![]() ![]() Numbers situated vertically, one above the other. It is either a letter C (means 4/4 time), the same letter C but with a line through it like a cents symbol (means 2/2 time), or two The time of a piece of music is dictated globally by the time signature, which is located at the beginning of the piece. I hope this post has given you some good ideas for teaching quarter and eighth notes in your elementary music classroom.The following text will make more sense as you go, but read it now and review it later. As a final challenge, I clap/play the rhythm, and they must listen to find the correct answer. I call out a pattern, and they cover it on the board. Once the students have practiced finding the rhythms with my help, they play independently. I use my document camera to project a game board for the class, and I circle the right rhythm after I say it. Our first task is simply finding the correct pattern on the game board. Two heads are better than one, right? It can be helpful for a less confident student to have a partner to help them find rhythms on the bingo board. When I play this game with my students, we play with a partner the first few times. ![]() Rhythm Bingo is a fun whole-class activity for practicing rhythm recognition. Activities for teaching quarter and eighth notes Roll and Cover We use the craft sticks and steady beat hearts from the previous lesson to build ta/ti-ti rhythm patterns together. We review the rhythm we decoded the week before and reinforce the difference between steady beat (the hearts) and rhythm (the apple icons). In the third lesson, I introduce the words ta and ti-ti (along with quarter note/eighth notes). Once we have decoded each line, we say the words and clap the rhythm.ĭid I mention how much I love using manipulatives when teaching rhythm? Hands-on is definitely the way to go! If you’re looking for a deep dive on manipulatives in the music room, you can check out this blog post!) We count our claps and place craft sticks on the hearts to show the number of syllables on each beat. Then, we say and clap the words on each beat. First, I show them the words of our song under the steady beat hearts. In the second lesson, my students decode the rhythm of Apple Tree using craft sticks and steady beat hearts. The game ends once everyone has been caught, or once we have played a couple of rounds and no one has been caught. They get added to the tree, and the game continues. On the word “out,” the arch comes down and traps a student (or students). Then, the rest of the class walks through the arch to the steady beat while singing. To play the game, two students create an arch with their arms. First, we make a circle and practice walking to the steady beat while singing. In the first lesson, we learn the song and play the game. Apple TreeĪpple Tree is another all-purpose song that I use to teach a variety of concepts. Then, I say and clap a pattern, and they build it, which helps develop their aural skills. I start by having them copy rhythms I put up on the Smartboard to reinforce building from left to right. (Read more about how I purposefully decorate my music room here!) To end this lesson, we use rhythm blocks to create ta/ti-ti patterns. I never skip this step because it teaches them how to use the word wall and anchor charts to help them find answers. Then, we do a word hunt and find all the places we see our new rhythms in the music room. We learn that ta is one sound on the beat and ti-ti is two. In the final lesson, I introduce ta and ti-ti. ![]()
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