LAMP Project

7th grade general music: Rhythm Unit (duration: 7 days)

Megan Novak
 Table of Contents

1) Purpose of Project
2) Objectives
3) Vocabulary
4) Timeline
5) Student Assessment Materials
6) Technology
7) Differentiation and Accommodations
8) Pretest: Student Copy
9) Pretest: Key
10) Post Test: Student Copy
11) Post Test: Key
12) Graphs
13) Narratives
a. Unit
b. Assessement
c. Instructional
d. Results/ interpretation
14) Overall Final Statement
15) Lamp Project Self Rubric
Purpose of Project

This unit will mainly focus on three state standards:

 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter,
dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and
3/8 meters.
 7.RV.1: (English Language Arts Standard) Acquire and use accurately grade-
appropriate general academic and content-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

By the end of this unit, I would like the students to be able to read, dictate, and perform
rhythms using quarter notes, half notes, whole notes, dotted half notes, quarter rests, half
rests, and whole rests, as well as be able to recall their appearance in music (for example, know
what a quarter note looks like). I would like the students to be able to read and understand a
time signature and be able to define and appropriately use the words “beat”, “rhythm”, and
“tempo”. This unit should help my students succeed in later units, such as the piano, guitar,
and ukulele units, which will require rhythm reading skills. I also hope that the students can
take these skills into their future. If they decide they want to play an instrument someday, they
will be one step closer to being able to do so by having a knowledge of basic rhythms and note
values.
Objectives

 7.2.1

o Students will be able to read and assign duration values to quarter notes, half
notes, whole notes, dotted half notes, quarter rests, half rests, and whole rests.
 This skill will be assessed formally in the pre and post tests through
questions that ask for a duration value to be paired with each note value.
 This skill will be assessed informally through classroom questioning and
answering, performance, and the use of exit tickets

o Students will be able to recall the appearance of quarter notes, half notes, whole
notes, dotted half notes, quarter rests, half rests, and whole rests
 This skill will be assessed formally in the pre and post tests by asking the
students to draw each of the note values listed.
 This skill will be assessed informally with exit tickets and by asking
students to write rhythms on the board

 7.5.1

o Students will be able to perform rhythms using quarter notes, half notes, whole
notes, dotted half notes, quarter rests, half rests, and whole rests
 This skill will be assessed formally for the pre and post tests. A rubric will
be used to grade the students’ performances on drums
 This skill will be assessed informally in class through echoing and listening
around the room as students play written rhythms one at a time.

 7.RV.1:

o Students will be able to define and appropriately use the words “beat”,
“tempo”, and “rhythm”
 This skill will be assessed formally in the pre and post tests in the form of
a free response question, one for each vocabulary word.
 This skill will be assessed informally by asking the students for the
definitions of these words in class. Students will also be asked to
describe pieces played in class using these vocabulary words.
Vocabulary

1. Beat: a steady pulse that is present throughout a piece of music

2. Rhythm: the arrangement of the duration of the notes. It creates the horizontal pattern
of notes (as opposed to the change in pitches, or the vertical pattern)
3. Tempo: the speed of the beat
4. Bar/ Measure: a short segment of music consisting of a set number of beats. In the
context of 4/4, each bar would have four beats in it.
5. Bar line: a vertical line that delineates the measures
6. Time signature: found at the beginning of a piece of music. The top number tells us
how many beats are in the measure, and the bottom number tells us the value of the
beat.
7. Quarter notes: a note that receives one beat in 4/4 time
8. Half note: a note that receives two beats in 4/4 time
9. Whole note: a note that receives four beats in 4/4 time
10. Dotted half note: a note that receives three beats in 4/4 time
11. Quarter rest: a silence that receives one beat in 4/4 time
12. Half rest: a silence that receives two beats in 4/4 time
13. Whole rest: a silence that receives four beats in 4/4 time
Timeline

Day 1: Pre Test and introduction to beat, rhythm, and tempo. Drum playing technique

Day 2: Review definitions of beat, rhythm, and tempo. Introduction of quarter notes, half
notes, and whole notes. Improvisation, reading rhythms, dictating aural examples

Day 3: review quarter notes, half notes, and quarter rests. Introduce bars/measures and time
signatures (4/4, 2/4, 2/4, 5/4, 6/4). Time signature puzzles and identifying time signatures with
aural examples.

Day 4: Review time signatures. Introduce dotted half notes, quarter rests, half rests, and
whole rests. Improvisation, reading rhythms, dictation of aural examples, math problems.

Day 5: Puzzle Encounter packet. I will walk around the room to monitor and answer questions,
then we will review as a group.

Day 6: Finish review of puzzle encounter packet and practice playing some of the answers.
Rhythm complex (playing in parts)

Day 7: Review: Jeopardy

Day 8: Post Test

Lesson Plans

Period 5 (General Music)

Pretest/ first lesson

State Standards

 6-8.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific technical music context relevant to grades 6-8 texts
and topics.
 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.2.2 Play pitched and non-pitched classroom instruments using correct techniques
for producing sound.


Objectives:
1. Students will be able to define beat, rhythm and tempo and will be able to demonstrate
their knowledge through performance

Materials
1. Set of classroom drums
2. paper and pen for warning system
3. student roster for attendance

Strategies
1. Proximity
2. Warning system
3. Echoing/modeling
4. Wait time
5. Self assessment

Procedure

 Introductions: Myself and Ms. Oyler

 Create assigned seating chart
 Learn student names and fun fact
 Distribute and go over classroom management policy
 Students will take pretest
 Students will take ten minutes to watch “CNN Student News” (usually happens at
the end of class)
o I will grade their pretests during this time to verify that my lesson is appropriate
given any prior knowledge they may have. I will make sure no modifications
need to be made.
  Lay out drum rules
o Drumming is like talking, so the same warnings apply
 Obtain drums from general music classroom.

 Beat:

o Ask students to join me once they understand what I am doing

 I will be keeping the beat to “Try Everything” as it plays.
o Students will keep the beat as I walk around to check their steady beat
o Students will learn that this is called a “beat”
 Beat: a steady pulse that underlies a song or piece of music
 Tempo
o Students will find the beat to the song “Human”
o Students will discuss how the speed of this beat compares to the last
o Students will learn that we call this difference “tempo”
 Tempo: the speed of a song or piece of music
 Rhythm
o Students will echo rhythms I play to the song “Try Everything”
o Students will learn that we call what we changed “rhythm”
 Rhythm: patterns dealing with when the notes happen (as opposed to
patterns dealing with pitch)
o Students will pass around rhythm improvisation duties to the song “try
 Review definitions
o One student will establish a beat
o Another student will be asked to change the tempo
o Another student will be asked to change the rhythm
o Repeat
 Instructions for exit ticket

Assessment:
 assessment will be informal. I will listen to individual students as I walk around the
room. I will ask frequent questions. Students will also demonstrate their knowledge by
helping me dictate rhythms and through performance. I will also collect exit tickets to
see what the students have learned from the lesson.

Conclusion:
 place drums at the front of the room, have students straighten rows
 remind students to keep bringing their notes
 get to know the students
 Period 5 (General Music)
Second lesson

State Standards

 6-8.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific technical music context relevant to grades 6-8 texts
and topics.
 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.2.2 Play pitched and non-pitched classroom instruments using correct techniques
for producing sound.
 7.3.2 Improvise rhythmic accompaniments to classroom or recorded songs.
 7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter,
dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8
meters.
 7.5.2 Identify and notate rhythms and melodies from aural examples.

Objectives:
2. Students will be able to identify and define quarter notes, half notes, dotted half notes,
and whole notes, and will be able to demonstrate their knowledge through
performance.
3. Students will review the definitions of beat, rhythm, and tempo

Materials
4. Set of classroom drums
5. paper and pen for warning system
6. student roster for attendance

Strategies
6. Proximity
7. Warning system
8. Echoing/modeling
9. Wait time
10. Self assessment

Procedure

 Review student names

o Students will stand and I will guess their name. If I am right, they will sit
down. They stay standing until I get their name (maybe with hints).
 Students will obtain drums
 o Students will keep a steady beat the the karaoke version of “Havana”
 Review definitions of beat, rhythm, and tempo
o Students will keep a steady beat to the piece “Imperial March”
 Students will be asked to describe what we are doing
 Students will be asked to describe the piece using the words rhythm and
tempo
o Students will take turns echoing my rhythms to the karaoke track of the song
“Havana”
 “What have we changed?” answer: the rhythm
 “Describe the tempo of this song”
 Students will keep a steady beat to “Havana”
o Introduce quarter notes:
 I will write four quarter notes on the board and tell the students that this
is what we are playing
 A quarter note gets one beat in 4/4 time
 Students will echo me playing half notes
o I will draw two half notes on the board
o Students will discover how many beats a half note gets
 Students will take turns improvising using quarter notes and half notes
 Students will echo me: dotted half note, quarter (repeated)
o I will introduce the dotted half note on the board
o Students will take turns writing rhythms on the board for their classmates to play
using the three notes they have learned
 Students will play one beat per measure
o Students will learn about the whole note
 Students will write math problems on the board using the note values learned, addition
and subtraction
o Classmates will calculate the end result of beats

Assessment:
 assessment will be informal. I will listen to individual students as I walk around the
room. I will ask frequent questions. Students will also demonstrate their knowledge by
helping me dictate rhythms and through performance. I will also collect exit tickets to
see what the students have learned from the lesson.

Conclusion:
 place drums at the front of the room, have students straighten rows
 remind students to keep bringing their notes
 get to know the students
 Period 5 (General Music)
Third lesson

State Standards

 6-8.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific technical music context relevant to grades 6-8 texts
and topics.
 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.2.2 Play pitched and non-pitched classroom instruments using correct techniques
for producing sound.
 7.3.2 Improvise rhythmic accompaniments to classroom or recorded songs.
 7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter,
dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8
meters.
 7.5.2 Identify and notate rhythms and melodies from aural examples.

Objectives:
4. Students will be able to identify and understand bars, measures, time signatures, 4/4, ¾,
2/4, and 5/4
5. Students will review quarter notes, half notes, dotted half notes, and whole notes

Materials
7. Set of classroom drums
8. paper and pen for warning system
9. student roster for attendance

Strategies
11. Proximity
12. Warning system
13. Echoing/modeling
14. Wait time
15. Self assessment

Procedure

 Students will obtain drums

 Review notes learned in the previous class:
o Students will come to the board and either draw a note value, write the name of
the note, or write how many beats the note receives
 Students will improvise to the song “Titanium”
 o Students will take turns improvising
 Measures and bars
o I will write 4 measures of rhythm on the board
o Students will learn what “bars” and “measures” are and will write them in their
notes
 Time signature
o I will explain that my example on the board is written in 4/4 time
 I will explain that this means there are 4 beats per measure, and each
beat is a quarter note
 I will write a few more examples on the board in 4/4 time, and students
will find my errors and correct them.
o Students will write four bars of rhythm in ¾, 2/4, and 5/4 time signatures on the
board
 Other students will identify errors and correct them
 Students will attempt to play the rhythms on their drums
 Time signature identification: students will keep beats
o “Waltz of the Flowers”: ¾
o Mission impossible: 5/4
o Dance of the sugar plum fairy: 4/4 or 2/4
o “riptide”: 4/4
 Instructions for the eit ticket will be given

Assessment:
 assessment will be informal. I will listen to individual students as I walk around the
room. I will ask frequent questions. Students will also demonstrate their knowledge by
helping me dictate rhythms and through performance. I will also collect exit tickets to
see what the students have learned from the lesson.

Conclusion:
 place drums at the front of the room, have students straighten rows
 remind students to keep bringing their notes
 get to know the students
 Period 5 (General Music)
Fourth lesson

State Standards

 6-8.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific technical music context relevant to grades 6-8 texts
and topics.
 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.2.2 Play pitched and non-pitched classroom instruments using correct techniques
for producing sound.
 7.3.2 Improvise rhythmic accompaniments to classroom or recorded songs.
 7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter,
dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8
meters.
 7.5.2 Identify and notate rhythms and melodies from aural examples.

Objectives:
6. Students will review time signatures and note values
7. Students will begin working on the rhythm packet

Materials
10. Set of classroom drums
11. paper and pen for warning system
12. student roster for attendance

Strategies
16. Proximity
17. Warning system
18. Echoing/modeling
19. Wait time
20. Self assessment

Procedure

 Students will obtain drums

 Review notes learned in the previous class:
o Students will come to the board and either draw a note value, write the name of
the note, or write how many beats the note receives
 Students will improvise to the song “I’ve Gotta Feelin”
o Students will take turns improvising
 Measures and bars
 o I will write measures in different time signatures on the board. Students will fill
the measures with rhythms and will play the rhythms.
o I will write rhythms on the board and students will fix my mistakes (measures
will have too many or too few beats)
o Students will practice dictations
 First bars of “angel of music”
 First bars of “Princess Leia’s theme”
 Simplified first bars of “Hungarian Dance 7”
 Students will go over these answers
 Students will begin review packets. They will be completed independently

Assessment:
 assessment will be informal. I will listen to individual students as I walk around the
room. I will ask frequent questions. Students will also demonstrate their knowledge by
helping me dictate rhythms and through performance. I will also collect exit tickets to
see what the students have learned from the lesson.

Conclusion:
 place drums at the front of the room, have students straighten rows
 remind students to keep bringing their notes
 get to know the students
 Period 5 (General Music)
Fifth Lesson

State Standards

 6-8.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific technical music context relevant to grades 6-8 texts
and topics.
 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.2.2 Play pitched and non-pitched classroom instruments using correct techniques
for producing sound.
 7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter,
dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8
meters.
 7.5.2 Identify and notate rhythms and melodies from aural examples.

Objectives:
8. Students will complete the rhythm packet and will go over the answers
9. Students will learn about eighth notes

Materials
13. Set of classroom drums
14. paper and pen for warning system
15. student roster for attendance

Strategies
21. Proximity
22. Warning system
23. Echoing/modeling
24. Wait time
25. Self assessment

Procedure

 Students will obtain drums

 Students complete rhythm packets. They will be completed independently.
o We will go over the answers in class
 Eighth notes
o Students will echo my eighth note rhythms to the song “I’ve Gotta Feelin”
 I will show the students what a sing le eighth note looks like
 I will show students what two eight notes together look like
o Students will come to the board and write rhythms with eighth notes for their
peers to play
  Dictation practice (I will play on piano)
o “Bingo”
o “In the Hall of the Mountain King”
o “Smoke on the Water” rhythm to those lyrics

Assessment:
 assessment will be informal. I will listen to individual students as I walk around the
room. I will ask frequent questions. Students will also demonstrate their knowledge by
helping me dictate rhythms and through performance. I will also collect exit tickets to
see what the students have learned from the lesson.

Conclusion:
 place drums at the front of the room, have students straighten rows
 remind students to keep bringing their notes
 get to know the students
 Period 5 (General Music)
Sixth Lesson

State Standards

 6-8.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific technical music context relevant to grades 6-8 texts
and topics.
 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.2.2 Play pitched and non-pitched classroom instruments using correct techniques
for producing sound.
 7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter,
dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8
meters.
 7.5.2 Identify and notate rhythms and melodies from aural examples.

Objectives:
10. Students will review note values
11. Students will learn about quarter rests, half rests, whole rests, and eighth rests

Materials
16. Set of classroom drums
17. paper and pen for warning system
18. student roster for attendance

Strategies
26. Proximity
27. Warning system
28. Echoing/modeling
29. Wait time
30. Self assessment

Procedure

 Students will obtain drums

 Students will take turns either writing a note name on the board, drawing a note, or
writing how many beats the note gets
o Should include eighth notes, quarter note, half note, dotted half note, whole
note
 Students will practice playing to a steady beat
o Students will keep a beat together to the song “Havana”
o Students will take turns keeping the steady beat
 I will play along with students who are struggling
  Students will practice playing rhythms to a steady beat
o Students will both improvise their own rhythms and play rhythms I write on the
board
 Rests
o I will introduce rests
 Quarter rest: one beat
 Half rest: two beats. (looks like a hat)
 Whole rest: four beats (looks like a hole in the ground)
 Eighth rest: half a beat
o I will write rhythms on the board for students to play. The rhythms will include
quarter notes, half notes, whole notes, dotted half notes, quarter rests, half
rests, and whole rests

Assessment:
 assessment will be informal. I will listen to individual students as I walk around the
room. I will ask frequent questions. Students will also demonstrate their knowledge by
helping me dictate rhythms and through performance. I will also collect exit tickets to
see what the students have learned from the lesson.

Conclusion:
 place drums at the front of the room, have students straighten rows
 get to know the students
 Period 5 (General Music)
Seventh Lesson

State Standards

 6-8.RT.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific technical music context relevant to grades 6-8 texts
and topics.
 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.2.2 Play pitched and non-pitched classroom instruments using correct techniques
for producing sound.
 7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter,
dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and 3/8
meters.
 7.5.2 Identify and notate rhythms and melodies from aural examples.

Objectives:
12. Students will review for their post test by playing “Jeopardy”

Materials
19. Set of classroom drums
20. paper and pen for warning system
21. student roster for attendance

Strategies
31. Proximity
32. Warning system
33. Echoing/modeling
34. Wait time
35. Self assessment

Procedure

 Students will obtain drums

 Students will be split into two teams and will create their team name
 Rules will be explained
o One person answers each question, but each person can get help from their
team mates during their time limit to answer the question
 I’m good at I’m an artist I’m such a I’m a world- I like rhythms
definitions detective famous
drummer
100 Beat Draw a Identify the Keep a beat Mark in
quarter note time signature to a song on barlines
30 sec and write the drum for
how many 30 sec five seconds 1 minute
beats it gets

30 sec
200 Measure draw an Find the Rhythm Do math
eighth note incorrect
30 sec and write measures 1 bar to be 30 sec
how many performed
beats it gets 1 minute Quarter
1 minute to notes, half
30 sec practice notes, whole
notes
300 Tempo draw two Add one note Rhythm Do math
eighth notes to each
30 sec and write measure to 2 bars to be 30 sec
how many give it enough performed
beats they counts all notes
get total. 1 minute to
2 minutes practice
30 sec
400 Rhythm Draw every Which one Rhythm Do math
note we note is drawn
have incorrectly? 3 bars to be 1 min
30 sec discussed Correct it performed
that lasts All notes and
longer than 1 minute to rests
a quarter 2 minutes practice
note and
write how
many beats
each one
gets.

1 minute
500 Time Draw every Dictation Difficult Write one
signature kind of rest rhythm (uses measure in
and write 5/4, one in
 (both how many Old all note 4/4, one in ¾,
components) beats they macdonald values) and one in
each get. had a farm 2/4 using a
45 sec 5 minutes 4 bars variety of
1 minute notes
1 minute to
practice 3 minutes

Assessment:
 Students will demonstrate their knowledge through their participation in the review
session

Conclusion:
 place drums at the front of the room, have students straighten rows
 get to know the students

Period 5 (General Music)

Post Test: Day 8
Student Assessment Materials

1) Performance Pre and Post Test Rubric:

Name:________________________________Date:_________________________

Rhythm Unit Performance Rubric

Correct Steady Correct Correct

Rhythm Tempo Technique Process
Excellent All rhythms were The tempo was The drum was Read or made an
played correctly consistent played with flat effort to read the
4 throughout the fingers near the notated rhythm on
entire edge of the drum the page
performance with flexible
wrists.
Great 1 or 2 rhythms The tempo was The drum was
were played mostly consistent played with two
3 incorrectly with one of the above
fluctuation in components
tempo
Good 3-5 rhythms The tempo The drum was
were played fluctuated 2-3 played with one
2 incorrectly times of the above
components
Developing More than 5 No The drum was Frequently looked
rhythms were understanding of played with none away from the
1 played tempo was of the above music and was
incorrectly evident components guessing

Score: ____/16

2) Students will be informally assessed with exit tickets:

a. Exit ticket 1: define beat, rhythm, and tempo

b. Exit ticket 2: draw a quarter note, half note, and whole note. Write how many
beats each gets in 4/4 time
c. Exit ticket 3: draw each note and rest learned and write how many beats each
one gets
Technology
I plan to use the speakers and the projector in this unit. The speakers will be used to
play karaoke tracks, which we will use as a click track for drumming. I will find the tracks on my
computer and will wirelessly sync to the projector. I will mute the projector so we have the
audio without the visual component. We will use the projector when we play Jeopardy as
review. I will create a Jeopardy power point on my computer, which I will then wirelessly drop
to the projector. We will also use the Apple TV every day to watch CNN 10 student podcasts, a
schoolwide requirement, at the end of each class.

Differentiation and Accommodations

I will provide learning and practice opportunities that are stratified in difficulty. For
example, when the students complete exit tickets, I will ask them to answer questions of varying
difficulty. For a dictation exercise, for example, I might play the first two measures of hot cross
buns, which would serve as an easier dictation exercise. For a challenge, I would ask the students
to dictate the rhythm for Mary Had a Little Lamb (requiring audiation). The exit tickets will be
counted for participation points only, so I believe it is fair to give the challenge to everyone.

I will also use multiple means of representation in my teaching. The material will be
presented visually on the board (I will draw the notes and problems on the board, and students
will sometimes be given this responsibility). I will also aurally demonstrate the material by
playing the drums and the piano (the piano can sustain notes for their full duration). The students
will also experience the material kinetically through eurythmic activities. There will also be a
packet to fill out independently, which will be good for intrapersonal learners.
Pretest: Blank Student Copy

Name___________________________________________ Date______________________

Let’s See What You Know

Directions: Answer the following questions to the best of your ability. You must answer every
question, even if you do not know the answer. If you do NOT know the answer, write
something anyway, whether it be your best guess or “I don’t know”. The only grade you will
receive for this is a participation grade (if all of the questions have been answered), so wrong
answers won’t count against you.

1) Define beat as it relates to music:

2) Define tempo as it relates to music:

3) Define rhythm as it relates to music:

Directions: State how many beats each note or rest below gets (in 4/4 time) AND draw a picture
of the note or rest.

1) Quarter note

2) Half note

3) Whole note

4) Dotted half note

5) Quarter rest

6) Half rest
 7) Whole rest

Directions: Answer the following questions using the picture provided.

1) Circle the time signature in the example above. What does the time signature tell us?
 2) How many measures are in the example above? ____________________________

Directions: when you finish the previous pages, raise your hand. I will ask you to play the
following rhythms for me on a drum. Remember: it is OKAY to not know how to do this yet.
Pretest: Answer Key

Name___________________________________________ Date______________________

Let’s See What You Know

Directions: Answer the following questions to the best of your ability. You must answer every
question, even if you do not know the answer. If you do NOT know the answer, write
something anyway, whether it be your best guess or “I don’t know”. The only grade you will
receive for this is a participation grade (if all of the questions have been answered), so wrong
answers won’t count against you. (7.RV.1)

4) Define beat as it relates to music:

Beat is a steady pulse that is present throughout a piece of music.

5) Define tempo as it relates to music:

Tempo is the speed of the beat. It is how fast or slow the beat goes.

6) Define rhythm as it relates to music:

Rhythm is the arrangement of the duration of the notes. It creates the horizontal pattern of
notes (as opposed to the change in pitches, or the vertical pattern)
Directions: State how many beats each note or rest below gets (in 4/4 time) AND draw a picture
of the note or rest. (each worth 1 point) (7.5.1)

8) Quarter note

1 beat

9) Half note

2 beats

10) Whole note

4 beats

11) Dotted half note

3 beats

12) Quarter rest

1 beat

13) Half rest

2 beats

14) Whole rest

4 beats

15) Eighth note

½ a beat

16) Two eighth notes (and how many beats total)

1 beat total

17) Eighth rest

½ a beat

Directions: Answer the following questions using the picture provided. (7.5.1)
 3) Circle the time signature in the example above. What does the time signature tell us?

(circle the 4/4). The top number tells us how many beats are in each measure, and the
bottom number tells us what note value gets the beat

4) How many measures are in the example above? _____16 or 17 are both acceptable_

Directions: when you finish the previous pages, raise your hand. I will ask you to play the
following rhythms for me on a drum. Remember: it is OKAY to not know how to do this yet.
(7.2.1)
Post Test: Student Blank Copy

Name___________________________________________ Date______________________

Let’s See What You’ve Learned

Directions: Answer the following questions without using notes. Use complete sentences
where several lines are provided.

7) Define beat as it relates to music:

8) Define tempo as it relates to music:

9) Define rhythm as it relates to music:

Directions: State how many beats each note or rest below gets (in 4/4 time) AND draw a picture
of the note or rest.

18) Quarter note

19) Half note

20) Whole note

21) Dotted half note

22) Quarter rest

23) Half rest

24) Whole rest

 25) Eighth note

26) Two eighth notes (and how many beats total)

27) Eighth rest

Directions: Answer the following questions using the picture provided.

 5) Circle the time signature in the example above. What does the time signature tell us?

6) How many measures are in the example above? ____________________________

Directions: when you finish the previous pages, raise your hand. I will ask you to play a
rhythm for me on a drum.
Post Test: Answer Key

Name___________________________________________ Date______________________

Let’s See What You’ve Learned

Directions: Answer the following questions to the best of your ability without using notes. (each
worth 1 point) (7.RV.1)

10) Define beat as it relates to music:

Beat is a steady pulse that is present throughout a piece of music.

11) Define tempo as it relates to music:

Tempo is the speed of the beat. It is how fast or slow the beat goes.

12) Define rhythm as it relates to music:

Rhythm is the arrangement of the duration of the notes. It creates the horizontal pattern of
notes (as opposed to the change in pitches, or the vertical pattern)
Directions: State how many beats each note or rest below gets (in 4/4 time) AND draw a picture
of the note or rest. (each worth 1 point) (7.5.1)

28) Quarter note

1 beat

29) Half note

2 beats

30) Whole note

4 beats

31) Dotted half note

3 beats

32) Quarter rest

1 beat

33) Half rest

2 beats
 34) Whole rest

4 beats

35) Eighth note

½ a beat

36) Two eighth notes (and how many beats total)

1 beat total

37) Eighth rest

½ a beat

Directions: Answer the following questions using the picture provided.

 7) Circle the time signature in the example above. What does the time signature tell us?

(circle the 4/4). The top number tells us how many beats are in each measure, and the
bottom number tells us what note value gets the beat

8) How many measures are in the example above? _____16 or 17 are both acceptable_

Directions: when you finish the previous pages, raise your hand. I will ask you to play a
rhythm for me on a drum. (7.2.1)

Test will be over this rhythm: in 4/4: (quarter, quarter, half) (quarter, eighth, eighth, half)
(eighth x4 quarter, quarter) (dotted half note, quarter)
Graphs

Pretest Scores
30

25
25

20
Score

15

10
7.5
5.5
4 4.5 4.5
5 3.5 3 3
2.5 2.5 2 2
1
0

Student

Performance Pretest

18
16
16
14
12
12 11 11
10 10 10 10
10 9 9
score

8 8
8
6 6
6
4
2
0

Student
 Pretest Scores by Standard
25

20

15
Score

7.RV.1

10 7.5.1
7.2.1

0
1 2 3 4 5 6 7 8 9 10 11 12 13 total
student

Pre and Post Test Scores

30

24.5 25 25 24.5 24.5 24.5 25

25 23 23
22 21.5
20 20.5
19.5
20
score

15

Pre Test
10
7.5
5.5 Post Test
4 4.5 4.5
5 3.5 3 3
2.5 2.5 2 2
1
0

Student
 Performance Pre and Post Test
18

16

14

12

10
score

8
Pre Test
6
Post Test
4

Student

7.RV.1 Pre and Post Test Scores

3.5

2.5

2
Score

1.5

0.5

0
1 2 3 4 5 6 7 8 9 10 11 12 13 total
Student

Pre Test Post Test

 7.5.1 Pre and Post Test Scores
25

20

15
Score

10 Pre Test
Post Test

Student

7.2.1 Pre and Post Test Scores

18

16

14

12

10
score

6 Pre Test
Post Test
4

Student
Unit Narrative

In this rhythm unit, three main standards were addressed:

 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter,
dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and
3/8 meters.
 7.RV.1: (English Language Arts Standard) Acquire and use accurately grade-
appropriate general academic and content-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

The first listed standard was addressed through performance on drums. The second of
these standards was assessed by having the students write notes, assign note values, and
complete practice problems. Through these assessments, I would be able to tell if the students
had the proper understanding of the content required to be able to perform the material. The
third standard, and English Language Arts Standard, was assessed through free response and
discussion. Not only did I want to see if the students knew the definitions of the words, but I
also wanted to know they could appropriately use the words in context through questioning
and discussion.

Some additional standards addressed are listed here:

 7.2.2 Play pitched and non-pitched classroom instruments using correct techniques
for producing sound.
 7.3.2 Improvise rhythmic accompaniments to classroom or recorded songs.
 7.5.2 Identify and notate rhythms and melodies from aural examples.
 Compose melodic and rhythmic patterns for voice or instruments within established
guidelines.

Some of the students in this class had prior musical knowledge. For example, about
three of the students had participated in beginning band and quit, while three more of the
students had taken piano lessons. With some students having prior knowledge and other
students lacking prior knowledge, I tried to provide some activities stratified in difficulty. For
example, I provided different levels of difficulty during dictation exercises. Usually, the last
dictation was a challenge, while the first couple could be completed by a majority of the
students. I also provided opportunities for the students to create rhythms of their own choice
of difficulty through improvisation exercises, math problem writing, and rhythm writing
exercises.

Some different instructional strategies I used during the unit are listed below:
  Echoing
 Providing improvisation opportunities
 Practice problems /review of answers
 Frequent questioning and answering
 The warning system
 Proximity
 Self assessment

I initially planned to make a lot of use of the classroom speakers and projector, but Ms.
Oyler and I both had issues with airdropping information to the projector and speakers. The
technology specialist, Mike, eventually fixed this, though it was after the completion of this
unit. I ended up playing music using my computer speakers. The jeopardy game was written
on the board.

Assessment Narrative

For formal assessment, I used a pretest, both written and performed, and a post test,
both written and performed. The pre and post tests were both written in a manner that
required students to not just recognize information, but to recall it. This way, I could get a
more accurate read of what the students actually knew and learned from the unit. To
accomplish this, I used free response questions, fill in the blank, and identification questions (ie.
circle the time signature). Looking back, I probably could have included a greater variety of
questions, like multiple choice or matching. Perhaps who prefer this type of testing would have
performed better on the tests.

The performance portion was graded using a rubric. The four categories assessed were
rhythm, tempo, technique, and process. Rhythm was assessed based on their rhythmic
accuracy. Tempo was assessed based on their consistency. Technique was assessed based on
how many components of proper playing were present. Process was measured by observing
how the students were completing the playing portion of the exam. I included this section of
the rubric so that the entire rubric would not be ability based. I wanted to take into
consideration whether or not the students were setting themselves up for success: were they
attempting to read the music or were they guessing? For the performance portion of the
exams, the students were allowed to take whatever tempo they chose. As long as their tempo
was consistent, they could choose whatever tempo was most comfortable for them.
Otherwise, no other individual accommodations were given.

Informal assessment was used in the form of frequent questioning, performance, and
exit tickets. Using these techniques, I was able to assess my students verbal, performed, and
written understandings of the concepts being taught.
Instructional Narrative
The directions for the tests were written at the beginning of the exam. One student
was asked to read the instructions aloud for the others, then another students was asked to
put the instructions in their own words. This way, I could make sure the students
understood what the written directions meant for them to do. For the performance
portion, I told the students which four areas I would be assessing them in: rhythm,
consistent tempo, technique, and process.

This unit was connected to three main standard.

 7.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading.
 7.5.1 Read, notate, and perform music using whole, half, dotted half, quarter,
dotted quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, and
3/8 meters.
 7.RV.1: (English Language Arts Standard) Acquire and use accurately grade-
appropriate general academic and content-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

The unit addressed the music standard 7.2.1 through performance. The students were
taught to read and perform rhythms, and they echoes rhythms as well. The music standard
7.5.1 was met through teaching the students about the different note values and time
signatures. Once the students learned the durations for the different note values, they were
able to practice reading, dictating, and performing with them. The English Standard 7.RV.1 was
met through learning new content-related vocabulary (beat, rhythm, tempo), and learning how
to appropriately use the words in context. The students were asked to define the words in
writing and were frequently asked to use them in class.

The project accounted for differences in students by providing flexibility. When playing
drums in class, the students were allowed to play as complex or as simplistic rhythms as they
chose. During the review session, students were allowed to pick the category of question they
wished to answer. Students were also allowed to choose their own tempo for the playing test.
The material was also presented using many different modes of representation. The
information was presented audibly through speaking and performance. It was visually
presented through writing and watching me perform. It was presented in writing through
practice packets and written rhythms on the board. Students had the opportunity to work
independently on a practice packet, and students has an opportunity to work interpersonally
for the Jeopardy review game.

The unit was designed to be relevant to the students through the use of familiar music.
Students engaged in listening and performing along with popular music, then describing the
music using music-related vocabulary. The students were told before the pretest that their
grade was participation only. They were to try their best and to write an answer for every
question, but it was okay to not know the material yet. The students were told that the post
test would be graded and was to be completed without using notes. The students were also
told what aspects of their playing would be assessed (rhythm, tempo, technique, process).

Results/ Interpretation Narrative

According to the Pre Test data, the students have room to improve in every standard.
The two best scores on the written portion were less than a third of the total points possible
earned, and less than half of the score I want for mastery (20 out of 25). Also, one of these
students previously took piano lessons while the other was a former band member. The most
correctly answered questions on the pretest were the quarter note question (draw one and
write how many beats it gets) and the measures question (count how many measures are in the
example).

The performance portion of the pretest went better than expected, with the range in
scores being between six and twelve points out of sixteen and the mode being ten out of
sixteen. For all but one of these scores, however, three points were deducted in the final
category of the rubric, being “process”. Every student after the first student began their playing
test by looking at the music, but then frequently stared at the drum or into blank space and
played what they heard the first student play. The students did best with tempo and playing
technique, while rhythm was not as strong.

I did not make any serious modifications to my plan for the unit based on these results.
I believe this is partly due to my predictions of these results, given the fact that I taught a very
similar unit to the first set of general music students. I did, however, decide to spend more or
less time on some items. For example, I didn’t spend much time keeping a steady beat with the
students, since the students demonstrated an understanding of tempo in the performance
portion of the pretest. I also spent less time introducing the quarter note, since many of the
students already understood that what it was and how it looked. I decided to place an
emphasis on rhythms, since that proved to be the most challenging. When we did practice
problems on the board (math problems with musical notes for example), I tried to get as much
playing in as possible. For example, after a student has solved a math problem, I would ask
them to play through the rhythm of the equation (what remained upon removing addition and
subtraction signs). I also tried to include more dictation exercises on the exit tickets.

I was very pleased with the students’ growth in their understanding of rhythm. The
written portion of the post test data shows a mean score of 23 out of 25 points. I wanted all of
the students to get at least 20 points to indicate mastery, though one student fell .5 points too
short. The most commonly missed answer was about time signature (what the top and bottom
numbers indicate). The performance portion didn’t show as much growth, though growth was
evident. Some of this is due to the fact that the students each made an attempt to read the
music for the post test, as opposed to playing what they heard. Also, rhythms improved,
though transitions between the notes proved to be more difficult.

Based on these results, I see several strengths in my unit design. Firstly, I needed to add
more material to teach because the students learned more quickly than anticipated and in
comparison to my first group of students. I believe this is largely due to the student’s
intelligence, but I also believe I did a better job teaching this time. For one, I taught everything
in the context of music. When I did my first rhythm lesson of the semester, I taught the note
durations outside of a musical context. This time around, we did not need to spend nearly as
much time figuring out how the note durations line up with the beat of music. I also think I did
a good job of making the lesson relevant by using contemporary karaoke tracks. I also learned
all of my students names and a fun fact on day one, which I believe contributed to the stronger
rapport I felt with this group of students.

One weakness in my design was the performance portion of the tests. I should have
found a more private way to test the student’s playing skills to avoid the students hearing each
other and not rationalizing the material on their own. I was afraid of making the setting too
private, but I probably could have moved the testing drum further away and had the examinee
play more quietly. Also, I did not plan enough material to last enough days, though this is partly
due to the performance of the previous set of students I taught. Another weakness was my
design of the Jeopardy review game. The students went for the most difficult questions first,
which resulted in the class covering less material in the review session. If I were to do this
again, I would require the students all start with the 100 level questions. Once all of the 100
level questions were complete, we could move onto the 200 level questions.

Overall Final Statement

Overall, I think this project went well. I will use it in my future teaching near the
beginning of the semester to prepare my students for learning to read piano and ukulele music.
I’m glad I taught a rhythm unit instead of trying to combine it with note reading. I think it
would have been easy for me to get out into my first year of teaching and expect to teach my
students rhythm, note reading and piano all at once, so I’m glad I won’t make that mistake now.
I also enjoyed seeing this group of students make faster progress than my previous group. I
believe this is largely due to the student’s intelligence, but I also believe it is partly due to my
different teaching strategies this time around. I enjoyed seeing my teaching be successful in
this project, and I enjoyed seeing my improvement as a teacher.
 LAMP Project Self Rubric

Student Quality of planning Teaching

Mastery assessment strategy
tools delivery
4 Students Assessment tools Difficulties were Teaching strategies
received a mean accurately accurately varied and were
post test written measured predicted and used effectively.
score of 22+ and student accounted for in All learning styles
a performance understanding planning. were addressed
score of 13+ and ability. and each student
Asessment tools was engaged
assisted in
planning and
were appropriate
for every type of
learner
3 Students Assessment tools Difficulties were Teaching strategies
received a mean accurately mostly predicted varied and were
post test written measured and accounted for mostly successful.
score of 20+ and student and planning, but Some variety in
a performance understanding a few surprises teaching
score of 10+ and ability. came up strategies. Most
Asessment tools students were
partially assisted engaged
in planning and
were relevant to
most types of
learners
2 Students Assessment tools Planning was Teaching strategies
received a mean were somewhat evident, but were limited to
post test score of accurate in several problems two modes of
17+ and a assessing student arose that were representation
performance understanding, not predicted
score of 7+
1 Students Assessment tools Planning was Teaching strategies
received a mean were not minimal and were sporadically
post test score effectively used difficulties were used. The teacher
less that 17 and and were not not taken into mostly used one
a performance accurately made. consideration teaching startegy
score less than 7
Student mastery: 4

Quality of Assessment tools: 3.5

Planning: 3

Teaching Strategy Delivery: 3.5

Total Score: 14/16