Rhythm: Arithmetic

Beginning

1. Teacher claps a sound.
2. Students repeat that sound.
3. Teacher repeats that sound and adds a sound to it.
4. Student repeats the combined sounds.
5. The process repeats until the teacher has created a rhythm pattern from the rhythm grid.

Intermediate

1. Teacher adds two rhythm combinations.
2. Student repeats the two rhythm combinations.

Advanced

1. Teacher prompts, “Combine two, three, or four different patterns.” Teacher does not model them.
2. Students combine two, three, or four different rhythm patterns.

Beginning

1. Teacher claps a combination of four to six rhythm sounds.
2. Student repeats the combination of rhythm sounds.
3. Teacher repeats the combinations of sounds and subtracts 1 sound.
4. Student repeats the combinations of sounds and subtracts the same 1 sound.

Intermediate

1. Teacher demonstrates two rhythm combinations.
2. Teacher then removes one of the combinations.
3. Student repeats the two original combinations and removes the same combination.

Advanced

1. Teacher combines two, three, or four different patterns.
2. Teacher prompts, “Subtract a pattern from the group.”
3. Students subtract a rhythm pattern from the group.

Beginning

1. Teacher claps combination of rhythm sounds.
2. Students repeat combination.
3. Teacher prompts, “Repeat four times.”
4. Students repeat combination four times.

Intermediate

1. Teacher demonstrates one combination.
2. Teacher prompts, “Repeat four times.”
3. Students repeat the original combination and repeat it four times.

Advanced

(To augment a rhythm can mean to multiply its length proportionally equal)

1. Teacher prompts the students to choose a rhythm pattern and proportionally augment the pattern. (quarter eighth eighth becomes half quarter quarter)
2. Student demonstrates a pattern and then augments (multiplies) the rhythm.

Beginning

1. Teacher claps a combination of sounds from the rhythm combinations.
2. Teacher prompts, “Separate (divide) the sounds from each other.”
3. Student repeats the combination then separates the sounds.

Intermediate

1. Teacher demonstrates on combination four times.
2. Teacher prompts divide in half.
3. Students demonstrate original combination then divide in half.

Advanced

(To diminish a rhythm can mean to divide its length proportionally equal)

1. Teacher prompts the students to choose a rhythm pattern and proportionally diminish the pattern. (quarter eighth eighth becomes eighth sixteenth sixteenth)
2. Students demonstrates a pattern and then diminishes (divides) its rhythm.

Beginning

1. Teacher claps/ta’s/speaks a rhythm pattern from the grid of patterns.
2. Teacher prompts, “Repeat and add another of the same pattern.”
3. Students repeat original pattern and add another of the same pattern.

Intermediate

(Now sung)

1. Teacher sings a rhythm pattern once on "Lu," solfege, or numbers.
2. Teacher prompts, “Add two, three, or four repetitions.”
3. Students repeat original pattern and add repetitions.

Advanced

(Singing combined patterns – introducing silence/rests)

1. Teacher sings a combination of rhythm patterns.
2. Teacher prompts, “Repeat the combination and another combination.”
3. Students repeat combination and add another combination.

Beginning

1. Teacher claps/ta’s/speaks a rhythm two, three, or four times from the grid of patterns.
2. Teacher prompts, “Repeat and subtract one of the patterns.”
3. Students repeat and subtract one of the patterns.

Intermediate

(Now sung)

1. Teacher sings a rhythm pattern on "Lu," solfege, or numbers two, three, or four times.
2. Teacher prompts, “Subtract two, three, or four repetitions.”
3. Students repeat original pattern and subtract repetitions.

Advanced

(Singing combined patterns – introducing silence/rests)

1. Teacher sings a combination of rhythm patterns.
2. Teacher prompts, “Remove a rhythm pattern from the combination.”
3. Students repeat combination and remove a rhythm from the combination.

Beginning

1. Teacher claps/ta’s/speaks one rhythm combination.
2. Teacher prompts, “Repeat the pattern two, three, or four times.”
3. Students repeat the pattern two, three, or four times.

Intermediate

(Now sung)

1. Teacher sings a rhythm pattern on "Lu," solfege, or numbers two, three, or four times.
2. Teacher prompts, “Repeat each combination two, three, or four times.”
3. Students repeat original pattern and repeat combinations two, three or four times.

Advanced

(Singing combined patterns – introducing silence/rests)

1. Teacher sings a combination of rhythm patterns.
2. Teacher prompts, “Repeat the entire combination two, three, or four times.”
3. Students repeat the combination and repeat the entire combination two, three or four times.

Beginning

1. Teacher claps/ta’s/speaks one rhythm pattern four times.
2. Teacher prompts, “Repeat and divide in half.”
3. Students repeat original pattern four times and divide in half (repeat only twice).

Intermediate

(Now sung)

1. Teacher sings a rhythm pattern on "Lu," solfege, numbers two, three, or four times.
2. Teacher prompts, "Divide each combination by two, three, or four.”
3. Students repeat original combination and divide combinations two, three or four times.

Advanced

(Singing combined patterns – introducing silence or rests)

1. Teacher sings a combination of rhythm patterns.
2. Teacher prompts, “Divide each combination in half and turn the first division in to a rest.” For example: eighth sixteenth sixteenth becomes rest sixteenth sixteenth.
3. Students repeat the combination and divide each combination and create a rest.