CREATING A RHYTHM COMPOSITION

Rhythm: The arrangement of long and short sounds within a beat.

Composer: Someone who creates music.

Notation: A set of written symbols used to represent music

Composition: A piece of music

Rhythm Notation Vocabulary

•Whole Note•Dotted Half Note

•Half Note•Quarter Note•Eighth Note•Sixteenth Note

•Whole Rest•Half Rest•Quarter Rest•Eight Rest

• Time Signature: Shows the beat of the music and how many beats per measure

• Bar line: Divides music into measures

• Double Bar Line: Shows the end of the composition

• Repeat Sign: Shows to repeat the composition or a section of the composition

• Measure: The group of music in between bar lines

Notation Vocabulary

Find the following in the composition:

• Whole Note• Half Note• Quarter Note• Eight Note• Sixteenth Note• Time

Signature• Bar Line• Measure• Double Bar

Line• Repeat Sign

Complete this pyramid so that each line equals four beats. Remember each note has a different number value of beats. Whole= 4 beats

Half= 2 beats

Quarter= 1 beat

Eighth= ½ beat

Sixteenth= ¼ beat

Let’s work with time signatures

Can you add these music math problems?

Let’s compose a Rhythm Composition together…. Requirements: 4 measures long in 4/4 time.

Use at least four different rhythms/rests.Make a “final- sounding” ending.

Rhythm Packet Practice• With a partner create four measures of rhythm in 4/4 time.

• When done, raise your hand for me to check the math.

• If correct, practice counting what you created while clapping the rhythm together (Help each other…you should sound like one person!).

• Make sure you are starting together, staying together and stopping together.

Rhythm Composition #1

Step 1• Using the rhythm

packets, create a rhythm composition with your partner.

• As you create, work together towards an interesting composition

Composition Requirements:• 4 measures long in 4/4

time.• Use at least four different

rhythms/rests.• Make a “final- sounding”

ending.

Step 2• Notate your

composition clearly so that anyone else could read and perform it.

• Reflect on the “Notating your Composition” Rubric before handing in your composition.

• Hand in final copy.

Step 3• You will get your

final copy of your composition back.

• Select rhythm instruments to perform your composition for the class.

• Practice, reflecting on the “Performing your Composition” Rubric

• Perform your composition from your notation with instruments.

Task: Create, notate and perform a rhythm composition with a partner.

“Notating your Composition” RubricExceeds Meets Progressing Needs Work

• Our composition is interesting. Thought was put into the sound and flow of the piece.

• Our composition is notated clearly and neatly.

• Our time spent composing and notating was used wisely and to the fullest!

• Our composition meets all the requirements.

• Our composition is neatly notated.

• Our time spent composing and notating was used wisely.

• Our composition is missing some of the requirements.

• The notation of our composition is hard to read or notated incorrectly.

• We could have used our time spent composing and notating better.

• We noted rhythms on the paper but we did not demonstrate an accurate understanding of rhythm.

• We did not work well together or use our time spent composing and notating wisely.

“Performing Your Composition” RubricExceeds Meets Progressing Needs Work• The performance of

our notation was played with ease.

• Our counting of the

rhythm was precise and together.

• Our time spent

practicing was used wisely and to the fullest!

• The performance of our notation was accurate. We played what we wrote.

• We maintained a steady beat throughout the performance (The tempo did not change).

• We started together, stayed together and stopped together.

• Our counting of the rhythm was correct.

• We used our practice time wisely.

• The performance of our notation was accurate for the most part. We played what we wrote with a few mistakes BUT…

• We did not maintain

a steady beat (the tempo sped up or slowed down) OR…

• We did not start together, stay together or stop together OR…

• Our counting of the rhythm was incorrect a

• We could have used our practice time better.

• The performance of our notation was incorrect for most of the performance.

• We lost our place in the music.

• We did not demonstrate an understanding of counting rhythm.

• We did not work well together or use our practice time wisely.