Jacob Molina

Dr. Talbot
MUS 149
Assignment 4.1

Micro Teach: Note Values

Context : A 4th grade music class. Students have mastered pulse and maintaining a steady
beat.
Essential Question: How can we use note values to create different rhythms?
I. Glossary of Terms
A. Whole Note - a musical note equal in time value to four quarter notes or two half
notes
B. Half Note - a musical note with the time value of ¹/₂ of a whole note. Within
lesson, two beats = one clap and one slide.
C. Quarter Note - a musical note with the time value of ¹/₄ of a whole note. Within
lesson, one beat = one clap.
D. Eighth Note - a musical note with the time value of ¹/₈ of a whole note. Within
lesson, two half beats = one clap and one chest tap.
E. Beat - a metrical or rhythmic stress in poetry or music or the rhythmic effect of
these stresses
F. Pulse - rhythmical beating, vibrating, or sounding
G. Improvise - to compose, recite, play, or sing extemporaneously
II. Learning Outcomes
A. Students will visually identify the note values of a half note, quarter note, and an
eighth note.
B. Students will define a half note, quarter note, and an eighth note.
C. Students will improvise using a half note, quarter note, and an eighth note.
D. Students will perform a half note, quarter note, and an eighth note through
clapping.
III. Materials
A. Body: hands, feet
B. Chalkboard
C. Chalk
D. Ample space to move around in
E. Handouts
F. Pencils
IV. Procedure
A. Have the students sit down facing the board, as they are gathering and talking
write down, on the board: “whole note” “half note”, “quarter note”, “eighth note”,
and give them the three options of:

1.
 2.

3.

4.
B. Draw the whole note next to the word as an example to the students
C. Have three students, one by one, come to the board and draw the note value for
one of the terms.
D. When the students are finished, point to each note and ask for a thumbs up or a
thumbs down to see if they agree. If the don’t agree, have another student come
up to the board and see if they are correct.
E. Acknowledge all the kids that participated.
F. Point to each drawing, and perform the notation.
G. Show students they will stand up and form a circle in the space available.
H. The teacher will start off by clapping a simple rhythm of four quarter notes and
have the students respond. They will repeat this a total of two times.
1. Picture: One beat

a)
I. The teacher will then proceed to demonstrate how to clap half notes. The teacher
will clap two half notes
 1. Picture: Beat 1.

a)
2. Picture: Beat 2.

a)

J. The teacher will return to clapping the four quarter note rhythm.
K. The teacher will then demonstrate how to clap four eighth notes and two quarter
notes and have the students respond back. The teacher repeats this twice
1. Picture: First half of the beat.

a)
2. Picture: Second half of the beat

a)
L. Return to the simple four beat pattern.
M. Thumbs up, thumbs down. Check if students are following along, and check if
any student needs help.
 1. If students are having trouble, go through the different note values and
hand motions again.
N. Erase the board, then write: “Create 8 beats using the rhythms”
O. Start by stomping a steady beat, and have all students follow you.
P. When the teacher sees everyone is ready and paying attention, they may begin.
Q. Improvise for 8 beats using a mixture of the different note values. Have students
repeat the eight beats back to you.
R. Once they have finished repeating keep the steady beat for four stomps. The
students will have some time to think about what they want to clap.
1. This should be continued after the class has repeated an individual
students 8 beats.
S. Going around one by one, Make a gesture showing that it is a student’s turn to
create the 8 beat rhythm.
T. Repeat previous step until every student had their chance to perform.
U. End the improvisation by improvising another eight beats. Have the students
repeat.
V. Have students stand up and return to their seats
W. Show students that they will need pencils for the final activity.
X. Pass out handout to each student.
Y. When everyone is done go around and collect each handout.
Z. Give each student a high five, thus concluding the lesson.
V. Further Learning/Extension
A. Have students perform notated rhythmic pattern using hand motions.
B. Give students a piece of paper and have them create their own pattern.
C. Use one of the students’ examples and have the whole class perform using hand
motions.
VI. Assessment
A. The teacher will assess students identifying a half note, quarter note, and an
eighth note with a written matching quiz. There will be a total of 2 questions on
the handout given to assess the students. Each question will be worth 1 point. A
student will be awarded a point for every question matched correctly.
B. The teacher will aurally and visually assess the students participation with asking
students up to the board and draw the note values. The student will be assessed
by way of their peers. When a student draws the note value, the student will turn
to their peers to see if their peers agree with the answer written on the board.
C. The teacher will assess students by having each individual student improvise for eight
beats. The teacher will assess the students on a ✔+, ✔, ✔- system. A ✔+ indicates
proficiency in using a mixture of note values. A ✔ indicates proficiency in using note
values, but not incorporating a mixture. A ✔- indicates a student struggling to use the
note values or using a mixture of the values+
D. The teacher will aurally assess students by clapping rhythms and creating a call and
response system. The students will be assessed in a ✔+, ✔, ✔- system. A ✔+ indicates
proficiency in maintaining a steady pulse and clapping the proper rhythm. A ✔ indicates
proficiency in clapping the proper rhythm, but struggling in maintaining a steady pulse. A
✔- indicates that the student is struggling in both maintaining a steady pulse and clapping
the proper rhythm.
VII. National Standards
A. Cr1.1.1a With limited guidance, create musical ideas (such as answering a
musical question) for a specific purpose.
 B. Cr3.2.1a With limited guidance, convey expressive intent for a specific purpose
by presenting a final version of personal musical ideas to peers or informal
audience.
C. Pr4.2.1b When analyzing selected music, read and perform rhythmic patterns
using iconic or standard notation.
D. Re7.2.Ka With guidance, demonstrate how a specific music concept (such as
beat or melodic direction) is used in music.
E. Cn10.0.Ka Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music.
VIII. Citations
A. Merriam webster dictionary. Retrieved from https://www.merriam-

webster.com/dictionary

1. This website was used for definitions of all terms

B. All note heads brought to you by musescore.

C. Model: Rebecca Holden.

IX. Honor Code

A. I affirm that I will uphold the highest principles of honesty and integrity in all my

endeavors at Gettysburg College and foster an atmosphere of mutual respect within

and beyond the classroom.

- Jacob Molina
 Name: _____________
Date:_____
Note Value Matching Quiz
Instructions: Draw a line, from left to right, to the pattern that contains the same number of beats.
1.

2.

Name: _____________
Date:_____
Note Value Matching Quiz
Instructions: Draw a line, from left to right, to the pattern that contains the same number of beats.
1.

2.