Have students clap and count them one at a time, put several together in a row to build a longer rhythm, or let the student build their own rhythm. You can use them however you generally use rhythm flashcards ( look here for some ideas). Print out the file and cut apart (use a paper cutter to save you time!). I recommend printing the flashcards on card stock so you can use them many times without them falling apart. First is a worksheet using the pizza rhythm concept, and second is a set of rhythm flashcards using the pizza visual. You can use them however you generally use. Print out the file and cut apart (use a paper cutter to save you time). I recommend printing the flashcards on card stock so you can use them many times without them falling apart. These values will change when you learn other time signatures where the number on the bottom is not a 4 (like 6/8 time for example), but as a beginner, you should get really comfortable with the basic 4/4, 2/4, and 3/4 time signatures first. I’ve created two PDF files for you to use with your students. First is a worksheet using the pizza rhythm concept, and second is a set of rhythm flashcards using the pizza visual. The pizzas also help students visualize how the rests still take time even though they don’t have sound. It’s easy to see how the eighth-notes together are equal to one full beat. The half-note gets two pizzas, representing two beats, and the eighth-notes each get half a pizza. While the eighth note was introduced in the previous lesson, this worksheet allows the student to practice counting eighth notes. Here’s an example of one of the flashcards: 8 Time, Worksheet 4.8 (The same music as 4.7, but without marked counts) Lesson 12: Eighth Notes Music Theory Worksheet This free music theory worksheet gives more practice on the eighth note. So, I created a worksheet and some flashcards to help your students visualize the beats as pizzas and hopefully better understand how eighth-notes work. Teaching that an eighth-note is half a pizza seems much more concrete than half a beat. My colleague, Julia, introduced me to the idea of using pizzas to represent the beats, because who doesn’t love pizza?! This creates a way for students to visualize the rhythm. But, I like to have a large toolbox of ideas to draw from because what works for one student might not work for the next. I’ve experimented with many different methods to help students understand rhythms including counting aloud and legos. This facade breaks down when eighth-notes are introduced. I don’t think the concept of eighth-notes is actually that difficult, but I think that maybe with simpler rhythms students are more easily able to hide that they aren’t totally comprehending. Do you have students that struggle with eighth-note rhythms? Through my years of teaching I’ve seen many students battle with counting eighth-notes correctly.
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