Topic: Beats in Music Objective: By the end of the session, learners will understand the basic concepts of beat recognition. Brief Introduction (Heartbeat Analogy): I’ll start by giving a quick overview of the concept of a beat, using a slide that displays images of heart shapes, each containing a musical note. Explain how, like a heartbeat, a beat in music maintains a regular rhythm. Today, we’ll focus on two fundamental beats:  Quarter note (long) (we say: Taa)  Eighth note (short) (we say: ti, ti) Interactive Activity: Beat Drills Objective: I’ll engage students in recognizing and performing basic beats using visuals and body percussion (clapping and snapping). Activity Structure: Beat Recognition: o Displaying a slide with pictures representing beats: a clapping hand for the quarter note (long) and a snapping finger for the eighth note (short). o Demonstrate how to count each note:  Clap for the quarter note (one clap per beat). / Say :Taa  Snap for the eighth note (two snaps per beat). / Say : ti ti Interactive Task: o After demonstrating, I’ll show another slide where the pictures of clapping hands and snapping fingers appear again, but this time, when they "flip", a quarter note appears behind the clapping picture and an eighth note behind the snapping finger picture. o Encourage students to follow along, clapping for quarter notes and snapping for eighth notes as the slide cycles through different rhythms. Drill Practice: o To the class, I show tow pictures in my hand one side is note the other side is picture of clapping or snapping finger. And drill Taa and titi ,practice this rhythm together a few times to understand the difference between long and short notes. Final Activity: Bee and Bumble Note Recognition  Instead of saying Taa and titi,  We can now practice with photo of bees ((Big bee: Taa/ clap … Small bee: titi /snap)) o After few times, now; 1big bee: /BEE/ // 2small bees: /bum/-/ble/ Practice: o Repeat the exercise with variations in the patterns, ensuring students are comfortable with the rhythms:  and introduce new combinations, such as: 1. BEE, BEE, bum-ble, bum-ble, BEE 2. bum-ble, BEE, bum-ble, BEE, bum-ble