Exploring Long and Short Rhythmic Patterns
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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
Grade: Kindergarten
Concept: Rhythm & Meter
Artistic Process: performing, responding, creating
Materials: student worksheet (My Long and Short Rhythmic Patterns), listening examples
Time Required: 20–30 minutes
Instructions
- Demonstrate long and short sounds by clapping or singing patterns.
- 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)
- Play the sounds effects again. Ask students questions about what they hear.
Download Teacher Worksheet (PDF)
Download Student Worksheet (PDF) - 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)
- Listen to the musical excerpts and have students use movement to demonstrate when they hear short and long sounds.
Assessments
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