Box Notation

Here is an outline for teaching basic rhythm notation. It also opens all kinds of opportunities for improvisation and composition. I have chosen to use the names of creatures living in an ocean, but any other words with the same number of syllables could work. 

​Ocean Rhythms 
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Processes for beginning rhythm reading 
  • Introduce the quarter note by drawing a straight vertical line on the board and saying, “When I point at this one say ‘shark’.” Then, point at it over and over, keeping a beat; every time you touch the board, in other words, the students say “shark.” Eventually they will automatically associate the symbol with the word. You might even try to trick them a bit by, for example, pointing suddenly when they might not be expecting it. The key here and throughout is to make it interesting for the students. Find a level at which they are challenged, but can still accomplish the task. ​
  • Repeat the process for “dolphin” (two vertical lines connected by a third line at the top).  Say, “When I point at this one say ‘dolphin’.” Practice with “dolphin” just like you did for shark. It doesn’t have to take very long. Change the tempo a bit and strive to find just the right level of challenge. 
  • Combine the two rhythms, alternating between “shark” and “dolphin” in interesting, yet achievable patterns. 
  • Keep a four-beat pattern on one hand (palm facing forward towards the class) by touching thumb to little finger, thumb to ring finger, thumb to middle finger, and thumb to index finger—over and over. Say “1, 2, 3, 4” and have the students repeat the pattern. Repeat the pattern over and over as a class. 
  • Say a four-count “shark-dolphin” pattern while keeping the beat on you hand as described above and have the students repeat the pattern (echo). Introduce a wide variety of “shark-dolphin” patterns. 
  • Say a pattern and have the students follow your pattern with their own improvised four-beat “shark-dolphin” patterns (answer). Repeat this process over and over. 
  • Invite individual students to create patterns for others to echo. They could lead the entire class or you could divide them into smaller groups with rotating leaders. 
  • Draw a 4 by 4 grid on the board. This can be done by drawing a box and then dividing it in half horizontally and vertically and then twice more horizontally and vertically. Have the students count the boxes across each row as you touch them in order using your finger or a pointer.
  • Put "dolphins" and "sharks" in the first row. It doesn't matter what order they are in. In fact, you could have all dolphins or all sharks. Let the students choose.
  • Say the pattern. In this example it is "shark, shark, dolphin, shark." Be sure to keep a steady beat throughout so that the dolphin gets the same amount of time as the shark.
  • Have the students echo the patterns after you.
  • Have the students read the pattern and point. 
  • Fill the entire grid with "sharks" and "dolphins." This will usually make complete sense to the students—that you can only put one dolphin or one shark in each of the tanks. You don't need to talk at all about the lines representing quarter notes and eighth notes.
  • Students can also be called on to fill the tanks with sharks or dolphins.
  • Lead the students in reading each line. Say "one two ready go" and begin. Say the rhythms with the students to begin with and then drop out to see if they can do it on their own.
  • Read all four lines one after the other. For fun, read the vertical lines as well.
  • Have groups of students read the lines.
  • Read the lines as a round with one group starting after the next.
  • Have groups of students repeat a line over and over. Add other groups on other lines.
More ideas...
  • Change the rhythms. Let the students create their own rhythms in their own individual grids. 
  • Clap the rhythm (each syllable) while saying the names. 
  • Clap the rhythm (each syllable) while thinking the names. 
  • Replace the clapping with other body percussion or instruments. 
  • Have students create their own grids and their own rhythms.
  • Trade grids and perform. 
  • Expand into much larger grids. 
  • Use percussion instruments for different lines.
  • Divide into groups and create grooves using the grids. ​​
  • Additional rhythms pictured below are (from left to right): sea turtle, manatee, barracuda, and "m" (the rest). For the rest, you can simply draw a backwards number 3. It works well to give the students something to say for the rest. Then, eventually don't say anything but make the "m" motion. Or if you are using body percussion, create and action for the rest—as action that doesn't make any sound.