Rhythm and Beat Through Familiar Songs

First Grade, University of Illinois Elementary, March 8th 2016, Carson

Satchwell
The musical problem/Objective: Students will be able to demonstrate
the difference between rhythm and beat through clapping and tapping
to familiar childrens songs, and playing a game that highlights the
difference between the two. Key vocabulary includes rhythm and beat.
Prior Knowledge: Students understand the beat of a piece of music,
and can demonstrate the beat through clapping. Students have found
the beat of familiar songs before through a similar series of lessons.
Selection of Repertoire: Twinkle Twinkle Little Star, Mary Had a Little
Lamb, The More We Get Together, these songs have clear divisions
of the beat that are simple and easily identifiable.
Materials needed: Rhythm sticks
Suggested Sequence (in which the teacher makes connections to
prior knowledge and sets up the problem. Students work through the
problem and share their solutions).
Introducing the Lesson: While students walk in the room and find their
seats on the floor, I will sing The More We Get Together. Sing this
with me. Can you clap the beat while you find your seat? [Once
students are sitting, sit and clap the beat until they can all clap the
beat with me]. When we found the beat in our songs last time, it
always stayed the same throughout the entire song we sang. Does this
beat stay the same? (it should). [Pass out rhythm sticks, then begin to
tap the beat].
Developing the Lesson: While students sit in a circle with their rhythm
sticks, I will sing Twinkle Twinkle Little Star. [Tap to the beat of
Twinkle Twinkle, and continue to do so until students follow suit]. Once
everyone is tapping, I will begin to demonstrate the rhythm. [Slowly
tap the rhythm while singing the song] Listen to the pattern that I am
tapping. Does this sound like the beat? [Give students an opportunity
to answer, get their ideas]. This is called the rhythm. It is different
from the beat, listen. [Demonstrate the difference between the rhythm
and beat]. Please tap the beatnow tap the rhythm.
Closing the Lesson: While students sit in a circle, I will sing Mary Had a
Little Lamb. We will all tap the beat. [Introduce simple rhythm game:
one student will tap the rhythm and sing one measure of the song,
then I will ask the next student to tap and sing the next measure (I do
not expect them to know what a measure isI indicate where the
MUS 342 Spring 2016

switch occurs]. With the time left over, we will tap the rhythm of The
More We Get Together as a class.
Assessments (that relate directly to the understandings students will
gain from the lesson and how they will demonstrate those
understandings):
Do students demonstrate an understanding of the difference
between rhythm and beat?
Can students tap rhythm individually and apart from the group?
Extensions: Gradually introduce more complicated rhythms through
songs are not familiar.