Unit Plan Outline

Teacher: Rylee Allen

Unit Title: Exploring Complex Rhythms: Polyrhythms & Polymeter
Class/Grade: World Music, 9-12
Number of Classes: 6

MA Frameworks:
Creating: 2. Organize and develop artistic ideas and work. Document
strategies used regularly to organize artistic ideas (e.g., building off of sub-
dominate scales, or composing using a sonata form). (AG.M.Cr.02)
Responding: 7. Perceive and analyze artistic work. Identify ways
contemporary musical compositions pushes boundaries of the genre and
discipline. (e.g., how Cher's use of Auto-Tune affected the music industry).
(AG.M.R.07)
Connecting: 11. Relate artistic ideas and works to societal, cultural and
historical contexts to deepen understanding. Identify the social, cultural, and
personal influences on one's musical style as a composer or musician.
(AG.M.Co.11)

National Standards: (Creating, Performing, Responding, Connecting)

MU:Cr1.1.C.IIa Describe and demonstrate how sounds and musical ideas can be
used to represent sonic events, memories, visual images, concepts, texts, or
storylines.
MU:Cr2.1.C.IIa Assemble and organize multiple sounds or musical ideas to
create initial expressive statements of selected sonic events, memories, images,
concepts, texts, or storylines.
MU:Re7.2.C.Ia Analyze aurally the elements of music (including form) of musical
works, relating them to style, mood, and context, and describe how the analysis
provides models for personal growth as composer, performer, and/or listener.

Rationale:
This unit will not only reinforce fundamental rhythmic concepts, but it will give
students more rhythmic concepts to familiarize themselves with and therefore
more rhythmic concepts to apply to their own compositions. This project will be
kept in a portfolio in order to expand upon it melodically and harmonically in later
units.

Essential Questions:
- What is a Polyrhythm?
- What is Polymeter?
- How can I employ Polyrhythm and/or Polymeter in existing and/or original
compositions?
Enduring Understanding:
Students will have a variety of rhythmic components to draw from or add to
musical improvisations, arrangements, and compositions. Additionally, students
will have learned a way to visually represent and/or figure out a polyrhythm
(outside of Western rhythmic notation).

Behavioral Objectives:
Students will be able to define Polyrhythm and Polymeter.
Students will be able to demonstrate Polyrhythms visually (using the “Rhythm
Ring” OR a visual representation of their choice).
Students will be able to listen to a piece or soundbite and identify Polyrhythms
and Polymeter.
Students will be able to demonstrate a Polyrhythm (vocally or with found sound
or an instrument).
Students will be able to create an Orff arrangement utilizing Polyrhythm or
Polymeter.

Assessment/Evaluation:
Informal: Learning Activities, EdPuzzle (for ex, Lesson 2)
Formal: Worksheets (such as “Rhythm on a Ring”)
Long Range Assignment/Project/Product: Orff Arrangement utilizing
Polyrhythm and/or Polymeter

Prior Knowledge and Skills:

Fundamental Rhythms and Corresponding Notation:
whole note, half note, quarter note, eighth note, sixteenth note, quarter
note triplet, eighth note triplet (and their corresponding rests)
Fundamental (Western) Meters:
2/4, 3/4, 4/4, 6/8, 9/8
(Beginner) Uneven Meters:
5/4, 7/4, 7/8
(MLT) Rhythm Syllables: Du (macrobeats), De (microbeats, usually 8 th notes), Ta
(micro beats, usually 16th notes)
Basic Understanding of Orff Instruments (rather, an understanding of what Orff
instruments are, and therefore what instruments would be in an Orff
arrangement)
Such as: found sounds, voice, mallet percussion, boom whackers, etc…
Use of Soundtrap (Audio and MIDI)… already being part of a “class” & having a
student account

Accommodations:
1. Neurodivergent and/or Physically Disabled Learners: Students that
may not typically maintain on track with the average speed of the class
will be accommodated by completing in-class partner or group work.
There will also be time in which students check-in with the teacher to
demonstrate understanding, or lack thereof. Students will also be able
to use found sounds, voice, or instruments that require little
physical/muscular control.
2. ELL: Lessons will be accompanied by visual elements (such as the
“Rhythm Ring” for example). Additionally, any music jargon will be
defined or reviewed in class so as to keep the EL Learners as
informed/up to date as their peers.
3. Accelerated Learners: Students prepared to go beyond the average
pace of the class may find “bonus” opportunities in which they may
choose to take on additional practice or musical research (such as
coming up with a new visual demonstration for polyrhythms).
Accelerated Learners may also find opportunities in “buddying up” with
other students in order to both provide stimulation for them, and help
their peers maintain on pace with the class.

School to Home/Community Connection:

Students can connect this knowledge to their daily lives by trying to identify
Polyrhythms or Polymeters in songs they listen to (examples of popular music
will be shown in class in order to demonstrate that these rhythms exist in pop
culture). Their community and global citizenry can be intertwined with this Unit
by citing an example of Polyrhythm or Polymeter in a song or piece composed by
a person of their ethnic/religious/environmental/other background, as well as
using that same Polyrhythm or Polymeter in their own arrangement or
composition.

Activator:
Listening Activities (such as Rhythmic Dictations) as well as Singing Activities
(such as singing notated rhythms with MLT syllables).

Repertoire:
(List all music literature, scores, octavos, videos, recordings etc.)
“Daydreaming” by Radiohead
“Is This Love?” by Bob Marley
“Fake Empire” by The National
“Xavi” by Snarky Puppy
Songs that use Polyrhythms & Polymeters, Video by David Bennet:
https://youtu.be/GVDGxWL9oOo
“Polyrhythmic”, Playlist on Spotify by Mark Tramischus:
https://open.spotify.com/playlist/3CakmPKiMpXBAG7K22qLs6?
si=36a9ad3b7a614a00

Materials Needed:
Orff Instruments:
boom whackers, mallet percussion, bongos, cajon(s)
Voice, Found Sounds, Pencils, Staff Paper, Blank Paper, Teacher-Provided
Worksheets (see below with Lesson Plan), Laptops

Lesson Outlines

1. Rhythm Review & Intro to Polyrhythms

Behavioral Objective: Students will be able to define Polyrhythms
Assessment/Evaluation: Students will be informally assessed by
completing a worksheet at home
Prior Knowledge and activator: Rhythmic dictation
Lesson content:
 rhythmic dictation
 listening activity (“Daydreaming” by Radiohead)
 see the “rhythm ring”
 define polyrhythm
 listen to several polyrhythm examples (& see matching “rhythm rings”)
 students complete a “rhythm on a ring” worksheet (part in class, part hw)

2. Polyrhythms Continued
Behavioral Objective: Students will be able to identify presence of
Polyrhythms in a song & demonstrate a Polyrhythm
Assessment/Evaluation: informal evaluation through EdPuzzle & “bonus”
assignment
Prior Knowledge and activator: review of the “Rhythm on a Ring”
worksheet
Lesson content:
 review “Rhythm on a Ring” worksheet questions & answers
 take a look at more examples of polyrhythms in pop music
 listening activity: students identify polyrhythms (answering whether they
are 2:3, 3:2, 3:4, 4:3, etc)
 EdPuzzle about polyrhythm & previewing Polymeter
 “bonus” assignment: create a different visual representation of polyrhythm
3. Intro to Polymeter
Behavioral Objective: Students will be able to define Polymeter
Assessment/Evaluation: Informal assessment of student understanding of
Polymeter by assigning them to find at least two songs which use/contain
it
Prior Knowledge and activator: rhythmic dictation
Lesson content:
 rhythmic dictation (review polyrhythm)
 listening activity (answer questions about a song containing Polymeter)
 define Polymeter
 listen to & look at examples of Polymeter
 find at least two songs that contain Polymeter (hw assignment)

4. Creating an Orff Arrangement (ft. Polyrhythm or Polymeter)

Behavioral Objective: Students will be able to use prior knowledge of Orff
instruments & new knowledge of Polyrhythm/Polymeter in order to choose
a song to arrange & begin a map of their arrangement
Assessment/Evaluation: Informal assessment through Polymeter
examples & Kahoot
Prior Knowledge and activator: Sharing song examples of Polymeter
Lesson content:
 students share their two songs to demonstrate Polymeter
 students define Polyrhythm and Polymeter & share examples (via song or
clapping etc)
 class activity: Kahoot for Orff instruments
 instructions for the Orff Arrangement
 begin mapping your arrangement (continued as hw if needed/wanted)

5. Dedicated Arranging & Check In Time

Behavioral Objective: Students will continue working on their Orff
Arrangement and check in with the teacher regarding their Arrangement
Assessment/Evaluation: formal evaluation begins with Orff arrangement
Prior Knowledge and activator: checking in with teacher & presenting their
arrangement idea
Lesson content:
 students will each check in with the teacher to share their arrangement
idea & what they have so far for their “map”
 students spend class time crafting their arrangement & asking questions
to peers/teacher
 students record their arrangement in Soundtrap
 arrangement becomes hw if students are still working

6. Completing & Presenting Your Arrangement

Behavioral Objective: Students will be able to present a recording
of their arrangement, as well as identify & demonstrate the
 Polyrhythm/Polymeter in their arrangement
arrangement
Assessment/Evaluation: formal evaluation through presentation of Orff
arrangement… long range evaluation in alter units as they continue to
edit, build off, or recreate this arrangement/composition
Prior Knowledge and activator: redefining polyrhythm, polymeter, and
clapping a polyrhythm together
Lesson content:
 students once again define Polyrhythm & Polymeter for teacher/class
 clap a polyrhythm together
 students take turns sharing Orff arrangement + identifying/describing their
Polyrhythm/Polymeter
 end by discussing how the arrangement will be saved & edited or
recreated in upcoming units
 Lesson 1/6

Name: Rylee Allen Date: 25 March, 2021

Grade: High School Class Type: World Music

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what
you want the students to be able to do by the end of the class.)

Students will complete a rhythmic dictation (consisting of quarter, eighth, sixteenth, quarter note
& eighth note triplets) in order to demonstrate understanding/prior knowledge of fundamental
rhythms.
Students will learn to define a polyrhythm.
Students will visually, aurally, and kinesthetically represent polyrhythms.
Students will demonstrate understanding of Polyrhythms by identifying them within song
examples.

2.Assessment: (What evidence will show that the students understand? Describe the assessment
used – formal and informal assessments based on learning objectives.)

Students will informally demonstrate understanding by completing a “rhythm ring” worksheet.

Students will demonstrate understanding by creating a polyrhythm using the ring on the same
worksheet.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will
be addressing in their entirety.)

MU:Cr1.1.C.IIa Describe and demonstrate how sounds and musical ideas can be used to
represent sonic events, memories, visual images, concepts, texts, or storylines.

MU:Cr2.1.C.IIa Assemble and organize multiple sounds or musical ideas to create initial
expressive statements of selected sonic events, memories, images, concepts, texts, or storylines.

MU:Re7.2.C.Ia Analyze aurally the elements of music (including form) of musical works,
relating them to style, mood, and context, and describe how the analysis provides models for
personal growth as composer, performer, and/or listener.

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that
you will be addressing in their entirety.)

Creating: 2. Organize and develop artistic ideas and work. Document strategies used
regularly to organize artistic ideas (e.g., building off of sub-dominate scales, or composing using
a sonata form). (AG.M.Cr.02)
Responding: 7. Perceive and analyze artistic work. Identify ways contemporary musical
compositions pushes boundaries of the genre and discipline. (e.g., how Cher's use of Auto-Tune
affected the music industry). (AG.M.R.07)
Connecting: 11. Relate artistic ideas and works to societal, cultural and historical contexts
to deepen understanding. Identify the social, cultural, and personal influences on one's musical
style as a composer or musician. (AG.M.Co.11)
5. Required Prior Knowledge and Skills: (What must students know to be successful.)

Fundamental Rhythms and Corresponding Notation:

whole note, half note, quarter note, eighth note, sixteenth note, quarter
note triplet, eighth note triplet (and their corresponding rests)
Fundamental (Western) Meters:
2/4, 3/4, 4/4, 6/8, 9/8
(Beginner) Uneven Meters:
5/4, 7/4, 7/8
(MLT) Rhythm Syllables: Du, De, Ta

6. Material, Repertoire, Equipment needed: (Be sure to include music titles, composer/arranger,
text etc.)

Repertoire: “Daydreaming” by Radiohead, “Is This Love?” by Bob Marley, “Fake Empire” by
The National, “Xavi” by Snarky Puppy
Material/Equipment: Paper/Pencil (or Whiteboard/Marker), Worksheet (provided by teacher)

7. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson.)

Rhythmic dictation will serve as review of fundamental rhythms and meters, and singing back the
correct answer/rhythm will review MLT rhythm syllables.

8. Accommodations: (Special Needs, ELL, etc.)

Since this lesson relies relatively little on English Comprehension, English Language Learners
should fare well with the central visual component of this lesson. As for special needs, this
lesson is easy to check in with students on since the worksheet will be filled out as the lesson
goes along. Students may be partnered up to accommodate students that feel as though they need
additional help or time. If there is a student with an IEP or 504 in place, their worksheet and due
date would of course be changed beforehand. For learners who may be ready to move faster, they
can provide more complex examples of polyrhythm on their worksheet.

9. Agenda: (List items to be taught and post.)

rhythmic dictation
listening activity (“Daydreaming” by Radiohead)
“rhythm ring”
define polyrhythm
polyrhythm examples
EdPuzzle (hw assignment)

10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

Rhythmic Dictation – Students will complete three to four rhythmic dictations in 7 min
order to review fundamental rhythms and meters. After each rhythmic dictation is
corrected, students will sing the rhythm back to the teacher using MLT syllables.

B. Learning Activities: (What learning experiences and instruction will enable

students to achieve the desired results – have more learning activities than you need.)

1. Listening & Reflecting 5 min

Students will listen to a portion of “Daydreaming” by Radiohead… (note that
“Daydreaming” is one of the 4:3 polyrhythm examples that we will revisit during class.
This is our activator). Students will read & answer these questions:
1. Listen to the music playing: Is there anything interesting/unique going on to
your ears?
2. Please list the qualities you may have found interesting/unique.
Students will keep their answers to reflect again when we revisit the song later in the
lesson.

2. Define Polyrhythm 5 min

Students will write down the definition of Polyrhythm on their worksheet.
Students will get to listen to “Daydreaming” again and discuss how what they are
hearing is a 4:3 polyrhythm.
Students return to the definition of a Polyrhythm and break down why it is writing as
“4:3” or “4 against 3”.

3/4. “Rhythm Ring” + Polyrhythm Examples 10 min

There will be a class discussion about how we could represent rhythm as a circle,
rather than using music notation for these rhythms.
Students will listen to more examples of polyrhythms (such as 3:2, 3:4 and 4:3) and see
visual examples of the polyrhythms on a “rhythm ring” (expanding on the circle for
rhythm notation). The songs from the repertoire list will have their polyrhythms
visually represented on Groove Pizza, and students will have an opportunity to listen to
the isolated Polyrhythm.

.C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for C.
understanding. Could be a ticket to leave as individuals or group answers.)

Ticket out the Door: Completed definition for Polyrhythm on “Rhythm Ring” 3 min
worksheet and filled out at least one sample Polyrhythm.

D. Assignment: D.

Students’ assignment will be to complete any components of the worksheet that they
did not finish during class.

Note: See attached worksheet below.

 Lesson 2/6

Name: Rylee Allen Date: 25 March, 2021

Grade: High School Class Type: World Music

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what
you want the students to be able to do by the end of the class.)

Students will review the definition of Polyrhythm in order to affirm understanding.

Students will identify Polyrhythms (within more pop music examples) by identifying them as 2:3,
3:2, 3:4, 4:3, etcetera.
Students will demonstrate understanding and practice Polyrhythm identification by completing an
EdPuzzle about polyrhythms.

2.Assessment: (What evidence will show that the students understand? Describe the assessment
used – formal and informal assessments based on learning objectives.)

Students will informally demonstrate understanding during Polyrhythm identification in class.

Students will formally demonstrate understanding by completing an EdPuzzle assignment.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will
be addressing in their entirety.)

MU:Cr1.1.C.IIa Describe and demonstrate how sounds and musical ideas can be used to
represent sonic events, memories, visual images, concepts, texts, or storylines.

MU:Cr2.1.C.IIa Assemble and organize multiple sounds or musical ideas to create initial
expressive statements of selected sonic events, memories, images, concepts, texts, or storylines.

MU:Re7.2.C.Ia Analyze aurally the elements of music (including form) of musical works,
relating them to style, mood, and context, and describe how the analysis provides models for
personal growth as composer, performer, and/or listener.

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that
you will be addressing in their entirety.)

Creating: 2. Organize and develop artistic ideas and work. Document strategies used
regularly to organize artistic ideas (e.g., building off of sub-dominate scales, or composing using
a sonata form). (AG.M.Cr.02)
Responding: 7. Perceive and analyze artistic work. Identify ways contemporary musical
compositions pushes boundaries of the genre and discipline. (e.g., how Cher's use of Auto-Tune
affected the music industry). (AG.M.R.07)
Connecting: 11. Relate artistic ideas and works to societal, cultural and historical contexts
to deepen understanding. Identify the social, cultural, and personal influences on one's musical
style as a composer or musician. (AG.M.Co.11)
5. Required Prior Knowledge and Skills: (What must students know to be successful.)

Fundamental Rhythms and Corresponding Notation:

whole note, half note, quarter note, eighth note, sixteenth note, quarter
note triplet, eighth note triplet (and their corresponding rests)
Fundamental (Western) Meters:
2/4, 3/4, 4/4, 6/8, 9/8
(Beginner) Uneven Meters:
5/4, 7/4, 7/8
(MLT) Rhythm Syllables: Du, De, Ta

6. Material, Repertoire, Equipment needed: (Be sure to include music titles, composer/arranger,
text etc.)

Repertoire:
Material/Equipment: Paper/Pencil (or Whiteboard/Marker), Worksheet (provided by teacher)

7. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson.)

Reviewing “Rhythm on a Ring” worksheet will review Polyrhythms, Polyrhythm definition, and
fundamental meter.

8. Accommodations: (Special Needs, ELL, etc.)

Since this lesson relies relatively little on English Comprehension, English Language Learners
should fare well with the central visual component of this lesson. As for special needs, this
lesson is easy to check in with students on since the worksheet will be filled out as the lesson
goes along. Students may be partnered up to accommodate students that feel as though they need
additional help or time. If there is a student with an IEP or 504 in place, their worksheet and due
date would of course be changed beforehand. For learners who may be ready to move faster, they
can provide more complex examples of polyrhythm on their worksheet.

9. Agenda: (List items to be taught and post.)

Review “Rhythm on a Ring”

Polyrhythms in Pop Music + Identifying Them
EdPuzzle
“Bonus” Assignment

10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

Review “Rhythm on a Ring” 6 min

Students will share examples of their worksheet answers (multiple, since there is a
variety of correct answers).
B. Learning Activities: (What learning experiences and instruction will enable
students to achieve the desired results – have more learning activities than you need.)

1. Polyrhythms in Pop Music 6 min

Students will shuffle through a playlist of “Polyrhythm Pop” (not entire songs, only
listening to clips of the polyrhythms) and write down a few songs that they like, or at
least songs that contain polyrhythms they like.

2. Polyrhythm Identification 7 min

Students will listen to more snippets of polyrhythms within songs and have a paper
infront of them where they write down what the polyrhythm is (for ex: 2:3, 3:2, 3:4,
4:3). Students will hold onto this sheet as their “ticket out the door”. Students will get
to learn the correct answers at the end of class.

3. EdPuzzle 7 min
Students will complete an EdPuzzle reviewing Polyrhythm (and previewing Polymeter)
in class. Anything not finished will not be held against the students. They can
optionally complete it at home, or they can stop wherever they run out of time in class.

4. “Bonus” Assignment 2 min

End class by giving instructions for an optional “bonus” assignment: If you can come
up with a different way to visually represent Polyrhythms, you will get an advantage on
an upcoming project (the teacher will record one of the parts in your Orff Arrangement
in lessons 4-6).
C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for C.
understanding. Could be a ticket to leave as individuals or group answers.)

Ticket out the Door: Go over the correct answers to Polyrhythm Identification & 2 min
collect students’ papers as they leave class.

D. Assignment: D.

“Bonus” Assignment is optional.