Rhythm and pulse – Keep the Beat
FIRST LEVEL ACTIVITY
First
LEVEL
ACTIVITY
Learning intentions
•
We are learning to create a musical rhythm which keeps to the beat.
Success criteria
•
•
•
I am able to play a musical rhythm.
I am able to create my own musical rhythm using symbols.
I am able to produce unique sounds using body percussion.
Resources
•
Professional Learning Resource – Body Percussion
Focus
Skills, knowledge and understanding
What learners are communicating: Learners
are communicating their sense of rhythm and
pulse.
Learners will be able to:
• articulate thoughts, feelings
and ideas
• define ‘crotchet’
• work co-operatively
• plan a musical rhythm
• show awareness of musical
pulse
• use music technology
• explore different rhythms.
How learners are communicating: Learners
are using body percussion sounds to
communicate musical ideas.
Musical building blocks: Learners
are developing awareness of
musical pulse and rhythm and
develop awareness of timbre.
Experiences and outcomes
Links with other areas of the curriculum
Expressive arts:
Health and wellbeing; Literacy
•
•
I can use my voice, musical instruments
and music technology to discover and
enjoy playing with sound, rhythm, pitch
and dynamics. EXA 1-17a
Useful links
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 1-18a
http://www.bodypercussionclassroom.com
http://www.carolgreene.com/education/music/bod
y_music.html
http://youtu.be/nWelB7Oap7U
http://youtu.be/l0XdDKwFe3k
Process/next steps
1) As a class, create short rhythms using the box below and play together.
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4
2) Working in groups, the pupils can begin to devise their own rhythm boxes. They should have the
freedom to experiment with different body percussion sounds. It is important to reinforce that
there should only be one sound in each box.
3) As a class look at the grid to begin building an understanding of pulse and rhythm with the pupils.
Each box is worth one beat (a crotchet); S = Stamp; C = Clap; an empty box – pause (do not
play); Hsss= make a short hissing sound. As a class, play each line four times until children are
more confident. Encourage the children to feel the pulse of the music. The music should not
speed up or slow down.
4) Children should continue to develop their own patterns. Encourage children to include at least
one pause in one of their sequences. After rehearsing their patterns, the pupils can share them
with the rest of the class, or record each other using music technology for peer assessment.
1
2
3
4
S
C
S
C
S
C
C
S
S
C
S
Hsss
X4
X4
X4
C
X4
C
5) Once children are confident, they can experiment by adding 2 sounds per box. Each sound would
be equal to half a beat (a quaver).
1
2
3
4
S
C
SS
C
1
2
3
4
S
CC
C