Lesson 1: Learning “I Feel Good”

Aim: How can we explore steady beat and rhythm with “I Got You (I Feel Good)?”

Summary: Students learn to sing and move along to “I Got You (I Feel Good)” while building vocabulary to describe musical opposites and differences.

Materials: Musical Explorers CD or online audio, rhythm sticks (optional)

Standards:  GA: ESGMK-2.CR.1; ESGMK-2.CR.2; ESGMK-1.CR.3; ESGMK-2.PR.1; ESGMK-2.PR.2; ESGMK-2.RE.1; ESGMK-2.RE.2;ESGMK-2.RE.3; ESGMK-2.CN.1; ESGMK.CN.2
SC: MGK-2.1, MGK-2.2, MGK-2.3, MGK-2.4, MGK-2.5

Vocabulary: pulse, rhythm, steady beat


Listen to “I Feel Good”

  • Listen to Laiken sing “I Feel Good,” Track 3.  Invite students to sing along if they know the song.

Explore the Steady Beat in “I Feel Good”

  • Ask students to clap their hands or tap their legs as they listen to the song.
  • Explain to your students that the steady pulse you feel in music is called the steady beat. The steady beat is like the heartbeat in music.
    • Everyone’s heart makes their own beat; it’s called a pulse. Place your finger on your neck to see if you can feel your pulse.
    • The steady beat in music is the steady pulse that you feel in a tune, just like your heartbeat, or the ticking of a clock.
  • Using SG9, help students visualize the steady beat in “I Feel Good.”
  • Next, ask students to stand and move their feet to the steady beat of the song. Once your students are familiar with the song, ask them to sing along with Laiken.

Explore Rhythm in “I Feel Good”

  • Explain to your students the difference between steady beat and rhythm. Rhythm is a pattern of long and short sounds that are in a song.
  • There are many different rhythms in a song. For example, the words that Laiken sings have a different rhythm than the drums in the song.
  • Have students listen and clap to the rhythm of the words or the drums in “I Feel Good.”

Long and Short Rhythm Patterns

  • Demonstrate long and short sounds by clapping or singing patterns, such as the ones found in the Musical Explorers warm-ups.
  • Have students use their voices and movements to create their own long and short patterns. For example, scrape for long, tap for short; slide for long, hop for short; rub hands together for long, clap for short.
  • Invite students to perform their rhythmic compositions using their voices, instruments, or movements. They may also choose animal sounds to represent the short and long sounds. (For example: “moo” for long and “quack” for short.)
  • Using SG10, ask students to sketch their rhythmic compositions. Use “—” for a long sound, and “••” for short sounds.
  • Choose examples and have the students perform the rhythmic patterns together.

Creative Extension: What Makes You Feel Good?

  • Laiken’s song is about feeling good! Using SG11, draw a picture of something that makes you feel good! If you had a song about that thing, what would it sound like?
  • Share your work with a partner.

Musical Word Wall

Add the words pulse, rhythm, and steady beat to the Musical Word Wall.

PDF Downloads

SG9 ↓ Download File

SG10 ↓ Download File

SG11 ↓ Download File


Musical Explorers Audio Tracks


Go to Lesson 2: Exploring “I Heard It Through the Grapevine”