Materials:

--Clear, plastic spoons

--Sharpies

Preparation: 

1. Use one color sharpie to draw a note or rest on a plastic spoon.  Use another color sharpie to write a corresponding number (value in beats.)  The pair should be stackable; when stacked, both the note and the value in beats should be visible.

2. Make multiple pairs of notes you want students to know, and only a few pairs of notes you are less worried about teaching

Directions:

1. Dump spoons on floor, students see who can find most pairs.

Notes:

--Photograph is from Pinterest article, which uses white spoons for note values and clear spoons for number of beats.

--The number should be the total number of beats on the spoon, regardless of how many notes are present.  (3 eighths bracketed in a triplet=1 beat, 2 quarter rests=2 beats)

--Use ties, sixteenth notes, etc. to help expand what students have seen.  Even if they don't know a few pairs, they will be able to figure out by eliminating the pairs they do know.

--Works best with 1-5 students, so if using with larger class, do so with stations. 

--Could use this same idea to teach various other musical concepts.  I plan on doing with chords in root position, which would require triplets that match rather than pairs.  

Materials:

--"Naming Instruments" worksheets* (enough copies for each student)

--Pencils

--Blank bingo worksheets* (enough copies for each student)

--Scissors

--Glue

--Markers or crayons

--Whiteboard and whiteboard marker

*Images attached

Directions:

1. Students complete "Naming Instruments" worksheet in small groups or alone.

2. Students cut out squares with instrument picture and name. (Show example and remind that the name of each instrument is under each picture.)

3. Students glue squares to bingo worksheet in any order.

4. Teacher has own set of instrument squares in bag. Draws instrument square, says B-____, next is I-____, N-____, etc. Keeps track on board which will end up looking like this: B harp, I trumpet, N bagpipe, G French horn, O castanets, B violin, etc. I suppose the teacher could also print and cut 5 sets of instrument squares, and label a B set, an I set, etc. but I found the method of using the BINGO pattern to be easy enough.

5. Student uses one color of marker/crayon for each round and then switches color so that board can be used more than one round.

Notes:

--Could be done in stages or all in one day.  If done in stages, give each student a ziplock labeled with their name to hold cut out instrument squares.