Write four measures of quarter notes, with three quarter notes in each measure. Have the students clap the rhythm.
1. Teacher asks students to make the rhythm more interesting by tying some of the notes together to make to-o (or ta-a, half notes).
2. Teacher asks students to tell how many beats a to-o (or ta-a, half notes) gets. (two).
3. Teacher asks students how many beats a ta (quarter note) gets. (one)
4. Is the ta (quarter note) worth half the value of a to-o (or ta-a, half notes)? (yes)
5. When a to-o (or ta-a, half notes) is tied to a ta (quarter note), the ta (quarter note), which is half of the value of the to-o (or ta-a, half notes), will turn into a dot (refer to the figure).
6. This note is called a to-o-o (or ta-a-a, dotted half note) and gets three beats.
When there are three beats in each measure, we name it as simple triple meter.
*Permission from Let's Play `Ukulele (Book II), p. 37
1. Students hold hands and form two circles, one inside and one outside.
2. Students on the outside circle hold hands and move counterclockwise while students on the inside circle walk in the opposite direction. Students will step forward on the first beat of the three-meter measures.
3. Students let go of their hands and turn around in the same spot, continuing to step on the first beat of each three-meter measure. By the end of the phrase, they will face the center of the circle.
4. Students hold hands and step into the center of the circle with the right foot forward and out with the left foot
back (rocking) on the first beat of the three-meter measures while singing the third phrase.
*Permission from Let's Play `Ukulele (Book II), p. 41-42
A = 4, Meet Expectation; B = 3, Proficient; C = 2, Developing Proficiency; D = 1, Novice
A = 4
Student sang with precise pitches and tonal center, with one or two mistakes. Mistakes were corrected right away.
Student sang with appropriate phrasing, with one mistake. Mistakes were corrected right away.
B = 3
Student sang with tonal center, with three or four mistakes. Mistakes were corrected right away.
Students sang with inconsistent phrasing, with two or three mistakes. Mistakes were corrected right away.
C = 2
Student sang more than five inaccurate pitches and lacked of tonal center. Mistakes were not corrected right away.
Student sang with inconsistent phrasing, with more four mistakes. Mistakes were not corrected right away.
D = 1
Student sang without using singing voice and with no sense of pitch and tonal center.
Student sang with no evidence of phrasing.