Lillian Newton

Dr. Talbot
MUS149
Assignment 4.4

Context:
Third grade general music class
Prior Knowledge:
• Students are familiar with rhythm. Students have been exposed to beat as a concept but
are not familiar with how it is related to rhythm. Students are familiar with quarter notes
and eight notes.
Essential Question:
How does beat relate to rhythms in music?
Standards:
I. MU:Cr1.1.4b – Generate musical ideas (such as rhythms and melodies) within a
given tonality and/or meter.
II. MU:Pr6.1.3a – Perform music with expression and technical accuracy.
III. MU:Re7.1.3a – Demonstrate and describe how selected music connects to and is
influenced by specific interests, experiences, or purposes.
IV. MU:Cn10.0.3a – Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music.
Learning Objectives:
1. Students will identify macro beat.
2. Students will differentiate between beat and rhythm.
3. Students will arrange a four-beat rhythm.
4. Students will describe/define beat and rhythm.
Assessments:
1. Teacher will visually assess students’ movement during the creative part of the activity,
making sure each movement corresponds with a macro beat.
2. Teacher will visually assess students’ hand signs in relation to whether beat and rhythm
are the same.
3. Teacher will aurally assess students’ arrangement of patterns into four beats making sure
students end on the fourth beat and provide a strong sense of the macro beat.
4. Teacher will aurally assess student descriptions of beat and rhythm through group
discussion. Teacher will listen for words like pulse for beat and words like movement and
division for rhythm.
Key Terms:
Beat – The regular pulse of music
Rhythm – The division of music into regular metric portions; the controlled movement of music
in time
Meter – measure of time; the grouping of beats into regular patterns
Materials and Works Cited:
• Chalkboard or Whiteboard
 • Chalk or dry erase markers
• Resources:
o 2014 Music Standards. (n.d.). Retrieved from https://nafme.org/my-
classroom/standards/core-music-standards/
o beat. (n.d.). Retrieved from http://dictionary.onmusic.org/terms/391-beat
o meter. (n.d.). Retrieved from http://dictionary.onmusic.org/terms/2155-meter
o rhythm. (n.d.). Retrieved from http://dictionary.onmusic.org/terms/2896-rhythm
o Yannucci, L. (n.d.). Kye Kye Kule - Ghana. Retrieved from
https://www.mamalisa.com/?t=es&p=3215
Procedure:
1. Teacher will have 4/quarter note written on the board along with 4 quarter notes, 8 eighth
notes and the rhythm of the second verse of the song.

a.
2. Teacher will invite students to stand in a circle.
3. Teacher will say ask the students to repeat after them and begin the call and response
game “Kye Kye Kule.”

a.
b. Movements:
“Kye kye kule” – tap head 4 times on the beat
“Kye kye Kofi sa” – tap shoulders 4 times on the beat
“Kofi sa langa” – put hands on waist and twist side to side 4 times to the beat
“Kaka shi langa” – tap knees 4 times on the beat
“Kum adende” – on Kum, touch toes, on adende touch waist, touches should
happen on beats 1 and 4
“Kum adende hey!” – repeat Kum adende, but on hey throw hands up
4. Teacher will explain that the last line, “Kum adende hey!,” everyone will say together.
5. Teacher will ask students to try that together and repeat the last motion.
 6. Teacher will lead call and response activity again.
7. Teacher will inform students that this activity is something that is derived from Ghana.
8. Teacher will ask students what the tapping represented.
9. Teacher will ask for volunteers to share their answers, helping students arrive at the
answer “beat.”
10. Teacher will ask students what beat is and engage in discussion about definition.
11. Teacher will ask students to give a thumbs up if they would be able to lead the call and
response activity with their own movements to show beat.
a. If a majority of students do not seem confident in their ability to lead the class,
teacher will demonstrate again.
12. Teacher will choose a student to start the call and response activity.
13. Teacher will ask each student to come up with a motion for the beat and lead one verse of
the call and response with that motion.
14. Students will take turns leading around the circle and the activity will repeat until all
students have had a chance to lead once.
15. Teacher will ask students if the beat and the rhythm were the same or different using
hand signs for same and different.
16. Teacher will ask students what rhythm is and engage in discussion about the definition.
17. Teacher will ask students to sit down in the circle.
18. Teacher will ask students about which verses the beat and rhythm lined up.
19. Teacher will ask students to talk to a classmate about the rhythm and beat in the activity.
20. Teacher will ask students if the rhythm changes the number of beats in each verse of the
song.
21. Teacher will move to board and explain that 4/4 is a meter which is used to show how
many beats are in a measure.
22. Teacher will review that two eighth notes equals a quarter note and will explain that, in
this meter, there can be any combination of quarter notes and eighth notes as long as it
equals four quarter notes.
23. Teacher will use example from the activity to show this.
24. Teacher will ask students to use the words and rhythms from the activity to come up with
new rhythms that fit in 4 beats to lead another round of the activity.
Extension:
• If time allows, teacher will ask students to do the activity again, but using 2 beats instead
of 4. Teacher will demonstrate to start and have the whole class lead a verse each once
again. Teacher will ask if changing the number of beats changed how the song sounded.
If time, teacher may do this with 8 beats also.

I affirm that I have upheld the highest principles of honesty and integrity in my academic work
and have not witnessed a violation of the honor code.
Lillian Newton