The document provides an overview of a unit on rhythm. It begins by outlining the learning objectives which are to understand technical rhythm terminology, perform rhythms from notation, and create original rhythm compositions. It then defines some key rhythm concepts like beats, bars, time signatures, note values and provides examples. Learners are instructed to practice clapping rhythms, work in groups to create short rhythm pieces, and compose a longer original piece with a partner using a keyboard. The unit concludes with an assessment for learners to describe their composition and identify their current level and next steps.

1. Unit 1: Rhythm
Learning objectives:
Understand the meaning of technical language
associated with rhythm
Perform rhythms from notation
Create your own rhythm-based composition

2. Beats and Bars
 Beats fall into regular groups of 2, 3 or 4 – these
groups are called bars
 The first beat of each bar is the strongest
 Bars are separated by bar lines
Understand the meaning of technical language
associated with rhythm

3. Time Signatures
 A time signature is made up of two numbers:
 The top number shows how many beats are in each bar
 The bottom number shows what type of note is the beat
 (a „4‟ on the bottom means that the beats are crotchets)
Understand the meaning of technical language
associated with rhythm

4. 2, 3, and 4 beats
1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12
Understand the meaning of technical language
associated with rhythm

5. Note Values
Note No. of beats Name
 ¼ semiquaver
 ½ quaver
 1 crotchet
 2 minim
 4 semibreve
Understand the meaning of technical language
associated with rhythm

6. Rhythm Notation
 Clap this rhythm:
 As a whole class
 As a round
Perform rhythms from notation

7. Warm Up Claps
 Say these words and
clap the rhythms
A B
C
D
Perform rhythms from notation

8. Work in Groups
 Make up your own words to these rhythms and combine
them with your own ideas to make a 30 second piece.
Keep a beat going
 Extension – write your rhythm down with the words
underneath
B
A
D C
Create your own rhythm-based composition

9. Rhythm Composition
 Work with a partner using a keyboard to
produce an original piece lasting for one
minute
 The piece should have a regular beat and
more complicated rhythms
 Compose a contrasting middle section –
your structure should be A – B – A
Create your own rhythm-based composition

10. Assessment
 Describe your piece, use pages 5-6 in
your booklets
 On page 3 circle your level and the reason
 On the next level circle what you need to
do next
 Match the keywords to the right meanings
on page 7
 Do the “I can” section on page 7