Students listen to and identify music selections that use these metre s, counting and tapping on the first beat while the music is being perform ed. After listening to a variety of compositions from a range of historical and cultural contexts, students compare and contrast the use of metre . Students then develop multimedia dictionaries of rhythm vocabulary taken from the repertoire and include this in their portfolios. Identify examples of rhythm in the natural or fabricated world, and create rhythm ic sequences based on these patterns using body percussion , instruments, or synthesizers. In groups, perform and discuss these compositions.
Students name the metre or metre changes as they listen to recorded or perform ed musical pieces.
Look for students' abilities to use appropriate vocabulary to describe rhythm ic patterns and metre . Assign small groups or partners to develop a series of complex rhythm activities for others to perform . Look for use of correct rhythm ic terms and, as students perform the rhythm activities, look for accuracy in reading. Using prepared sheets, students write counting for music passages in a space below the notes. Have them date their work and keep it in a portfolio.