Heartbeat Music Slides Heartbeat of Music
Finding the Steady Beat
What is a Beat?
Steady Like a Heartbeat
"Thump-thump, thump-thump..."
A beat stays the same. It is like a clock ticking or your feet marching!
Let's March!
Step, Step, Step, Step
1. Stand up tall!
Pat the Beat
Can you pat your knees?
"Pat-pat-pat-pat..."
The Drum Game
Listen closely!
If the drum is FAST , we march fast.
If the drum is SLOW , we march slow.
If the drum STOPS , we turn into statues!
Heartbeat Music Teacher Guide Heartbeat of Music
Teacher Facilitation Guide
Objective
Students will internalize and perform a steady beat through gross motor movement and hand patting.
Materials
Hand drum or woodblock
Steady beat slide deck
Upbeat music (e.g., "Stars and Stripes Forever")
Key Terms
Steady Beat, Heartbeat, Marching, Pulse, Silence/Stop.
1
The Hook: "Giant vs. Soldier"
Ask students to put their hands on their chest. "Can you feel your heart going thump-thump? Music has a heartbeat too! It's called the Steady Beat ." Demonstrate on the drum. Ask: "Can you march like a soldier to this beat?"
2
Direct Instruction: Seeing the Beat
Use the Heartbeat Music Slides . Explain that the beat doesn't change—it stays steady like a clock. Show the "Pat the Beat" slide and have students pat their knees in time with you. Use a metronome or a simple drum beat to keep them anchored.
"Listen to my drum. Every time I hit it, you pat your knees. 1, 2, 3, 4. Keep it steady!"
3
Guided Practice: Stop & Go Marching
Play a song with a strong 4/4 beat. Have students march in a circle. Occasionally pause the music or stop the drum.Challenge: If they move after the beat stops, they have to do 3 "heartbeat pats" on their chest before resuming. Focus on impulse control.
4
Check for Understanding
While playing a steady beat, look for:
Are feet hitting the floor at the same time as the beat?
Do they stop immediately when the cue is given?
Can they maintain the beat without looking at you?
Teacher Tips & Differentiation
Support:
For students struggling with coordination, have them tap a single finger on their palm instead of marching. Physical contact (tapping their shoulder in time) can help internalize the pulse.
Extension:
Change the "voice" of the beat. Use a woodblock (clicky) vs. a drum (boomy). Can they still find the beat when the sound changes?
Marching Feet Worksheet Name:
Date:
The Beat
Marching Feet!
Can you follow the heartbeat of the music?
1. Color the hearts RED.
2. Trace the lines to see where the feet march!
THUMP - THUMP - THUMP - THUMP
Super Star Challenge
Can you draw your own heart for a new beat in the box below?
Animal Tempo Slides Animal Tempo Trails
Fast or Slow? Let's Move!
Tempo is the SPEED of Music
SLOW
"Largo" - Like an Elephant
FAST
"Presto" - Like a Bee
Slow Tempo
STOMP... STOMP... STOMP...
When the music is slow, we move our big elephant feet. Take your time!
🐢 Turtle Crawl Mode: ON
Fast Tempo
Quick! Quick! Quick!
When the music is fast, our wings move like a tiny bee. Buzz around the room!
🐝 Buzzing Bee Mode: ON
Let's Play!
Listen to the music.
🐢 SLOW
🐇 FAST
Animal Tempo Teacher Guide Animal Tempo Trails
Teacher Facilitation Guide
Objective
Students will distinguish between fast and slow tempos and adjust their gross motor movements accordingly.
Materials
Tempo Slide Deck
Music clips: Fast (Presto) and Slow (Largo)
Animal Tempo Sorting Worksheet
Vocabulary
Tempo, Fast, Slow, Largo, Presto.
1
The Hook: Animal Riddles
"I'm thinking of an animal that has a hard shell and moves very... very... slowly. Who is it?" (Turtle). "Now I'm thinking of a tiny bug that buzzes its wings so fast you can't even see them!" (Bee). Introduce the word Tempo as the speed of music.
2
Modeling: Elephant vs. Bee
Use the Animal Tempo Slides . Show the Elephant slide. Play a slow, low-pitched piece (e.g., Saint-Saëns' "The Elephant"). Model taking big, heavy, slow steps. Then switch to the Bee slide and play a fast piece (e.g., Rimsky-Korsakov's "Flight of the Bumblebee"). Model quick, light finger wiggles and tiny steps.
3
The Tempo Change Game
Students start in the middle of the room.
Teacher Tip: Use a physical signal (like holding up a turtle or rabbit picture) along with the music to help those who need more support.
4
Closing Discussion
Ask: "How did your body feel when the music was fast? Was it hard to move slowly when the music was fast?" Introduce the idea that fast music usually makes us feel excited, and slow music can feel sleepy or calm.
Observational Assessment
Does the student change speed within 2-3 seconds of the music changing?
Can they maintain a slow tempo without speeding up?
Do they use their whole body (arms and legs) to express the speed?
Extension Idea
Have students "conduct" the class. They use their arms to show a big slow circle for slow music or small fast circles for fast music, and the class must follow their lead.
Animal Tempo Sort Worksheet Name:
Fast
Slow
Tempo Sorting
Which animals are FAST and which are SLOW?
Draw a line from the animal to the right box!
Rabbit
Turtle
Snail
Cheetah
FAST
Quick like a Bee!
SLOW
Stomp like an Elephant!
Freeze and Listen Slides Freeze and Listen
Sound vs. Silence
SOUND
When we hear music...
We dance!
We clap!
We play!
When the music stops...
We are quiet!
We are still!
We are statues!
SILENCE
FREEZE!
DANCE
FREEZE
In music, silence is called a REST. It is a quiet breath.
Resting Hands
Sound
Rest
Sound
Rest
PLAY - SHHH - PLAY - SHHH
Freeze and Listen Teacher Guide Freeze and Listen
Teacher Facilitation Guide
Objective
Students will demonstrate auditory inhibition control by stopping all movement and sound on cue, introducing the concept of a musical rest.
Materials
Visual Slides
Instrument (Drum or Rhythm Sticks)
"Freeze Dance" playlist
Vocabulary
Sound, Silence, Rest, Freeze, Statue.
1
The Hook: Statue Maker
"I am the Statue Maker! When I hit my drum, you can move and wiggle. But when I put my hand up like this (show palm), you have to turn into a cold, hard statue! Don't let the Statue Maker catch you moving!"
2
Concept: The Musical Rest
Use the Freeze and Listen Slides . Explain that music isn't just noise—it's also the "empty space" or silence between the notes. This silence is called a Rest .
Visual Cue:
"A rest is like a quiet breath for the music. Let's take a deep breath together. SHHH."
3
Modeling: Play and Rest
Model a simple 4-beat pattern: Play-Play-Play-Rest. On the rest, place both hands on your shoulders or "zip" your lips. Have students echo you.Teacher: Drum-Drum-Drum-(Silence)Students: Clap-Clap-Clap-(Zip lips)
4
The Sound and Silence Relay
Play "Freeze Dance" music.
Music On: Students jump, hop, or wiggle.Music Off: Total stillness. Look for students who can hold their balance.Variation: "Silent Marching" - March on the beat during music, stop on the rest.
Differentiation
Support: Use a visual "Stop/Go" sign (Red circle/Green circle) to accompany the music cues.
Challenge: Incorporate the "Rest" into name clapping (e.g., "John-ny [Rest]").
Reflection Question
"Is silence part of the music? Why do we need to stop sometimes?" (To hear the next sound, to take a breath, to make it interesting).
Sound Silence ID Worksheet Name:
Silence & Sound
Sound or Silence?
Can you find the music and the rests?
Look at the picture. Is it making a Sound or is it Silent?
Circle the 👂 if it makes sound. Circle the 🤫 if it is silent.
Sound
🤫
Silence
Sound
🤫
Silence
Sound
🤫
Silence
Sound
🤫
Silence
Draw something that is super SILENT in the box!
Clap Name Slides Clap Your Name
Words Have Rhythm!
Beat vs. Rhythm
Steady Beat
The Heartbeat.
Rhythm
The Words.
Name Chants
SAM
1 Clap
MA-RY
2 Claps
Who has 3 claps in their name?
Tasty Rhythms
AP-PLE
PEAR
WA-TER-ME-LON
Syllables are the building blocks of rhythm!
Your Turn!
Say your name.
Clap Name Teacher Guide Clap Your Name
Teacher Facilitation Guide
Objective
Students will distinguish between a steady beat and rhythm by clapping word syllables and identifying long/short patterns in language.
Materials
Clap Your Name Slide Deck
Class roster for name chant
Handout with fruit/food icons
Vocabulary
Rhythm, Syllable, Long sound, Short sound, Word pattern.
1
Review: The Heartbeat vs. The Words
Start a steady beat on your knees. "This is the heartbeat. It never changes." Then, while keeping the beat, speak a simple sentence: "I like to eat ice cream."Point Out: "Did my words match the beat exactly? No! The words have their own special pattern. That's called Rhythm ."
2
Syllable Workshop: Clapping Names
Use the Clap Your Name Slides . Model your own name first.Example: "Ti-na" (Clap-Clap). Have students put their hand under their chin—every time their jaw drops, that's a syllable!
"Let's try Sam. Sam. (1 drop). Now let's try Mary. Ma-ry. (2 drops). Now let's try your names!"
3
The Name Chant Circle
Sit in a circle. Each student says their name and claps the syllables. The whole class echoes the name and the clap back to them.
Variation: "The Food Train"
"I'm going to the market to buy a... BA-NA-NA!" (Clap-Clap-Clap).
4
The Ultimate Challenge
Can half the class keep the steady beat (patting knees) while the other half claps the name rhythm? Switch roles. This introduces the concept of ensemble play!
Rhythm Word Bank
1
Dog, Cake, Blue, Sun
2
Ap-ple, Pi-zza, Rain-bow
3
Straw-ber-ry, Ham-bur-ger
4
Wa-ter-me-lon, Cat-er-pil-lar
Clap and Color Rhythm Worksheet Name:
Word Rhythms
Clap and Color!
How many claps do you hear in these snacks?
1. Say the word out loud.
2. Clap the word pieces.
3. Color one hand for every clap!
PI-ZZA
DO-NUT
AP-PLE
Straw-ber-ry
Your Favorite Snack:
Our First Band Slides Our First Band
Playing Together!
Watch the Leader!
START
Instruments UP!
STOP
Instruments on the FLOOR!
Ensemble Play
GROUP 1
Keep the Heartbeat!
GROUP 2
Play the Words!
Listen to each other!
How do we play?
STRIKE IT
Drum / Sticks
SHAKE IT
Maracas / Shakers
SCRAPE IT
Guiro / Sand blocks
CONCERT!
Wait for the count...
Our First Band Teacher Guide Our First Band
Teacher Facilitation Guide
Objective
Students will collaborate in an ensemble by keeping a steady beat or rhythm on percussion instruments while following a conductor's cues.
Materials
Classroom percussion: Shakers, drums, rhythm sticks, triangles.
"Our First Band" Slide Deck.
Ensemble Playing Rubric (for teacher).
Vocabulary
Ensemble, Conductor, Cues, Strike, Shake, Together.
1
Instrument Exploration
Introduce the instruments by their sound production method.
Drums/Sticks: "We hit or strike these."Shakers: "We move our wrist to shake these."Triangles/Gongs: "These ring when we touch them."
"Crucial Rule: We only touch our instruments when the teacher gives the 'UP' signal. Otherwise, they stay quiet on the floor!"
2
The Conductor's Power
Explain that a band needs a leader (Conductor).Hands Up/Open: Play!Fists Clenched/Hands Down: Freeze!
3
The Ensemble Performance
Divide the class into two sections:Section A (Drums/Sticks): Maintains the steady beat (The Heartbeat).Section B (Shakers/Voices): Performs the rhythm of a simple chant (e.g., "Wash-y wash-y the car").
4
Debrief & Cleanup
Ask: "Was it easier to play alone or with friends? Why is it important to listen while we play?" Praise their ability to stop together—that is the sign of a real musician!
Ensemble Performance Checklist
Cooperation:
Student waits for the "Start" cue.
Student stops immediately on the "Stop" cue.
Student treats the instrument with care.
Musicality:
Student maintains a consistent speed.
Student distinguishes between beat and rhythm roles.
Student adjusts volume to match the group.
Instrument Match Worksheet Name:
Music Maestro
Instrument Match!
How do we make music with our instruments?
Draw a line to the right action!
SHAKE IT
STRIKE IT
SCRAPE IT
Drum
Maraca
Guiro / Scraper
Band Leader Challenge!
Draw your favorite instrument to play in the band!
