GRADES

MUSIC 5-8

ARTS TOOLKIT

lesson plans

Rhythm Quilts
Length: 6 45-minute sessions Concept/Objectives
Students will analyze the rhythm element of a 16-measure folk song and identify the meter of the song and the rhythmic patterns of each measure. Students will be able to explain the function of the time signature, meter, and rhythmic patterns.

Activity
Students identify which rhythmic patterns are the same and which are different by making a graph of the various patterns. Then students create a rhythm quilt by completing a graph with colored squares to indicate all of the various rhythmic patterns in the song.

Music Toolkit Resources

From the Doorways to Music DVD: What Is Music? segment on Rhythm Any of the Appalachian folk songs on the Old Music for New Ears Sampler such as those sung by Jean Ritchie, Mike Seeger, or the Gray Eagle Band

Cross-Curricular Connections
Visual Arts: Students will create art for specific purposes using the elements of art and principles of design to communicate ideas (AH-05/06/07/08-4.4.1).

Kentucky Academic Content

Big Idea: Structure in the Arts
Academic Expectations 1.14 Program of Studies Understandings AH-5/6/7/8-SA-U-1 AH-5/6/7/8-SA-U-2 Skills and Concepts AH-5/6/7/8-SA-S-Mu1 AH-5/6/7/8-SA-S-Mu2 AH-5/6/7/8-SA-S-Mu3 Related Core Content AH-05/06/07/08-1.1.1

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Instructional Strategies and Activities

MATERIALS
copies and overhead transparencies of various folk songs; choose 4 or 5 different songs to be distributed among students Building the Rhythm Quilt Directions Song Analysis and Quilt Graph worksheets several 3x 3 construction paper squares of different colors (You will need different colors for each pattern in the song.) 14x 14 tag board or posterboard1 for each student zip-lock bag for each student (to hold student squares) glue, scissors, crayons, markers, pencils Optional: quilts or pictures of quilts

Before the Lesson: Collect and copy four or five folk songs for the project. The songs should have either 8 or 16 measures. Avoid songs with an anacrusis (incomplete measure of unaccented notes found at the beginning of a song or phrase). The students should already be familiar with the songs used in the project. If not, introduce the songs in other lessons before starting. If you choose songs from the Old Music for New Ears Sampler, youll find the lyrics and information about the songs in the Sampler guide in the American Music section of the binder. Students should be familiar with the concepts of time signature, meter, and rhythmic patterns. You might show the Rhythm segment of the What Is Music? video as a review. It is also helpful to have a real quilt, pictures of quilts, or a PowerPoint of quilt designs for the students to see.

Day 1

Introduce the lesson project by reviewing time signatures. Using an overhead transparency of a folk song not used in the project packets, sing the song as a class. Lead the class in the identification of the time signature, the meter, and the number of measures. Give each student a copy of the song so that he or she can mark the concepts. Tell each student to find at least one repeated rhythm pattern in the song. After a few minutes, ask for the patterns that were found and mark on the transparency.

Introduce and explain the project to the class. It would be helpful to have completed a rhythm quilt for the song that you used to introduce the lesson. Then you can use the quilt to explain the project to the class. If youve brought in quilts and/or made a rhythm quilt, display for the class or show examples of quilts to the class. If you feel comfortable, discuss the elements of art and principles of designparticularly balancein the quilt design/s. If you have the Visual Arts Toolkit, youll find numerous quilts with helpful information in the Kentucky Virtual Art Museum. Or you could ask the art teacher to assist you.

VOCABULARY
bar line beat folk song measure meter rhythm rhythmic patterns time signature

Distribute packets to each student. The packets should contain a copy of the folk song, direction sheet, song analysis worksheet, and quilt graph worksheet. Students will work at their own pace to meet the requirements of the project. Students should check in with you at the conclusion of each step before moving on to the next step. If there is time, students may start the project on day one.

Day 2

Have students begin the project by first reading the entire direction page (Building the Rhythm Quilt). They begin the project by first answering the questions on the Song Analysis worksheet. Since this page is very short, they should be able to complete at least a portion of the Quilt Graph worksheet.

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Day 3-4

At some point during Day 3, all students should be working on step 4 of the direction page. Place the colored squares of construction paper in a central location in the room. Allow students to select the squares they need for their quilts.

Day 5: Review of the Quilts

Group students according to the various songs they used for their quilts. Give each student in each song group one minute to reveal his or her quilt to the group. Each group will exhibit their song quilts to the class. The group and class should sing the song while the group members point to each measure on their quilt. Point out that the color patterns allow you to see the different number of rhythmic patterns in the song. Questions for each group or to the class about each groups quilts: How many different repeated patterns are in this song? Which pattern is repeated the most? Are there any patterns that are not repeated in the song?

Conclude the class by reviewing the definitions of the vocabulary words.

Day 6: Student Evaluation

Evaluate the students knowledge of the concepts of meter, time signature, measures, and rhythmic patterns. You may use the provided multiple choice questions and the open response question or design your own evaluation tool.

Lesson Extensions

Expand the lesson by allowing the students to write explanations of their quilts. Using the Song Analysis worksheet, students can detail their analysis of the time signature, meter, and rhythmic patterns found in the song. They should include a section on how their quilt pattern reflects these concepts. A similar project is to analyze the melodic patterns of the same folk songs. The students would then compare the melody quilts and the rhythm quilts for each song.

Support/Connections/Resources

See the Old Music for New Ears Sampler Guide in the American Music section of the binder for lyrics and information about folk songs you choose for the quilt projects.

If you have the Visual Arts Toolkit, show quilts on the Kentucky Virtual Art Museum on CD-ROM. Youll find good examples in the gallery of the Museum of the American Quilters Society in Paducah. For a complete list of all quilts in the Virtual Art Museum, check the Artworks by Medium index.

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The Kentucky Quilt Project Quilt Index: www.quiltindex.org/louisvillecollection.php Quilts are indexed for online viewing by various categories.

WRITING TO COMMUNICATE
Expand the lesson by allowing the students to write explanations of their quilts. Using the Song Analysis worksheet, students can detail their analysis of the time signature, meter, and rhythmic patterns found in the song. They should include a section on how their quilt pattern reflects these concepts.

Virtual tour of Quilt designs by Yvonne Porcella and sponsored by The Planet Patchwork Gallery: planetpatchwork.com/porcella/porcover.htm

Applications Across the Curriculum

Language Arts
Writing about the folk art (especially quilt making) of cultures or of a specific area Writing an analysis of the song the student used in the project

Mathematics

Duration of note values and rests in the study of fractions Creating rhythms to equal a specific number of beats

ADAPTATION FOR DIVERSE LEARNERS

Students with special needs may work with partners for this activity. The partners will be able to help with the manipulatives and the drawing of the rhythm patterns on the color blocks.

Social Studies

The study of cultural activities and/or folk arts of the area, such as quilt making. Consider visiting a local museum to view quilts or inviting a guest speaker to discuss the quilting practices of the area. This would give the class insights into the culture of the area. What do the folk art and the music tell about the people of that area or culture?

Visual Arts

Study of color, texture, and design

TECHNOLOGY
Either the teacher or the students may present a collection of various quilt designs through PowerPoint or the computer, using either the Kentucky Virtual Art Museum on CD-ROM or one of the web sites listed in Resources.

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Open Response Assessment

Prompt: The composer of a song must make sure that the beats in each measure and the time signature agree with each other. The beats of the music must divide evenly into the number of measures. Directions: A. Using the following rhythm pattern, draw the bar lines to indicate the correct number of beats in each measure.

2 4
B. List and explain two reasons why the time signature dictates the placement of the bar lines in the rhythm pattern.

4 3 2 1 4 3 2 1 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 5 6 7 8 9 5 6 7 8 9 5 6 7 8 9 10 5 6 7 8 9 5 6 7 8 9 1 11 12 13 11 12 13 14 11 12 13 14 1 11 12 13 14 11 12 13 14 1 17 18 19 2 17 18 19 20 17 18 19 20 17 18 19 20 17 18 19 20
Vocabulary is accurate and shows an analysis of the question. Supporting detail is insightful showing clear evidence of reflection. Some appropriate vocabulary is used. Accurate subject vocabulary is used. Organization is excellent. All parts of the question are answered correctly. Accurate details and/or examples are used to clearly support the answer. The organization is good with logical ordering. There are obvious details and/or examples providing a basic explanation. There are few or no details and/or examples to support the answer. The answer is somewhat organized but poorly writtenthe writer may jump around in the explanation. The organization of the answer is ineffective and difficult to follow.

Extensive knowledge is evident in answer.

OPEN RESPONSE SCORING GUIDE

All parts of the question are answered completely and with correct answers that may be brief but to the point. The answer is partially incomplete or is complete but with mistakes. A minimal attempt is made to answer the question with a minimal use of appropriate vocabulary.

No answer or irrelevant response

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Performance Assessment
Prompt: Rhythm Quilt Directions: See the Building a Rhythm Quilt handout.

4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 4 3 2 1 0 5 6 7 8 9 10 5 6 7 8 9 10 5 6 7 8 9 10 5 6 7 8 9 10 5 6 7 8 9 10 11 12 13 14 15 16 11 12 13 14 15 16 11 12 13 14 15 16 11 12 13 14 15 16 11 12 13 14 15 16 17 18 19 20 17 18 19 20 17 18 19 20 17 18 19 20 17 18 19 20
Student can explain in detail the meter of the song, the meaning of the time signature, and the number of measures in the song. Student can generally explain the meter of the song, the meaning of the time signature, and the number of measures in the song. Student can generally explain the meter of the song, the meaning of the time signature, and the number of measures in the song. OR Student completes some parts of the project but leaves other sections incomplete or with many errors. Student can explain some of the answers on the Song Analysis Worksheet. OR Student may or may not have a problem explaining the meter of the song, the meaning of the time signature, and the number of measures in the song. OR Student completes only one section of the project and cannot explain the meter of the song, the meaning of the time signature, and the number of measures in the song. Student completes all of the worksheets and quilt but cannot explain the meter of the song, the meaning of the time signature, and the number of measures in the song.

Student completes all of the worksheets and the quilt with no errors.

PERFORMANCE SCORING GUIDE

Student completes all worksheets and the quilt with only 1-2 errors. Student completes all worksheets and the quilt with 3-5 errors. Student completes all of the worksheets and quilt with 6 or more errors.

Nonparticipation

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MULTIPLE CHOICE ANSWER KEY

1. 2. 3. 4. B C D B

Multiple Choice Questions

1. The top number of the time signature tells the musician the A. number of measures in the song. B. number of beats in a measure. C. note equaling one beat in the song. D. number of notes in a measure.

2. The bottom number of the time signature tells the musician the A. number of measures in the song. B. number of beats in a measure. C. note equaling one beat in the song. D. number of notes in a measure. 3. To indicate the end of a measure, the composer draws a A. double bar. B. clef sign. C. time signature. D. bar line. Use the rhythm pattern below to answer question 4.

4 4
4. The composer needs to complete the rhythm pattern by adding the A. half note. B. quarter note. C. eighth note. D. eighth rest.

Author: Sue E. Crumpler, Ph.D. Copyright 2007 KET Reviewed by the Kentucky Department of Education This lesson plan is part of the Music Arts Toolkit. To order the entire toolkit or for more information about the Arts Toolkit project, visit www.ket.org/artstoolkit or call (859) 258-7294.

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BUILDING THE RHYTHM QUILT

Name____________________________________________________ Follow the steps below to make the rhythm quilt for your folk song. This project will take four days to complete. You must check in with the teacher before moving to the next step. Song Title_____________________________________________________________________

______1. Review the folk song.

Answer the questions on the Rhythm Quilt Song Analysis sheet. ______2. Make a chart to show the different rhythm patterns in each measure and to indicate the number of times each pattern appears in the song. ______3. Once your chart is complete, choose the same color square for each rhythmic pattern that is alike and a different color for each different pattern. ______4. Write the patterns on the construction paper squares. Remember, patterns that are the same should have the same color square. ______5. Arrange the squares in the order of the song.

Determine the meter and speak the rhythm of the song.

Decide if you want your rhythms to read from left to right (horizontal) or from up to down (vertical) or even around the page.

Lay the squares out to form your quilt. Remember that quilt squares are usually laid out in balanced patterns. Glue the squares to the background paper supplied by the teacher. ______6. Decorate the borders.

In the border above the squares, write the name of the song.

In the side borders and other border areas, you may draw pictures about the song. ______7. Share your quilt with the class explaining the design and the rhythm patterns. Be prepared to explain the answers on the Song Analysis worksheet.

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RHYTHM QUILT SONG ANALYSIS

Song Title_____________________________________________________________________ Examine the rhythm to discover the answers to the following questions. 1. What is the meter of this folk song? ____________________ 2. Considering the meter signature, how many beats are in each measure? ____________________ 3. Considering the meter signature, which note receives one steady beat? ____________________ 4. How many measures are in your song? ____________________ 5. You must have 16 measures to make your quilt. How many times must you sing your song to have 16 measures? ____________________

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Make a tally chart to show the different rhythm patterns found in each measure of your song. Copy the rhythm of the first measure and draw one tally mark next to the pattern. Look at the second measure. If it is the same rhythm pattern, then draw another tally. If it is a different rhythm pattern, then copy the new rhythm to the next line of your graph and draw the tally mark. Continue this process through the entire song. When you are finished with the graph, add the total pattern numbers. You should have the same number of patterns as you have measures in the song. Remember, you will need 16 measures to make your quilt. If you have less than 16 measures, you will have to repeat the song. Does your total pattern number equal the number of measures you answered for question 4 on the Song Analysis sheet? When your chart is complete, choose a color for each rhythmic pattern. Write the color in the blank. Show your work to the teacher before continuing with the project.

RHYTHM PATTERN GRAPH

Rhythm Patterns

Tally Marks

Total

Square Color

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