Title - Body Rhythm

By - Kathleen Yager
Subject - Music
Grade Level - K-1
This lesson is perfect for teaching primary grades about the value of ti, tah an
d toh before they are ready to read.
1. Have your students stand.
2. Have them step to a slow beat saying "toh, toh" several times. This should be
the value of a half note.
3. Next, they should tap their thighs to what should equal a quarter note, and s
ay "tah, tah, tah, tah".
4. Finally, have them clap their hands to "ti, ti, ti, ti" at what should be the
speed of an eighth note.
5. Mix and match patterns of eighths, quarters and half notes with the appropria
te step, tap or clap. For example: step- step-tap-tap-tap-tap, clap-clap-clap-cl
ap is half-half- quarter-quarter-quarter-quarter-eighth-eighth-eighth-eighth.
By the time my students are ready to read the rhythms, they are familiar with th
e patterns and the length of time each note is held.
Evaluation occurs as you notice how well each student is doing keeping a steady
beat and following my lead. I often preface each set with "Simon Says..." and it
sets the tempo and makes the game flow more easily. My younger students love it
and the older ones occasionally want to play it. We move at faster tempos and a
s they gain in expertise, I occasionally let a student be the "leader" and obser
ve.
This game can be adapted to special needs students by using whatever body parts
they are able to move. It could be blinking to a beat or clicking their tongues
to a beat. Get creative and have fun!

-------------------------Song: "If You're Happy"

Musical Element to Teach: Rhythm (rests)
Grade Level: 1
Concept: The students will feel the rests in the song by creating motions for th
e rests rather than singing.
Objectives: The students will: Sing the song "If You're Happy" after rote teachi
ng procedures are used. Follow the motions given in the song, and perform motion
s during the rests. Create their own motions to a new verse of the song (during
the rests).Materials needed: A piano for the starting pitch.
Preliminary Procedures: Ask students: "What do you do when you are happy?" "What
different things might you body do to show you are happy?" Discuss students res
ponses and write a few on the board.
Procedures:
1. "If You're Happy" is taught through rote teaching procedure. The teacher shou
ldencourage students to think about what is occurring when she (they) are not si

nging. Oncethe song has been learned, the teacher should guide the students to s
ense the underlyingbeat by modeling the movements.
2. Ask students, "Sometimes when you sing a song, there is silence in the music.
Does anyone know what the silence is called?" (rest). "Why do you think it is c
alled a rest?"
(You are not singing and there is no music. Your voice and the rhythm are restin
g or taking a break from the song.) On the board, draw the rest seen in this son
g.
3. The teacher explains that the class will sing the entire song together, focus
ing in particular doing the given motions when the rests occur. Remind students
to pay attention to the rhythm and where the rests (silence in the song) occurs.
4. The teacher remind the students that everyone has different things that they
do when they are happy (previously written on the board). Students can create th
eir own movement to the last verse of the song by singing "Be Yourself!" as the
final verse. Remind the students that when they do their motions is during a res
t, so they should not use their singing voices.
5. Have everyone sing "If You're Happy" with the new verse added. Remind everyon
e to do their motions during the rests of the song.
Evaluation: Students will sing the entire song while doing motions for the rests
in the song.
Follow-up: The teacher asks the students how the song made them feel. The studen
ts can discuss ifthey had any difficulties with the song and if doing motions on
the rests made it easier tosing (and more fun!!)
--------------Teach "coffee (eight notes)/tea (quarternote)"
Then clap OR play on piano a r
hythm while saying coffee/tea pattern played, then ask her to repeat the coffee/
tea pattern for a sticker (penny or jelly bean) reward.
-------------Make bean bag (using small baggie). Using large keyboard sheet (just cde to beg
in with?) on floor, have her drop the baggie onto a key, then go to piano and sh
ow her the key she just played.
-------------(Group/class must be sitting in chairs) Using one finger show the group/clas
s how to tap on the palm of their other hand. Once the whole group/class has joi
ned in extend in to two fingers then gradually to three, four, five.Getting fast
er and faster start to pat their knees then stamp their feet and make "shhhh" no
ises. Slowly start to reverse the activity as if the rainstorm is calming back d
own to one finger then silence.
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