Leicester-Shire Schools Music Service Unit 3 Rhythm Year 1 In this unit, children will explore how words and their syllables can be used to create rhythms and help maintain a pulse. Physical actions and movements will be used to help show the pulse and also to indicate a rest. Graphic notation will be used to help compose some simple rhythms in small groups and then these rhythms will be used as part of a class performance. The performances will be recorded and appraised by peers and the teacher. This feedback will then be used to help shape and improve a repeat of the performance. Unit breakdown Lesson 1: In this lesson, children learn the Lemonade Crunchy Ice clapping game and use this is the basis for understanding the difference between rhythms and pulse. Children go on to play other games which allow them to develop their understanding and accurate pulse keeping. Lesson 2: In this lesson, children continue learning the different between pulse and rhythm. This extends to them moving their body to show rhythm and pulse whilst also learning and experience using a rest in a song. Lesson 3: In this lesson, children will look closely at how words, and their syllables, can be used to create rhythms and to help maintain a steady pulse. These words and syllables will then have movements and actions assigned to them and the children will be performing these whilst saying the phrases with accurate timing. Lesson 4: In this lesson, children will be building upon prior learning, working with graphical scores to perform actions and rhythms to a steady pulse. Children will be able to experiment and make changes to their graphic notation, expressing their opinions about the rhythmic changes. Lesson 5: In this lesson, children will culminate their learning by performing their group s graphical scores as part of a class performance. The performance will be recorded as a video and then used during the next lesson. Unit Outcomes Learning Outcomes I can begin to play rhythmic patterns found in speech I can confidently copy given rhythms I can begin to understand the differences between pulse and rhythm through physical movement, playing and singing I can use graphic notation to record rhythms I can listen to ideas from others and use them to help improve my work Lesson 6: In this lesson, Children will watch their performances back from the previous lesson and make some observations and assessments of how they feel they went. They will use this feedback to try and improve playing their group performance one last time.
Glossary and Acknowledgements Glossary Dynamics How loudly or softly to play a part or piece of music In this unit, children will explore pitch through singing Pulse nursery the regular rhymes, heartbeat using of a piece, their holding voice, the using core timing tuned together and in a un-tuned song instruments and creating simple graphic scores to support Rest Rests can be put in place of a note, signaling a pause creating simple compositions. Throughout the unit, children Rhythm will be the developing pattern of sounds their played skills through to time, communicate formed by a series their of notes thoughts and feelings about the music they are creating and listening to. Tempo the speed at which a piece of music is played. Acknowledgements Written by Sarah Share 2
Lesson 1 LO: I can demonstrate and explain the difference between rhythm and pulse Sing the Hello song (see resource folder). Add body movements to the song, singing it a few times with different actions each time. Each movement should be clear and move to the pulse. Learn the rhyme and actions to the Lemonade Crunchy Ice game www.youtube.com/watch?v=ermxut8btdq. Sing songs that are familiar to the chn. Eg songs from the Voice Unit or nursery rhymes. Model keeping a pulse to the song - singing whilst tapping clapping, clicking, tapping feet etc. Ask for suggestions from the chn. Encourage chn to join in with playing the pulse along with the singing (on instruments, stomping their feet, micro clap etc). If they find this tricky, assign half the class as singers and half as pulse players and get them to take turns performing the song. One group playing the pulse and the other singing the song. Discuss the different between pulse and rhythm. Refer to the Lemonade Crunchy Ice game and the march clip as ways to help show the difference. Step 1 - Play the tchr s favourite song. You are going to do different actions to the pulse. Each action will be done until all chn are able to do the action, with the aim to doing it at the same time as the pulse. Then change action. Keep the movements simple. Eg tapping foot, flick hand, wiggle hips etc. Finish by clapping to the pulse. Tchr to look for chn that are able to move in time with the pulse. Step 2 - Play a march https://www.youtube.com/watch?v=1zwvonuvaae. Encourage chn to march around the room in time to the pulse. Step 3 - Sit in a circle. Tchr starts to mark a pulse by clapping their hands. Chn to join in. When chn comfortable with this, the tchr changes the action. Eg tapping head /shoulders etc. Continue this until all chn are tapping head / shoulders to the pulse. Then change action but do not rush this allow chn to feel the pulse and play it consistently. It is important that all chn get the hang of one movement before you change to a different movement. Step 4 - Continue with above activity but create a pulse using 2 actions. Eg tap legs, tap floor, tap legs, tap floor, tap legs, tap floor etc. Keep the pulse about 2 taps a second. Ask for ideas from the chn for different actions you can use. Tchr to lead the actions. Once the chn are comfortable with this activity you could add dynamics to the pulse sounds. If there are any confident chn, let them lead the activity. 3
Lesson 2 LO: I can perform rhtymic patterns of song lyrics Play a song that the chn know well. Eg a song they sing in assembly or nursery rhymes (see link in resources for nursery rhyme YouTube playlist). Give chn a piece of paper & crayon. Ask them to tap the paper with the crayon as they listen to the song. Ask them to tap the crayon in time to the pulse. Ask chn to demonstrate this to the class individually. Ask chn Do you think that is in time to the pulse? Learn Rain Rain Go Away http://y2u.be/zu6o23pu0do. (Have pictures to notate the rhythm).learn the rhyme. Clap the pulse and then clap the rhythm of the lyrics. Get some confident chn to play the pulse on some drums. The rest of the class to micro clap the rhythm to the pulse. Hand out ribbons to the chn. Sing one of the songs that they have practiced during the lesson. Chn to move their ribbons to the pulse of the music. Up and down. Repeat the song until chn are moving their ribbons in time to the pulse. Repeat the song (this time without the backing music so the chn can say the words of the song slower) with the chn moving their ribbons to the rhythm. What do they notice about the way the ribbons move when n they mark the pulse and how this is different from how they move when showing the rhythm? Pulse - The ribbon moves constantly up and down at the same time and it never changes. Rhythm The ribbon moves up and down sometimes quickly and sometimes slowly. Crayons, paper, ribbons, CD of nursery rhyme (or this see this YouTube link for a nursery rhyme playlist) https://www.youtube.com/watch?v=olwg6jimv0g&list=rdolwg6jimv0g#t=4 Step 1 - Sit in a circle. Tchr to clap a rhythm: clap, clap, rest, rest (each beat is equal). Show the rest by bouncing hands apart with palms up / nodding head / a silent movement. Encourage chn to join in with you, including the silent beats. When all chn are comfortable with this pattern, explain that you will add your name into the silent beats. Eg clap, clap, Soph ie. Give chn time to practice this individually with a partner. Work around the circle, with each child adding their name individually to the silent rests. Do this a few times, occasionally stopping and giving positive feedback to those chn that are able to say their name in time. Discuss this and model with the class what saying it in time sounds like compared to not in time. Discuss and show how this stops the flow of the pulse. When chn are comfortable with saying their name, demonstrate how they can tap out the rhythm of their names using body percussion. (Slap their thigh, click, stamp feet, micro clap etc). Give time for chn to investigate the sound they will use to tap their name. Encourage them to practice with the 2 claps in front. Work around the circle, with each child adding their name with their body percussion individually to the silent rests (chn can say their name along with their claps too if this helps). Do this a few times. Each time, stopping and giving positive feedback to those chn that are able to say their name in time. Step 2 - For the next part of the lesson, use familiar songs with the chn (you could use songs learnt in the Voice unit or the nursery rhyme playlist - link provided in resource folder). Sing through the song once Tchr: say the first line of the song Chn: copy back (Repeat) Tchr: Tchr to say the first line & clap the rhythm simultaneously Chn: copy back (Repeat) Tchr: Tchr to mime the words while clapping the rhythm. Chn: copy back (Repeat) Practice clapping the first line 4 times, each time straight after the other, with no gap. NOTE: Repeat each step as long as it takes for the chn to be able to get the rhythm correct. Step 3 - Sing the song through again. At the end, chn to clap the rhythm of the first line 4 times as practiced in Step 2 fluently continuing the sense of pulse from the song. Step 4 Repeat the above activity with another song. 4
Lesson 3 LO: I can play along to a pulse and maintain a steady tempo Hand out animal toys to the chn. Sing animal songs and encourage chn to stroke the animals in time to the pulse Eg Baa baa black sheep Mary had a little lamb Old McDonald had a farm Have pictures of spiders and snails available. Child to arrange 8 pictures in to 2 rows. Class clap this rhythm. Tchr will need to point to the pictures as the chn clap them. Tchr could clap on leg to model when to clap. Repeat with another composition. Chn to selfassess whether they are clapping the rhythms correctly. or Choose pop songs to do the tapping activity game to (see lesson 1, step 4). Graphic notation of snails & spiders, pictures of snails & spiders to create own composition, furry toy animals. Step 1 - Sit in a circle. Tchr to clap a rhythm: clap, clap, rest, rest. (Each beat is equal). Have the rest by bouncing hands apart with palms up / nodding head. This silent movement represents the rest. Encourage chn to join in with you, including the silent beats. When all chn are comfortable with this pattern, explain that you will add your name into the silent beats. Eg clap, clap, Soph ie. Give chn time to practice this individually or with a partner. Work around the circle with each child adding their name individually to the silent rests. Do this a few times, each time stopping and giving positive feedback to those chn that are able to say their name in time. When chn are comfortable with saying their name, demonstrate how they can tap out the rhythm of their names using body percussion (slap their thigh, click, stamp feet etc). Give time for chn to investigate the sound they will use to tap their name. Encourage them to practice with the 2 claps in front. Work around the circle, with each child adding their name with their body percussion individually to the silent rests. Do this a few times., each time stopping and giving positive feedback to those chn that are able to say their name in time. Step 2 - Tchr to start off by tapping a regular pulse by clapping hands. When chn are able to tap at the same tempo as tchr, introduce the word: spider (see below). Keep the pulse constant, not getting faster or slower. Split class into 2 groups. Group 1 to chant the words & clap their hands 8 times and group 2 to take over (with no gap between the 2 groups). Repeat this as many times as appropriate. You can discuss the dynamics and try to experiment performing this louder, quieter, gradually getting louder / quieter etc. Step 3 - Keep tapping the pulse by clapping hands. This is slightly trickier as the chn are having to think about 2 movements. Chn to think how slow a snail moves, he makes a long rhythm. Model saying snai when clapping hands head & l folding one hand over the other. This helps mark the beat where there is no sound. Practice this altogether & in groups like in step 2. It is important that chn make sure the word snail lasts for 2 beats. Step 4 - Display a graphic score to show a rhythm. Say the words together. Clap the words together and say the words. Clap the words. This will take practice and each step will need lots of repetition. Don t rush this. It is important that chn all say / clap the words in tempo (not faster or slower) and say the correct words at the correct time. Display another graphic score and practice this one in the same way. 5
Lesson 4 LO: I can record rhythms and perform them using a graphical score Tchr to clap simple rhythms. Chn to copy back the rhythms. If the tchr claps the same rhythm twice, the chn must not clap back the rhythm the second time. (Or, optionally, establish a danger rhythm which is one that the chn shouldn t clap back. Tchr to clap rhythms and chn to echo them apart from if the tchr claps the danger rhythm. When the chn hear the danger rhythm, they have to fold their arms to show they have heard it and identified it as the one not to clap back. Sit in a circle. Tchr to clap a rhythm: clap, clap, rest, rest. (Each beat is equal). Show the rest by bouncing hands apart with palms up / nodding head. Use a silent move. Encourage chn to join in with you, including the silent beats. When all chn are comfortable with this pattern explain that you will add your name into the silent beats. Eg clap, clap, soph ie Give chn time to practice this individually. Work around the circle, with each child adding their name individually to the silent rests. Row row ow your boat. Teach the rhyme. Clap the pulse and learn the rhythm. Then internalise the words and just clap the rhythm when confident. Each group to clap their rhythm to the class. Checklist for class to look and listen for. Ask class to appraise: Did they have a leader to start the players together? Did the players play their rhythm at the same tempo? Did all the players play the correct rhythm? 4 spider pictures & 4 snail pictures for each group. Step 1 - Display a graphic score of 4 spiders (see resources). Whole class practice clapping the rhythm. Tchr to bring in class with Ready and off you go. Clap the rhythm 4 times. Tchr to point to the score & clap leg to model to chn. (If second adult in room use them to either point or clap). Repeat activity with 4 snails. Select 4 pictures & model how to create a new rhythm. Class clap the new rhythm. Learn this rhythm so the chn can clap it confidently this rhythm will be the base of the class composition. Step 2 - Split class into groups of 5. Each group to select 4 pictures and put them into an order. Practice clapping their rhythm that they have created. Do they like the rhythm they have created? Do they want to change one of the pictures to a different one? Swap the picture should they wish. Does this sound better? Can they explain why they like this rhythm better? Check do they still have 4 pictures? Step 3 - Chn practice their rhythm. Appoint a leader who says Ready, and, off you go. Whole group to clap their rhythm together 4 times. Step 4 - Each child to draw their own graphic score of their group composition. They could also draw the whole class rhythm on a separate rhythm grid. 6
Lesson 5 LO: I can perform rhythms as part of a group whilst maintaining a strong sense of pulse Play the tchr s favourite song. The chn are going to do different actions to the pulse. Each action will be done until all chn are able to do the action, with the aim to doing it at the same time as the pulse. Then change action. Keep the movements simple. Eg tapping foot, flick hand, wiggle hips etc. Finish by clapping to the pulse. Tchr to look for those chn that are able to move in time with the pulse. Red balloon yellow balloon activity - How long are the syllables / note lengths eg red =1 yellow =2. Create 4 bar graphic score with pics of red and yellow balloons. Chn say and clap the rhythm hm. Then try to internalise the rhythm. When confident, ask chn to pop a balloon by removing it. Clap the rhythm of red and yellow balloons but say pop where the balloon has been popped. Or Three Blind Mice. Learn rhyme and clap rhythm. Gradually build to just clapping rhythm. Whole class performance. Record the performance ready for next lesson peer and selfassessment. Group compositions from previous lessons, class graphic score, pictures of red & yellow balloons, un-tuned instruments. On YouTube, search for FOLI. http://y2u.be/lvpliuby9cy. This demonstrates life has a rhythm, it is constantly moving. Shows that rhythm is all around us. In Malinke tribes the word for rhythm is FOLI. It is a word that encompasses so much more than drumming, dancing or sound. It s found in every part of daily life in the film, you not only hear rhythm, you see it as well. Step 1 - Display the rhythm from last week that the chn practiced in Step 1. Practice until chn are confident at the rhythm. Step 2 - Chn to get into the groups that they worked in last lesson. Look at their composition. Practice their rhythm, using a child to lead them in. Step 3 - Chn to select untuned percussion instruments to play their rhythms on. Instruments could be grouped into shaking, hitting, wooden etc. Each group could use a particular group. Give time for chn to practice their rhythm on the instruments. Step 4 - Chn to sit in their groups as they work on the whole class composition. Structure composition as follows: Whole class rhythm 4 times Group 1 rhythm 4 times Whole class rhythm 4 times Group 2 rhythm 4 times Whole class rhythm 4 times Group 3 rhythm 4 times Whole class rhythm 4 times Each group needs to be ready to play their rhythm as soon as the whole class rhythm ends so there are not gaps or silence. If the chn find this too tricky, the tchr could tap the pulse 4 times before the group play. Checklist for tchr & chn: Are the chn c sat with their group and looking at other members of their group? Do the chn know their rhythm & the whole class rhythm? Can they see e the notation of their rhythm? 7
Lesson 6 LO: I can offer positive feedback to others about their performance and I can assess my own performance Tchr to start with: Clap, clap, rest, rest. On the 2 claps tchr to say I like and on the rest clap & chant their favourite food. Eg I like sausages. How did the performers feel their performance went? What went well? How was it different performing to an audience than playing in the classroom? All chn to repeat this rhythm. Then child next to tchr claps and chants. Eg I like cheese. Whole class chants & claps I like cheese. Continue like this around the circle. Watch Riverdance http://y2u.be/fohlrqscwl0 to show how important rhythm is to dancers as well as musicians. They need to be very clear and precise here in their movements. Recording from last lesson, composition order from last lesson, evaluation sheets, audience. Step 1 - Watch the recorded performance from last lesson. Step 2 - Partner chn up with someone in their same group. Chn to self-evaluate their performance and a partner s work. Ask the chn the following questions & hand them the self assessment sheet to fill in (see resources). Did they manage to tap their rhythm correctly? Did they play their rhythm at the same time as their group? Watch the performance recordings again. Chn to answer these questions after they watched the performance. Watch the performance again. Chn to evaluate their partner & write the answers down. Give time to feedback to their partner. Chn to tell their partner 1 thing they will change about their playing when they perform it to their audience. Step 3 - Practice the performance, chn using the feedback. Step 4 - Perform to an audience (TA, parents, another class etc). Give chn the opportunity for the audience to feedback to the performers by having paper in the shape of spiders & snails (see resources) and pens available for written feedback. 8