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Opus 13
Duple Meter
Concept:
Student Outcomes:
DUPLE METER - Duration/Rhythm: Rhythm may
be organized into consistent groups of beats
Recognize duple meter and time/meter signature.
Understand how meter is determined by groupings
of strong and weak beats.
Create rhythm and melody patterns in duple meter.
Vocabulary/Keyboards:
Vocabulary/Keyboards:
Symbols:
- duple meter, time/meter signature, bar line, measure,
strong and weak beats, touch-sensitivity, music alphabet
- duple meter, time/meter signature, bar line, measure,
strong and weak beats, touch-sensitivity, music alphabet
2/4 (music graphic)
Assessment (Quiz 13) – Students will listen to music examples and determine whether or not they are
duple meter.
Assessment (Quiz 13) – Students will listen to music examples and determine whether or not they are
duple meter.
Assessment (Quiz 13) – Students will listen to music examples and determine whether or not they are
duple meter.
Repertoire: March from “Six Children’s Pieces”, Mountain City Blues, Those Were the Days, Theme
from Miami Vice, Minka
Repertoire: March from “Six Children’s Pieces”, Mountain City Blues, Those Were the Days, Theme
from Miami Vice, Minka
Repertoire: March from “Six Children’s Pieces”, Mountain City Blues, Those Were the Days, Theme
from Miami Vice, Minka
National Standards:
1. NS 6,8,9
2. NS 1,2,6,8
3. NS 2
4. NS 1,2
S. NS 4,5
R. NS 6
State/Local Standards:
1.
2.
3.
4.
S.
R.
State/Local Standards:
1.
2.
3.
4.
S.
R.
Sequence of Activities:
1. Listen - Strong and Weak Beats (duple/triple).
A. Encourage students to:
• discuss how to recognize strong and weak beats (discover clues that help them to identify
strong beats, i.e. louder sounds, "oom-pah" patterns, different percussion sounds).
B. Play Song Mountain City Blues performed by King Oliver. Have students:
• identify strong and weak beats.
• identify instrument playing strong beats (tuba).
C. Play Song Those Were The Days sung by Bobby Vinton. Have students:
• show duple meter by using a "clap-pat" pattern.
D. Kbd Perc On Play Song excerpt from Marche Slav by Peter Ilyitch Tschaikovsky. Have students:
• march or move in tempo along with steady beat.
• identify strong and weak beats by playing bass drum on strong beats and a cymbal on weak
beats.
• identify types of musical pieces that use duple meter (marches, polkas, country, swing).
• list other activities that could be done to music in 2/4 meter such as walking, running, and
skating.
E. Play Song Theme from Miami Vice. Have students:
• identify percussion used (bass drum and electric drum), bass drum on beats 1 and 3, electric
drum on beats 2 and 4.
• discuss use of strong beat in this example.
Kbd Perc Off Lesson Completed
2. Sing, Move & Identify – Minka: Strong and weak beats (Song 15)
A. Kbd Perc On Have students:
• place index fingers on bass drum and high-hat cymbals of keyboard percussion. (Option:
Have students find “strong/weak” percussion sounds.)
• play “strong/weak” pattern using bass drum (strong percussion) on beat 1 and cymbals (weak
percussion) on beat 2.
• play same pattern with rhythm. Play Rhythm
B. Play Song Minka. Encourage students to:
• tap strong and weak beats.
• identify how many strong and weak beats occur in each measure of melody.
• review concept of duple meter and meter signature.
C. Have students:
• create dance/movement patterns in duple meter.
• listen to song and add dance patterns.
• sing melody with song and dance patterns.
Kbd Perc Off Lesson Completed
3. Play - Minka: Part 3 (Song 15)
A. Split – Bass Play Student Part 3 Minka. Ask partners to:
• tap rhythm with alternating index fingers.
• identify strong and weak beats of each measure and meter. (NOTE: “touch-sensitivity” en-
hances the concept of “strong/weak” beat.)
• locate meter signature for Part 3 in music.
• play Part 3 and count (“one-two”) in duple meter.
• play Part 3 with song. Play Song
B. Split - Reset Normal Mode Speakers Off Divide partners between Parts 1 and 3 OR Parts 2
and 3. Let them:
• practice parts together.
• play assigned parts with class. Speakers On
• play parts with song. Play Song
Split Mode Lesson Completed
4. Play – March from “Six Children’s Pieces”: Part 2 (Song 16)
A. Play Song March from “Six Children’s Pieces”. Ask students to:
• sing and march/move.
• identify meter (duple) and locate meter signature on score.
B. Split - Bass Play Student Part 2 Have partners:
• tap and chant rhythm patterns.
• identify note names.
• take turns playing or tracking Part 2. Play Song
Split – Reset Lesson Completed
S. Synthesis: Create & Play - Melody and rhythm patterns in 2/4 (Worksheet 4/Overhead A)
A. Play Metronome Worksheet 8 Play several two-measure melodies using duple meter/strong &
weak beats on C-D-E (treble and bass clef). Encourage students to:
• imitate each pattern.
B. Overhead A Write a two-measure melodic pattern using 2/4 meter and C-D-E (treble or bass clef)
on Overhead A (Staff Paper). Have students:
• sing pattern using note names or steps/skips/same.
• identify meter and rhythm.
• play pattern with rhythm. Play Rhythm
Repeat reading process above on other patterns written by the teacher OR by students.
C. Kbd Perc On Worksheet 4 Have each student:
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