Quarter Note and Rest

Grade Level: First Grade

Class: General music

State and National Standards this lesson addresses:

MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic

patterns using iconic or standard notation.

9.1.3.A Know and use the elements and principles of each art form to create

works in the arts and humanities. (duration, rhythm)

Essential Questions:

How can you use sound and silence to create a rhythm?

Objective or Learning Outcomes:

Students will be able to identify a quarter note and quarter rest by correctly

labeling and performing the quarter note and quarter rest rhythm.

Prior Knowledge:

Steady beat

Materials needed: Powerpoint, computer, speaker, projector, videos, rhythm creator

Organization: Whole group

https://www.youtube.com/watch?v=jz6yP5r0e0A

https://www.youtube.com/watch?v=0kaX2l413p8

Teaching Procedures

Daily Routine:

Crazy eights

Daily attendance

Introduction:
 - Let’s review the steady beat. (Watch The Music Show Episode 1 starting at 2:45)

- Do you remember when we learned steady beat? Today, we are going to begin

learning rhythms.

- First, I have another video we are going to tap along to.

Procedure:

- Try your best to tap along to the song, it’s okay if you make a mistake. (Play

Sweet Beets)

- Raise your hand if you think beet sounds like our steady beat (demonstrate one

bar) raise your hand if you think cherry sounds like our steady beat (demonstrate

one bar).

- Did beet or cherry sound like our steady beat in the first video? (Beet)

- Let’s look on the board and clap some rhythms. (Clap one measure of hearts,

beets, beets with counting, quarter notes with counting, quarter note with ta)

- In music we call this a quarter note. It gets one sound per beat. We can also

identify it with the syllable ta. That’s a quarter note’s nickname.

- Let’s try a new pattern. Tell me what beat do you hear something different.

(Demonstrate pattern)

- What beat did we hear something different? (Beat three)

- What was different about beet three? (Shh instead of Ta)

- Let’s clap it together now. (Continue moving through patterns with rest)

- Our new rhythm discovery is called a quarter rest! The nickname for a rest is

“sh”. Remember, rests are silent!

- Let’s look at some new rhythms now that we know our quarter rest and quarter

note. (Rhythm generator)

 - When a new rhythm is created we want to think through it before we clap it as a

class. Here’s how I think through each rhythm.

- I look at the first note and practice that. Then I go to beat two. Beat three. Lastly,

beat four.

- Next, I put it all together. I like to use air clapping and say the words in my head

to help me practice.

- Once you go through it a couple times, give me a thumbs up so I know when we

are all ready to clap the rhythm as a class.

Assessment:

Students will correctly clap and articulate a measure of quarter notes and quarter

rests.

Closure and Summarizing strategy:

- Good job today. Next week we are going to continue working with rhythms and

we are going to have a new rhythm discovery!

Reflections on the lessons:

I taught this lesson to three in person classes, one in person virtual class, and one

virtual class. One in person class was shortened due to a two hour delay and then

interrupted by a fire drill. I skipped over the initial Sweet Beets video for the fire drill in

person class, the virtual class, and the in person virtual class.

Things I learned

Things I would do differently

- Only have students use “sh” instead of changing to open hands and saying rest.
 Eighth Notes

Grade Level: First Grade

Class: General music

State and National Standards this lesson addresses:

MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic

patterns using iconic or standard notation.

9.1.3.A Know and use the elements and principles of each art form to create

works in the arts and humanities. (duration, rhythm)

Essential Questions:

How do we use long and short sounds to create rhythm?

Objective or Learning Outcomes:

Students will be able to identify a quarter rest by correctly labeling and

performing the rhythm.

Prior Knowledge:

Steady beat, quarter note, quarter rest

Materials needed: projector

Organization: Whole group

Teaching Procedures

Daily Routine:

Crazy eights

Attendance

Introduction:
 - Do you remember our Sweet Beets song from last week? We are going to play

along to this song again. (Play Sweet Beets)

Procedure:

- Can we all clap this rhythm on the board? (Review rhythm from last week)

- What do we say when we clap this note is it ta, ti, bo, or me? (ta)

- Correct, we say ta. Let’s try this rhythm again this time speaking and clapping.

(speak and clap)

- Can you show me what we do when we see a rest? (Shh hand on lip)

- I see some of my friends with their hands like this (demonstrate) and they are

correct!

- Let’s clap this rhythm together.

- Listen to this new pattern. (tap ta ta ta-ti ta) Which beat sounded different than

the others? Listen again. (tap ta ta ta-ti ta)

- Put your fingers up with which beat sounded different than the others. ( beat 3)

- Good job, beat three sounded different. This time listen to how many sounds I

tap on beat three.

- How many sounds did I tap on beat 3? (two)

- Right! I tapped two sounds on beat 3. This is what that rhythm looked like. Beet

Beet Cherry Beet.

- Let’s all try this pattern together. (tap pattern)

- Now, let's look at our next pattern. What do we say when we see a quarter note

again? (ta)

- Now instead of cherry we are going to say ta-ti. Can you all say ta-ti? (ta-ti)

- Listen to me clap and say it one time first. (Demonstrate)

 - Now it’s your turn.

- Let’s put all of our rhythms together now and practice.

Assessment:

Students will clap a four beat measure with quarter notes, eighth notes, and

quarter rests.

Closure and Summarizing strategy:

- Great job today. Next week we will continue working on rhythms.

Reflections on the lessons:

This lesson went very well with the students. They were able to understand and

identify two sounds on a beat. They were also able to explain why we should do each

pattern again.
 Video Play-along

Grade Level: First Grade

Class: General music

State and National Standards this lesson addresses:

MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic

patterns using iconic or standard notation.

9.1.3.A Know and use the elements and principles of each art form to create

works in the arts and humanities. (duration, rhythm)

Essential Questions:

How do we use long and short sounds to create rhythm?

Objective or Learning Outcomes:

Students will be able to clap along to the rhythms in the video play along.

Prior Knowledge:

Steady beat, quarter note, quarter rest, eighth notes, rhythm

Materials needed:

Projector, speaker, Snowday play along video

Snow Day [Easy Mode] - Rhythm Play Along

Organization: Whole group

Teaching Procedures

Daily Routine:

Crazy eights

Attendance

Introduction:
 - What is your favorite snow day activity? (answer)

- Do you remember when we had a couple of snow days two weeks ago? (answer)

- Today we are going to clap along to a snow day song, but first let's review.

Procedure:

- What have we been talking about the last couple of classes? (Rhythm)

- Let’s review our three rhythms.

- What is this called? (ta/quarter note)

- Can someone demonstrate what “ta” sounds like?

- What is this called? (rest/quarter note)

- Can someone demonstrate what “rest” sounds like?

- What is this called? (ta-ti/eighth notes)

- Can someone demonstrate what “ta-ti” sounds like?

- Now let’s read some rhythms.

- (Practice reading rhythms - include some from “snow day song” to allow for

predisposition)

- Now we are going to clap or tap along to the Snow day song.

- We will do this two times so don’t worry if you don’t get all of the rhythms the

first time.

- (Play snow day song. Review any rhythms that were not correct. Play song a

second time.)

- Allow for an option to do different body percussion the second time around.

Assessment:

Students will correctly clap or tap the rhythms in the Snowday video.
Closure and Summarizing strategy:

- Great job today! Next week we will be creating our own rhythms to show our

peers!

Reflections:

One thing I wish I knew prior to teaching this lesson was that the video can be set

on a custom speed. One class was in between the preset speeds. I think this would make

them more successful. This lesson took more time than anticipated. I only taught the

first half of the video play along.

 Rhythm Creator

Grade Level: First Grade

Class: General music

State and National Standards this lesson addresses:

MU:Pr4.2.1b When analyzing selected music, read and perform rhythmic

patterns using iconic or standard notation.

9.1.3.A Know and use the elements and principles of each art form to create

works in the arts and humanities. (duration, rhythm)

Essential Questions:

How do we use long and short sounds to create rhythm?

Objective or Learning Outcomes:

Students will be able to create a four beat measure with quarter notes, quarter

rests, and eighth notes.

Prior Knowledge:

Steady beat, quarter note, quarter rest, eighth notes

Materials needed: projector, powerpoint, popsicle sticks (12 per student)

Organization: Whole group, small groups, partners, guided practice

Teaching Procedures

Daily Routine:

Crazy eights

Attendance

Introduction:

- Who remembers what we have been talking about the last couple of weeks?
 - We have been talking about rhythms.

Procedure:

- Let’s review our rhythms.

- Now that we have reviewed our rhythms we are going to practice rhythms, but

not just on the board like normal.

- You are all going to get to create your own rhythms!

- You will each get a set of popsicle sticks to create your rhythms with.

- To make ta, you have one stick, to make ta-ti you use three sticks like this, and to

make a rest you use three sticks to make a “Z”.

- You will have 3 minutes to come up with your rhythms and then we will share it

with the class so we can all clap your pattern together!

- Make sure when we are practicing our pattern that we are whispering so we don’t

distract our friends from making their patterns.

- (Allow time to practice)

- Okay, time is up.

- Choose a student to tell you the rhythm. Put rhythm on board and have all

students clap patterns. Continue for the remainder of class.

CORE STUDENTS

- Core students will complete assessment slide in Classkick. Drag notes to match

name and nickname.

- Aural identification of quarter note, quarter rest, and eighth notes

Assessment:

Students will create a four beat pattern and accurately clap the rhythm pattern.

Closure and Summarizing strategy:

 - At this time, I will pass out a paper to be completed by yourself. First, you will

draw the quarter note, quarter rest, and eighth notes in white box. Next, you will

draw a line to connect the rhythms to the chanting words.

- At this time, pass your papers to the front.

Reflections on the lessons:

This lesson went well. The students loved creating their own rhythms. One thing I

would change would be to color code the worksheet to make it clearer for each student.
 Rhythm Assessment

Name: ____________________________________Class:_______________

Rhythm Assessment

Name: ____________________________________Class:_______________