Rhythms

////Adam Killham 9th Grade Band
 * Course**:

Rhythms and counting //Improve rhythmic accuracy and counting of a variety of rhythms in a variety of time signatures//
 * Objective**:

By the end of the lesson students will be able to proficiently count and play rhythms from the handout at least two out of three times.
 * Goal**:

2.Performing music 5. Reading music
 * National Standards**:


 * Sequence of events**:
 * 1.** Introduce the concepts of subdivision and how they relate to the music.
 * 2.** Show how we will keep time during the exercises by patting the leg with a subdivision in the hand.
 * 3.** Speak the rhythms to exercise 1. Point out the big beats (quarter) and little beats (eighths) and where they land in the pulse.
 * 4.** Speak rhythms to exercise 2 starting with line 2. Explain eighth rests.
 * 5.** Repeat with line one.
 * 6.** Split the room in half having one side say top part, the other the bottom line.
 * 7.** Move on to third exercise. Explain the sixteenth note and how it is a subdivision of the eighth. (1 e & a) versus (1 &)
 * 8.** Point out the rhythm in the last measure. Notice how it lines up with the bottom line’s sixteenth notes.
 * 9.** Do exercise 4 in same style as previous

Students will be assessed by the playing of each exercise. The main focus of the assessment is whether or not they proficiently through each exercise in a group and in split parts. //I would vary the assessment done in these exercises. They could be assessed just while playing, counting, counting and clapping, just clapping, with syllables, and others. Students should also be assessed throughout the lesson for understanding, either by asking certain sections or individuals to perform the exercises.//
 * Assessment**

//This is a very comprehensive lesson that if done daily, would most likely really improve students' understanding and confidence with a variety of rhythms. I would suggest that this lesson be expanded to use in warm ups with an ensemble. It could be adapted for any ensemble and could be used to prepare a group for a specific rhythm found in their repertoire. Standing alone, this lesson is effective, but could be even more effective when paired with rhythms that are found directly in pieces they are playing.//