Second
Rhythm and pulse - Cups
LEVEL
ACTIVITY
SECOND LEVEL ACTIVITY
Learning intention
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We are learning how to compose rhythmic patterns.
Success criteria
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I am able to record my composition using symbols.
I am able to interpret and play rhythms accurately.
I am able to vary my composition to create different rhythms.
Resources
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Plastic cups
http://www.mykidsadventures.com/musical-cup-concert/
Focus
Skills, knowledge and understanding
What learners are communicating: Learners
are developing an understanding of pulse,
rhythm and timbre.
Learners will be able to:
• articulate thoughts, feelings
and ideas
• notate their rhythm
• improvise
• work co-operatively
• develop listening skills
• explore sound
• explore syncopation
• show awareness of musical
pulse
• play different rhythms.
How learners are communicating: Learners
are using body percussion sounds and cups to
communicate musical ideas.
Musical building blocks: Learners
are developing an 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
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I can use my voice, musical instruments
and music technology to experiment with
sounds, pitch, melody, rhythm, timbre and
dynamics. EXA 2-17a
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 2-18a
Useful links
http://www.bodypercussionclassroom.com/
http://youtu.be/WSfEqehn3X0
http://youtu.be/FRKazZjEvTQ
http://youtu.be/2QhQR-AofPQ
http://www.youtube.com/watch?v=lzk
OFJMI5i8
Process/next steps
1) Discuss with the pupils the range of sounds that can be created by using cups. There many
different ways they can be used. In groups, the pupils can try out different ideas. They can
explore the range of sounds, both using the cup and their hands on the desk.
2) At first they can try using simple rhythms. If it helps, they could fill in a rhythm matrix such as the
one below. Each box is worth one beat (crotchet). If you add two notes into one box, each note
represents half a beat (quaver). They can use any sign or symbol, which helps them to remember
the pattern composed by the group.
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3) The pupils can then practice this short pattern until as a group they are confident to share it with
the rest of the class.
4) Ask the groups to swaps their rhythm tables and learn how to play another composer’s
sequence.
5) Groups should then play the rhythm back to the original group to allow the composers to selfevaluate their work.
6) Watch some of the video links. These show the range of sounds that can be produced from using
a plastic cup as an instrument which should act a stimulus for advancing the learning. Discuss
how to include syncopation into the rhythm.
7) There are a number of next steps in this process, the pupils could:
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Create longer patterns.
Find opportunities to pass the cups during the pattern.
Create a music pattern to fit with a class song.
Experiment and make up more complicated rhythms such as triplets and semiquavers.
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