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BAROQUE TO BEATLES -
RHYTHM PATERNS IN DIFFERENT STYLES OF MUSIC
This informative and entertaining program is available for elementary,
middle, high school students.
 Various periods and styles of music will be discussed.
Historical origins of the syncopated music will be explored (New Orleans’ Congo Square, the
Rag Time, the "tango" scandals, beginning of jazz, Novelty piano style, G. Gershwin’s role in legitimizing jazz on the world concert stage, etc).
Excerpts from the various publications of the time will be quoted.
A concept of syncopation in music will be discussed.
The students will be asked to recognize re-occurring rhythmic patterns in compositions performed, and than clap them and play on a simple rhythm instruments. After brief "worm-up" students will be invited to provide a rhythm accompaniment to the performer.
RECOGNIZING RHYTHMIC PATTERNS IN VARIOUS STYLES OF MUSIC
Lesson Plan
Presented by pianist Vladimir Zaitsev
Grade Levels: 6 - 12
Brief Description:
During the course of the musical program students will be asked to read and clap rhythmic patterns unique to each composition, presented by an artist, students than will be asked to try to hear and identify the pattern during the performance.
Goal:
Have the students recognize rhythm as one of the important elements of music.
Objectives:
1. Students will be able to perform a short rhythm patterns.
2. Students will be able to hear and recognize rhythm pattern.
Background Information:
Music teachers are encouraged to teach various rhythm patterns, and to disseminate among students the enclosed information, including brief description of different styles and periods of music and composers’ bios.
Concepts:
Students will understand/revue the concept of syncopated rhythm.
Students will see how small rhythm pattern can become the main starting point of a larger musical composition.
Materials:
Large rhythm flash cards, piano.
Procedure:
The students will be asked to volunteer clapping the rhythm patterns, written on flash cards either individually or in groups before each composition.
Assessment: Following the presentation, music teachers are encouraged to conduct an informal discussion in class.
Assessment:
Following the presentation, music teachers are encouraged to conduct an informal discussion in class. |
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