Stong Vs Weak Beats

Julia Trapp Fall 2013 NOTATION/ RHYTHM READING
Strong vs. Weak Beats Grade 3

Lesson Goal: Students will be able to recognize the difference between strong and weak beats. Student will be able to identify that beats occur in groups of 2, 3 or 4. Standards: Ohio Academic Content Standards: Historical, Cultural and Social Contexts o 2. Sing listen, and move to music from world cultures. o 4. Identify, listen and respond to music of different composers. Creative Expression and Communication o 1. Sing alone and with others on varied repertoire. Analyzing and Responding o 1. Identify and demonstrate elements of music using developmentally appropriate vocabulary and music terms. o 2. Identify how elements of music communicate ideas or moods. o 5. Discuss and evaluate individual music performance. Valuing Music/Aesthetic Reflection o 1. Participate in developmentally appropriate music activities. o 3. Attend live music performances and demonstrate audience behavior appropriate for the context. o 4. Respond physically, emotionally and/or intellectually to a variety of age-appropriate music. o 5. Demonstrate how music communicates meaning of feelings and moods or images. Connections, Relationships and Applications o 4. Identify similarities and differences in music of the United States. K-12 National Standards in Music: 1. Singing, alone and with others, a varied repertoire of music. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances.
Anticipatory Set: Sing Music Rocks welcome song Instructional Strategies: Listening examples using drum and music literature Visual examples Movement activities Materials: Pretest, pencils, Conga drum, SmartBoard, open space to move about Activities: 1. 2. 3. 4. Sing Music Rocks greeting song Divide class in half taking turns singing as leaders and echo Distribute pretest* Students will practice keeping a steady beat by marching to the beat from the conga. Three quick beats= freeze. 5. Discuss difference between strong and weak beats. 6. Play example on conga. Ask students to find the strong beat (clap with two fingers in palm) and then count the weak beats that follow. 7. Discuss the different ways beats are grouped. 8. Students move back into personal space and move to beat on conga. a. Students can only step on the strong beat. Three quick beats=freeze. b. If student moves after the freeze signal, that student must come up to the Wall of Beat Counting (whiteboard) and serve as the beat counter for the next round. Double check that they counted the correct number of beats at next freeze signal. c. Ask students to identify how many beats are in each group. 9. Play listening examples, question how many beats per group in the example. a. If extra time, ask students to describe types of images, colors, or stories the music examples create in their heads. 10. Move back to seats, only stepping on the strong beat in the listen example. 11. Guest artist performance. 12. Main Idea of the Day
Accommodations for special learners: Physically impaired: Student may remain seated to practice counting the beats. Allow student to practice on a drum. IEP: Accommodations made for IEP students indicates extended response time. This will be honored. ESL: Use of pictures within Smart presentation to help define directions. Gifted: Adjust pacing and questioning for higher-level students.
Assessment: Written pretest on meter to gather baseline data.* Formative assessment during beat keeping activity. Watch to see if student is able to keep steady beat, practicing the respective move for strong or weak beats. *Pretest only given to Mrs. Baughs class Reflection: In the listening example exercise, it is key for students to find the strong beat and stay right beside it. Going running with the strong beat is a successful analogy. You cant get ahead of or fall behind the strong beat. You have to run right beside them. Like running partners. Students have a difficulty staying on beat during the listening example.

Stong Vs Weak Beats

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Julia Trapp Fall 2013 NOTATION/ RHYTHM READING

Strong vs. Weak Beats Grade 3

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