: L. Student Feedback Questionnaire

Name_________________________________

Student Feedback

How comfortable did you feel with writing in counts BEFORE this rhythm unit? (5=incredibly comfortable, 1=very confused)

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How comfortable do you feel with writing in counts NOW? (5=incredibly comfortable, 1=very confused)

1 2 3 4 5

List two things you liked about this rhythm unit?

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List two things you disliked about the rhythm unit?

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List 3 ways you can use your knowledge from this unit in your musical future? (note values, steady pulse, bar lines, counting rhythms, writing in counts)

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