Rhythm Review: Ta, ti-ti, beat vs. rhythm
Year/Grade 1 (ages 6-7)
Music
20 students
This lesson corresponds with Kodály and CDE standards.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Rhythm | 5 mins | Begin with a brief discussion on the difference between beat and rhythm. Engage the class to share what they know. |
| 2 | Clap & Read Patterns | 8 mins | Teacher demonstrates rhythmic patterns. Students follow along by clapping and reading. Use the metronome to keep tempo. |
| 3 | Echo Games | 7 mins | Conduct echo games where the teacher claps a rhythm, and students echo back using ‘ta’ and ‘ti-ti’. Vary the patterns. |
| 4 | Group Activity | 7 mins | Divide students into small groups (4-5 students each). Give each group a set of rhythm patterns to create their own clapping sequence. |
| 5 | Printable Cards Distribution | 3 mins | Hand out printable rhythm cards to each student. Explain that they will need to fill these in during the lesson. |
| 6 | Collecting & Checking Cards | 5 mins | Collect the cards or check them randomly to ensure students filled them out correctly. Provide assistance if needed. |
| 7 | Review & Closing | 5 mins | Wrap up the lesson by reviewing what students learned about rhythm. Answer any final questions and preview the next lesson. |
Assign students to practice clapping and reading rhythm patterns at home. Students should fill in their rhythm cards and return them for feedback the next class, without the need for presentations.
Informal assessment will occur through observation of group activities and completion of printable cards.
"Good morning, everyone! Today we are going to have fun with rhythm. Does anyone know what rhythm is? (Pause for responses) Great! Rhythm is how we make music with different sounds and patterns. Now, can anyone tell me what the beat is? (Pause for responses) Wonderful! The beat is the steady pulse of music that keeps everything in time. Let's remember: beat is like our heart - it keeps going, while rhythm is like the melody that dances around the beat. Let’s explore this together!"
"Now, let's practice some clapping patterns together! Everyone, please stand up. I will show you some patterns and I want you to clap along with me. (Demonstrate clapping a simple pattern like ‘ta, ti-ti, ta’) Okay, can you clap that back to me? (Wait for the students to respond) Perfect! Let’s try another one: how about ‘ti-ti, ta, ta’? (Demonstrate) Ready? Go! (Clap the pattern again and have students follow) Well done, you’re all getting very good at this!"
"Let's make this even more fun with some echo games! I will clap a rhythm, and then you will echo back what I did. Remember to use ‘ta’ and ‘ti-ti’ while you clap. (Clap a rhythm like ‘ta, ti-ti, ti-ti, ta’) Ready? Go! (Allow students to respond) Great job! Let's try another one: ‘ta, ta, ti-ti, ta’. Ready to echo? Go! (Continue with varied patterns, checking for understanding and clapping along with them)"
"Now, let’s split into small groups of 4 to 5 students each. I’m giving you some rhythm patterns. Your task is to work together and create your own clapping sequence! You can mix ‘ta’ and ‘ti-ti’ however you'd like. I will give you a few minutes to come up with something creative. Remember, everyone should have a chance to contribute. Ready? Go! (Walk around to assist and listen to their creations)"
"Okay, everyone! Time’s up! Now, I’m going to hand out these rhythm cards. Please make sure you have one. These cards have some patterns for you to fill in today. You will use them to show me what you've learned. (Distribute the cards) As you fill them out, remember to think about what ‘ta’ and ‘ti-ti’ sounds like and how they fit into the beats you clapped with your groups."
"Please finish filling in your cards. Once you're done, I would like you to raise your hand and I will come by to check them. (Collect the cards as students raise hands) It’s okay if you need help! I’m here to assist you. If you’re unsure about any of the patterns, we can work on them together."
"Fantastic work today, everyone! Let’s quickly review what we learned. Who can tell me the difference between beat and rhythm? (Pause for responses) Excellent! I loved how you worked together in your groups. For homework, I want you to practice clapping and reading your rhythm patterns at home. Don’t forget to bring back your filled-out rhythm cards for feedback next class. Does anyone have any questions? (Pause for questions) Great! I look forward to our next lesson. See you all soon!"
| Question | Answer |
|---|---|
| What is rhythm in music? | |
| Can you explain the difference between beat and rhythm? | |
| How can we practice clapping patterns in class? | |
| What sounds do we use when clapping patterns? | |
| What is the purpose of the echo games we played? | |
| How did you create your own clapping sequence in your group? | |
| What are rhythm cards and how are they used in class? | |
| Why is it important to collaborate with your group during activities? | |
| How can you practice rhythm patterns at home? | |
| What question do you have about today's lesson? |
Can anyone explain how rhythm is different from beat in your own words?
What feelings or images do you think of when we talk about rhythm in music?
If you were to create a clapping pattern using only ‘ta’ and ‘ti-ti’, what would it sound like?
How does it feel to echo someone else's clapping pattern? Can you give an example?
What is your favorite part of working in groups to create rhythm patterns? Why did you enjoy it?