Creating a Rhythm composition
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Transcript of Creating a Rhythm composition
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CREATING A RHYTHM COMPOSITION
Rhythm: The arrangement of long and short sounds within a beat.Composer: Someone who creates music.Notation: A set of written symbols used to represent musicComposition: A piece of music
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Rhythm Notation Vocabulary
•Whole Note•Dotted Half Note•Half Note•Quarter Note•Eighth Note•Sixteenth Note
•Whole Rest•Half Rest•Quarter Rest•Eight Rest
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• Time Signature: Shows the beat of the music and how many beats per measure
• Bar line: Divides music into measures
• Double Bar Line: Shows the end of the composition
• Repeat Sign: Shows to repeat the composition or a section of the composition
• Measure: The group of music in between bar lines
Notation Vocabulary
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Find the following in the composition:• Whole Note• Half Note• Quarter Note• Eight Note• Sixteenth Note• Time
Signature• Bar Line• Measure• Double Bar
Line• Repeat Sign
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Complete this pyramid so that each line equals four beats. Remember each note has a different number value of beats. Whole= 4 beats
Half= 2 beats
Quarter= 1 beat
Eighth= ½ beat
Sixteenth= ¼ beat
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Let’s work with time signatures
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Can you add these music math problems?
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Let’s compose a Rhythm Composition together…. Requirements: 4 measures long in 4/4 time.
Use at least four different rhythms/rests.Make a “final- sounding” ending.
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Rhythm Packet Practice• With a partner create four measures of rhythm in 4/4 time.
• When done, raise your hand for me to check the math.
• If correct, practice counting what you created while clapping the rhythm together (Help each other…you should sound like one person!).
• Make sure you are starting together, staying together and stopping together.
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Rhythm Composition #1
Step 1• Using the rhythm
packets, create a rhythm composition with your partner.
• As you create, work together towards an interesting composition
Composition Requirements:• 4 measures long in 4/4
time.• Use at least four different
rhythms/rests.• Make a “final- sounding”
ending.
Step 2• Notate your
composition clearly so that anyone else could read and perform it.
• Reflect on the “Notating your Composition” Rubric before handing in your composition.
• Hand in final copy.
Step 3• You will get your
final copy of your composition back.
• Select rhythm instruments to perform your composition for the class.
• Practice, reflecting on the “Performing your Composition” Rubric
• Perform your composition from your notation with instruments.
Task: Create, notate and perform a rhythm composition with a partner.
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“Notating your Composition” RubricExceeds Meets Progressing Needs Work
• Our composition is interesting. Thought was put into the sound and flow of the piece.
• Our composition is notated clearly and neatly.
• Our time spent composing and notating was used wisely and to the fullest!
• Our composition meets all the requirements.
• Our composition is neatly notated.
• Our time spent composing and notating was used wisely.
• Our composition is missing some of the requirements.
• The notation of our composition is hard to read or notated incorrectly.
• We could have used our time spent composing and notating better.
• We noted rhythms on the paper but we did not demonstrate an accurate understanding of rhythm.
• We did not work well together or use our time spent composing and notating wisely.
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“Performing Your Composition” RubricExceeds Meets Progressing Needs Work• The performance of
our notation was played with ease.
• Our counting of the
rhythm was precise and together.
• Our time spent
practicing was used wisely and to the fullest!
• The performance of our notation was accurate. We played what we wrote.
• We maintained a steady beat throughout the performance (The tempo did not change).
• We started together, stayed together and stopped together.
• Our counting of the rhythm was correct.
• We used our practice time wisely.
• The performance of our notation was accurate for the most part. We played what we wrote with a few mistakes BUT…
• We did not maintain
a steady beat (the tempo sped up or slowed down) OR…
• We did not start together, stay together or stop together OR…
• Our counting of the rhythm was incorrect a
• We could have used our practice time better.
• The performance of our notation was incorrect for most of the performance.
• We lost our place in the music.
• We did not demonstrate an understanding of counting rhythm.
• We did not work well together or use our practice time wisely.