6th
Shannon Cullipher
Grade General Music Unit
Day 3
Essential Question: What are different ways I can use rhythm?
Introduction:
“Today we are going to be putting those rhythms we’ve learned to good use. In
small groups that I assign, you are going to circulate through six different stations
that will test your knowledge of rhythms in a variety of ways. I’m going to explain
as quickly as I can how each station is going to work, but it’s important that you pay
close attention to my directions so that we all get a chance to work through every
station today.”
Station 1 Explanation: (Body Percussion) **2 printed sheets (Slide 2)
“In this station you will be reading rhythms from a sheet that looks just like
the one I have on the board. You will be working with your team to perform these
body percussion rhythms as an ensemble. One person, or 2 people, depending on
the size of your group, will be responsible for a line. “Pat” is on your knees. “Tap” is a
two-finger tap on your palm, and “Stomp” and “Clap” are pretty self explanatory.
You may choose to tackle this task however you’d like. You might want to try to go
through each part all together and then decide who’s going to do what and put it
together that way. You could also divide the parts up, practice a bit independently
and then come back and put it back together later. The choice is yours- but you will
need to perform this for me before you are able to move on to the next station.”
**QUESTIONS?
Station 2 Explanation: (Boomwhackers) **2 printed sheets, DRMF whackers
(Slide 3)
“At this station you will be playing boomwhackers using some notation that
looks like this. Raise your hand if you’ve ever played boomwhackers before. Just as
a reminder to those of you who may not have played in awhile and for those of you
who haven’t played this is how they work. You hold one end of the tube and with
the other end you hit the palm of your hand. This is how it makes a sound. The
notation you’ll be reading from is color-coded to match these boomwhackers. So, if
the note is highlighted in red, it is meant to be played by the person playing the red
boomwhacker. You’re going to need to work as a team to perform the correct
rhythms and make sure the right boomwhacker is being played at the right time.
You will also need to perform as an ensemble for me when you’ve finished this
station. Be mindful of how you are treating the boomwhackers. They are classroom
instruments that need to be used respectfully and responsibly. Do not hit the
boomwhacker against anything other than your own hand.”
**QUESTIONS?
Station 3 Explanation: (Pizza Rhythms)**Printed sheet per team
“In station 3 you will be sorting words based on their syllabic rhythm. Can
someone tell me what a syllable is?... So you will be organizing the words based on
the rhythms their syllables make- these all just happen to have to do with pizza. For
example- if I had the word (clap and speak) FRENCH BREAD- which box do you
think it would go under?... You’ll be working with your group to sort the words on
the top of the paper in the same way. You will need to show me once you’ve
finished.
**QUESTIONS?
Station 4 Explanation: (Rhythm Practice) **One set of printed cards
 Same cards as rhythm bingo “teacher” cards (Slide 4)
“At this station you will be using rhythm cards to practice performing
rhythms. Your group will sit in a circle, and one person will draw a card. That
person will clap their rhythm, then show their card to the rest of the group. The
group will clap their rhythm together, and then it will be the next person in the
circle’s turn. If you notice that someone has clapped a rhythm incorrectly, or you
are not sure of how to perform the rhythm you draw, ask your teammates to help
you out! It’s no big deal, and it’s better to ask for help or kindly work with someone
to fix a rhythm then to do it wrong.”
**QUESTIONS?
Station 5 Explanation: (Rhythm Name)**One worksheet per student (Slide 5)
“Station 5 is the only station that requires completely independent work. At
this station you will be filling out a worksheet testing your knowledge of the names
of the notes and rests we have learned so far. Please remember to put your first and
last name on the top. This WILL be turned into me and is worth 4 points.”
**QUESTIONS?
Station 6 Explanation: (Poetry Corner) **One sheet
“In the poetry corner you will be matching rhythms and with lines of poetry.
As a group, match each lettered line of poetry with a numbered rhythm. When
you’ve determined which line of poetry goes with each rhythm, check your work by
clapping the rhythm and speaking the line at the same time. You will need to show
me your work once you’ve finished.”
**QUESTIONS?
Send off: “You will have about 3 or 4 minutes at each station. I will be roaming
about the room watching you work. If you have a question raise your hand and I
will get to you as soon as I can. I’m going to dismiss you by group to your stations
and then it’s off to work!”