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K–12 teaching and learning · from the UNC School of Education

Rhythm beginnings

This lesson plan introduces the terms beat, steady beat, and tempo for the first day of rhythm work.

A lesson plan for grades 2–3 Music Education

By Meg Anderson

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Learning outcomes

Students will:

  • differentiate between steady and unsteady beats.
  • learn the term tempo and walk in time.

Teacher planning

Time required for lesson

40 minutes

Materials/resources

piano or recorded music and a music player

Pre-activities

  • Students will have already learned several songs to sing.
  • To prepare for lesson students sing one or more familiar songs to focus attention and motivate.

Activities

  1. The teacher will demonstrate a steady beat by clapping.
  2. Students will clap along to a steady beat.
  3. The teacher will explain that one beat is like one clap.
  4. The teacher will demonstrate an unsteady beat.
  5. Students will decide on several examples if the teacher is clapping a steady beat or not.
  6. Students will then have to decide if a piece of music the teacher plays on the piano has a steady beat. (If the teacher cannot play the piano then find suitable recorded music).
  7. Next, students will clap a variety of tempos and then learn the term “tempo.”
  8. Students will identify the tempo of 3 different pieces of music played on the piano or recorded. Students describe tempo as fast, medium or slow.
  9. Students will now experience a steady beat and different tempos by walking to the beat.
  10. First explain the rules of movement:
    • no touching anyone or horseplay
    • no talking
    • keep some distance between you and others
    • do not move until the teacher says go
  11. Students will then form a large circle (mine walk around the group of chairs).
  12. Improvise on the piano some simple music with the beat being clearly played in the bass. I use a I-IV-I-V-I progression as my music outline.
  13. Students should walk in a circle to the beat, one step for one beat.
  14. Then change the tempo to fast or slow. Warn the students before making any major change.
  15. In preparation for the next lesson have the students walk one step for two beats, four beats or half of a beat.
  16. Students return to their seats.
  17. Sing a song such as “Havah Nagilah” in which the tempo changes and discuss the change.
  18. Sing previously known songs with a variety of tempos and have students identify if fast, medium, or slow.

Assessment

Students are assessed by asking questions. During the movement section see if all students are walking in time. Having students count out loud to eight will help the slower students to get on beat.

Supplemental information

Comments

I have attended several workshops on Dalcroze Eurhythmics. From these experiences I have developed my own system and sequence of activities to teach rhythm.

North Carolina curriculum alignment

Music Education (2001)

Grade 3

  • Goal 1: The learner will sing, alone and with others, a varied repertoire of music.
  • Goal 5: The learner will read and notate music.
    • Objective 5.04: Identify symbols and traditional terms referring to expressive qualities including dynamics and tempo.

Grade 4

  • Goal 1: The learner will sing, alone and with others, a varied repertoire of music.
  • Goal 5: The learner will read and notate music.
    • Objective 5.03: Identify symbols and traditional terms referring to expressive qualities, including dynamics and tempo.

  • North Carolina Essential Standards

    • Music Education (2010)

      • Grade 2

        • 2.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. 2.ML.1.1 Apply problem solving strategies to improve musical technique when singing and playing instruments. 2.ML.1.2 Use accurate pitch...

      • Grade 3

        • 3.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. 3.ML.1.1 Apply elemental changes, including changes to dynamics, tempo, timbre, or texture, when singing or playing music. 3.ML.1.2 Execute...
        • 3.ML.2 Interpret the sound and symbol systems of music. 3.ML.2.1 Interpret rhythm patterns, including notes and rests in 3/4 and 4/4 meter signatures. 3.ML.2.2 Interpret through voice and/or instruments visual representation of the major scale. 3.ML.2.3 Recognize...