Lily Zhou

Dr. Talbot
MUS_CLAS_149
Assignment 4.1: Rhythmic Activity

Essential Question:
➢ How are the characteristics of quarter and eighth rests similar or different from the characteristics
of quarter and eighth notes?

Context and Prior Knowledge:

➢ 3rd Grade Class
➢ Students are familiar with the duration of notes, including quarter and eighth notes.
➢ Students are familiar with quarter note and eighth note notation

National Standards:
➢ MU:Cr1.1.2a Improvise rhythmic and melodic patterns and musical ideas for a specific purpose
➢ MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns
using iconic or standard notation.
➢ MU:Re7.2.2a Describe how specific music concepts are used to support a specific purpose in
music.
➢ MU:Cn10.0.2a Demonstrate how interests, knowledge, and skills relate to personal choices and
intent when creating, performing, and responding to music

Learning Objectives:
1. Students will perform quarter and eighth note rests
2. Students will notate quarter and eighth note rests
3. Students will rearrange the familiar song with quarter and eighth note rests
4. Students will visually identify quarter and eighth note rests

Assessment:
1. Teacher will visually and aurally assess students’ performance of quarter notes with an always,
sometimes, never rubric

Criteria Never Sometimes Always

Students sang in
rhythm with a
clear distinction
between notes and
rests

2. Teacher will visually assess quarter and eighth rest notation when students rearrange songs on the
board. Teacher may critique or edit students' notations on the board.
 3. Teacher will visually assess students’ arrangement with familiar song by the comprehensibility to
both the teacher and students when performing it
4. Teacher will visually assess student’s identification of quarter and eighth note rests using a +/-
scale:

+ Student able to point out eighth and quarter rest on a rhythmic exercise

- Student unable to point out eighth and quarter rest on a rhythmic exercise

Materials:
➢ Chalkboard and Chalk
➢ Rhythmic Exercises
➢ Projector
➢ Sheet music for “BINGO” (see attached)
➢ If time allows: Mini Chalkboards/Whiteboards with chalk/markers
➢ Works Cited:
○ Beth, T. (2020, January 29). BINGO. Retrieved February 9, 2020, from
https://www.bethsnotesplus.com/2013/01/bingo.html
○ Eighth Rest. (n.d.). Retrieved February 9, 2020, from
https://dictionary.onmusic.org/terms/1282-eighth_rest
○ Quarter Rest. (n.d.). Retrieved February 10, 2020, from
https://dictionary.onmusic.org/terms/2752-quarter_rest
○ Rest. (n.d.). Retrieved from https://dictionary.onmusic.org/terms/2879-rest

Key Terms:
➢ Rest: A symbol standing for a measured break in the sound with a defined duration. Each specific
note value has a defined duration and an equivalent rest with the same duration.
➢ Eighth Rest: A pause or rest in a composition having the time duration of one eighth of the time
duration of a whole rest.
➢ Quarter Rest: A pause or rest having the time duration of one fourth of the time duration of a
whole rest.
All definitions from OnMusic Dictionary

Procedure:
1. Teacher will invite students to sit in a circle
2. Teacher will teach BINGO in a call and response manner with gestures that keep beat and
indicate who’s turn it is to sing.
3. Teacher will go up to the board with “B-I-N-G-O” previously written out with quarter and eighth
notes beneath each respective letter
4. Teacher will cue the students to sing the whole song together, pointing to the letter with the
respective rhythm being sung.
 5. Once confident with the student’s ability to sing the original song, the teacher will erase the
quarter note from the B in BINGO and replace it with a quarter rest, gesturing students to clap
instead of sing on that beat by putting finger to mouth and mouthing “sh” and making a stomping
motion.
6. Teacher will gesture to sing the song again, this time replacing the “I” quarter note with a rest.
7. The teacher will repeat steps 6-10 for eighth rests with N and G.
8. The teacher will erase quarter rest of O and finish the song with clapping, replacing singing of
“B-I-N-G-O” completely.
9. Teacher will draw a quarter note = quarter rest on the board, then make a gesture to indicate that
the rest is silent and the quarter note is not silent.
10. Teacher will then point to the quarter note and quarter rest separately, having the students repeat
the gesture that indicates which symbol is silent and not silent.
11. The teacher will begin to replace certain rests with the original quarter and eighth notes, creating
different rhythm patterns for students to clap and sing.
12. The teacher will hand student eraser and student will change notes and rests in BINGO with
proper notation, and the teacher will have classmates perform the rearrangement. Repeat 5 times.
13. Teacher will turn on projector and project a rhythmic exercise onto screen and ask the students to
identify where an eighth rest and quarter rest is.
a.

b.

Extensions:
➢ If time allows:
○ Teachers can hand out mini chalk/white boards and demonstrate the proper way to write
the notations of eighth and quarter rests. Teacher can also use the white board to have
students answer fill-in-the-blank questions.
 ■ Ex:

Honor Code:
➢ I affirm that I have upheld the highest principles of honesty and integrity and have not witnessed
a violation of the Honor Code

Lily Zhou