5th+Grade+Band+Rhythm+Warm-ups

The lesson attached below uses a rhythm warm-up as part of the full pull-out lesson warm-up. I have expanded on these instructions to explain the full range of options offered by this warm-up and lessons that could be improved or developed from this idea, especially in future grades. Note: Another lesson has been added for a melodic variation on this idea.

To improve the rhythm reading abilities of young instrumental students, rhythm cards can be used as part of a warm-up activity. After developing the concept of echoing a model (both in tone and in echoed rhythms), having students see the model they are echoing notated can provide extra support for the reading of a variety of rhythms, especially after adding eighth notes are added. The goal is to develop an aural association with rhythms. "Sound-to-symbol" approaches found in Suzuki style pedagogy can act as a good supplement for traditional counting or connecting to the Kodaly rhythms used in general music. This activity can be manipulated in a number of ways as outlined below.

National Standards: Performing (Select; Analyze; Rehearse, Evaluate, and Refine) Note: Other standards can be incorporated more through different variations.

Materials: Rhythm cards (at least 5 to choose from with a variety of rhythms), instruments

Assessment Possibilities: Students can be assessed informally on their ability to echo rhythms, play rhythms as a group, or model rhythms for others. Error detection and rhythm recognition can also be a goal.

Prerequisites for Activity: Students must be able to play the first five notes of the concert B-flat scale. (However, most of these can be done on one pitch, buzzing on mouthpieces, or with clapping.) Students should be familiar with model and echo technique, whether in long tone exercises or short excerpts from method book. Ideally, the students will have experience echoing rhythms more complicated than they will be "reading" in this activity. The ability to maintain a steady beat is critical for these exercises and should be demonstrated outwardly (tapping foot is common). As technical skill and beat-keeping develops in later grades, the rhythms and meters can become more complicated.

Activity Options (Most of which I have used or plan to use for variety):

All of these are done using 5 four-beat rhythms on the first 5 notes of the B-flat major scale unless indicated. 1. Simple echoing of teacher's model of five 4-beat rhythm patterns notated on board. (Sound-to-symbol approach) 2. Reading of five 4-beat rhythm patterns with four beats of rest between each. (Time to think in between) 3. Using rhythms from music selections they are playing in full band pieces or solo music (Reinforcing rhythms alone and outside of context) 4. Student modeling rhythm patterns for other students to read and echo. (Student engagement and leadership) 5. Reading through all rhythm patterns without a pause between each one. (Steady beat and rhythm fluency) 6. Playing rhythms backwards (For an emphasis on note values) 7. Changing the 5 notes used to the first 5 notes of other scales. (Building other musical "vocabulary") 8. Identify teacher errors in rhythm modeling. (Listening skills that lead to self-monitoring) 9. Identifying modeled rhythm from a small group of options. (Listening skills and recognizing differences between rhythms) 10. Identify similarities or differences between pairs of rhythms. (Theoretical understanding, notation reading) 11. Students select rhythms to play for warm-up. (Student engagement and leadership) 12. Students play rhythms with note value also having an associated pitch: Half notes are B-flat, quarter notes are C, eighth notes are D, etc. (Associating non-rhythmic aural stimuli to rhythm) 13. Adding accents to certain notes of the rhythms (Developing articulation and stylistic expression; can take from context of real music) 14. Creating rhythm cards in different meters, especially 3/4. (Reinforcing different time signatures, counting) 15. Student create composition/improvisation based on rhythms (Developing creativity, broader musicianship)