Playing
Imitates musical patterns, listening to and repeating four-beat rhythms (PK)

The teacher initiates four-beat patterns using body percussion, and the class copy exactly, maintaining the underlying beat. They respond sensitively to changes in dynamics, tempo, and tone colour (different body parts making different sounds). They are playing their bodies as musical instruments. All are on task; all are accurately following the directions without hesitation in this brain gym music learning activity.

Reading and Recording
Interprets simple conventional rhythmic notation, using rhythmic patterns of te reo Māori and words related to movement (PK, CI)

The teacher holds up a card with a two-beat rhythm that matches a colour written in te reo Māori. Madison says it's the colour pink, and Ben answers the teacher's question about other words used to describe the rhythm. He says, "Walk, run-run". The whole class read "māwhero" to match the rhythm.

The rhythms written on the cards match the rhythm of speech as closely as possible. The fact that each card is the colour it represents reinforces the learning visually. The students problem solve individually, and then the whole class reinforces each correct interpretation. Finally, the teacher combines two learned rhythm cards, and the students work out how to read and chant both cards, one after the other, and keep the beat without a break.

The teacher supports this by counting the class in for four beats to set the pulse: "1, 2, 3, go". During the learning, the class has moved to rhythms by walking, running, and resting according to related notation. "Walk" is a step forward and is performed when reading a crotchet. "Run, run" is the two quick steps performed in the time of one crotchet ("walk") and is notated as two quavers. A crotchet rest is just that – a time to stop for one beat. Here, we see the students using these movement words to describe the rhythmic notation they have previously interpreted in movement. Individual students use this language perfectly and perform the one-bar pattern for the class to then repeat.

Reading and Recording
Interprets simple conventional rhythmic notation through body percussion while singing a familiar song (PK, CI)

The teacher points to a simple rhythm card and indicates the action while the students read and interpret the notation with their bodies. They do this while singing to the backing track of a well-liked song they have memorised. The rhythms are taken from the song so that the students play with the actual rhythms of the music. This is a complex task, and the students are concentrating hard. Many combine all their skills and knowledge to perform well above level 2 in this activity. They have learned to respond to, interpret, and communicate rhythm kinaesthetically, aurally, visually, and verbally.

Reading and Recording
Interprets simple conventional rhythmic notation, clapping and identifying a pattern off a card (PK, CI)

Listening and Responding
Identifies the elements of beat and rhythm, recognising and distinguishing between rhythmic patterns (PK, CI)

The students work independently and co-operatively in this very advanced game based on the eight rhythm cards learned so far. Each student has a set of the cards. Ben (seated at the right-hand end) selects a card that he claps for all to listen to. Willard (opposite him) listens, repeats the rhythm, and selects the correct card without missing a beat. Emma (seated behind Willard) must listen carefully, as she cannot see the pattern being performed. She repeats the pattern. Madison (at the left-hand end) selects and picks up the card of the actual rhythm performed and shows it to Ben, who tells her that she is correct. It's a type of Chinese whispers, and the group demonstrates their ability to maintain a steady beat, read and perform the rhythms, and use their ears to support their work. Deep and significant learning beyond level 2 is exemplified in this holistic activity, and it serves as a strong formative check on individual understanding.

Playing
Plays rhythmic pieces in time with others, reading a score and following a student conductor (PK, CI)

Willard takes the role of conductor by reading and pointing to each note of a four-card sequence as the group reads and plays it on untuned percussion. His indication of the correct rhythm as he reads (upside down!) supports the group interpretation. The students take turns at leading in this activity, learning the important role of a conductor who must try to keep the group together as they read, follow directions, and play their instruments as a band.

Reading and Recording
Represents sounds through, and interprets, simple conventional rhythmic notation (DI, CI)

Madison and Willard have written their own four-beat/one-bar rhythm cards. They now play their cards together in sequence, keeping the beat and performing with ease. They swap the cards around to further test their ability to read and play their own and another's work, now in a different order. Clearly, they have taken the advanced step of combining all learning by working out how to notate a four-beat rhythm pattern and to listen and interpret through playing. They enjoy performing as a duo.