Rhythm+Lesson+for+Beginning+Band

In this lesson, I wanted to have the students experience rhythm in many ways, without the aid of music notation as well as with notation. I wanted to see if they could demonstrate what they hear without the use of music notation, improvise rhythms, compose rhythms by notating them and performing them, and writing down what they hear within set boundaries. The particular class I originally taught this lesson to contained only four students, but this lesson plan could definitely be arranged to work within a larger group setting as well.

The boundaries set in this lesson plan are very flexible (i.e. choice of scale, accompaniment method, specific rhythmic values). The general design of the activities is what is important. When "accompanying" the students, anything the teacher can do to help establish some sort of groove is fine. Hand drums, a drum set, band-in-the-box, Garage band loop, keyboard, guitar – anything that is available that will help the students feel steady time would work. I used a conga to accompany students with a groove and to demonstrate rhythms. I also used a keyboard to play rhythms for the aural dictation portion of the lesson just for the sake of changing things up a bit. **Title:** Rhythmic Journey for Beginning Band


 * Subject/Grade:** 7th Grade Beginning Band

**National Standards Addressed:** #2 (Play), #3 (Improvise), #4 (Compose/Arrange), #5 (Read/Notate), #6 (Listen) **Learning Objectives:**  Students will listen to and repeat rhythms, improvise rhythms, and read rhythms on single pitches as well as over scale degrees. Students will compose and perform their own rhythms to plug into a scale exercise  Students will take rhythmic aural dictation. **Sequence of Activities:**
 * Focus Concept:** Rhythm

**__ Call/Response Activity __**

1. Have students play and hold a B-Flat concert pitch.

2. In a call and response fashion, come up w/ and demonstrate one measure long rhythms in common time and have students repeat them on their instrument using a B-Flat concert pitch. Do this as a full group and with individual “soloists.” Perhaps have students lead the activity, improvising their own rhythms for the group to respond to.

**__ Rhythm Exercise w/ B-Flat Concert Scale __**

1. Have students play one octave B-Flat concert scale, ascending and descending, on whole notes or other desired rhythm. If problems occur w/ range, have them only go up to the fifth of the scale and back down. Repeat sequence if necessary as this is the foundation for the activity. If there are no foreseen problems, this is a great time to accompany them.

2. Come up w/ a rhythm (one measure worth in common time) and have them play the scale, ascending and descending, w/ the new rhythm instead of whole notes. Demonstrate the rhythm, do not write it out. Accompany them as they play. 3. Give students approx. 30 sec. to write down their own one measure rhythm in common time. Set boundaries: //“You can only use quarter notes, quarter rests, and eighth notes.”// After they have come up with their own rhythms, collect them then have everyone play them, one by one, using the B-Flat concert scale. Accompany them as they play.


 * __ Rhythmic Aural Dictation  __**

1. Have students number 1 through 10 on a sheet of blank paper or staff paper. On a drum, keyboard, or other instrument, play rhythms (that have been previously written down) and have the students listen and write out, in musical notation, what they think the rhythm is. Inform the students that it will be one measure worth in common time and they can only use quarter notes, quarter rests, and eighth notes.

**__ Reading __** 1. Have students open their books (Standard of Excellence) to pg. 18. Work through examples 74-84, or whatever there is time for. Accompany them or have them play along with the CD. Fix obvious pitch issues if present (i.e. wrong fingerings for notes), but the focus here is reading. **Assessment:** Look for students demonstrating rhythms clearly as a group and as individuals. Look for students notating rhythms correctly. Have students take aural dictation.