Patterns in Rhythm

Overview

In this lesson (Lesson 5 of 10), students build on previous chord learning by matching strumming patterns to a steady beat. They practise counting beats accurately, then strumming with a metronome while maintaining safe, consistent technique.

Learning intentions

• WALT match strumming patterns to a regular beat using counting.
• WALT maintain steady rhythm while strumming chords.
• WALT recognise and describe differences between common strumming patterns.
• WALT reflect on what helped us stay in time and what needs improving.

Success criteria

• I can count aloud in time with the metronome (e.g., 1–2–3–4).
• I can strum the pattern without rushing or dragging most of the time.
• I can perform the same pattern again after teacher feedback.
• I can explain (or show) how two patterns are different (where the down/up strokes happen).

Curriculum links

• Music (NZ Curriculum Refresh): elements of music through rhythmic patterns and performance.
• Participating and contributing: work safely and respectfully while practising in a group.
• Communication: use musical vocabulary to describe rhythm and performance choices.
• Developing skills: practise, apply feedback, and improve accuracy and timing.

Lesson structure (45 minutes)

1. 0–5 min · Hook with a short video. Teacher shows a YouTube video under 2 minutes that introduces strumming patterns and steady beat (with visible beat counting if possible). Students watch for “what changes” in the strum pattern and share one observation to a partner.

2. 5–10 min · Warm-up rhythm (body percussion). Teacher leads a call-and-response using claps/taps to establish a steady pulse with counting (start at 60 bpm, then adjust). Students practise “down strokes” as one clear movement and “rests” by staying still on specific beats.

3. 10–18 min · Direct teach: two strumming patterns. Teacher models Pattern A and Pattern B on the instrument/chosen practice surface (e.g., desk-top strum for silent practice if needed). Students track the pattern using beat-markers on the board and then practise the motion without instruments for 30 seconds, focusing on consistent timing.

Pattern A (common): Down on every beat (1, 2, 3, 4). Pattern B (more variety): Down on 1 and 3, up between (on 2 and 4) (teacher demonstrates clearly: down-up feel across the four beats). (Teacher emphasises: keep the arm movement controlled and return to a ready position after each stroke.)

4. 18–27 min · Metronome practise with chords. Teacher sets metronome to 60–70 bpm and assigns students their chord shapes from the unit so they can focus on timing. Students strum Pattern A for 2 rounds of 30 seconds, then Pattern B for 2 rounds of 30 seconds. Between rounds, teacher pauses briefly for one specific feedback point (e.g., “hold your chord shape longer” or “your up strokes are late”).

5. 27–35 min · Small-group challenge: keep the pattern, change accuracy. Teacher forms groups of 3–5 with one “timekeeper” per group using a shared metronome setting. Students practise switching patterns on a cue (teacher calls “A” or “B”). Each group aims for: (a) stay in time, (b) keep the pattern clear, (c) recover smoothly after a mistake.

6. 35–42 min · Feedback cycle and re-do. Teacher demonstrates one good example (from observation) of a consistent pattern and one “fix” (e.g., rushing the last two beats). Students then re-do the patterns in pairs: Person 1 plays, Person 2 listens for one success criterion and gives one piece of feedback using a stem:

• “Your strum pattern sounded steady when…”
• “Try to keep your up strokes on…”

7. 42–45 min · Exit ticket (quick check). Students complete a short oral or written response:

• “Pattern A is ____ (e.g., down on every beat). Pattern B is ____.”
• “My next step to improve timing is ____.”

Resources

• YouTube video hook (under 2 minutes) showing strumming patterns and steady beat
• Metronome (app or physical) with 60–70 bpm settings
• Student instruments or chord practice tools (as per your unit setup)
• Board/slide with beat counts (1–2–3–4) and diagram of Pattern A and Pattern B
• Timer for short rounds (30 seconds each)
• Feedback stem cards for pairs
• Chord cards from previous lessons (kept at desks for quick access)

Assessment

• Teacher observation during metronome rounds: timing (steady beat) and pattern accuracy (where down/up strokes occur).
• Pair feedback check: students use the stem and identify one clear improvement target.
• Exit ticket: confirms understanding of the differences between Pattern A and Pattern B and sets a next step.

Differentiation

• Support: provide a “beat-count” visual (large number strip: 1–2–3–4) and allow students to practise Pattern motion on their lap before playing.
• Support: for students who struggle with up/down timing, start with Pattern A only, then add Pattern B slowly with half-speed metronome first.
• Extension: challenge faster students to keep the same pattern while increasing bpm by 5–10, or add a clear change on a teacher cue (“A to B on the next bar”).
• EAL/SEN: allow verbal responses and use simple language for feedback stems; demonstrate with hand signals for down/up strokes; repeat instructions in consistent phrases.