LESSON 5: RHYTHM

Objectives

In this lesson, the student will be able to:

1. discover the importance of incorporating activities regarding rhythm and tempo;

2. discover what rhythm can contribute to an elementary child's growth; and

3. note some suggested rhythm activities that may be used when teaching music.

Introduction

Rhythm, one of the most important elements of music, is present in our everyday lives —in nature, in
speech, and in how we move. The change of seasons, the daily schedules we have, the day and night
cycle, and the ebb and flow of tides are just but a few examples which remind us of the presence of
rhythm. Every person has certain sensitivity to rhythm —it may be active or dormant. Just listen to your
heartbeat and you would know everyone has rhythm in them.

THINK: Experiencing Rhythm and Tempo

Rhythm is a regular, orderly recurrence of sound and silence, the aspect of music that gives it forward
movement. In music, the value of rhythm is of utmost importance, together with tempo, which dictates
how slow or how fast these rhythms are to be realized. These two concepts are usually always closely
connected to each other.

It is evident that children have an innate love for motion, as seen in their interest in games, play, and
other physical activities. Rhythm and tempo offer a lot of opportunities that lend not only musical
understanding, but also enjoyment for elementary students. As music teachers, we have to create
avenues for our students to tangibly experience rhythm, for it is one of the fundamental factors of life.
In music, rhythm contributes to learning through these ways:

1. Rhythm helps develop a child's imagination and in expression of feelings and thoughts,
especially through bodily motions.
2. Rhythm helps build muscular control and coordination. Generating a physical response is the
proper approach to teaching rhythm. Body motions used in activities must have an initial
emphasis on big motions (children must first learn how to coordinate bigger muscles before
smaller muscles).
3. Rhythm develops patten identification skills and helps create meaning when a student sees or
hears these patterns on a piece of music.
4. Rhythm can aid children experience how to work and perform cooperatively with others.

Considerations When Teaching Rhythm and Tempo

Physical activities are the best way for children to fully understand and experience rhythm. Start
with a slow tempo (speed), and gradually increase it as the students gain mastery.

Here is an example when teaching between two types of note values (quarter and eighth):

In this example, we may use a simple rhyme for the students to say. First, the teacher says the
rhyme while clapping the beat (in this case in 4/4). Afterward, repeat the rhyme, clapping the
rhythm of each sound or syllable. Thus:

Let the students repeat what you did. Then, let them identify the beats in the rhyme. Lastly, let
them decipher the short (eighth note) and the long (quarter note) sounds. It would be good to have
a visual aid to guide the students. You may use a more colorful or attractive icon to represent the
"Duration" lines for the children, or you may ask the children to come up with their own images.
Lengthen the rhymes as necessary. You may also use other bodily motions besides clapping, like
tapping, "tunog-tao" or using classroom objects as percussion instruments.

Activities like this one are to be constantly repeated and their difficulty raised as the students'
understanding grows.
Here are some body motions that teachers may incorporate in teaching rhythmic activities:

1. Clapping the beats of a melody or rhythmic pattern

2. Walking or marching

3. Skipping, hopping, or jumping

4. Running

5. Pushing and/or pulling

6. Stretching

Here are some general goals that must be achieved when doing these activities:

1. Identifying pulses or beats, and also which beats are strong and which are weak.

2. Identifying slow from fast motions, and the ability to do them either fast or slow.

3. Alertness in doing physical responses.

4. Understanding the form and interpretation of music.