Rhythm is a multi-meaning term, it exists in all areas of human life and other arts. It is considered part of the musical dimension of time and implies the order in a series of tones and sounds, that is, the order and basis of movement. As such, it occurs in the daily life of a person during walking, breathing, speaking, in heartbeats and the like. Rhythmic abilities arise from rhythm, which in turn play an important role in the musical development of children. This paper investigates the possibilities of developing rhythmic musical abilities in elementary school students through organized music workshops. The aim of the research was to check the students' rhythmic abilities before and after participating in the workshops, to compare the results according to gender within the experimental class and the overall success of the students in the experimental class with students in the control class. The research questions related to the development of rhythmic abilities, gender differences and differences between experimental and control classes. The research was conducted in two fourth-grade classes, which represented the experimental or control class. In each class, two tests were performed - initial and final. Between those two measurements, fifteen workshops were held in the experimental class for the purpose of developing rhythmic abilities. The testing included tasks such as: Singing a song, Performing rhythmic patterns, Performing a counter and Musical memorization of a melodic-rhythmic phrase. After the end of the workshops in the experimental class, a questionnaire was conducted to get feedback on the work of the leader and satisfaction with the workshops. Using the method of experimentation, the results showed that the students in the experimental class made progress in all tasks after the workshops. Also, gender differences were observed in the development of rhythmic abilities compared to the control group, the experimental class that participated in the workshops achieved better results in all tasks, which indicates a positive effect of the workshops on the development of rhythmic abilities. The results of the research were processed through quantitative and qualitative analysis, using basic descriptive parameters. This research can provide insight into the impact of organized music workshops on the development of rhythmic abilities of elementary school students. The results will be useful for further research and application of music programs in the school context.