The first in a series of monographs that describe various aspects of the development of musical intelligence, this paper describes two distinct and contrasting strategies which individuals use for making sense of simple rhythmic figures. The strategies are identified as (1) figural, related to gestures, and (2) metric, referring to measuring durations. The paper proposes that, while individuals tend to favor one of the strategies, both are necessary for intelligent musical behavior. Data are derived from children's drawings of simple rhythmic figures. Analysis shows that the dynamic interaction of the two strategies leads to development of new knowledge and to creative learning and performing in music and possible other disciplines. It is concluded that traditional schooling tends to emphasize only one strategy which does not stimulate the interaction of both strategies, thus inhibiting students' developments. Basic data and description of the taxonomies are presented in the first of the paper. Part two describes relationships between the strategies. Part three contains data that exemplify the interactions. The last section discusses the developmental issues inherent in the data and makes some suggestions for teaching music. (Author/ND)