Rhythm and pulse – Body Percussion
EARLY LEVEL ACTIVITY
Early
LEVEL
ACTIVITY
Learning intentions
•
•
We are learning how to identify long and short; loud and quiet sounds.
We are learning how to create sound using our bodies.
Success criteria
•
•
I am able to create long and short; loud and quiet sounds using my body.
I am able to create a short musical picture.
.
Resources
•
Professional Learning Resource: Exploring Body Sound Percussion
Focus
Skills, knowledge and understanding
What learners are communicating: Learners
are developing an understanding of how they
can use their bodies to produce different
sounds.
Musical building blocks: Learners
are developing awareness of
musical pulse, rhythm and timbre.
Learners will be able to:
• articulate thoughts, feelings
and ideas
• work co-operatively
• develop listening skills
• explore sound
• use music technology
• show awareness of dynamics
(loud and quiet)
• show awareness of how
different sounds can work
together.
Experiences and outcomes
Links with other areas of the curriculum
Expressive arts:
Health and wellbeing
How learners are communicating: Learners
are using body percussion sounds to
communicate musical ideas.
•
•
I have the freedom to use my voice, musical
instruments and music technology to discover
and enjoy playing with sound and rhythm.
EXA 0-17a
Inspired by a range of stimuli, and working on
my own and/or with others, I can express and
communicate my ideas, thoughts and
feelings through musical activities.
EXA 0-18a
Process/next steps
Useful links
•
http://www.carolgreene.com/education/music/bod
y_music.html
•
http://www.bodypercussionclassroom.com
http://youtu.be/nWelB7Oap7U
•
http://youtu.be/l0XdDKwFe3k
1) Ask the children to think of as many ways as they can to make sounds using their bodies, for
example, clapping, tapping, stamping, vocalising, clicking and popping. See the links above for
other ways to use the body percussively.
2) Have the children working in pairs to experiment with their own body percussion sounds and then
ask pairs to share their favourite sounds with the class.
3) Children should explore the sounds again and create a range of different sounds – for example, a
quiet sound, a medium sound and a loud sound. As a class, perform the quiet sounds together,
followed by all the medium sounds and then all the loud sounds.
4) Watch some of the clips which show musical groups mixing different body percussion sounds to
create complicated rhythms. Discuss the types of sounds they heard eg long/short, loud/quiet
etc.Pairs should discuss what each group of sounds may have represented – what picture or
story formed as they heard the sounds?
5) Children should now be encouraged to create their own simple soundscape or musical picture
using body percussion.
6) Help children to use music technology through filming other children performing own musical
picture.