Steps for Learning - Activity One: Keeping the Beat | Parents & Teachers
  







  












  
  



  


    
    
     

    

		

			

				

		

        
        
                  

                                      
Steps for Learning - Activity One: Keeping the Beat

                                                          
 
        
        

          


  
  
  
  

    
The purpose of this activity is to introduce students to time signatures.


 
Teacher Background Information:

A meter is the grouping in which a succession of rhythmic pulses or beats is organized. A meter signature  is an indicator of the meter of a musical work, usually presented in the form of a fraction, the denominator of which indicates the unit of measurement and the numerator of which indicates the number of units that make up a measure.


The time signature appears at the beginning of a piece of music, right after the key signature. Unlike the key signature, which is on every staff, the time signature will not appear again in the music unless the meter changes. The meter of a piece of music is its basic rhythm; the time signature is the symbol that tells you the meter of the piece and how (with what type of note) 
it is written. 

 


1. Since each of the 2/4, 3/4, and 4/4 metered time signatures have stressed and unstressed beats that form the metered grouping it is helpful to use movement to understand those groupings.  We really understand these meters in terms of their groupings, for example, in a suite in classical music all the different meters and groupings are named after dances.  Movement and rhythm are intrinsically tied together and best understood in terms of the way they feel because of the way they are grouped.


First, teach your students 2/4 time. Marching is often associated with a 2/4 beat. Show the class a visual with the symbol 2/4 time on it Ask your students to stand and march around the room.  Emphasize the first beat so they understand the rhythm in terms of groups of 2.  Ask them how it makes them feel. For example, they might respond with words and phrases such as “rigid,” “straight” or “I feel like a soldier.” Play the Mozart Rondo alla turca and ask the children to move to it. This can be found at http://www.little-amadeus.com/pat/node/75.


2. Next, focus on 3/4 time. Show the class a visual with the symbol 3/4 time on it. This is a common dance rhythm that is found in the minuet and the waltz.  The stress is on the first beat with beats 2 and 3 much lighter. Begin by clapping really loud on the first beat and softly in the next two beats. Make sure the beat stays steady and even. Ask for a couple of volunteers to be the “orchestra”.  They will play on their instruments a ¾ rhythm.  The rest of the class will begin their movement by taking one “big” or “heavy” step and the two “small” or “light” steps to get the feeling of the group of three.  Play a Mozart Minuet and have the children move and play to the rhythm. Minuet in G major, K. 1 can be found at http://www.little-amadeus.com/pat/node/73.
Have a visual with the symbol 3/4 time on it prominently displayed.


3. The final time signature is 4/4 time. 4/4 time is grouped into a unit that contains strong beats of the 1st and 3rd counts and weak beats on the 2nd and 4th beats. Show the class a visual with the symbol 4/4 time on it Again have students move, play and listen to this rhythm.