Rhythm and pulse – Beatboxing
SECOND LEVEL ACTIVITY
Second
LEVEL
ACTIVITY
Learning intention
•
We are learning how to construct rhythm loops using beatbox sounds.
Success criteria
•
•
•
I am able to use my voice to make the sound of a drum.
I am able to perform on cue.
I am able to keep the pulse of the music steady.
Resources
•
•
A computer with internet access
Flashcards
Focus
Skills, knowledge and understanding
What learners are communicating: Learners
are communicating knowledge of a rhythmic
loop.
Musical building blocks: Learners are using
rhythm, pulse and timbre.
Learners will be able to:
• demonstrate musical
structure
• describe how a simple
rhythm is constructed
• distinguish different drum
sounds
• explore timbre
• create a collage
• use music technology.
Experiences and outcomes
Links to other areas of the curriculum
Expressive arts:
Health and Wellbeing; Literacy
How learners are communicating: Learners
are using different sounds to represent parts of
a drum kit.
•
•
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
https://www.musicalfutures.org/resou
rce/27979/title/explorebodypercussio
nandbeatboxing
https://www.musicalfutures.org/resou
rce/27867/title/learntobeatboxwithshl
omo
http://europeanvoices.org/content/wh
at-i-learned-beatboxing-children
http://www.bbc.co.uk/education/topic
s/zwhnb9q
Process/ next steps
1) Explore the links listed above. Provide children with time to talk about beatboxing. Encourage
them to experiment with some sounds and practice a few simple patterns.
2) A useful way to familiarise children with beatbox sounds is by creating flashcards to symbolise
the different sounds. These could either be pictures of the part of the drum kit they are emulating
or letters representing the sound they are making.
As a class try out the three basic beatbox sounds using the voice:
• “B” or “DM” for the bass drum sound
• “Pf” or “K” for the snare drum sound
• “T” for the hi-hat.
3) Once children are familiar with the different sounds split the class in two: one half creating the
bass drum sound and the other half of the class creating the snare drum sound. Keep it very
simple (bass drum sound on beats 1&3 and snare drum sound on beats 2&4)
4) When the children are confident and holding a steady beat, split the class into three groups and
assign one group as the bass drum, one group as the snare drum and the third group as the hihat. This time the hi-hat sound will be used in between each bass drum and snare drum sound.
See below for an example. This could be displayed on a whiteboard.
1
2
3
B
4
B
Pf
T
Pf
T
T
T
5) Ask children to find three objects within their immediate environment to create sound. Encourage
the children to experiment with different objects to strike their ‘instruments’ with. This will open
up discussion about timbre.
Using the suggested grid above, give groups time to compose their own beatbox composition. It
is important to make sure that the pulse of the music is steady.
6) Perform and/or record composition using music technology. Manipulate the recorded sounds on
Garageband to create a collage (cutting up and reassembling the segments into a new form).