Catch the Beat

Goal: Follows a rhythm pattern

Grades: K, 1, 2, 3, 4

Group size: Any

Time: 10 minutes or less

Spotlight: Repeating patterns

Materials:

None

Prerequisites:

None

1. Start the beat

Designate a child as the Leader. (Play this role yourself the first few times).

The Leader begins a rhythm pattern of 2, 3, or 4 beats. The pattern should involve body motions that make a sound, such as clapping, snapping fingers, tapping a foot, or saying “Hey!”

For instance:

2. Join in

Make sure everyone is participating.

For a short activity, stop once everyone is involved and paying attention.

3. Double the fun (optional)

Divide the group in two. One half continues the pattern, and the other chooses one of the motions to double.

For more challenge, divide the group in three. Group 1 continues the pattern, Group 2 doubles the beat, and Group 3 quadruples the beat.

Variations

Rhythm Band (Grades K, 1, 2, 3, 4)
Instead of body motions, children shake rhythm instruments or bang drums for the beat.

Move to the Beat (Grades K, 1, 2, 3, 4)
Children choose a pattern of physical actions or “statue” poses. For instance, a pattern might be: “Jump, twirl, twirl, squat".

Picture This Rhythm (Grades K, 1, 2, 3, 4)
While some children act out the beat, others draw a visual pattern to represent the set of beats they hear.

Books and Other Resources

Making Instruments (Grades K, 1, 2)
For ideas on making simple rhythm instruments, including rain sticks and shakers, see http://www.drumjourney.com/home/index.htm

A Kick in the Head (Grades 3, 4)
Janeczko, Paul B., ed., Boston: Candlewick, 2005.

Spotlight

Repeating patterns

Anything that appears again and again in a predictable way is a repeating pattern. For instance:

• Keys, glasses, grocery list; keys, glasses, grocery list; ...

•

Two up and three across; two up and three across; ...

• 2, 4, 2, 0; 2, 4, 2, 0; 2, 4, 2, 0; 2, 4, 2, 0; …

•

Eat too much candy, feel sick, promise never to overeat again;

Eat too much candy, feel sick, promise never to overeat again;…

Following, creating, and extending repeating patterns involves several skills:

Identifying the “basic unit”—the set of things that repeat to form the pattern.
Predicting what comes next in the pattern.
Recognizing what is not a pattern, for example: 2, 4, 6, 100, 39, 41, …

Connections

Music

Music involves consistent patterns of beats and rhythm. Ask children in your group who play musical instruments to explain to others about keeping time, emphasizing one beat (usually the first) in each measure, and following time signatures. Children who twirl batons, take dance lessons, or belong to cheerleading teams can describe how music keeps everyone moving together.

At sporting events and political rallies, chants help keep everyone in the crowd focused and well-behaved. In parades and marching bands, music keeps everyone marching to the same beat.

Return to the activity