Lesson 5 – Rhythm

Rhythm, one of the most important elements of music, is present in our

everyday lives-in nature, in speech, and in how we move. The change of
seasons, the daily schedules we have, the day and night cycle, and the ebb
and flow of tides are just but a few examples which remind us of the
presence of rhythm. Every person has certain sensitivity to rhythm-it may be
active or dormant. Just listen to your heartbeat and you would know
everyone has rhythm in them.

THINK: Experiencing Rhythm and Tempo

Rhythm is a regular, orderly recurrence of sound and silence, the aspect of
music that gives if forward movement. In music, the value of rhythm is of
utmost importance, together with tempo, which dictates how slow or how
fast these rhythms are to be realized. These two concepts are usually always
closely connected to each other.

It is evident that children have an innate love for motion, as seen in their interest in games, play,
and other physical activities. Rhythm and tempo offer a lot of opportunities that lend not only musical
understanding, but also enjoyment for elementary students. As music teachers, we have to create
avenues for our students to tangibly experience rhythm, for it is one of the fundamental factors of life.
In music, rhythm contributes to learning through these ways:
1. Rhythm helps develop a child’s imagination and in expression of feelings and thoughts,
especially through bodily motions.
2. Rhythm helps build muscular control and coordination. Generation a physical response is the
proper approach to teaching rhythm. Body motions used in activities must have an initial
emphasis on big motions (children must first learn how to coordinate bigger muscles before
smaller muscles).
3. Rhythm develops pattern identification skills and helps create meaning when a student sees or
hears these patterns on a piece of music.
4. Rhythm can aid children experience how to work and perform cooperatively with others.
Considerations When Teaching Rhythm and Tempo
Physical activities are the best way of children to fully understand and experience rhythm.
Start with a slow tempo (speed), gradually increase it as the students gain mastery.
Here is an example when teaching between two types of note values (quarter and height):

Durations: ___ ___ _ _ __

Say: High Low come, lets go!

Clap: * * * *
In this example, we may use a simple rhyme for the students to say. First, the teacher says the
rhyme while clapping the beat (in the case in 4/4). Afterward, repeat the rhyme. Clapping the rhyme
of each sound or syllable. Thus:

Let the students repeat what you did. Then, let them identify the beats in the rhyme. Lastly,
ley them decipher the short (eight note) and the long (quarter note) note sit would be good to have a
visual aid to guide the students. You may use a more colorful or attractive icon to represent the
“Duration” lines for the children, or may ask the children to come up with their own images. Lengthen
the rhymes as necessary. You may also use other bodily motions besides clapping, like tapping,
“tunog-tao,” or using classroom objects as percussion instruments. Activities like this one are to be
constantly repeated and their difficulty raised as the students’ understanding grows.
Here are some body motions that teachers may incorporate in teaching rhythmic activities:
1. Clapping the beats of a melody of rhythmic pattern
2. Walking or marching
3. Skipping, hopping, or jumping
4. Running
5. Pushing and/or pulling
6. Stretching
Here are some general goals that must be achieved when doing these activities:
1. Identifying pulses or beats, and also which beats are strong and which are weak.
2. Identifying slow from fast motions, and the ability to do them either fast or slow.
3. Alertness in doing physical responses.
4. Understanding the form and interpretation of music.

Imitating Rhythms
Find a partner and clap/tap or play on rhythm instrument a
short rhythmic pattern. Have your partner imitate the same
rhythm to you at the same tempo. Afterward, it will be your
turn to imitate the rhythm given by your partner. Increase
rhythm difficulty until someone misses one. Keep track of
how many each of you got correct before he/she missed.
Record the activity form the beginning up to the last step and send it to the LMS or
mbarbolino35@gmail.com.
Research
Research other music activities involving rhythm. Compile three
activities, one each for Grade 4, 5, and 6. Share and discuss them in class and
 state the reasons why you chose these activities and why they are appropriate
for each grade level. You may write your answers in the space provided.

Rhythmic Activity for:

Grade 4:

Background: Rhythm is a strong, repeated, pattern of

movement, or sound.

Let’s Get Started:

1. Warm up your body by

doing some dynamic

stretching (30 seconds of

arm circles, 30 seconds of

high knees, 20 jumping

jacks)

2. Follow along with this

Rhythm Video.

● You could use scarves,

bandanas, or grocery

bags if you would like,

but not necessary

 Grade 5
Theme: Rhythmic Activities
Grade 5
IN MOVEMENT
1. Perform locomotors skills to
music in patterns and routines.
(GCO 1, KSCO 1, 4, 5, 6, 9)
ABOUT MOVEMENT
2. Identify the effects of rhythm
on movement and on the body.
(GCO 3, KSCO 1, 2)
3. Identify challenges of
performing routines in a large
group. (GCO 2, KSCO 2, 3, 4)
THROUGH MOVEMENT
4. Demonstrate care and concern
for5self and others.
Grade
(GCO 4, KSCO 1, 2; GCO 6, KSCO 1, 2,
3, 4)
Rhythmic activities give students an opportunity for self-expression
and creativity while at the same time providing a chance to interact
with partners and groups.
Skills and activities to music include: locomotors skills, ball skills,
precision movement routines, folk and international dances, and
creating and performing a musical routine with a partner and in a
group.
Students will also have opportunities to discuss the history of dances
performed; investigate the effects of musical accents, phases and
changes on movement; and consider the effects of dance on
cardiovascular fitness.
Activities:
Learn and practice specific dance steps used in routines: promenade,
skip, do si do and swing.
Bring in a line dancing video or live instructor to teach the class the
more common line dances. The routines could be performed at an
assembly or concert.
Create line dances and teach the class.
Identify problems of communication and cooperation when
performing a dance routine in a large group.
Choose an international or folk dance, research it, and demonstrate
one or move moves of the dance to the class.
Using themes such as sports, seasons, and holidays, create dances or
dance steps.
Listen to a piece of music and then create dance steps.
Where possible invite a local square-dance caller in to help students
perform a simple square dance.
Grade 6
IN MOVEMENT
1. Perform locomotor skills to
music in patterns and routines.
(GCO 1, KSCO 1, 4, 5, 6, 9)
ABOUT MOVEMENT
2. Identify the effects of rhythm
on movement and on the body.
(GCO 3, KSCO 1, 2)
3. Propose strategies to challenges
of performing routines in a large
group. (GCO 2, KSCO 2, 3, 4)
THROUGH MOVEMENT
4. Demonstrate care and concern
for self and others. (GCO 4, KSCO
1, 2) (GCO 6, KSCO 1, 2, 3, 4)
Self expression and creativity can be developed through rhythmic
activity. Students interact with others in performing and creating
dance routines while at the same time contributing to their level of
fitness.
Skills and activities to music include: locomotor skills, ball skills,
and moving in a variety of ways such as circles and squares,
performing a variety of folk and dance routines, and creating and
performing a dance or musical routine with a partner or in a group.
Students will also gain a basic knowledge of the history of dances
performed, discuss the relationship between dance and cardio-vascular
fitness, show an appreciation for dance as a way to improve fitness,
and solve problems of large group participation.
Activities:
To begin new steps or develop new routines, students move to music
trying to invent movement to accompany or fit the music being
played. Help them perform movements to music selected by the
teacher, other students or self.
Bring in a line dance instructor or square dance-caller who can lead the
 Challenge: Problem-solving
Answer the questions below and write your answer in the space provided.
Questions: is it possible to encounter a student who cannot count or beat in time? In the
event of this possibility, what approaches or activities can be done to help the student
enable his/her rhythmic sensitivity?

Answer: Yes, we all have rhythmic abilities. If we didn’t, we couldn’t walk or talk.
Ask them to repeat a somewhat rhythmic sentence back to you. Problems with pulse and
with counting are widespread enough that I suspect the root causes are often
misdiagnosed.  Using terms like "defiant" or "don't want to follow instructions" may just
reflect that the teaching strategy is wrong for that particular child, even if it worked well on
many others. Approaches or activities can help student who enable his/her rhythmic activity
is first Simply clapping along with the pulse of the music works wonders. Start with
singing simple songs and clapping along. Your students can also try clapping along
while you play the piano.
The perception and performance of rhythmic movement bring together several
different brain functions.

Harness: Percussion Remix

Be ready for a noisy activity. Choose one song that you have recording
of. Create a new, unique percussive rhythm to accompany the recording
of your chosen song. You may clap, tap, stomp, or use any percussion
instrument (even books, pens, clips or sticks among others) or a
combination of these. You may also sing the vocal line if you want to. Be
ready to perform it in class.

Title song:
_________________________________________________________________________