| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Music |
| What topic | Pulse (an introduction to pulse and beat) |
| What length (min) | 40 |
| What age group | Year or Grade 2 |
| Class size | 25 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Pulse: An Introduction to Pulse and Beat
Year/Grade 2 (Ages 7-8)
Music
25 Students
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Pulse | 5 | Introduce the concept of pulse in music. Explain how it is similar to a heartbeat. Play various examples. |
| 2 | Listening Activity | 10 | Listen to 2-3 different tracks. Ask students to identify and tap along to the pulse. Discuss what they hear. |
| 3 | Physical Activity Break | 5 | Lead a fun physical activity that involves moving to a beat (e.g., jumping, clapping hands). |
| 4 | Group Task | 10 | Divide students into small groups. Each group will create a simple rhythm using body percussion and/or instruments. |
| 5 | Demonstration of Group Work | 5 | Groups get a chance to perform their rhythms quietly for the class (no individual presentations). |
| 6 | Reflection and Wrap-up | 5 | Discuss what students learned about pulse and beat. Encourage students to share their thoughts on the group task. |
This lesson aligns with the national music education standards, emphasizing listening, performing, and creating music in a collaborative environment.
Students will listen to a piece of music at home and identify the pulse. They should write a short paragraph describing the piece, how they recognize the pulse, and any physical movements they might associate with it. The homework will be collected and checked without presentations.
"Good morning, class! Today, we're going to explore an exciting topic in music: pulse! Can anyone tell me what pulse is? [Pause for student responses.] Great answers! Pulse in music is like a heartbeat - it's the steady beat that you feel throughout a song. To help you understand, I’ll play a few examples.
[Play a couple of music tracks that are well-known for their distinct pulse.]
Now, did you feel that steady beat? That's the pulse! Just like your heart beats in a rhythm, music has a pulse, too!"
"Next, we’re going to listen to some different kinds of music. I'll play 2 or 3 tracks, and I want you all to listen carefully for the pulse. While you listen, I want you to tap your legs or the floor to the rhythm you hear. Ready? Here’s the first track!"
[Play a variety of music tracks, allowing students to tap along.]
"Okay, who can tell me what they heard? What do you think the pulse sounded like? [Encourage discussion.] Wonderful job! It’s important to listen closely to recognize the pulse in different songs."
"Let’s take a short break and get our bodies moving! We’re going to do a fun activity to help us connect with the beat. I want everyone to stand up. When I say ‘go’, I want you to jump in place to the beat of the music! Ready? Let's go!"
[Play upbeat music and jump with the students together, encouraging them to jump to the rhythm.]
"Fantastic! You all did an amazing job. How did that feel? Did you feel the pulse in your body?"
"Now that we’ve warmed up, it's time for a group activity! I’m going to divide you into small groups. Each group will create a simple rhythm using just your bodies or, if you want, some percussion instruments I have here. You can clap, stomp your feet, or use the instruments to make rhythms that match the pulse we talked about. You'll have 10 minutes to work, so be creative!"
[Give time for group work and circulate to assist as needed.]
"Okay, everyone! I hope you had fun creating your rhythms. Now it’s time for you to share what you've come up with! Each group will perform their rhythms, but remember, it’s just for the class to hear, so keep it at a friendly volume. Who wants to go first?"
[Allow each group to perform their created rhythm, encouraging applause after each performance.]
"What a wonderful job you all did today exploring pulse and beat! Can anyone share what they learned during today’s lesson? [Encourage students to discuss their thoughts.] Remember, when you listen to music, you can feel the pulse like a heartbeat.
As your homework, I’d like you to listen to any piece of music at home. Identify the pulse and write a short paragraph about it. Describe how you recognized the pulse and any movements that come to mind. We'll collect this tomorrow without presentations.
Thank you for all your hard work today! I can't wait to hear about your musical experiences at home!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A heart monitor showing a steady heartbeat} | - Introduction to pulse in music - Pulse as the steady beat like a heartbeat - Examples played to illustrate pulse |
| 2 | {Image: Students listening and tapping their legs} | - Listening activity on different music tracks - Tapping legs or floor to the rhythm - Discussion on identifying pulse in songs |
| 3 | {Image: Students jumping in place} | - Physical activity break to connect with the beat - Jumping in place to music - Feeling the pulse in their bodies |
| 4 | {Image: Students grouped around instruments} | - Group task to create rhythms - Using bodies or percussion instruments - Time given for creativity and collaboration |
| 5 | {Image: Students performing rhythms in front of the class} | - Demonstration of group work - Each group performs their created rhythm - Reflection on learning about pulse and rhythm |
How does the pulse in a song compare to a heartbeat? Can you give an example of a song where you can really feel the pulse?
When you were tapping your legs during the listening activity, what challenges did you face in keeping up with the pulse?
How did moving your body to the beat during the physical activity help you connect with the pulse in the music?
In your group activity, what creative ways did you use your bodies or instruments to represent the pulse? Which method was the most fun or effective for you?
After reflecting on today’s lesson, can you think of a song that has a pulse that feels different from what we listened to in class? What do you think makes it unique?
### Let's Get Moving!
1. **Jump in Place**
When the music plays, jump high,
Feel the rhythm, touch the sky!
2. **Clap Your Hands**
Clap your hands, one and two,
Keep the beat, just like you do!
3. **Stomp Your Feet**
Stomp your feet, loud and proud,
Dance together, join the crowd!
4. **Twist and Turn**
Twist your body, turn around,
Find the pulse, feel the sound!
5. **Wave Your Arms**
Wave your arms up in the air,
Dance like no one’s watching, flair!
6. **March in Place**
March in place, lift your knees,
Move to the music, let’s feel the breeze!
7. **Side to Side**
Step to the left, then to the right,
Move your body, feel the light!
8. **Hip Hop Hop**
Hop on one foot, then switch to the other,
Bounce with rhythm, dance with each other!
9. **Shake Your Hips**
Shake your hips and sway with ease,
Move with the pulse, just like the trees!
10. **Final Jump!**
One last jump, let’s all go high,
Feel the music, reach for the sky!