Summary

In this lesson, students will strengthen their knowledge of rhythm subdivisions according to the rhythm pyramid. They will learn to count the sixteenth notes and tap simple rhythm patterns on the table surface along the song. Simple percussion instruments can be used, if available. Students will improve their listening skills and their sense of rhythm, playing different rhythm lines together.

_{The timing and pacing of the exercises in this lesson plan example are approximate and will differ depending on your students' skill level. If the pace of this lesson plan is too fast for you, divide it into several lessons and add additional activities (see 'Activities' section). If the pace of this lesson plan is too slow for you, explore the 'Beyond the lesson' chapter at the end of this lesson plan for additional activities.}

⏰ Time: 45 min

🎓 Grades: 5-8

🎯 Objective(s): As a result of this lesson students will know and/or be able to...

• Identify, understand and play sixteenth notes;
• Understand different musical elements and building blocks;
• Follow simple rhythm patterns;
• Understand beats, upbeats and the role of accents in rhythm lines.

💡 Required Prior Knowledge and Skills:

• Beats;
• Rhythm values;
• Basic rhythms.

💻 Materials:

• Solfeg.io web app best used with Chrome browser
• Projector or computer and access to WIFI
• Simple percussion instruments (optional)

Song suggestions:

Inspiration

🕐 2 min - Rhythm pyramid

• Show the rhythm pyramid. Remind students about the rhythm subdivisions and how they relate to the shape of the famous Egyptian pyramids (see materials about Rhythm pyramid).

Warm-Up

🕐 5 min - Theory

• Explain to students what the sixteenth notes are.
• Show them how sixteenth notes can look like (with flags or beams).

Practice

🕐 5 min - Exercise 1 - Listen to the sixteenth-notes

• Choose the song 'I'm Gonna Be (500 Miles)' by The Proclaimers. Click on 'Tools', then 'Visuals' and select 'Notation'. Tell your students about the song! You can pick some facts from the song description.
• Play two parts of the song: Chorus 1 and Chorus 2. Ask students to focus on the percussion instruments while listening.
• Discuss with students:

What's the difference between Chorus 1 and Chorus 2? (In Chorus 1, the 1st rhythm line contains quarter notes, whereas in Chorus 2 - sixteenth notes.)

What's the musical effect of adding the rhythm line of sixteenth notes? You can use such words as 'more active', 'energetic', 'lively', 'animated', 'dynamic' etc.

‍

🕐 10 min - Exercise 2 - Time to tap!

• Ask students to prepare a free space on their tables.
• Show them how to play sixteenth notes: softly tap your palm on the table surface. Alternate between right and left palm.
• When students have practiced the movement, add counting out loud: 'one e and a, two e and e, three e and a, four e and a'.
• Count only the numbers ('one… two… three… four...') and add an accent to the corresponding tap.
• Play the song 'I'm Gonna Be (500 Miles)' from Chorus 2 and try tapping along! Don't forget about the accents! You can try accenting only some numbers, for example, 'one' and 'three'.

‍

🕐 10 min - Exercise 3 - Ho hey, sing along!

• Choose the song 'Ho Hey' by The Lumineers. Click on 'Tools', then 'Visuals' and select 'Notation'. Tell your students about the song! You can pick some facts from the song description.
• Play the song from Chorus 1. Ask students:

Where and in which line they see sixteenth notes?

What other rhythm notes they can identify?

• Divide students in 3 groups. Assign a different rhythmical value to each group: quarter note, eighth note and sixteenth note.
• Ask students to find their assigned rhythmical values in the melody. Could each group sing only the words that correspond to their assigned rhythm?

Quarter notes: words 'you', 'sweet' (explain that two tied eighth notes make one quarter note), second half of 'heart';

Eighth notes: words 'me', first half of 'heart'.

Sixteenth notes: words 'I belong with', 'you belong with', 'you're my'.

• Play the song and ask all the groups to sing along. Each group sings only the words of their assigned rhythm. You can adjust the playing speed, if necessary.

🕐 10 min - Exercise 4 - Ho hey, tap along!

• Ask students which rhythm line contains their assigned rhythmical value. Assign the lines to groups accordingly.

'Sixteenth note group' gets the 1st rhythm line;

'Eighth note group' - 2nd rhythm line;

'Quarter note group' - 3rd rhythm line.

• Each group practices their rhythm line separately. They can clap, tap on their tables or another surface or play simple percussion instruments. Members of one group could choose the same play style or try combining different timbres.
• When students are ready, ask them to play along the song.
• When students feel confident about performing their rhythm lines, they could add singing.

Try singing only the corresponding rhythmical values (as in previous exercise).

Try singing the whole melody together.

Reflection

🕐 3 min - Discussion

• What was easy in the lesson?
• What was challenging?
• What percussion instruments could be used to play the same exercises?

Beyond the Lesson

Challenge students to go beyond the lesson by...

• Trying to learn the rhythm parts of another song.
• Assigning the Quiz 'Master the Rhythm II: Notes and Rests' as homework.