MUED 401 Unit 1

Teacher: Chris Au
Age / Grade Level(s): 1st Grade
Class / Rehearsal: General Music
Music Element(s) / Concept(s): Rhythm | Quarter and Beamed Eighth notes
Reading / Writing Component(s): Sight Identification, and Fluency.

Resources/Materials
1) Tapping chart with visuals that match the chant that will be utilized.
2) Tapping stick, or just a meter stick.
3) Rhythm sticks
4) Dry Erase Board
5) Self-made rhythm cards (if needed)
Objectives (Outcomes)
1) Students will be able to fluently chant the rhythm in accordance to the tapping chart.
2) Students will be able to use sight identification to discern between the symbols that vary in size, to
emphasize beat placement.
3) Students will break visual code of symbols into sounds with the tapping chart.
Assessment
1) Rhythm class-wide assessment by performing a rhythm and having the class figure out which set of
symbols it belongs to.
2) Splitting the class into groups and have each one perform a certain line of rhythms.
3) Class self-check.
Strategy/Procedure
1) (A note to keep in mind: this will probably take more than one class depending on the class, because
fluency is very important before moving on.)
2) Start class with normal routine.
3) Hang up the tapping chart on the board and discuss the symbols with the class.
4) Pass out the rhythm sticks (also a good chance to go over class rules/expectations).
5) If the class cant handle the rhythm sticks, resort to simply clapping.
6) Start at the top of the chart and perform it line by line, while allowing the class to echo you. (Be very
clear on the main beats.) Example of chant on the chart: traffic light traffic light (said as two eighth
notes, one quarter note, and repeated.)
7) While performing be very clear in pointing at the symbols how the larger symbols means one sound,
and when theres a smaller one to the right of the large symbol its two sounds. (Similar to how
quarter and beamed eighth notes look in notation.)
8) Play two lines back to back. Or perform the whole chart without stopping.
9) Give them opportunities to play by themselves or in groups.
10) When the class seems to be in a good place with the rhythms, state that youll perform a rhythm
without a chant and theyll have to figure out which line you played.
11) Do these a few times, while offering explanations and replays to each response.
12) Perform a self-assessment via thumbs.

Follow-Up or Extension
1) Hint at exploring actual notation in music.
2) Have kids make up their own chanting phrases that the class can perform in rhythm.
 MUED 401 Unit 1 Spring 2017

Teacher: Chris Au
Age / Grade Level(s): 1st Grade
Class / Rehearsal: General Music
Music Element(s) / Concept(s): Rhythm | Quarter and Beamed Eighth notes
Reading / Writing Component(s): Sight Identification, and Fluency.

Resources/Materials
1) Tapping chart with visuals that match the chant that will be utilized.
2) Tapping stick, or just a meter stick.
3) Rhythm sticks
4) Dry Erase Board with Markers
5) Self-made rhythm cards (if needed)

Objectives (Outcomes)
1) Students will be able to identify the symbol pairs of two as ta-ti, and the single symbol as ta as
well as their respective notes.
2) Students will be able to perform with fluency new rhythms while incorporating the new syllables.
Assessment
1) Class made rhythm and accurate performance.
2) Translate the rhythm chart using the new vowels ta and ta-ti.

Strategy/Procedure
1. Quickly review the tapping chart (if theres not much time dont use the rhythm sticks.)
2. Focus on the top line and state to the class that when we count a single symbol in music its called a
quarter note or ta, and the pair of symbols beamed eighth notes or ta-ti.
3. Call on individuals to finish that line of rhythm.
4. Perform it as a class.
5. Do the same for the rest of the chart.
6. Say to the class that were going to make our own rhythm song.
7. Start with 8 beats. Draw 8 blank spots on the board, and state to the class that the new notes we just
learned each cover a spot.
8. Ask for student volunteers to state either a ta or ta-ti. You can either work up to calling them
quarter notes and eighth notes or do it from the get-go.
9. Fill out the blanks, and perform it as a class while making corrections on clapping/chanting.
10. Challenge them to more blank spaces (however many that seems appropriate).
Follow-Up or Extension
1) This lesson is an easy branching off point, you can expand to sixteenth notes, rests, etc.
2) You can have them make their own rhythms to bring in for the class to perform.