Juliana Swanson

Dr. Talbot
Mus_149

Non-Verbal Rhythmic Lesson

Assignment: #4.1, Non-Verbal Rhythmic Microteach
Context: Recently in the 2rd grade class we have been discussing what creates or makes up
rhythms (whole notes, half note, quarter notes and eighth notes) and have mimicked short
rhythmic clapping patterns to get a better basic understanding of different combinations of beats
and rhythm.
Essential Question: How does the presence and creation of syncopation aid in the creation of
musical works/pieces?
National Standards
 MU:Cr1.1.2a - Improvise rhythmic and melodic patterns and musical ideas for a specific
purpose.
 MU:Cr3.2.2a - Convey expressive intent for a specific purpose by presenting a final version of
personal musical ideas to peers or informal audience
 MU:Pr5.1.2b - Rehearse, identify and apply strategies to address interpretive, performance, and
technical challenges of music.
 MU:Pr6.1.3a - Perform music with expression and technical accuracy.
 MU:Re8.1.2a - Demonstrate knowledge of music concepts and how they support creators’/
performers’ expressive intent.
 MU:Cn10.0.2a - Demonstrate how interests, knowledge, and skills relate to personal choices
and intent when creating, performing, and respond

Learning Outcomes
 Students will differentiate between note lengths.
 Students will create their own syncopated rhythms.
 Students will perform syncopated rhythms.
 Students will compare different syncopated rhythms.
 Students will recall syncopated rhythms.
 Students will define syncopation.
Key Terms
 Rhythm - The subdivision of a space of time into a defined, repeated pattern; it is the
controlled movement of music in time. It may be defined as the division of music into
regular metric portions; the regular pulsation of music.
  Syncopation - Deliberate upsetting of the meter or pulse of a composition by means of a
temporary shifting of the accent to a weak beat or an off-beat.
 Quarter Note – A note having the time duration of one fourth of the time duration of
a whole note.
 Eighth Note – A note having the time duration of one eighth of the time duration of
a whole note.
 Half Note – A note that has half the duration of a whole note.
 Whole Note – A note that takes up entire measure in 4/4 time.
 Beat – The regular pulse of music which may be dictated by the rise or fall of the hand
or baton of the conductor, by a metronome, or by the accents in music
Materials
 Open space for sitting cross-legged and gathering in groups
 Hands/ body
 MULTICOLORED Notecards for each student and the teacher with the following
written:
- “Name:” (of the student) – Side A
- “Define ‘Syncopation’” – Side A
- A particular syncopated rhythm pattern (there should be a minimum of 2
different patterns) – Side B
 Writing utensils such as pens or pencils—one for the teacher and a few extra for students
incase they do not have one
Activities
I. Syncopated Rhythm Partner Activity:
Students will be given a notecard with a written rhythm on one side—the goal of the
activity is for students to analyze the rhythm notated on their notecard, and for
students to be able to find the person (or persons) with the same rhythm on their
own notecard BY PERFORMING THE NOTATED RHYTHM. Students will,
without talking or showing their notecards to each other, approach one another and
attempt to clap out the rhythm notated on their cards *(this can be one student clapping
while the other checks their notated rhythm, or the students can clap the rhythms at the
same time, whatever they decide is best). Once students have found those with the same
rhythm and are in pairs or groups, the teacher will invite each group to clap the rhythm
together. This could result in many ways…
a. The students could all perform the same rhythm accurately, the students could
perform the same rhythm semi-accurately, or the students could have grouped
incorrectly and be performing different rhythms. If students perform correctly and
accurately, move on to the rest of the groups and affirm each groups accuracy for
the activity to be completed!
 b. The students could perform the same rhythm, but not perform it accurately; in this
situation, the teacher can now step in and clap their rhythm, demonstrating the
proper way the rhythm is supposed to go. From there, students should clap along
with the teacher to get a good understanding of the rhythm and how the
syncopation works (teacher then moves on and affirms the accuracy of the next
group.
c. The students could have grouped themselves incorrectly and be performing
different rhythms. In this case, the Teacher should assess students individually or
in broken up groups to find the student(s) who’s rhythm does not match the
majority of the group. From there, have the student(s) step out of the group and
stand more towards the teacher. The teacher will move on to the next group, and
the Teacher will eventually pair the student(s) who were in the incorrect group to
the group they do belong in (student(s) will then perform their rhythm with their
proper group to better understand syncopation and rhythm, and to build
listening/performance skills).

II. Notecard Color Synco. Rhythm Creation Activity:

Students will be given a notecard with a specific color (the variance or number of
different colors depends on the teacher’s accessibility to different colored notecards—
teacher could get regular colored notecards with different colored pen/highlighter/colored
pencil/crayon/marker as well). By notecard color, students will join in pairs or groups,
and within these pairs or groups the students will create their own 8-beat syncopated
rhythm to share with the class. The goal of this activity is to have students practice the
creation of syncopated rhythms to further their understanding of syncopation while
also building performance skills. After giving students time to create their own
rhythms, the teacher will invite their students to perform what they have worked on.
There is no correction to be done, and no right-or-wrong in this activity; the activity is
purely to foster creativity and imagination, while building relationships and support in
teacher and classmates through interaction and positive reinforcement.

III. “Passing the Rhythm” Activity:

The goal of this activity is for students to practice performing and
memorizing a syncopated rhythmic pattern with accuracy. Students will sit in a circle
(with the teacher also in the circle, to guide the activity) in a room, or in the grass.
Without talking, the teacher will use gestures and cues to explain the game:
a. The objective of the game is to pass a rhythm around the circle between students
1 by 1. The teacher will begin with the student on their left, clapping an 8-beat
rhythm. The rhythm will only be repeated TWICE—after the second repetition,
the student must internalize the rhythm, and perform it to the next student going
clockwise.
 b. The rhythm will be performed and passed on to every student until it reaches the
teacher. The last student will then perform the rhythmic pattern to the whole
group, and the teacher will assess and tell the class if the rhythm is the same as the
one when the group started…
- If the rhythm is the same, notify the class and celebrate! Discuss
afterwards (or at a time when talking is permitted) what made it
easy to pass around the rhythm? How did students internalize the
rhythm? What was difficult? What was easy? Did students enjoy
this activity?
- If the rhythm is not the same, notify the class! Teacher should
perform the correct rhythm to the class, and discuss at a later time
(when talking is permitted in the lesson) what made the activity
difficult. Why did the rhythm change? What made it possible for
the rhythm to change? What can we do next time to limit variation
of the rhythm as it is passed around the circle?
Procedure
1. Teacher stands and gestures for students to gather in a circle (also standing), with proper
arm’s length and distancing between each student.
2. Teacher will begin the lesson with warm-ups…
a. Teacher will first demonstrate movements to the class of “loosening up”, shaking
limbs, arm stretches and circles, head rotation, hamstring stretches, etc. Teacher
will also lead the class in a collective deep breath. This will allow students to
remove and prior tension in their bodies so they feel refreshed and can quickly
take a break before focusing on the lesson.
b. Teacher will recollect students assuring all students are looking attentively, ready
to begin. The teacher will then gesture to themselves, do a single clap, and gesture
to the students to clap in response. This will establish the activity of clapping,
while also establishing a call-and-response teaching style.
c. Teacher will gesture to themselves and clap a one measure all quarter note
rhythm (Meter: 4/4, common time), and gesture for students to repeat. Teacher
will then allow time for students to imitate the rhythm.
d. Teacher will once again gesture to themselves and clap a one measure all eighth
note rhythm in the same meter and tempo. Teacher will then allow time for
students to imitate the rhythm.
e. Teacher will once again gesture to themselves and clap a one measure half note
sequence in the same meter and tempo (2 half notes). Teacher will then allow
time for students to imitate the rhythm.
f. Teacher will once again gesture to themselves and clap a whole note (clapping on
beat 1 and staying silent for the rest of the measure). Teacher will then allow time
for students to imitate the rhythm
g. Teacher will now do one or two examples of two measure phrases of different
combinations of note lengths; the rhythms will be up to the teacher to decide. (For
 example, clapping one or both of the sequences shown in Figure 1. After
clapping these rhythms, the teacher will gesture to students to repeat or clap back
the rhythm
h. Teacher will repeat warm-up step “g”, but this time the sequences will be slightly
trickier by adding eighth rests and clapping on the “+” of a beat. (For example,
clapping the sequence or syncopation in Figure 2)
3. Teacher will grab the prepared notecards and pass one out to each of the students in a
random order. Teacher should be left with a notecard that contains all 4 of the rhythms
(for their teaching reference) on one side, and the “Name:” and “Define Syncopation” on
the other side.
4. After all notecards are dispersed, Teacher will flip to the side with the written-out
rhythms. Teacher will make a point of emphasizing that is the side which the current
activity is focusing on.
5. When most of the students look as though they understand what side of the notecard they
are looking at, the Teacher will walk up to a random student and pick a random reference
rhythm on the notecard. The teacher will then clap out the rhythm to the student and
make a questioning gesture (to ask in a non-verbal, physical cue if the rhythm performed
is the same rhythm the student has notated on their card).
a. If the student does not understand, Teacher will repeat step 5 entirely,
emphasizing not only the rhythm being clapped out, but pointing to the rhythm on
the students’ card for them to connect that they must check the notecard and relate
it to the performed syncopated rhythm.
b. If the student understands and says no, the rhythms do not match, the Teacher will
pick another student and complete step 5 with the new student. Teacher will
repeat until they have found a student whose card matches the rhythm being
performed.
c. If the student understands and says yes, the rhythms do match, proceed to step 6.
6. The Teacher will make a celebratory gesture or reaction to symbolize this is the desired
outcome of the activity—to find the person(s) whose rhythm is identical to yours. The
Teacher will then gesture to the whole group that it is time to begin the activity, and time
to find their rhythmic match.
7. While students are doing this, Teacher will observe the students’ interactions with one
another and assess how well they execute these rhythmic patterns on their own. If the
they spot that a group is having trouble, or if a student is struggling to perform their
rhythm correctly, the Teacher will go over and assist in the comprehension of the rhythm
—slowly clapping it out for or with the student or asking the other student to perform the
rhythm instead.
8. When it seems like the students have settled into their groups, the Teacher will point to a
group, clap and point to the notecard, and make a gesture that expresses “all together”
(pointing and moving the pointer finger in a circle as to include everyone in the group;
this will make the group aware they will all be demonstrating their rhythm together).
a. If the group does not comprehend, the Teacher will do the combination of
gestures once again.
 b. If the group comprehends, the Teacher will clap the beat until the group of
students has the pulse/tempo, then the group will perform their rhythm whenever
they feel ready.
9. After the first group has performed, the Teacher will point to the second group, and they
will perform their rhythm. This step repeats for all 4 syncopation groups.
10. Once all groups have performed, the Teacher will do a series of gestures that includes all
4 groups will be demonstrating their rhythmic patterns at the same time (Pointing to all 4
groups, pointing to the notecard and clapping, and making a circular motion with the
pointer finger to show all 4 groups will be clapping their notecard rhythms).
i. *Note: Performing all 4 rhythms at once represents multiple syncopated
rhythms. The repetition of all 4 groups’ rhythmic patterns will continue for
as long as the Teacher wishes (but no more than 6-7 repetitions) to give
the students a good idea of the objective: syncopation.
11. Teacher, to assure that the students connect the activity to the learning purpose of the
activity, will point to the “Define Syncopation” written on the lined side of the notecards,
and will give a few seconds of silence for students to reflect on this.
12. Teacher will hold up their notecard, pointing not at a specific phrase or notation, but at
the color (teacher can gesture to a similar color to their surroundings for students to
understand better; for example, if the teacher is outside and has a green notecard, they
can point at the notecard, the grass, and back to the notecard). Teacher will then gesture
to students to gather with people who have the same color notecard.
13. Once students gather in their new groups, teacher will begin the activity of getting the
students, in groups, to develop their own 8-beat syncopation patterns. Teacher will
gesture to the students, clap, and gesture back. The teacher will then walk up to one
group, clap a random 8-beat rhythm, gesture to everyone in the group, and make a
thumbs up to assess the student’s comprehension
a. If students shake their heads no or do not reciprocate the thumbs up, continue to
make gestures that reinforce the concept of the new activity.
b. If students shake their heads yes or reciprocate the thumbs up, Teacher will move
on to the next group and repeat step 15.
14. Once all groups have an understanding of the activity, the Teacher give time to allow
them to create their own rhythms—while this is going on the Teacher will be able to
assess the students’ understanding of rhythm, their understanding of note lengths and
dividing the beat as they are developing their own syncopations, and beyond the
technicality the teacher will be able to assess the students’ personalities as they work
within a group; who is the leader, who steps in and contributes more knowledge, who
does not contribute as much, does the person who does not contribute as much have a
good understanding, or is their personality not as outspoken, how well do the students
work and agree with one another, what are their relationships with other students (are
they close friends, are they enemies, do they feel comfortable around specific people, are
there issues that must be addressed, etc.)
15. After time has been allocated to allow for the creation of each group’s rhythmic pattern,
the Teacher will point to one group and gesture for them to perform their rhythm to the
class. After they are finished, this step repeats for the remaining 3 groups.
a. Give a positive reaction!! Teacher, after the students have finished, will not
applaud (as that conflicts with the focused sound/activity of clapping) but snap or
do jazz hands to show appreciation and celebration for the group’s success—
hopefully the other students will follow!
16. Once all groups have presented their rhythms, the Teacher will repeat step 11 (getting
everyone to perform their group’s rhythm together), except instead of the notecard
rhythms it is each group’s created rhythm at once.
a. After this has completed, the Teacher will repeat step 12’s reflection on
syncopation by pointing to the notecard’s question.
17. The Teacher will gesture for students to gather in a circle once more, properly spaced,
and to sit down. This portion of the lesson does not need to be done standing as there is
no movement.
18. The Teacher will point to their ears, and turn/point to the student on their left. The
Teacher will once again point to their ears while making eye-contact with the student (to
tell the student that they must listen for what comes next).
19. The Teacher will then clap an 8-beat syncopated rhythm similar to the one shown in
Figure 2, stop, and make a “repeat/again” gesture (rotating their finger). The Teacher
will then clap the same 8-beat rhythm again.
20. The Teacher will, afterwards, demonstrate covering their ears and humming briefly, and
then point back and forth between the student they just clapped the rhythm to and the
next student (going clockwise). Teacher will clap the rhythm twice, and once again point
back and forth between the two students. The Teacher will point to the student on their
immediate left and motion to cover their ears and hum to themselves in addition to the
teacher. The teacher will repeat these gestures quickly/briefly pointing between pairs of
students in the circle.
a. To assess comprehension, the Teacher will give a thumbs up. If students do
understand, move on to step 24. If they do not, repeat step 23 until the majority
comprehend.
21. The Teacher will point/turn to the last person going clockwise in the circle (the student
sitting to their immediate right), and clap the 8-beat syncopated rhythm again—correctly.
After this, the Teacher will mock celebration to demonstrate that this is the desired
outcome. The Teacher will then point to the student again and clap the 8-beat syncopated
rhythm again—but this time, it will be a variation/incorrect. The Teacher will form an
“X” with their arms, detailing that this is not the desired outcome.
a. To assess comprehension, the Teacher will give a thumbs up. If students do
understand, move on to step 25. If they do not, repeat step 24 until the majority
comprehend.
22. The Teacher at this point will begin the game in Activity III.
 23. After the game ends, the Teacher will pick up their notecard, and pick up a pencil or
writing utensil. Teacher will raise their notecard and writing utensil in the air and gesture
to the students to do the same with their own notecard and pencil
a. If a student does not have a pen, pencil, or writing utensil, give one out to them.
24. Once everyone has a utensil in hand, Teacher will point to the “Name:” spot as well as
the “Define Syncopation” spot, and mock writing. The Teacher will then point to the
students, repeating the motions for student comprehension—at this point, the students
will be writing what they believe syncopation means based off the activities they just did
in class for their “Exit ticket”. When the students look as though they understand, give a
thumbs up to affirm their comprehension.
a. If they understand and respond with a thumbs-up, allow for them to begin writing
and filling out their exit ticket.
b. If they do not understand, continue to mock writing on the notecard and try again.
25. After giving students a minute or two to fill out their exit ticket and most students look
finished, the Teacher will pick up their demonstration notecard and gesture towards
themselves, asking the students through physical cues to bring their exit ticket when they
are finished.
26. Once all students have handed in their exit tickets, this is the end of the lesson.
Teacher Assessment
 Teacher will assess differentiation of student’s note lengths through observing student
imitations/demonstration of teacher model.
 Teacher will assess student’s composition of rhythms through observing group
performances and using a 1-2-3 assessment scale.
o If students perform a composed rhythm that accurately represents syncopation and
they perform it in time together, they receive a 3.
o If students perform a composed rhythm that semi-accurately represents
syncopation and they perform it together, OR if their composed rhythm accurately
represents syncopation but they do not perform it together in equal accuracy or
participation, they receive a 2.
o If students perform a composed rhythm but it does not represent syncopation and
they do not perform in equal accuracy or participation, they receive a 1.
 Teacher will assess student’s performance of notecard rhythms through visual
observation.
 Teacher will assess student’s comparison of rhythms by student’s clapping notated
syncopated rhythms to one another.
 Teacher will visually assess and observe students as they pass a rhythm around the circle.
 Teacher will assess student’s definitions of syncopation using an exit ticket.
Further Learning/Extension
Students will take what they have learned about syncopation from this lesson and further
apply it to music, questioning what syncopation adds to music: How does a piece of music
change with varying rhythms and rhythms off the beat, instead of filling each beat? What does
the silence between rhythms do? Does music with syncopation make the piece more interesting?
After discussing and considering the answers to these questions, we will build on the idea of
syncopation and what it adds to music by listening to popular modern music as well as popular
classical songs, and different diverse types of music in different parts of the world. The lesson of
syncopation will then lead to the students eventually learning about melody and harmony, how
they are made of rhythms and syncopation, and developing basic aural skills through melodic
and harmonic patterns.

References/Citations

 OnMusic Dictionary. (2015). On music dictionary. Retrieved September 15, 2020. From
http://dictionary.onmusic.org/
 Musical Dictionary. (2020). Classic for Kids. Retrieved September 15, 2020, from
https://www.classicsforkids.com/music/musical_term.php?id=538
 2014 Music Standards (PK-8 General Music) [PDF]. (2014). National Association of
Music Education. From https://nafme.org/wp-content/files/2014/11/2014-Music-Standards-
PK-8-Strand.pdf

Figures

Figure 1 (left): Example of Rhythm

Patterns

Figure 2 (right): Example of

Syncopated Rhythm
Honor Code
I affirm that I have upheld the highest principles of honesty and integrity in my
academic work and have not witnessed a violation of the Honor Code
– Juliana Swanson