Year 3/4 Rhythm Starter Bank

Here is a selection of simple games that only require the year 3/4 pack of
rhythm cards. Each game can be made more challenging as the children progress
by adding more complex rhythms, increasing the number of cards that you use
or adding additional instructions. Any of the games below would work well with a
confident child leader, rather than the teacher. They can also be played using
rhythm sticks, other percussion instruments or other body percussion sounds
(for example, rather than clapping, why not change a game slightly by asking the
children to tap, click or stamp the rhythms?) It is fun to do some of these
activities to the rhythm backing tracks.

1. North, South, East, West – Stick 4 rhythm cards on four walls/corners

of the room. Clap one of the four rhythms. Children then move/turn to
the appropriate corner. Repeat.

2. Which rhythm is missing? – Display 3 rhythm cards. As a class, clap each

displayed rhythm a few times to try to remember them. Children then
shut their eyes as you remove one of the cards. Can the children work out
which one is missing by looking at the remaining cards? Encourage
children to clap their guesses, rather than try to explain the missing card
using words. Return the missing card and repeat.

3. Who has __? – Split children into small groups (perhaps at their tables).
Give each group a rhythm card. Clap one of the group’s rhythm cards. The
group that has the matching card raises their hands in the air. Repeat.
This would also work by giving individual children or pairs a card when the
children are sitting on the carpet.

4. Bingo!- Split children into small groups (perhaps at their tables). Give
each group 3 rhythm cards. Clap some rhythm card rhythms. When a
group realises they have a rhythm you have clapped, they hold their
rhythm in the air. Check that they are correct, then allow the group to
turn over that rhythm card. Continue until one group has all of their
cards turned over and can shout “bingo!” to win the game.

5. Forbidden Rhythm (don’t clap this one back) – Select one rhythm card,
display it to the children and explain that this is now the “forbidden
rhythm.” All clap the forbidden rhythm once to check understanding. Clap
a variety of rhythms (you might like to look at the cards yourself whilst
doing this). Children clap each rhythm back to you. However, when you
clap the “forbidden rhythm,” children don’t clap.

6. Rhythm Train – Invite 4 children to the front of the class. Give each
child at the front one rhythm card to hold up for the class to see. As a
class, clap each child’s rhythm in a row. Can you extend a rhythm train of
 4 by inviting up another child and clapping five/six rhythms in a row? How
long can you make your rhythm train?

7. Clap to the music – Play a 4/4 track (from the 4/4 track bank) and hold
up rhythm cards for children to clap or snap or stamp in time with the
music. Try to hold up the next card as quickly as possible, so that the
children have a little time to look at it before they clap/snap/stamp.

8. I clap, you write – Children work in pairs with a rhythm card each and
one whiteboard to share. Child A clap/say rhythm card to child B who
attempts to notate rhythm on their whiteboard, as it appears on the
rhythm card. Use the card to check that it’s correct and then swap roles.

9. Splat! – Display some rhythm cards on the board (start with 3 and add
more as the children become more confident with this game). Select 2
children to stand facing away from the board. Clap one of the rhythms on
the board and then say “go!” The two children must then turn around and
try to be the first to “splat” the correct card by touching it on the
board. Repeat with different children.

10. Spot the rhythm – Display 4 rhythm cards on the board and label
them A, B, C and D. Children to work individually or in pairs with a
whiteboard. Clap or say one of the four rhythms displayed. Children
record on their whiteboards the letter that matches the rhythm they
heard (A, B, C or D). Hold up whiteboards to check. Repeat by clapping a
different displayed rhythm.

11. Spot the left out rhythm – A variation on ‘Spot the rhythm?’
Display 4 rhythm cards on the board and label them A, B, C and D.
Children to work individually or in pairs with a whiteboard. Clap or say
three of the four rhythms displayed. Children to record on their
whiteboards the letter that matches the rhythm that was left out.

12. Rhythm speed challenge – Teacher: stand at the front of the

room holding the rhythm cards (either the whole set or a selection of 5
or more). The class line up in front of the teacher in one long line (this
may have to snake around the classroom a little!) Start a timer. Hold up
the first rhythm card to the first child in the line for them to clap/say
to you. This child can then move to the back of the line so the next child
can look at the next rhythm card. Repeat until the first child is back to
the front of the line. Stop the timer! How fast was your speed trial? Can
you beat your time?

13. Rhythm card speed challenge battle- A slight variation of the

game above. Split the class into two long lines, one in front of you, the
 other in front of a child leader. Start the timer. Which line can complete
their speed challenge first?

14. Stand up, sit down, turn around – Display 3 rhythm cards and
assign an instruction to each rhythm (for example “when I clap rhythm A
sit down, when I clap rhythm B you must turn around” when I clap rhythm
C you must put your hands on your head etc). Clap the rhythms for the
children to follow the instructions. As children get more confident, add in
more rhythms or change the instructions. The children could think of
their own instructions for rhythm cards.

15. Body percussion rhythms – Agree a short list of body percussion

sounds with the children (for example: stamp, clap, a vocalised “sssh”)
Display a rhythm card for the children to stamp, display another that the
children must clap and a third for the children to “sssh.” Repeat with all
the cards, alternating between stamping, clapping and “ssshing.” As the
children become more confident, add a longer sequence of body
percussion rhythms or ask the children for different suggestions.