Invite students to use computer notation programs to create and notate short compositions in . Provide opportunities for students in small groups to present their compositions. Have students compare written and recorded examples. After students practise the variations, ask them to identify how they performed the rhythms in each case. Encourage students to create personal glossaries of rhythm and metre terminology and then meet in small groups for analysis , discussion, and reflection.
Students can include their glossaries in their portfolios.
Students then work in groups to combine and perform their patterns and share their compositions with other groups. Ask students to analyse selections from classroom repertoire of younger classes and to determine the rhythm and metre symbols and terminology used. They could then work in groups to create game shows using this information, then play them with the younger class. The same criteria can be used for self-, peer, and teacher assessment. Observe students, ask questions, and listen to their conversations to gain insight into their understanding of the expressive and physical elements of rhythm.