Curriculum objective To understand and explore how music is created through appropriate musical notations. To understand and explore the interrelated dimensions (duration). Lesson objectives To create rhythm grids that use conventional note lengths. Resources Printable page Rhythm patterns enlarged or on-screen; printable page Rhythm patterns grids, one per pair. Vocabulary semibreve, minim, crotchet, rhythm, beat, bar. Working with standard notation Introduction Explain how the notation system works: semibreve minim crotchet 4 beats 2 beats 1 beat Each bar must contain notes to the value of exactly 4 beats. Whole-class work Show the class the examples on the printable Rhythm patterns sheet and demonstrate by counting the numbered beats whilst clapping the rhythm patterns. Ask the class to try clapping this pattern. First of all, count the numbers aloud then make it more difficult by asking them to count the numbers in their heads. You can help those who might struggle with this by nodding your head in time or whispering the numbers! Always give a clear count in of 1 2 3 4. Try these exercises at different tempos. Paired work Invite the class [in pairs] to write patterns of their own in the blank Rhythm patterns grids provided. Display the notation system for reference if needed. YEAR 3 AUTUMN 1 Differentiation Challenge: ask the children to try combining patterns to create extended exercises. You might go further and ask them to play other pair s patterns or to play their respective patterns at the same time. Finally, challenge them to try the patterns using their voices and a variety of instruments. Review Review the paired work asking the children for any issues in writing their patterns. Consider: can the children perform these patterns confidently and accurately at different tempos? Can they manage to play more complex patterns?
Rhythm patterns Start by counting aloud a steady 1 2 3 4 introduction: 2
Name: Date: Rhythm pattern grids PHOTOCOPIABLE 3
Curriculum objective To create and compose music. To understand and explore how music is created through appropriate musical notations. Lesson objectives To compose and notate short melodies using one-line staves. Resources Printable sheet One-line stave examples enlarged or on-screen; printable sheet One-line stave melodies grids, one per pair. Vocabulary stave, bar line, crotchet, minim, quaver, drone, ostinato. Pitch and rhythm on a one-line stave Introduction This lesson makes more use of standard notation conventions by introducing the idea of notes on a stave. Children are asked to compose three-note melodies (high, middle and low) that make use of different note lengths for example, minims, crotchets and quavers. They go on to notate the melodies using one-line staves that include bar lines. Whole-class work Project the printable sheet One-line staves onto a screen. First of all, ask the class to clap the rhythms for these examples. (NB Remember to count in 1 2 3 4.) Set up three notes using chime bars, or similar, and place them in the following order from left to right: low, middle, high pitch respectively. The reading convention is: Note below the line = the low note Note on the line = the middle note Note above the line = the high note Ask for volunteers to perform each of these examples to the rest of the class. The rest of the class listen and assess/discuss the accuracy of each performance. Paired work In pairs, ask the children to write 4-bar pieces of their own using the blank One-line stave melodies grids provided. One child plays the instrument, while the other writes down the notated pattern. They then swap over to write another example. Make sure they check to see that each bar contains notes that add up exactly to a total of four beats. Some children might work with vocal sounds. Choose some of the work to share with the rest of the class. YEAR 3 SPRING 2 Differentiation Challenge: ask children to create accompaniments for their melodies by adding drones or rhythmic ostinatos. Review Consider: how accurate are these performances in terms of pitch and rhythm? Are they played to a steady beat? Are the children s written parts inventive and interesting?
One-line stave examples PHOTOCOPIABLE 5
Name: Date: One-line stave examples PHOTOCOPIABLE 6