Leicester-Shire Schools Music Service Unit 3 Rhythm Year 3

Leicester-Shire Schools Music Service Unit 3 Rhythm Year 3 In this unit, children get to experience of a lot of creating and performing parts in small groups. They will also explore how rhythms can be created by using the syllable patterns from simple spoken phrases. This is exemplified for them when they watch a Harry Potter inspired clip with puppets on YouTube. Children get to experience working in mixed ability groups and creating graphical scores to record and notate their ideas. The unit finishes with a performance which is recorded, allowing for self and peer assessment. Unit breakdown Lesson 1: In this lesson, children work in small groups to create a short piece which is based around a song they are familiar with. The group works in two sections with one section performing the syllables of the song as a rhythm and the other section playing a consistent pulse. Lesson 2: In this lesson, children build on the skills from the prior lesson by exploring and practicing internalizing words. This is carried out by singing and playing along with a range of songs, internalizing different lines and maintaining the sense of pulse throughout. Lesson 3: In this lesson, chn watch the Harry Potter mysterious ticking video on YouTube and identify the layers of rhythms created by using only a few words. These act as inspiration for chn to work in small groups, composing their own piece in a similar fashion. Lesson 4: In this lesson, children will build on the skills practised in the previous lesson and develop their own rhythms from the syllables of created phrases. The children will then compose and notate these rhythms by creating and using a graphical score. Lesson 5: In this lesson, children will take inspiration from the rhythms they composed last lesson and work in small groups to create their own piece. There will be an emphasis on the children establishing and following a clear set of signals to know when to start and stop as a group. These pieces will be performed and recorded for next lesson. Lesson 6: In this lesson, children will watch the video recordings from the previous lesson and have discussions about what they observe in the performances. Children will peer and self-assess, demonstrating the use of suitable musical vocabulary. Unit Outcomes Learning Outcomes I can listen and copy rhythmic patterns I can play rhythms confidently while maintaining an appropriate pulse I can demonstrate I understand the differences between pulse and rhythm through playing an instrument I can create graphic notation to represent rhythm I can offer comments about my own and others work and accept suggestions from others

Glossary and Acknowledgements Glossary Graphic Notation using none standard symbols to represent written music In this unit, children will explore pitch through singing Ostinato nursery a repeated rhymes, musical using phrase their or rhythm voice, using tuned and un-tuned instruments and creating simple graphic scores to support Phrase a musical sentence - a succession of notes creating simple compositions. Throughout the unit, children Pulse will the be regular developing heartbeat their of a piece, skills holding to the communicate core timing together their in a thoughts song and feelings about the music they are creating and listening to. Rhythm pattern of syllables or sounds played through time Tempo pattern of syllables or sounds played through time Texture how the pitches and rhythms are combined, determining the overall quality of the sound in a piece of music. Acknowledgements Written by Sarah Share 2

Lesson 1 LO: I can play rhythms confidently whilst maintaining a strong sense of pulse Starter 1 - Explain that you are going to perform some patterns and ask the chn to join in with you. When you change pattern, they change too. Start to clap, keeping the claps at an even pace, about 2 claps a second. When chn have joined in and are comfortable with the clapping, change to slapping knees. All chn to swap to slapping knees. Continue to change pattern but ensuring each pattern is long enough for chn to be comfortable with the pattern. You could try stamping 1 foot / both feet or mixing different sounds. For example: clap clap stamp - clap. When chn are comfortable, you could try standing up for 4 counts, tapping the pattern, and sitting for 4 counts. Starter 2 - Tchr to Clap, clap, rest, clap to create a 4-beat rhythm. Once the class are comfortable with this rhythm, tchr to say a child s name on beat 3 in the rest. Work around the circle, with each child inserting their name into the rest. Encourage chn to keep in time. Each group to perform their song, tapping the pulse and the rhythm. Ask the class audience: Can you work out which chn are playing the pulse and which are playing the rhythm? Did the chn stand in their 2 groups to perform? A list of songs that the chn are familiar with to tap the pulse and rhythm. Please note, although the planning suggests clapping rhythms, feel free to use any body percussion to vary the timbre of the music. However, it is suggested that you use 1 body percussion sound in each song so that the chn concentrate on the rhythm, rather than the actions. It may make it visually easier for chn if the pulse has 1 type of body percussion and the rhythm has another. Step 1 - Tchr to clap 4 beats and gesture a rest with hands apart for 4 beats, clap 4 beats, gesture 4 beats rest and so on. Encourage chn to join in with you. Keep this rhythm going but model an improvised 4 beat rhythm during the rest. Do this a couple of times and then work around the circle, each child improvising a 4-beat rhythm during the 4 beats rest. Step 2 - Play I want some ice-cream. Tchr to clap the rhythm and say the words of the sentence created by the words I want some ice-cream Chn to copy it back. Repeat the rhythm, and chn copy it back till all chn are able to clap this rhythm correctly. Explain that they are going to copy the different rhythms that you clap. If they hear the rhythm created by the words I want some ice-cream then they do not clap back, they are silent. Tchr to clap a 4-beat rhythm to the class and class to copy the rhythm. There are no pauses between the tchr s clapping and the chn s clapping. After a few copy rhythms, clap the rhythm I want some ice-cream. Congratulate the chn that heard the rhythm I want some ice-cream and didn t clap. Encourage chn to not shout out when they hear the rhythm to see how many chn you can catch out. Repeat this activity as many times as appropriate. You may wish to choose some chn to lead this activity, encourage them to keep to a 4-beat rhythm if they can. Step 3 - Sing a song familiar with the chn. Eg Twinkle twinkle. Ask the chn to clap the pulse of the song. Sing the song again and, this time, clap the rhythm the words make. You may need to clap the rhythm a couple of times for chn to clap correctly. What do the chn notice about when they clap the rhythm? They did not clap all the time, there were some rests / spaces where they did not clap. Sing the song again, clapping the rhythm. Ask them to think about which words had long claps. Where were the long claps? They were at the end of each phrase. Explain that rhythm is made up of long and short sounds and that the pulse is a constant beat. Split the class into 2 groups. 1 group clap the pulse and 1 group clap the rhythm. Encourage the chn that are clapping the rhythm to not sing out loud, but to sing in their head, to internalize the words. Swap the groups over. NOTE: It will be easier for chn to keep to their part if they are sat in 2 groups rather than dispersed around the classroom. Step 4 - Investigate clapping the rhythm and pulse in other songs familiar to the chn. (You could return to some of the songs from the voice unit). Put chn into smaller groups. Give chn a choice of well know songs to choose from and that they would like to perform to the class. (Depending on chn s ability, either choose a new song or one practiced in the lesson). Each group to split in half half to clap the pulse, half to clap the rhythm. (The group could choose what body percussion they wish to use). Practice performing the song so that the chn are confident with their part. Remind chn that they will find the task easier if they stand in 2 groups 1 group for rhythm and 1 group for pulse. 3

Lesson 2 LO: I can demonstrate a strong sense of rhythm and pulse by playing along to songs and internalising words. Starter 1 - Explain that you are going to perform some patterns Recap the learning of the lesson. Check their understanding of the vocab covered and ask the chn to join in with you. When you change pattern, in the lesson they change too. Start to clap, keeping the claps at an even pace, Rhythm. Pulse. Ostinato. Tempo. Give them a definition and they match it to the about 2 claps a second. When chn have joined in and are correct word. (see glossary for terms and explanation). comfortable with the clapping, change to slapping knees. All chn to swap to slapping knees. Continue to change pattern but ensuring each pattern is long enough for chn to be comfortable with the pattern. You could try stamping 1 foot / both feet or Graphic score of the rhythm for Hot Cross Buns. mixing different sounds. For example: clap clap stamp - clap. When chn are comfortable, you could try standing up for 4 counts, tapping the pattern and sitting for 4 counts. Starter 2 - Tchr to clap, clap, rest, clap to create a 4 beat rhythm. Once class are comfortable with this rhythm, tchr to say name on beat 3 in the rest. Work around the circle, with each child inserting their name into the rest. Encourage chn to keep in time. Using a nursery rhyme, Eg Hickory dickory Dock, clap the rhythm, while saying the words internally (some chn may need to say the words out loud). For instance, you could say line 1 out loud, internalize line 2, say out loud line 3 etc. Try clapping Hickory Dickory and stamp on dock; Try different phrases from nursery rhymes. Humpty dumpty sat on a wall Mary Mary, quite contrary Poly put the kettle on. Step 1 - Sing the song Hot Cross Buns. Tap the pulse. Tap the rhythm. Ensure all chn understand the difference between pulse and rhythm. Note: Spend time on this activity, it is an important skill that the chn need to learn. Ask chn to sing the song in their head (internalising the words) but tap out the rhythm at the same time. Repeat and ask them to think about the rhythm that they re clapping. There is 1 line that has a different rhythm to the others. Which one is it? Sing the song again and, this time, sing lines 1, 2, and 4. On line 3, internalize the words and clap the rhythm instead. Do the same but clap lines 1, 2, and 4 and sing line 3. Where is there no sound in line 1, 2, and 4? At the end of each phrase. What do they notice about the rhythm in line 3? They are quicker claps and they are all the same length. Step 2 - Split the class into 2 groups. Group 1will clap lines 1, 2 and 4 and the group 2 will clap line 3. Some chn will need to mime / say out loud the words to help them with their clapping. It is important that they get the rhythm correct. When they are able to clap the rhythm, encourage them to internalise the words. The tchr could tap out the pulse on their knee / drum to help chn clap and sing in time. Step 3 - Show a graphic score of the rhythm in the song. What do the chn notice? Line 1, 2, and 4 look at same. Why is there no symbol in box 4 in line 1, 2, and 4? This is because there is no sound on beat 4. Demonstrate this. What do you notice about line 3? There are 2 symbols in each box, 8 symbols in the line. This means that the sounds need to be played quicker. Whole class sing the song, clapping the rhythm while following the graphic score. Tchr to model pointing to the score for the chn to follow. Ask a HA child to point to the score as the chn practice the rhythm. Step 4 - Split class into 3 groups. Group 1 are going to sing (they could tap the pulse). Group 2 are going to create an ostinato rhythm using line 1. Group 3 are going to create an ostinato rhythm using line 3. Group 2 will play the rhythm of Hot Cross Buns, Hot Cross Buns, Hot Cross Buns, Hot Cross Buns, and so on. Verse 1: group 1 sing the song. Verse 2: group 2 play their ostinato. Make sure they have established their rhythm, then bring in group 3. Verse 3: When group 2 are confident with their rhythm, group 3 play their ostinato. (If the children find this hard, just group 1 tap their rhythm in verse 2 and group 3 tap their rhythm in verse 3). Remind chn to concentrate and make sure they are playing their rhythm in time / at the correct tempo. Encourage class to watch the rest of their group to ensure they are playing the same as everyone else. Swap the groups around so that all chn are able to play each part. Repeat this activity using Frere Jacques. Depending on the children s understanding and ability, move quicker or slower through the teaching points. 4

Lesson 3 LO: I can identify rhythms in songs and use these as inspiration for my own pieces. Play I want some ice-cream. Sing songs that the chn are familiar with and practise using body percussion / percussion instruments to tap the pulse. Repeat with the tchr modelling the rhythm of the song / lyrics first and then split the class into 2 group. Have 1 group tapping rhythm and 1 group tapping pulse. Ask a child to create a class composition by saying the order that they would like the groups to play. Note this down on the board for chn to see. Eg Group 1 Group 1 and 2 Group 3 Group 1and 3 Group 2 All Play the composition with the teacher pointing to the instructions on the board to help groups come in appropriately. Repeat with other chn s compositions. Handouts in resources folder. Step 1 - Display an empty rhythm grid (see resources). Model saying tel-e-vis-ion (this and the other examples have been shown at the bottom of the empy rhythm grid resource) while clapping at the same time to demonstrate how to work out that the word creates a sound on every beat. Repeat this for DVD. Model how to work out that DVD creates 2 sounds on beat 1 and only 1 sound on beat 2. Repeat this for Cin-e-ma. What are we doing on beat 2? resting, quiet, sh, silent the chn will have many words to describe this. Chn to click or show open palms to mark the rest. Step 2 - Show the film of Harry Potter and the mysterious ticking noise using YouTube http://y2u.be/tx1xim6q4r4. What words have they used in this performance? Can they clap any of the rhythms that they heard? As a class, practice clapping some of the names as they happen in the film. Step 3 - Split children into 3 groups. Chn to think of a word to name their group. They could each have a different colour, character name from a current film, word to match current topic etc. Eg Romans, Boudica, Ceasar. Sit in groups. Tchr to start the class with a rhythm of clap, clap, rest, rest. Demonstrate the rest with an open palms movement so that the chn move on all 4 beats. Once the chn are confident with this rhythm pattern, tchr to start demonstrate chanting their group name on the 2 rest beats. Clap, clap, Ceas-ar Clap, clap Boudica And so on. All the rhythms need to fit into 4 beats. Still use the open palms action to keep the pulse with the body when saying the names. Step 4 - Repeat step 3 with Eg Ceasar, click, click (the name and body percussion opposite way round). Step 5 - As a class, chn to use these names to create layers of rhythms. 1 person to play the pulse. It needs to be a child who is confident at maintaining a steady pulse. This player can say 1, 2, 3, 4, 1, 2, 3, 4. Group 1: clap, clap, Ceas-ar. Group 2: Boudica, click, click. Group 3: Ro mans, Ro mans. Give each group a graphic score like this (see resources): Depending on chn ability, adapt the activity. Try taking away the body percussion and just say the words. They could nod their head to keep the pulse. Try changing the words to a different type of body percussion so nothing is spoken. Add more layers by creating and adding more groups. 5

Lesson 4 LO: I can play a part in a performance whilst following performance signals and maintaining a strong sense of pulse Play tchr s favourite pop song on. Eg Happy by Pharrell Williams. Chn to follow tchr, jumping / stepping / waving arms to the pulse. Demonstrate positively using the body to mark the pulse of the song. NOTE: Have 1 action for at least 8 counts (2 bars) before you change it. Only use 1 movement each time so that the chn don t change it into free dance. Encourage them to move to the pulse. Choose a familiar song to the chn. Tchr to sing / chant and clap the rhythm of the lyrics of first line. Chn to copy the tchr in a call and response style. Continue like this until the line is established and chn are confident. Once line is established, choose another line s rhythm and do the same with this over the playing song. Continue until the song has finished. Watch Anna Meredith Connect it piece from BBC 10 pieces http://y2u.be/ai6ygkb3oby. Listen and watch how sometimes all the players are playing, and sometimes they stop. Notice how the sounds are very repetitive. Discuss how repeating patterns or phrases in music are called ostinatos. Ask chn: Have we done many repeating lines and rhythms this lesson? What were these? What is the musical word for a repeating pattern called? Ostinato. Graphic score for boring rhythms. Tchr to set up a visitor to walk into the lesson to have a conversation with them. Ask chn to not talk. Or start to talk to chn and suddenly find a job to do that interrupts teaching. Busy yourself so that they get bored. After a minute, ask chn what they did while they were bored. Some suggestions may be: Sigh, tap foot, tap fingers, whisper, shuffle in chairs. Make a list of the chn s suggestions and keep it for future lessons. Make a list of phrases that described how they were feeling. Eg I m bored, boring. what shall I do now? Step 1 - Explain that the chn are going to compose a piece of music called Bored. As a class, practice tapping out / stamping foot / banging table the rhythm created by the short sentences. This could be done by tchr clapping a rhythm, chn clapping it back. When chn are comfortable with a rhythm, tchr and class tap it continuously. Tchr to use different body percussion to tap the rhythm. Tap the rhythm with the same sound for at least 3 times before changing the body percussion. Chn to join in and copy. Teach a second rhythm, then a third. Experiment mixing the different sounds and different rhythms. (Eg 2 groups tapping different rhythm but using same body percussion / different body percussion). Make sure enough time is spent for chn to be comfortable with the different rhythms. Encourage all chn to play together, keeping the same tempo. Here is an example: Encourage chn to play together, keeping the same tempo. When playing with more than one group, each sentence should start on the same beat as can be seen in the example above. Model writing a graphic score on the board which symbolises each syllable of one of the rhythms. Use a different symbol for each different piece of body percussion. See below for example: O = clap, X = stamp, - = rest. Step 2 - Split class into 3 groups. Give each group a sound and a word / short sentence. Create a class composition. Select 3 ways of making a sound when bored and assign to each group. NOTE: It will be easier to assess chn if they are moving their body visibly to create the rhythm. Eg: sighing you will not know if they are doing this at the correct time, tapping a ruler you will. Model how to lead the group by bringing in and stopping each group 1 at a time. As you lead this composition, choose an able child to play a steady pulse, letting them count 1, 2, 3, 4. Step 3 - You could experiment with bringing in the different groups at different times and, when you ask them to stop playing, encourage them to listen to the rhythm of the other groups. This is your composition but ensure that by the end the chn are confident with understanding the skills of bringing in a group of players and asking them to stop playing through gestures. They also need to understand the importance of keeping steady pulse and tempo. Step 4 - Create smaller groups of 10 chn by taking 3 chn from each larger group and putting them together. Teacher to assign a player to keep the pulse (Teacher to choose a child who is able to maintain a steady pulse confidently). Different chn have opportunity in leading their smaller group, bringing in the players and asking them to stop playing. 6

Lesson 5 LO: I can watch and listen to performances, offering supportive and positive feedback on how to improve. Recap last lesson by giving out 3 short sentences to be used as rhythms and a sound. Choose a child to maintain the pulse on the table. Tchr to create a class composition through bringing in the groups to play and dropping them out. Don t rush this activity, let each group play their rhythm about 8 times before you change the texture. Give opportunity for some chn to conduct the class and remember to change the pulse player. (This is a good opportunity to assess whether a child can keep the pulse. However, it is important that you do only use children that can keep a pulse. If they are not able to do so, let them work with a partner who is confident at this.) Give plenty of time for the plenary. Let each group play their composition to the class. Ensure the performances are recorded for next lesson. Give the chn a list of skills that they are looking for: Players who can play a rhythm at the tempo of the pulse Players that can maintain a steady pulse Players that can lead a group using performance instructions Take feedback from the class about the performances. Encourage chn to listen to the feedback about their own performance. List of sounds and rhythm ideas from previous lessons Display the lists of sound and rhythm ideas from last lesson. If chn are not ready to maintain a part in a smaller group, carry out this lesson as a class composition with different chn leading the class. Step 1 - Chn are going to create a composition in groups of 10. One child will play the pulse, counting 1, 2, 3, 4, 1, 2, 3, 4 as they play, one will conduct. The other chn will each work in small groups to play a rhythm. Link LA chn with a HA child or they can continue using a rhythm already practiced with the class. Each small group chooses a rhythm that they will use. Base this rhythm on work in last lesson. As a group, answer the following questions: How will we know when to start playing? How will we know when to stop playing? Step 2 - In groups, chn to practise playing their rhythms at the same time, all coming in together and all stopping together. Suggest that the player tapping the pulse starts first so the rhythm players know the tempo. Discuss why this is important. Step 3 - When chn are able to do this, encourage the conductor to indicate to players to stop playing and listen to the other players. It is a challenge to bring the players back into play with the group again on beat 1 so it may be a good idea to suggest the structure of. Pulse to start, all 3 groups play, leader indicates for each group to stop playing one at a time. Remind chn to let the players play their rhythm for at least 8 times before they make another change to the texture. During the lesson, if the tchr notices any good practice stop the class to share this with them. Let the group model their skills and allow time for chn to continue practising their composition. Good practice that the tchr is looking for: A player who plays a steady pulse; a player who plays their rhythm at the same tempo as the pulse; a player who has clear gestures to lead the groups to play or not play. 7

Lesson 6 LO: I can listen to positive feedback and try to make improvements to my performance Child to lead on I want some ice-cream. Clap, clap, rest, rest. Send the rhythm around the circle, chn saying their favourite food in the rest / favourite colour etc. Give chn time to read the feedback from the audience. How did it feel to be a performer? What have they learnt from this Unit? What musical skills have they improved? Speech bubble paper and pencils, recording from last lesson, self-evaluation sheets. Step 1 - Chn to watch their performances from last lesson. Tchr to partner up chn with someone in a different group. Chn to complete the self-evaluation sheet on themselves and their partner. Chn to give feedback to their partner. Do their 2 evaluation sheets match? What differed? Using this feedback, ask chn to feedback to their own group about 1 thing they could improve on. Give groups time to practice and improve their own work. Perform to an audience. Have paper in the shape of speech bubbles and pencils for the audience to give feedback to the performers. 8