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Presented by Judith Hawkins
NAFME Eastern Division
April 10, 2015
Maestro of Games
Everything starts with a song…..
Standards-based
music instruction
Customizable
strategies for
teaching rhythmic
concepts
Individual and
group grading
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Music skill
development &
assessments
Customizable
strategies for
teaching melodic
concepts
RE/LA foldables
and graphic
organizers
Standards
1.) Gone Fishing:
MSC – I.2.a, I.2.c, I.2.f, I.4.a-d,
National – MU:4.2.P-8 (a,b)
2.) Maestro Meter:
MSC- I.1.c, I.2.e, I.2.f , I.3.a-d,4.a, I.4.b
National – MU:Pr4.2.2, MU:Pr4.2.3
3.) Rhythm Box:
MSC – I.2.a, I.2.c, I.2.f, I.4.a-d,
National – MU:4.2.P-8 (a,b)
4.) Rhythm Cubes:
MSC – I.2.a, I.2.c, I.2.f, I.4.a-d,
National – MU:4.2.P-8 (a,b)
5.) Four Corners:
MSC – (Dependent upon content)
National – MU:4.2.P-8 (a,b)
6.) Foldables:
MSC – (Dependent upon content)
National – (Dependent upon content)
MCCRS
4. Interpret the meaning of symbols, key terms, diagrams,
compositional or design qualities, and other domain-specific words
and phrases as they are used in a specific arts context.
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Rubric
Excellent
4pts. A •  Student is consistently •  Student sometimes
able to complete task
does extra work on
without teacher
the subject/activity. assistance. •  Student rarely tries
his/her best. •  Student is occasionally •  Student usually
Meets
able to complete the
expresses a positive
Expectations
task without teacher
attitude towards
3 pts. B assistance. activities and usually
tries his/her best. Student is not able to
complete the task
without teacher
assistance. Making use of time •  Student is not able to complete the task with
teacher assistance • 
Improvement
Needed
2 pt. C Developing
1 pt. D Participation/ active
Involvement 4
Magic Number
Objective:
Students will hold up the number of fingers that match the
answer to the question(s) posed.
O. I don’t know OR It’s not there
1.  Mexico
2.  United States
3.  France
4.  Germany
5.  China
Memory Drill
Objective:
Students repeat a set number of pattern while patterns are
removed until all are removed. Student are then charged to
place the patterns in their original order.
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Tic-Tac-Toe
Objective:
Students will identify various music concepts.
Game Construction:
A. BOARD: On chart paper or on the board draw a large tic-tactoe grid. In each square place either a musical concept that is
to be assessed.
B. MARKERS: Using heavy weight poster board create X and O
shapes that are at least 6 inches in height.
GAME
1.  Divide the class into 2 teams.
2.  Assign each team either an X or O
3.  Decide which team will go first. The two teams will
rotate until all squares are captured.
4.  Each team will send a person to perform the content of
the square to capture for the team.
5.  The game is over when a team has captured three
squares in a row (horizontally, diagonally, or vertically)
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Puzzle
Objective:
Students will identify various music concepts by matching shapes.
Game Construction:
Puzzle Pieces: On construction paper create puzzle shapes
and place notes, pictures etc.. on one side and then the
name of the note, picture on the other side. Make one set
for each team. HINT: make each team’s cards a different
color.
GAME
1.  Divide the class into teams.
2.  Assign each team a set of cards.
3.  Allow a set amount of time for each team to put their
puzzles together.
4.  When a team has completed the task they are to be
seated, silent with hands over ears. .
5.  The game is over when all teams have completed their
puzzle pieces.
TRIANGLE
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Gone Fishing
Objective:
Students will listen and identify rhythmic and/or melodic patterns
performed.
Game Construction:
A. FISH: Using the template make enough copies of the fish
shape in order to have one rhythmic or melodic example
drawn on each fish. Make a set for each team. It would be best
to use colored paper. Cut out each fish shape. Mount each
shape on construction paper. Punch a hole in the mouth of the
fish and insert a paperclip.
B. POND: Purchase a blue plastic tablecloth and cut it in half.
This will be the pond where the fish will swim. Each team will
need a pond.
C. FISHING POLE: Using a long piece of bamboo or yardstick
attach some yarn to the end and at the other end attach a
magnet.
D. BUCKET: Each team will need a bucket or some type of
receptacle to place their catch.
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Gone Fishing
Objective:
Students will listen and identify rhythmic and/or melodic
patterns performed.
Game:
①  Divide the class into teams. Make sure that you have a set
of fish shapes for each team.
②  Have one student from each team come to the pond.
③  Perform a rhythmic or melodic pattern.
④  Students will find the fish with that pattern and pick it up
with their poles. Students can have set amount of time to
find the fish.
⑤  The non-fishing students will “beep” like a fishing GSP.
When the fisher is close they will beep fast and when the
fisher is far from the performed fish the students will “beep”
slowly.
⑥  Students will place the fish in their team’s bucket.
⑦  The game is over when all the fish have been caught or time
is up.
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!
Gone Fishing
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Maestro Meter
Objective:
Students will play a hangman type game in order to demonstrate
their ability to perform, identify, and move to various meters and
markings.
Construction Procedure:
A. Maestro- Draw large pictures of a conductor and cut the
body parts into separate sections. Laminate all pieces and
place magnetic tape on the backs of each of the pieces.
B. Cards - Cut out the cards and mount onto construction
paper and laminate.
C. Music Sound Bank- You will need to have musical selections
that are familiar from lessons or from popular music. Select
some music that is unknown to students.
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Maestro Meter
Objective:
Students will play a hangman type game in order to demonstrate
their ability to perform, identify, and move to various meters and
markings.
Game Procedure:
①  Divide the class into teams. You will need one Maestro for
each team.
②  Decide which team will go first.
③  Have one person from the team to draw a card to answer or
perform.
④  If that person in stumped they may ask one person from
their team to assist.
⑤  If the answer is correct, the team can add a body part of
their Maestro to the board. If the answer is not correct no
body part can be added and the next team will play.
⑥  If a team should draw a ZAP card the number on the card
indicates the number of body parts that must be removed.
In the event there are not enough body parts those that are
on the board are taken and the ZAP card is finished. No
additional parts need to be removed.
⑦  The game is finished when one team has completed their
Maestro, or time is up.
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Maestro Meter
!
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Maestro Meter
Sample questions:
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① 
Name the meter of this song.
② 
Dance to demonstrate the meter.
③ 
What is the meter of this time signature?
④ 
What is the meter of this picture?
⑤ 
Conduct to demonstrate the meter.
⑥ 
ZAP 2
⑦ 
ZAP 3
⑧ 
WILD CARD
Rhythm Box
Objective:
Students will perform various basic rhythms as individuals or in a
team setting.
Game Construction:
Select a box with well-shaped corners.
Fill the box with
popcorn packing chips or any kind of lightweight filler. Seal
the box with packing tape. Cover the box with contact paper
that has a simple design and light in color. Use a permanent
marker to write the rhythmic patterns that have been studied
on each side of the box. Consider having some sides with 2
patterns (A) easier and (B) more challenging.
Games:
①  Have one student to throw the box into the air. He/she will
perform the rhythm that shows on the top. The teacher
may choose to keep a steady beat. The teacher may wish to
allow students more than one chance to get the rhythm
correct. The teacher may choose to allow students to get a
helper to assist or the whole team to perform. When the
student has finished another is student is selected.
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Rhythm Box
Games (continued) :
u  “It’s your Bet”
The teacher awards each team a set amount of points. Each
team’s points are written on the board. Once the rhythm has
been identified, the player will wager points that they would
like to win for their team. The player can only wager the
maximum amount of points his/her team possesses. If the
player is successful the amount that was wagered is added to
the team’s total score. If the player is incorrect the amount of
points wagered is deducted from their total score. Once this
player is finished another player is selected from another team.
The game is over when a team reaches a predetermined
amount of points or a team looses all their points.
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Rhythm Cubes
Objective:
Students will manipulate cubes in order to dictate rhythmic patterns.
Game Construction:
Follow the template to write the notes on each side to the
cube. Number each set of four cubes and place in plastic
bags. Do not allow the cubes to get mixed to ensure that all
students will be able to construct the rhythm patterns.
Games:
A. Dictation:
①  Have student place all four cubes in front of them.
②  The teacher will call out a rhythmic pattern or perform a
rhythm pattern.
③  Students will manipulate the cubes to construct the
rhythmic pattern performed.
④  Once they are finished they indicate this by covering their
ears and become silent.
⑤  The teacher checks responses and the procedure continues.
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Rhythm Cubes
B. Changes
①  The same procedure is played as with standard dictation.
②  The teacher then performs the next rhythm changing only
one beat.
③  Follow steps 4 and 5 from the first game.
c. Teams
①  Divide the class into teams of four.
②  Teams work as a whole OR each team member is assigned a
beat.
③  Each team member listens for his or her beat to manipulate
the cube.
④  Follow steps 4 and 5 from the first game.
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Rhythm Cubes
Rhythm Cubes Template
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Four Corners
Objective:
Students will demonstrate their understanding of musical
concepts through movement.
Construction Procedure:
Label four corners of the room with various elements (4 notes,
4 instruments, 4 rhythms, 4 melodies, 4 clefs etc...)
Game:
①  The teacher performs or calls an element from a corner.
②  Students have until the count 10 to move silently to a
corner that has the element.
③  If students are in the correct corner then they are allowed to
remain in the game.
④  If a student is not in the correct corner they are out and
must be seated.
⑤  Students are not permitted to move from their corner until
they hear counting. If they leave the corner they are
disqualified and must be seated.
⑥  The game continues until there is only one student left or
after a predetermined number of calls.
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Foldables
Objective:
Students will demonstrate knowledge of content through a visual means.
Gr aphic Or ganizer Suggest ions
You can draw your own graphic organizers or get patterns from your
teacher. Here are some ideas to get you started. Try to use a different
kind for each book.
Graphic Organizers
Venn Diagram
Character Map (Biographical Information)
Nonfiction Storyboard
Story Map
Flow Map (Sequence of Events)
Tree Map (Main Idea and Details)
Cause and Effect Map (Reasons for Events)
KWL Chart (Know-Wonder-Learned)
Time Lines
Foldables
Foldables are like 3-D graphic organizers. They are created by folding and
cutting paper to make a graphic organizer for displaying information. They
often have flaps that can be lifted to reveal information. Be creative!
You can find examples of foldables in most of our textbooks. Just adapt them to
fit your own information.
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Judith Hawkins
jhawkins@pgcps.org
THANKS!
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