• Kindergarten: Rhythm

  • Exploring Long and Short Rhythmic Patterns Through Movement and Composition

    Aim: How can we represent long and short musical sounds and patterns?
    Summary: Students create movements to represent long and short rhythmic patterns and compose patterns using non-traditional notation.
    Standards: US 1, 4, 6; NYC 1, 2 
    Modality: performing, responding, creating
    Materials: student worksheet (My Long and Short Rhythmic Patterns), listening examples
    Time Required: 20–30 minutes
    This activity is part of: Music Educators Toolbox

    MET flag
  • Instructions   |   Video   |   Assessment
  • MET K Instructions Rhythm
    1.  Demonstrate long and short sounds by clapping or singing patterns.
    2.  Have students echo the long and short patterns by using their voices and movements. (Examples: scrape for long, tap for short; slide for long, hop for short; rub hands together for long, clap for short)
    3.  Play the sounds effects again. Ask students questions about what they hear.
      MET Kindergarten A3 TW Long Short Patterns
      Download Teacher Worksheet:
      My Long and Short Rhythmic Patterns
      MET Kindergarten A3 SW Long Short Patterns
      Download Student Worksheet:
      My Long and Short Rhythmic Patterns
    4.  Have students perform their short and long compositions using their voices, instruments, clapping, or movements. They may also choose animals to represent the short and long sounds. (Examples: “moo” for long and “quack” for short)
    5.  Listen to the musical excerpts and have students use movement to demonstrate when they hear short and long sounds.

      Suggested listening selection:
     
  • MET K Video Rhythm

  • Short and Long Rhythmic Patterns Video


    Summative Assessment Exemplar: Rhythm