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Time Signature - 2/4, 3/4, 4/4

Time Frame

1 class periods of 60 minutes each

Group Size

Large Groups

Life Skills

Aesthetics

Authors

Darren Draper
ALAN GRIFFIN
CAROL R. NEF

Summary

This lesson is designed to teach 5th graders how to identify different time signatures - 2/4, 3/4, 4/4


Materials

Tempo (app) Ibeat (app) Garage Band (app) USOE Elementary Songbook (in Bibliography) IPAD for teacher MAC for Garage Band


Background for Teachers

Music skills including time signature and rhythm


Student Prior Knowledge

Counting, acquaintance with rhythm in nature


Intended Learning Outcomes

Students will be able to distinguish between 2/4, 3/4, and 4/4 time signatures and experience music creation in each of them.


Instructional Procedures

Introduction: Play examples of simple tunes from the USOE Elementary Songbook in each of the time signatures - 2/4, 3/4, and 4/4. 1. Ask students to clap on the beat of the tunes played. 2. Ask students to clap on the primary beat (the strongest beat) in the pattern of beats. 3. Have students identify how many beats exist in each group before tne next primary beat. 4. Introduce students to the Tempo app and show them how to configure different time signatures. Play examples. 5. Now have students select tunes at random from the USOE songbook and identify the time signature. Assist them by showing them the printed sheet music on the site and directing them to the listed time signature. 6. Introduce students to a composition app and demonstrate how to establish a time signature in it. Then have them place notes on various lines to create simple tunes aligned with the time signature.


Assessment Plan

Have students select tunes at random from the USOE songbook and identify the time signature. Then have them identify time signatures in 2/4, 3/4, 4/4 from current musical tunes they hear daily.


Bibliography

http://www.uen.org/core/core.do?courseNum=1550 http://www.schools.utah.gov/curr/FineArt/Core_Curriculum/General/songbook.htm


Created: 01/06/2012
Updated: 02/05/2018
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