Hip-Hop Phrase Makers

Overview

In this lesson, students will create short Hip-Hop phrases using graphic notation and then improvise rhythmic or melodic ideas based on their own visual plans. They will also practise listening and describing how musical elements help communicate ideas.

Learning intentions

• WALT create and document Hip-Hop phrases using graphic notation.
• WALT improvise rhythmic or melodic ideas using my graphic notation as a guide.
• Students will use listening skills to refine and share musical ideas.
• Students will describe how elements of music (rhythm, pitch, dynamics, tempo, texture) help communicate meaning.

Success criteria

• I can create a short Hip-Hop phrase (4–8 beats or 4–8 rhythm units) and document it clearly with graphic symbols.
• I can improvise a new version of my phrase while still matching the shape/rules from my notation.
• I can perform my phrase confidently and listen respectfully to others.
• I can describe at least two elements of music I used and how they changed my idea.

Curriculum links

• CA2-MUS-01 — Students perform, use listening skills and compose to communicate musical ideas, and describe ways the elements of music are used to convey musical ideas.
• Focus on Performing, Listening, and Composing through creating and documenting Hip-Hop phrases and improvising from them.
• Students use listening skills to respond to musical ideas and refine performances.

Lesson structure (38 minutes)

1. 0–4 min · Warm-up: body + beat. Teacher models a steady beat with claps and a simple call-and-response (e.g. “tap—tap—clap”). Students join in, then add one change (faster/slower or louder/softer) when the teacher signals.

2. 4–10 min · Mini teach: graphic notation for Hip-Hop. Teacher shows a simple notation system:

• box = one beat;
• taller symbol = louder;
• higher symbol = higher pitch;
• zig-zag = quick rhythm;
• curved line = longer sound. Teacher demonstrates how to turn a drawn “phrase shape” into a performable 4–8 beat phrase. Students copy the idea by drawing a quick “phrase map” for a single 4-beat phrase (teacher checks with quick thumbs-up/side-by-side table scan).

3. 10–19 min · Create: document your Hip-Hop phrase. Teacher gives students their “Phrase Builder” sheet (4–8 boxes with optional modifiers like arrows/size/height). Students compose a phrase using one sound source they can control (voice taps, body percussion, or a classroom percussion item), then label it with a simple rule (e.g. “start loud”, “end with a pause”, “repeat last two beats”).

4. 19–27 min · Improvise: perform and adapt. Teacher explains the challenge: improvise 1–2 variations of your phrase using the notation rules (must keep the overall rhythm shape or contour). Students work in pairs: one plays, partner listens and watches for the rule being followed. Partners swap roles after one variation.

5. 27–33 min · Share: listening and describing. Teacher structures a quick whole-class gallery: 6–8 students perform (about 15–20 seconds each). Students use an “I noticed…” sentence frame: “I noticed the rhythm/pitch/dynamics changed when…”. Teacher prompts deeper description by asking “What musical element helped you hear that change?”

6. 33–38 min · Exit ticket: phrase + description. Teacher collects a quick check: students circle their best version (A or B) and write one sentence: “My phrase shows ___ because I used ___ (rhythm/pitch/tempo/dynamics/texture).” Students hand in sheets.

Resources

• “Phrase Builder” graphic notation worksheet (4–8 beat grid with symbol key)
• Percussion options (e.g. hand drum, claves, shakers) or body percussion space markers
• Marker pens/coloured pencils
• Sentence starters poster (“I noticed…”, “I heard…”, “It sounded… because…”)
• Timer/stopwatch for pair turns
• Teacher device/board to display an example notation and performer demo

Assessment

• Formative: teacher circulates during Step 3, checking that students’ notation is clear and playable (can they perform what they drew?).
• Formative: pair listening checklist—partner can state which rule from the notation was followed (rhythm shape, loud/soft, pitch contour).
• Exit ticket: student sentence describing at least one musical element used and how it affected the idea.

Differentiation

• Support: provide a partially completed notation option (e.g. fixed rhythm boxes, students only add loud/soft or pitch height). Offer rhythm cue cards (e.g. “quick—quick—slow”) and allow voice tapping if instruments are challenging.
• Support (EAL/Special Ed): sentence starters with word bank (rhythm, pitch, loud, soft, fast, slow). Use teacher modelling and “show-me” gestures for each symbol type.
• Extension for advanced learners: add a second rule to the notation (e.g. “repeat but change dynamic on beat 5” or “last two beats must rise in pitch”). Improvise a third variation that clearly changes tempo or texture while keeping the phrase identity.
• Behaviour/participation: establish clear turn-taking signals and a “listening still” position for audience students during Step 5.