Unit Plan 13 (PreK Music): Making Rhythm Patterns

Focus: Children create short rhythm patterns using clapping, tapping, patting, and simple instruments.

Grade Level: PreK

Subject Area: Music (Creating • Performing • Responding • Connecting)

Total Unit Duration: 3–4 sessions (2+ weeks), 20–30 minutes per session

I. Introduction

In this unit, children move from echoing rhythms to making their own rhythm patterns. Through playful clapping, tapping, patting, and using simple percussion, they explore how sounds can be put together in different orders. Children learn that a pattern is something that repeats and that their ideas can be shared with others through sound, pictures, or simple marks.

Essential Questions

• What is a rhythm pattern, and how can I make one with my hands, feet, or instruments?
• How can I show or remember a rhythm pattern I created?
• How can we listen and respond kindly when friends share their rhythm ideas?

II. Objectives and Standards

Learning Objectives — Children will:

1. Explore clapping, tapping, patting, and instrument sounds to create short rhythm ideas.
2. Create simple 1–2 measure rhythm patterns using body percussion or classroom instruments.
3. Show their rhythm patterns to others using echo, repetition, or simple marks/icons.
4. Listen to and copy friends’ rhythm patterns, noticing same vs. different.

Standards Alignment — PreK Music (NAfME-aligned, local adaptations)

• MU:Cr1.1.PK — Explore musical ideas through play and improvisation. Children experiment with sounds using voice, body, and classroom instruments.
  • Example: Making up sounds for animals, weather, or walking feet and turning them into a short rhythm.
• MU:Cr2.1.PK — Organize sounds into simple patterns. Children repeat, echo, and vary short musical ideas.
  • Example: Copying a teacher’s clapped rhythm, then changing one part to make it their own pattern.

Success Criteria — Child-Friendly Language

• I can make up my own rhythm pattern using claps, taps, or instruments.
• I can repeat my rhythm pattern so it sounds the same each time.
• I can use pictures, lines, or dots to help me remember my rhythm pattern.
• I can listen to a friend’s rhythm, then echo or try my own idea.