Rhythm Lesson #1

Objectives

1. Students will identify basic rhythms such as quarter notes and eighth notes in 4/4
time
2. Students will count rhythms in 4/4 time.
3. Students will demonstrate being able to create one bar of 4/4 time.

Lesson

1. I will ask students if anyone can come write a quarter note up on the board. I will
then ask students if anyone can come write an eighth note on the board. Eighth
note is half of quarter note. So, two eighth notes= one quarter note.
2. I will write a 4/4 time signature on the board and ask if anyone knows what each
number means. If not, I will explainfour beats in a measure, quarter note gets
the beat.
3. Will explain that a quarter note gets one beat. If that is true, how many quarter
notes are in 4/4? (four) How many eighth notes are in 4/4? (eight)
4. Have a student come and write a measure of 4/4 on the board using quarter notes
and eighth notes. Do this several times.
5. Ask if anyone can come draw a half note. Explain that two quarter notes equals
one half note.
6. Do the same for a whole note. One whole note=one 4/4 measure.
7. Informal assessment/exit slip: I will clap three separate measures of 4/4 (only
halves, quarters, and eighths) and the students will write them down.

National Standards
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
 Rhythm Lesson #2

Objectives:
1. Students will identify rhythms such as sixteenth notes and dotted quarters.
2. Students will count rhythms in 4/4 time.
3. Students will demonstrate being able to create one bar of 4/4 time with quarter
notes, eighth notes, sixteenth notes, half notes, and dotted notes.

Lesson:
1. I will briefly what we talked about yesterdayquarters, eighths, and halves in 4/4
time (mention C = 4/4)
2. ***Quick talk about beaming notes***
3. Ask students if someone can draw a sixteenth note (or several sixteenth notes).
How many sixteenth notes fit in an eighth note? Two. How many fit in a quarter
note? Four. Explain you can count sixteenths with 1 e + a.
4. Have several students come up and draw a measure of one bar of 4/4 using
quarters, eighths, and sixteenths.
5. Ask students if someone can volunteer to draw a dotted quarter. Explain that it is
equal to three eighth notes (1+2). Dotted quarter + one eighth= 2 beats (1+2 +).
6. If a dotted quarter is equal to three eighth notes, what is a dotted half equal to?
Three quarter notes. Introduce/use 3/4 as an example.
7. Clapping exerciseI will write a measure with quarters, sixteenths, eighths, and
dotted notes. All students will clap the rhythm.
8. Informal assessment exit slip (to be given at end of class)students will write
one bar of 3/4 and one bar of 4/4 with quarters, eighths, sixteenths, and dotted
notes.

National Standards
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.

Rhythm Lesson #3

Objectives:

1. Students will identify quarter rests and eighth rests.

2. Students will count rhythms in 4/4 and 3/4 time.
3. Students will identify and count rhythms with ties.

Lesson:
1. Review quarters, eighths, sixteenths, and dotted rhythms. Talk about eighth-
sixteenth-sixteenth.
2. Draw a measure of 4/4 and draw three quarter notes. How many beats are missing?
One. Have a student fill in the proper rest that would complete the measure (quarter
rest).
3. Draw a measure of 3/4 with one quarter note. How many beats are missing? Two.
What rest completes this measure? Half rest.
4. Draw another measure of 4/4, this time drawing a dotted quarter, a blank space, and
two quarter notes. How many beats are missing? An eighth note. Have a student fill
in the proper rest in that blank space (eighth rest).
5. Draw TWO measures of 4/4 that include quarter rests and eighth rests. Have the
students clap the example. Have one of two students come up and write their own
example for the students to clap.

National Standards
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
 Rhythm Lesson #4

Objectives:
1. Students will identify and count rhythms with ties.
2. Students will count rhythms in 4/4 and 3/4.
3. Students will compose rhythms in 4/4 and 3/4.

Lesson:
1. Draw a measure of 4/4 that ends in a quarter note and the beginning of another
measure that starts with a quarter. I want to connect this last quarter to this first
quarter. How do I show that? A tie. Can anyone draw a tie?
2. I will play two measures of 3/4, involving ties and rests. Students will write it down
(not collected), someone will come up and write the rhythms on the board.
3. Review: at this time, we will review all that we have learned in the previous lessons
including quarter, eighth, sixteenth, half, whole, and dotted notes, quarter and eighth
rests, ties, and meter. This will involve students creating examples on the board,
writing in counts, and simply identifying note values and rests.
4. ADMINISTER POST-ASSESSMENT.

National Standards
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.