Clap Along
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Approach:  One to one
ACCESS
Level: Year 4 and year 8
Focus: Reading rhythmic patterns  
Resources:
4 rhythmic pattern cards
FRAME 200Kb
Questions/instructions:  


In this activity you will be clapping some rhythmic patterns. [Click on graphics to enlarge.]
 
% responses
2008 ('04)
y4
y8
Here is the first pattern. Clap what is on the card twice.

Hand student card 1. Student claps pattern twice.		    
 
very accurately
39 (35)
55 (47)
some small irregularities (e.g. pausing between bars, minor timing issues)
41 (51)
39 (46)
substantial irregularities (e.g. if a bar is missed, lose pattern)
ccc
4 (4)
little resemblance to pattern
7 (3)
1 (1)
not attempted
3 (3)
1 (2)
Here is the second pattern. Clap what is on the card twice.

Hand student card 2. Student claps pattern twice.
 
very accurately
22 (27)
38 (34)
some small irregularities (e.g. pausing between bars, minor timing issues)
36 (32)
39 (45)
substantial irregularities (e.g. if a bar is missed, lose pattern)
20 (22)
16 (12)
little resemblance to pattern
15 (15)
4 (6)
not attempted
7 (4)
3 (3)
Here is the third pattern. Clap what is on the card twice.

Hand student card 3. Student claps pattern twice.
 
very accurately
29 (31)
48 (52)
some small irregularities (e.g. pausing between bars, minor timing issues)
15 (12)
17 (11)
substantial irregularities (e.g. if a bar is missed, lose pattern)
13 (15)
10 (8)
little resemblance to pattern
28 (26)
14 (15)
not attempted
15 (16)
11 (14)
Here is the last pattern. Clap what is on the card twice.

Hand student card 4. Student claps pattern twice.
 
very accurately
16 (8)
30 (27)
some small irregularities (e.g. pausing
between bars, minor timing issues)
19 (23)
30 (31)
substantial irregularities (e.g. if a bar is missed, lose pattern)
20 (24)
20 (18)
little resemblance to pattern
31 (30)
13 (17)
not attempted
14 (15)
7 (7)

Total score:
16
6 (5)
13 (9)
13–15
20 (23)
41 (40)
10–12
26 (23)
22 (26)
7–9
29 (31)
17 (17)
0–6
19 (18)
7 (8)
Subgroup Analysis [Click on charts to enlarge] :
Year 4
Year 8
Commentary:
This task, more than most others, produced quite large performance differences. About 20% more year 8 than year 4 students succeeded with each task component. Girls averaged higher than boys, and Pakeha students higher than Mäori and Pasifika students. There was little change from 2004 to 2008.