Learning objectives

• Understand beat, tempo and meter.
• Create a short 4-bar rhythm pattern.
• Perform the pattern alone and with a group.
• Give and receive simple feedback to improve performance.

Key words (simple)

• Beat: the steady pulse (like a heartbeat).
• Tempo: speed of the beat (fast or slow).
• Rhythm: pattern of long and short sounds that fits on the beat.
• Measure / Bar: a group of beats (we often use groups of 4 beats).
• Rest: a silent beat.

How to think about rhythm (easy steps)

1. Find a steady beat by tapping your lap: count “1 2 3 4” evenly.
2. Decide a tempo: slow (walk speed) or fast (run-in-place speed).
3. Create a pattern of sounds and rests across four beats (one bar): for example clap on beat 1 and 3.
4. Repeat the bar 4 times to make a short phrase (4 bars).

Visual examples (use claps and stomps)

Try clapping on the red circles and keeping silence on the grey. Repeat A four times to make a short rhythm piece.

Compose your own rhythm — step-by-step

1. Choose a tempo: say “slow” (60 beats per minute) or “medium” (90 BPM).
2. Decide one bar = 4 beats. Mark beats: 1 2 3 4.
3. Pick where to make sound (clap/stomp/voice) on those beats. Example: Clap on 1, rest on 2, stomp on 3, clap on 4 → X . S X.
4. Add one small variation on bar 4 to finish nicely (a tiny fill or extra clap).
5. Write your pattern using X = clap, S = stomp, . = rest. Repeat for 4 bars.

Practice tasks (for class or at home)

• Task 1 — Solo practice: Create a 4-bar rhythm and perform it 3 times. Record (phone) if possible.
• Task 2 — Group activity: In a group of 4, each person keeps a different rhythm (layering). Start slowly, then speed up a little.
• Task 3 — Kenyan connection: Find a short local chant or song and try to copy its rhythm by clapping and stomping. Ask an elder the name and how it is used.

Performance tips

• Keep a steady beat — everyone should count “1 2 3 4” inside their head.
• Listen to each other. If someone is rushing, slow down and start again.
• Use your body — big movements help others follow the rhythm.
• Be respectful — if your rhythm is not loud, step forward; if too loud, soften it.

How teachers can assess (simple)

Use this quick checklist when watching a student perform their rhythm:

• Kept steady beat: Yes / No
• Used clear sounds and rests: Yes / No
• Repeated pattern 4 times: Yes / No
• Worked well with group: Yes / No

Simple worksheet (fill-in)

1. Write a 1-bar pattern with 4 beats (use X = clap, S = stomp, . = rest):
   Bar 1: ______   Bar 2: ______
2. How many times will you repeat your pattern? ______
3. Where did you get rhythm ideas? (a song, clapping game, local chant) ______________