RHYTHM OBJECTIVES

2021-2022
 First Grade

Comprehensive Objectives:
Students perform (with a neutral syllable) macro/micro beat patterns in duple and triple meters while maintaining a consistent tempo.

September and October

AURAL / ORAL
RE 1-1: Students move in a slow, continuous, weighty manner. ☐ ☐ ☐

AURAL / ORAL
RE 1-2a: Students pat macro beats in duple meter. ☐ ☐ ☐

AURAL / ORAL
RE 1-2b: Students pat duple micro beats. ☐ ☐ ☐

November

AURAL / ORAL
RE 1-3a: Students pat macro beats in triple meter. ☐ ☐ ☐

AURAL / ORAL
RE 1-3b: Students pat triple micro beats. ☐ ☐ ☐
 December

GENERALIZATION—AURAL / ORAL
RE 1-4: While the teacher chants rhythm patterns that alternate between duple and triple meters, ☐ ☐ ☐
students pat duple micro beats on their shoulders, and triple micro beats on their stomachs.

January

AURAL / ORAL
RE 1-5: Students stand up and rock side to side to macro beats in duple meter. ☐ ☐ ☐

February

AURAL / ORAL
RE 1-6: Students stand up and rock from side to side to macro beats in triple meter. ☐ ☐ ☐

March

AURAL / ORAL
RE 1-7: Students chant macro/duple micro patterns with ☐ ☐ ☐ ☐
a neutral syllable while standing and rocking to macro beats. ☐ ☐
 April

AURAL / ORAL
RE 1-8: Students chant macro/triple micro patterns with ☐ ☐ ☐ ☐
a neutral syllable while standing and rocking to macro beats. ☐ ☐

May and June

GENERALIZATION—AURAL / ORAL
RE 1-9: The teacher chants (with a neutral syllable) either macro/micro patterns in duple meter, ☐ ☐ ☐
or the triple meter pattern below. Individual students echo only the patterns in duple meter.

GENERALIZATION—AURAL / ORAL
RE 1-10: The teacher chants (with a neutral syllable) either macro/micro patterns in triple meter, ☐ ☐ ☐
or the duple meter pattern below. Individual students echo only the patterns in triple meter.
 Second Grade

Comprehensive Objectives:
Students name and perform familiar and unfamiliar macro/micro beat patterns in duple and triple meters.

September and October

VERBAL ASSOCIATION
RE 2-1: Students recognize a series of macro beats in duple and triple meters. ☐ ☐ ☐

VERBAL ASSOCIATION
RE 2-2: Students recognize a series of duple micro beats. ☐ ☐ ☐

November

VERBAL ASSOCIATION
RE 2-3: Students chant macro/duple micro beat patterns with ☐ ☐☐ ☐
beat-function syllables while standing and rocking to macro beats. ☐☐

December

GENERALIZATION—VERBAL
RE 2-4: After the teacher chants familiar and unfamiliar macro/duple micro beat patterns with ☐ ☐ ☐
a neutral syllable, individual students chant those patterns with beat-function syllables.
 January

VERBAL ASSOCIATION
RE 2-5: Students recognize a series of Du--Da--Dis as triple micro beats. ☐ ☐ ☐

February

VERBAL ASSOCIATION
RE 2-6: Students chant macro/triple micro beat patterns with ☐ ☐☐ ☐
beat-function syllables while standing and rocking to macro beats. ☐☐

March

GENERALIZATION—VERBAL
RE 2-7: After the teacher chants familiar and unfamiliar macro/triple micro beat patterns with ☐ ☐ ☐
a neutral syllable, individual students chant those patterns with beat-function syllables.
 April

GENERALIZATION—VERBAL
RE 2-8: The teacher performs (with instruments) a 4-macro beat phrase with varied melodic rhythm ☐ ☐ ☐
in either duple or triple meter. In response, individual students chant (with beat-function
syllables) one of the patterns written below that matches the meter of the teacher’s phrase.

May and June

CREATIVITY—AURAL / ORAL
RE 2-9: Individual students chant a two-beat pattern in duple meter with a neutral syllable. ☐ ☐ ☐
In response, the teacher chants a different two-beat pattern in duple meter.
The teacher and student continue to perform different two-beat patterns in dialogue.

CREATIVITY—AURAL / ORAL
RE 2-10: Individual students chant a two-beat pattern in triple meter with a neutral syllable. ☐ ☐ ☐
In response, the teacher chants a different two-beat pattern in duple meter.
The teacher and student continue to perform different two-beat patterns in dialogue.
 Third Grade

Comprehensive Objective:
Students perform, aurally identify, and create macro, micro, and division patterns in duple and triple meters.

September and October

AURAL / ORAL
RE 3-1: Students chant macro beats, micro beats, ☐ ☐☐ ☐
and divisions in duple meter with a neutral syllable. ☐☐

GENERALIZATION—AURAL / ORAL
RE: 3-2: Students chant with a neutral syllable every two-beat pattern ☐ ☐ ☐
they hear in duple meter except for the “special” pattern.

November

AURAL / ORAL
RE 3-3: Students chant macro beats, micro beats, and ☐ ☐☐ ☐
divisions in triple meter with a neutral syllable. ☐ ☐
 December

GENERALIZATION—AURAL / ORAL
RE: 3-4: Students chant with a neutral syllable every two-beat pattern ☐ ☐ ☐
they hear in triple meter except for the “special” pattern.

January

AURAL / ORAL
RE 3-5: Students chant macro beats, micro beats, and ☐ ☐☐ ☐
divisions in duple meter with a neutral syllable. ☐☐

February

AURAL / ORAL
RE 3-6: Students chant macro beats, micro beats, and ☐ ☐☐ ☐
divisions in triple meter with a neutral syllable. ☐ ☐

March

CREATIVITY—AURAL / ORAL
RE 3-7: The teacher chants a two-beat pattern in duple meter with a neutral syllable.
In response, individual students chant a different two-beat pattern in duple meter.
The teacher and student continue to perform two-beat patterns in dialogue. ☐ ☐ ☐
 April

CREATIVITY—AURAL / ORAL
RE 3-8: The teacher chants a two-beat pattern in triple meter with a neutral syllable.
In response, individual students chant a different two-beat pattern in triple meter.
The teacher and student continue to perform two-beat patterns in dialogue. ☐ ☐ ☐

May and June

CREATIVITY—AURAL / ORAL
RE 3-9: Individual students create an 8 macro beat rhythmic phrase with
instruments to accompany a rhythmic ostinato in duple meter. ☐ ☐ ☐

CREATIVITY—AURAL / ORAL
RE 3-10: Individual students create an 8 macro beat rhythmic phrase with
instruments to accompany a rhythmic ostinato in triple meter. ☐ ☐ ☐
 Fourth Grade

Comprehensive Objective:
Students perform, name, recognize, aurally identify, and create macro, micro, and division beat patterns in duple and triple meters.

September and October

VERBAL ASSOCIATION
RE 4-1: Students recognize any pattern with ta as a division pattern. ☐ ☐ ☐

VERBAL ASSOCIATION
RE 4-2: Students chant patterns with macro/micro beats ☐ ☐☐ ☐
and divisions in duple meter with beat-function syllables. ☐ ☐

November

GENERALIZATION—VERBAL
RE 4-3: The teacher chants 4-beat patterns in duple meter with a neutral syllable.
The patterns consist of familiar and unfamiliar macro/micro beats and divisions.
Individual students chant those patterns with beat-function syllables. ☐ ☐ ☐
 December

VERBAL ASSOCIATION
RE 4-4: Students chant patterns with macro/micro beats ☐ ☐☐ ☐
and divisions in triple meter with beat-function syllables. ☐ ☐

January
GENERALIZATION—VERBAL
RE 4-5: The teacher chants 4-beat patterns in triple meter with a neutral syllable.
The patterns consist of familiar and unfamiliar macro/micro beats and divisions.
Individual students chant those patterns with beat-function syllables. ☐ ☐ ☐

February

VERBAL ASSOCIATION
RE 4-6: Students chant patterns with macro/micro beats ☐ ☐☐ ☐
and divisions in duple meter with beat-function syllables. ☐ ☐

March

CREATIVITY—WITH VERBAL ASSOCIATION

RE 4-7: The teacher chants a two-beat pattern in duple meter with beat-function syllables. In response,
individual students chant a different two-beat pattern in duple meter with beat-function syllables.
The teacher and student continue to perform two-beat patterns in dialogue. ☐ ☐ ☐
 April

VERBAL ASSOCIATION
RE 4-8: Students chant patterns with macro/micro beats ☐ ☐☐ ☐
and divisions in triple meter with beat-function syllables. ☐ ☐

May and June

CREATIVITY—WITH VERBAL ASSOCIATION

RE 4-9: The teacher chants a two-beat pattern in triple meter with beat-function syllables. In response,
individual students chant a different two-beat pattern in triple meter with beat-function syllables.
The teacher and student continue to perform two-beat patterns in dialogue. ☐ ☐ ☐