Darla Hanley's Music Room
Creative Teaching for Students of Today (& Tomorrow) PK-8
Today’s Teaching Strategy: All About the Rest
(Sound/No Sound Rhythmic Exploration)
Lower Elementary (2)
© 2025 Darla S. Hanley
This teaching strategy is all about rests! It goes with The Jeff Steinberg Jazz Ensemble’s recording of “Besame Mucho” because it’s a classic tune AND such a beautiful interpretation with a straight ahead pulse to anchor playing.
This 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.”)
Pedagogical Foundations
Rest is important—in music and in everyday life (lol).
The world (and our music rooms) can be filled with so much noise. Having the ability to tune out things that don’t matter—while tuning in what does is definitely a skill.
In music it’s great to give students the chance to play freely, explore sounds, and experiment so they discover the unlimited possibilities of art making. This could happen as "Let Me Play” time at the start of class, providing 3 minutes for students to play instruments any way they like (musically of course) with a track OR within the structure of an activity. The key here is about student choice and independent learning.
When providing this space, in my view, it’s essential to point out to the students what they are doing—and hearing (i.e., they are playing and exploring, and the overall sound in the room can feel and be a bit chaotic (lol)). Immediately following free play/exploration is a perfect time to remind students about rests in music. We can’t always play at the same time, the way we all do not talk over each other/at the same time.
Musical expressions are conversations. Conversations between performers AND conversations with listeners. These conversations are made up of phrases and melodies, rhythms and form. Further, musical conversations have space where players and listeners alike need rest from the notes/sounds. As music teachers and musicians, we know all about this. Students should get to know this too!
Today’s teaching strategy “All About the Rest” includes rhythmic exploration with Ta, Ta-di, and the star of the show: Rests. It also has leadership opportunities for students. I hope you give it a try! But first, let me remind you who I am:
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 we are going to play a copycat game using 2 of the notes we know, Ta and Ta-di, with a twist! In addition to those notes we are going to include rests!
ProTIP: Teach the concept of rests in music if this is new OR remind students of rests as silence in music, space, sound/no sound, etc.
Copy my patterns by clapping what I clap. Lead students to perform the “All About the Rest Rhythmic Pattern Models” without the recording.
ProTIP: The 5 model patterns are provided to illustrate the idea. Use those or create new 4-beat rhythmic patterns that include Ta, Ta-di, and Rest for students to perform.
Play the recording of “Besame Mucho” by The Jeff Steinberg Jazz Ensemble and lead the copycat game with the track.
ProTIP: This game can begin at any time (over the introduction or when the melody starts). Note: The melody begins at 0.42.
It’s time to play our rhythmic patterns on instruments. Distribute rhythm sticks (2 per student) and perform the game with the track.
ProTIP: This copycat game can be played on any rhythm instrument or with body percussion or found sounds.
Invite students to form a circle (seated or standing, whichever you prefer as long as they can see each other). Now that we have practiced playing rhythmic patterns that include Ta, Ta-di, and Rests it’s time for you to be the leader instead of me! When it’s your turn you will create a rhythmic pattern for everyone to copy. You may use Ta, Ta-di or both of those notes but be sure your pattern includes Rests!
Watch me… When I point to you it’s your turn to create a pattern for us. When I point to someone else, they become the leader.
ProTIP: Guide students to create 4-beat rhythmic patterns that repeat, like the model pattern examples.
Select the first leader, play the recording, and begin the game.
ProTIP: This is a great time for formal assessment as individual students are showing their command of: a 4-beat rhythmic pattern, creating within specified guidelines, and playing musically with a track.
Materials/Set Up
Room for students to be in a circle formation
Rhythm Sticks
🎵 The Jeff Steinberg Jazz Ensemble "Besame Mucho” Link to Track on Spotify
All About the Rest Rhythmic Pattern Models
© 2025 Darla S. Hanley
EXTEND the Learning:
Invite students to play the copycat game with partners—alternating who is leading the pattern and who is following each time.
Learning Targets
Play, Improvise
Learning Outcomes
Respond with rhythmic pattern combinations
Create original rhythm patterns within guidelines
Perform rhythmic patterns on instruments
Assessment
Formal Observation/Summative 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!