Dr. King & Making Meter Lesson#: 21
Name: Kevin Holmes
Date Scheduled: 1/20/20
Lesson Length: 60 min
Grade: k - 4th
# of Students: 28/31
Unit Length: 3 of 4 wks.
Objective: Day: 4
Students will visually create various examples of 2/4, 3/4, 4/4, 5/4 meter.
Students will use various rhythm icons within the meters.
Students will play the various meters and rhythms using a rubber ball.
“I can create different examples of meter” DOK: 1, 2
Thoughtful Ed: Questioning in Style…pg 67
Arts and Humanities:
AH-E.1.1.31 Rhythm: meter (duple, triple), time (meter) signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, and 8th notes and rests), fermata
AH-E.1.1.32 Tempo: slow, fast.
New Learning: meter, reinforcement for rhythm icon values and physical execution.
Q-tips, straws, 1 large size rubber ball, CD of Dr. Kings “I Have A Dream Speech”, Protest CD,
I. Opening Procedure: Call the role using protest songs of faith and hope.
Listen to: “I Have A Dream”. Find music words used in the speech.
Discuss the use and meaning of those words.
“Free at Last”…define the style spiritual.
“Ain’t Gonna Let Nobody Turn Me Around”
K – 1st: Sing and play tambourine to “Sing About Martin” using Melodic
2nd – 4th: Rap the song “Sing About Martin”. Connection to Style Unit.
II. Main lesson: Define meter. Define the role of the top and bottom number
Demonstrate various examples of meter.
Hand out building materials, students build various examples as given
from the board. Q tips = beats, straws = measure lines
Q tips can also be used to sculpt rhythm icons.
Students will identify various meters in listening examples via CDx.
Students will clap various meters using body percussion.
Students will place measure lines after the correct beat to build meter.
Students will use dance moves to feel how meter effects dance.
III. Activity: For 3rd/4th grades: Interject tempo variances when needed.
Use a ball for the students to use to recreate the meter and rhythm.
Main grouping beat: Ball hits ground
Weak beats: Hands slapping side of ball.
Students pass and slap the ball via the meter:
2/4 Bounce pass, hit side of ball once…..pass back to partner
3/4 Bounce pass, hit side of ball twice…..pass back to partner
4/4 Bounce pass, hit side of ball thrice….pass back to partner
5/4 Bounce pass, hit side once, bounce pass back to partner who slaps
For K – 2nd:
Same as above but they roll and slap the ball.
Performance based: Proper creation and execution of meter using Q tips and a ball.
Written: Making Meter Worksheet #1
Aural Identification: Identify meters using listening examples.