Darla Hanley's Music Room
Creative Teaching for Students of Today (& Tomorrow) PK-8
Hi! I’m Darla, an experienced PK-12 music educator, college professor, and former Berklee College of Music Dean looking to connect with teachers, parents/caregivers, and others seeking to advance creative music making for today’s students—and their teachers. In Darla Hanley’s Music Room you will find teaching strategies, advice and teaching tips, playlists, and more.
Today’s Teaching Strategy: Sweeeeeet Rhythm!
(Rhythmic Copycat Game)
Lower Elementary (K-2)
This teaching strategy is a follow-the-leader game that goes with, “Walkin’ with Sweets” by Harry “Sweets” Edison and Buck Canyon. I picked this tune to introduce jazz sounds to young learners—and because the tempo of this track is perfect for a copycat game.
The track is available on multiple streaming audio platforms. (Like many of my teaching strategies, you should feel free to find other audio tracks to anchor the learning experience using music that works in your setting or new tracks to simply “mix it up.”) Here we go!
Ask students to stand facing the leader (at first, this is the teacher).
We are going to play a copycat game today called “Sweeeeeet Rhythm!” I’m going to clap my hands or tap my legs and you need to watch closely to do exactly what I do. Let’s give it a try!
Perform 4-beat body percussion combinations using clapping and patsching (i.e., 2 hands tapping thighs).
Teacher: Patsch, Clap, Patsch, Clap
Students: Patsch, Clap, Patsch, Clap
Teacher: Clap, Clap, Clap, Clap
Students: Clap, Clap, Clap, Clap
Teacher: Patsch, Patsch, Patsch, Patsch
Students: Patsch, Patsch, Patsch, Patsch
Teacher: Clap, Clap, Clap, Patsch
Students: Clap, Clap, Clap, Patsch
Play the recording of “Walkin’ with Sweets” to anchor the body percussion movements and lead a follow-the-leader game with the track.
ProTIP: The tune begins at 0.31 following an introduction—begin patterns at the start of the melody. Offer a “Rea-dy, here we go!” verbal prompt to count them in around 0.26 into the track.
Randomly insert the “That’s So Sweet” chant in between body percussion patterns for students to echo. What fun!
Teacher:
Check us out, we’ve got the beat,
Students:
Check us out, we’ve got the beat,
Teacher:
Making music, that’s so sweet!
Students:
Making music, that’s so sweet!
ProTip: By inserting the chant randomly, students need to be ready for the unexpected, which adds a playful element to the game.
ProTIP: Another option is to create a sequence of repetition (e.g., perform 2 body percussion 4-beat patterns for students to copy and perform followed by the chant and then repeat this format)
That’s So Sweet
Check us out, we’ve got the beat,
Making music, that’s so sweet!
© 2025 Darla S. Hanley
Select an individual student to come to the front to become the leader to create 4-beat body percussion patterns using clapping and patsching for everyone to copy.
ProTIP: Observe students as they develop an understanding and command of the game. Some young students need more time than others to take the lead and create in real time. Add this part when it fits your student’s readiness.
EXTEND the Learning:
That Sweet Sugar Tea
Sugar, sugar, sugar, tea,
Do what I do after me!
© 2025 Darla S. Hanley
Speak the “That Sweet Sugar Tea” beginning at 0.31 when the tune starts as a lead in to invite students to copy movements and play the original copycat game above.
Perform the copycat game with the “That Sweet Sugar Tea” chant instead of “That’s So Sweet”.
Add new body percussion—e.g., 2 hands tapping shoulders, stomp with one foot to expand the menu of options (clap, patsch, tap shoulders, stomp) and create 4-beat combinations.
Invite students to perform the “That’s So Sweet” or “The Sweet Sugar Tea” chant while playing the steady beat with rhythm sticks or other classroom instruments (no track).
Guide students to play their rhythm sticks 2 ways (i.e., tapping them on the floor and clicking them together). Perform a follow-the-leader copycat game using the 2 ways to play rhythm sticks along with the “Walkin’ with Sweets” track instead of body percussion.
🎵 Harry “Sweets” Edison and Buck Clayton “Walkin’ with Sweets” Link to Track on Spotify
Learning Targets
Listen, Imitate, Move (Play)*
Learning Outcomes
Respond in turn, to demonstrate beat and tempo.
Create original body percussion (and instrument)* combinations.
Perform using movement (and instruments)*.
*The targets and outcomes in parenthesis are part of EXTEND the learning.
Assessment
Informal Observation/Formative Assessment
Thanks for checking this out. If you use this teaching strategy, be sure to leave a comment to let me know how it resonates with your students!