草莓视频免费版app

Learning Objectives 

Students will: 

• Apply math concepts in fractions to musical notation recognition and rhythm execution.
• Clap rhythm patterns using the above concepts.
• Compose an eight-measure rhythmic composition.
• Recognize and identify the following musical symbols and concepts: quarter rest, quarter note, half note, half rest, pair of eighth notes, measures, bar lines, double bar lines, and 4/4 time signature.
• Present a composition to an audience. 

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Teacher Background

Teachers should be familiar with musical notation and the relationship between notes/rests and fractions. Teachers should familiarize themselves with teaching rhythm and notation. 

Student Prerequisites 

Students should have basic familiarity of the concepts of rhythm, notes, time signature, and fractions. 

Accessibility Notes

Modify handouts, text, and utilize assistive technologies as needed. Allow extra time for task completion.

Engage

1. Write the word rhythm on the board. Have students brainstorm words associated with rhythm and write these on the board. Discuss how rhythm is important in music because it provides structure to the melody or background accompaniment.

2. Divide students into groups and distribute the handout. Have students draw the note and signify how many beats the note or notes have in a whole number or a fraction.

3. Complete the chart and review it as a class. The teacher should demonstrate how to represent the length of each rhythmic element visually in a clapping sequence, such as in the following examples:

- Quarter note: clap

- Quarter rest: hands out

- Half note: clap and hold with forward movement to represent the second beat

4. Select a song to clap a rhythm to with students. The first time, the teacher should clap the rhythms with the students. The students then clap out the rhythms again with the aid of the solo and accompaniment. Finally, turn off the right-hand speakers so that the class claps alone with the accompaniment. Repeat this exercise as needed until the class can clap the exercise with the accompaniment without the solo or the teacher.

Build

1. Using fractions in math, discuss the math concepts in notation. Distribute fraction manipulatives and explain the relationship between notes/rests and fractions. For example, 1 whole fraction circle is equal to 2 half circles, just as 1 whole note is equal to 2 half notes. Show and have students explore the following relationships:

- 1 whole note = 2 half notes = 4 quarter notes

- 1 half note = 2 quarter notes = 4 eighth notes

- 1 quarter note = 2 eighth notes = 4 sixteenth notes

- 1 whole rest = 2 half rests = 4 quarter rests

2. Have students practice mathematical equations using music notes. Write the following equations on the board and have students work in pairs with their manipulatives to solve the equations. (Students can answer in notes or numbers.)

- half note + quarter note + quarter note = _____ (whole note)

- 1⁄2 + 1⁄4 + 1⁄4 = _____ (1)

- whole note – half note = _____ (half note)

- 1 - 1⁄2 = _____ ( 1⁄2 )

3. Have students create equations for their peers to solve. Working independently or in pairs, students should take turns creating equations with notes. Facilitate through the room providing support or feedback to groups.

Apply

1. Explain the 4/4 time signature. Tell students a time signature is a sign that shows how many beats should be in each measure. For a 4/4 time signature, each measure has 4 beats, and each beat is a quarter note. Thus, each measure should have the equivalent of 4 quarter notes. Ask students what else they could use to create a complete measure in 4/4 time (1 whole note, 2 half notes, 1 half note and 2 quarter notes, etc.).

2. Model for students how to compose an eight-measure rhythmic composition. Display the . On chart paper draw two parallel lines across a plain piece of paper in a landscape position. Show them how to divide these two lines into four measures each. Invite students to participate in the creation of the composition.

3. Distribute the and blank staff paper. Have students compose an eight-measure rhythmic composition independently or in small groups. Allow time for students to work collaboratively. Facilitate through the groups providing feedback.

4. Hold a peer editing session. Allow students to check each other’s work and provide feedback. Have students pair up or get into small groups. Ask them to clap out other students’ compositions to make sure each measure has four beats.

Reflect 

1. Have the students display their compositions onto an interactive board. The class should clap out each student's composition.

2. Assess your student’s work using the Criteria for Success. Finish the lesson with a discussion of what students have learned. Remind them that rhythm is the foundation of all music, no matter the genre.