1. Creating a Rhythm composition
Rhythm: The arrangement of long and short sounds within a beat.
Composer: Someone who creates music.
Notation: A set of written symbols used to represent music
Composition: A piece of music

2. Rhythm Notation Vocabulary
Whole Note
Dotted Half Note
Half Note
Quarter Note
Eighth Note
Sixteenth Note
Whole Rest
Half Rest
Quarter Rest
Eight Rest

3. Notation Vocabulary
Time Signature: Shows the beat of the music and how many beats per measure
Bar line: Divides music into measures
Double Bar Line: Shows the end of the composition
Repeat Sign: Shows to repeat the composition or a section of the composition
Measure: The group of music in between bar lines

4. Find the following in the composition:
Whole Note
Half Note
Quarter Note
Eight Note
Sixteenth Note
Time Signature
Bar Line
Measure
Double Bar Line
Repeat Sign

5. Complete this pyramid so that each line equals four beats
Complete this pyramid so that each line equals four beats. Remember each
note has a different number value of beats.
Whole=
4 beats
Half=
2 beats
Quarter=
1 beat
Eighth=
½ beat
Sixteenth=
¼ beat

6. Let’s work with time signatures

7. Can you add these music math problems?

8. Let’s compose a Rhythm Composition together…
Let’s compose a Rhythm Composition together…. Requirements: measures long in 4/4 time. Use at least four different rhythms/rests. Make a “final- sounding” ending.

9. Rhythm Packet Practice
With a partner create four measures of rhythm in 4/4 time.
When done, raise your hand for me to check the math.
If correct, practice counting what you created while clapping the rhythm together (Help each other…you should sound like one person!).
Make sure you are starting together, staying together and stopping together.

10. Rhythm Composition #1
Task: Create, notate and perform a rhythm composition with a partner.
Step 1
Using the rhythm packets, create a rhythm composition with your partner.
As you create, work together towards an interesting composition
Composition Requirements:
4 measures long in 4/4 time.
Use at least four different rhythms/rests.
Make a “final- sounding” ending.
Step 2
Notate your composition clearly so that anyone else could read and perform it.
Reflect on the “Notating your Composition” Rubric before handing in your composition.
Hand in final copy.
Step 3
You will get your final copy of your composition back.
Select rhythm instruments to perform your composition for the class.
Practice, reflecting on the “Performing your Composition” Rubric
Perform your composition from your notation with instruments.

11. “Notating your Composition” Rubric
Exceeds
Meets
Progressing
Needs Work
Our composition is interesting. Thought was put into the sound and flow of the piece.
Our composition is notated clearly and neatly.
Our time spent composing and notating was used wisely and to the fullest!
Our composition meets all the requirements.
Our composition is neatly notated.
Our time spent composing and notating was used wisely.
Our composition is missing some of the requirements.
The notation of our composition is hard to read or notated incorrectly.
We could have used our time spent composing and notating better.
We noted rhythms on the paper but we did not demonstrate an accurate understanding of rhythm.
We did not work well together or use our time spent composing and notating wisely.

12. “Performing Your Composition” Rubric
Exceeds
Meets
Progressing
Needs Work
The performance of our notation was played with ease.
Our counting of the rhythm was precise and together.
Our time spent practicing was used wisely and to the fullest!
The performance of our notation was accurate. We played what we wrote.
We maintained a steady beat throughout the performance (The tempo did not change).
We started together, stayed together and stopped together.
Our counting of the rhythm was correct.
We used our practice time wisely.
The performance of our notation was accurate for the most part. We played what we wrote with a few mistakes BUT…
We did not maintain a steady beat (the tempo sped up or slowed down) OR…
We did not start together, stay together or stop together OR…
Our counting of the rhythm was incorrect a
We could have used our practice time better.
The performance of our notation was incorrect for most of the performance.
We lost our place in the music.
We did not demonstrate an understanding of counting rhythm.
We did not work well together or use our practice time wisely.