Lillian Newton

Dr. Talbot
MUS149
Assignment 4.1

Context:
7th Grade General Music
Prior Knowledge:
● Students are familiar with a steady beat and the idea of subdivisions. Students have
encountered the prefix poly- and have a general definition of it. Students are familiar with
notation.
Essential Question:
How does the placement of common rhythms from differing meters align with each other?
Standards:
I. MU:Cr2.1.7b – Use standard and/or iconic notation and/or audio/video recording to
document personal simple rhythmic phrases, melodic phrases, and harmonic
sequences.
II. MU:Pr5.1.7a – Identify and apply collaboratively-developed criteria (such as
demonstrating correct interpretation of notation, technical skill of performer,
originality, emotional impact, and interest) to rehearse, refine, and determine when
the music is ready to perform.
III. MU:Re7.2.7a – Classify and explain how the elements of music and expressive
qualities relate to the structure of contrasting pieces.
IV. MU:Cr3.2.7a – Present the final version of their documented personal composition,
song, or arrangement, using craftsmanship and originality to demonstrate unity and
variety, and convey expressive intent.
Learning Objectives:
1. Students will perform two against three and four against three polyrhythms.
2. Students will define the term polyrhythm.
3. Students will compose using polyrhythms.
4. Students will notate polyrhythms.
Assessments:
1. Teacher will visually and aurally assess students’ performance of polyrhythms.
Student can perform rhythms both alone and in conjunction with a separate rhythm.
Student struggles to perform rhythms.

2. Teacher will aurally assess definitions through student discussion and sharing out.
3. Teacher will visually assess student compositions on handouts.
Student followed instructions and used correct number of notes for the time signature.
Students struggled with the number of notes in the time signature and/or did not follow
instructions.

4. Teacher will visually assess notation on handouts.

Student beamed notes correctly and used the correct note symbol for each rhythm.
 Students struggled with note beaming and/or used incorrect note symbols.

Key Terms:
Polyrhythm – The use of several patterns or meters simultaneously
Materials and Works Cited:
● Chalkboard and chalk
● Handouts
● Pencils or pens
● Term definition:
o polyrhythm. (n.d.). Retrieved February 9, 2020, from
http://dictionary.onmusic.org/terms/2663-polyrhythm
● Other information:
o Team, U. (2020, February 4). Polyrhythm for Beginners. Retrieved February 9,
2020, from https://www.musical-u.com/learn/making-sense-of-polyrhythms/
Procedure:
1. Teacher will invite students to stand in a circle.
2. Teacher will draw a quarter note equals two eighth notes on the chalkboard.
3. Teacher will demonstrate stomping the quarter note and clapping the eighth notes and
gesture for students to do the same.
4. Once a majority of the class claps eighth notes correctly, teacher will draw a quarter note
equals four sixteenth notes on the chalkboard.
5. Teacher will stomp the quarter note and clap the sixteenth note and gesture for students to
follow.
6. Once a majority of the class does this correctly, teacher will draw a quarter note equals
three eighth note triplets on the board.
7. Teacher will demonstrate stomping the quarter note and clapping the triplets then gesture
for the students to follow.
8. Once a majority of the class does this correctly, teacher will split the class into two
groups.
9. Teacher will gesture to any of the rhythmic subdivisions on the board and to the first
group to begin performing that rhythm.
10. Teacher will then gesture to another rhythm for the other group to perform.
11. Techer will repeat with a new combination and switch the rhythms each group is
performing.
12. Teacher will move to the board and write ‘Polyrhythm’ followed by a question mark.
13. Teacher will motion for groups to discuss the definition of the word and assess students
aurally through the discussion.
14. Teacher will make a motion for a group to share their definition with the class.
15. Teacher will pass out handouts with simple instructions to each pair of students to
compose and notate an example of polyrhythm.
16. Teacher will ask each pair to perform their composition.
Extension:
● If time allows:
 o Teacher can draw a number diagram on the chalkboard with three rows of the
numbers 1 through 4. Teacher will circle the first 1 and every third number after
that then show students that the circle signifies patting the thigh with the right
hand and each 1 is a pat on the thigh with the left hand.
▪ Diagram should look like this:

o Teacher can have students count aloud while patting at the times corresponding
with ones and circles on the board to practice clapping a complete polyrhythm.

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.
Lillian Newton

Handout: