|Lesson Plan ID:
Rhythmic Discovery - Read Simple Rhythmic Patterns
This lesson will aid in learning the concept of rhythm as applied in a musical setting. It will aid each student in setting requirements later needed to read music.
|AED(K) Music||1. Sing simple songs alone and with others following the contour of melody. |
|AED(K) Music||3. Imitate a steady beat while playing various rhythm instruments. |
|AED(K) Music||10. Identify sets of two and three beats. |
|AED(K) Music||14. Identify various rhythm instruments by sight. |
|AED(1) Music||1. Sing songs from various cultures and countries within an age-appropriate vocal range, using clear vocal tones. |
|AED(1) Music||3. Demonstrate rhythm patterns by reading quarter notes, quarter rests, paired eighth notes, and half notes, including playing them on various rhythm instruments. |
National Standards: 1,2,3,5, and 6.
|Primary Learning Objective(s):
Each student will demonstrate rhythm by playing various musical instruments. Students will also apply knowledge of rhythm through several small group activities at centers. Each student will be able to read simple rhythmic patterns in groups and alone.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Floor Staff, Note cutouts,Bean bag, sticky ball, Orff Instruments, Rhythm creating game, Rhythm Matching Game, Percussion Instruments, Flash Cards and Music and You Big Book.
|Technology Resources Needed:
listening center and sheets, CD player, Computers (at least 5), Keyboard
Voice Discrimination. Basic Classroom rules. Knowledge of the staff. How to participate in 'Centers'. Knowledge of a steady beat.
1.)Discuss Quarter Notes, Eighth notes, and half notes.
1. Quarter notes are walking notes.
2. Running notes are Eighth notes.
3. Half notes are slow notes.
2.)Learning the Song
a. Have the students name the 3 kinds of notes discussed (Quarter, Eighth, and half notes) b. Make a chart and have students identify which notes are called each kind discussed.
c. Do step 'b' with each kind of note.
a. Using a chart, make different rhythms.....have the students clap these rhythms together and a few individually. b. Identify which notes are the longest and which notes are the shortest.
4.)Beat vs. Rhythm
a. Using flashcards, have the students alternate between keeping a steady beat on thier knees and clapping a rhythm that you show them on a flash card.
5.)Create Small Group centers:
a. Center 1- Have students keep a steady beat with rhythm sticks or percussion instruments.
b. Writing center - have students draw and color a picture of the three different kinds of notes discussed. You may have an example for them to follow if needed.
c. Listening center - Listen and Match rhythmic patterns from a tape, record the answer on an answer sheet. (To create the tape, use a keyboard or other instrument to play the rhythm. Make a corresponding answer sheet. Ten should be enough for this exercise.)
d. Computers - Have students write and play back rhythms from a computer program such as Finale. You may give the students a sheet with specific instructions on what to create. example: 2 running notes, 1 walking note and a slow note. If knowledge of this computer program is not appropriate for age, elimate the 4th center, or replace it with a rhythm game.
**Give specific rules for centers. Have students rotate every ten minutes, each activity should take no longer than this. Also use a signal for rotating centers such as blinking the lights....have them rotate clockwise to the next center.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Teacher observation of students responses and performance. Listening Center Scores. Computer Game Scores.
Students that already have basic knowledge of Rhythm can be given the harder level computer game or harder listening sheets.
Students may be given an additional tape that he or she may take home and use to complete listening sheets. Time before or after school may also be set up to allow the student to have more computer time.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: