Exploring
Rhythm and Pulse |
I’ve Got Rhythm - DOITNOW
(Starters) and Plenary Activities |
I’ve Got Rhythm -
“DOITNOW” Presentation Cutting down on printables, file
storage and media files, the “new look” Musical Contexts “DOITNOW” I’ve Got Rhythm lesson openers Presentation
contains a wealth (only two samples
shown here), of effective “DOITNOW’s” when delivering the I’ve Got Rhythm unit in just one place - all audio
and video files are embedded and there’s accompanying Teacher’s Notes in the
“slide comments” section. |
I’ve Got Rhythm - 5
Minutes Silent Reading For teachers who prefer to begin
their lessons with quiet, focused openers.
All contain “Questions to Think About” which can also be used as Cover
or Homework tasks. |
1. Pulse 2. Pulse
Patterns 3. Rhythm 4. Note Values 5. Time
Signatures 6.
STOMP! |
I’ve Got Rhythm - Pulse
Pieces |
I’ve Got Rhythm - Sevens |
I’ve Got Rhythm - Cover
and Homework Activities |
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I’ve Got Rhythm - The
Viennese Musical Clock |
I’ve Got Rhythm - Checking
the Pulse |
I’ve Got Rhythm - Talking
Drums |
I’ve Got Rhythm - The Rite
of Spring |
I’ve Got Rhythm - The
Kitchen |
I’ve Got Rhythm - Curry
House Rhythms |
I’ve Got Rhythm - Weapons
of Sound |
A sense of pulse is
fundamental, a prerequisite of almost all musical activity. As such, it needs to be understood from the
outset and then developed and strongly reinforced throughout Key Stage 3. This unit introduces or reintroduces the
concept of pulse through a variety of experiences which include pulse games
and other rhythmic activities, the creation of patterns, including ostinati,
and repetitive rhythmic textures – cyclic and polyrhythms, listening
activities and the composition and performance of class and group rhythm
pieces. Through composing and
performing, pupils are introduced to rhythm grids and rhythm grid notation
which can be extended to include single line rhythm notation using the note
values of a semibreve, minim, crotchet, quaver and pair of quavers. Accents are introduced as an
articulation marking providing variety to a regular pulse along with how
pulse patterns can be grouped into two, three and four-beat patterns forming
a basis of time signatures, bars and bar lines and conducting patterns in 2/4,
3/4 and 4/4 times. The characteristic
2/4 pulse pattern can be explored in the genre of the March and the 3/4 pulse
pattern in the Waltz. The
unit has an optional pathway into using junk percussion (Stomp! and Weapons
of Sound) to explore further rhythm work. |
I’ve Got Rhythm - Scheme
of Work and Lesson Pathways |
I’ve Got Rhythm - Scheme
of Work and Lesson Pathways Includes Scheme of Work Overview,
Unit Learning Objectives, Learning Outcomes and Lesson Pathways. |
I’ve Got Rhythm - Music
Theory and Rhythm Grid/Single Line Rhythm Dictation |
I’ve Got Rhythm
Music Theory - Watch the Time Includes knowledge and understanding of beat/pulse, rhythm and marches
and waltzes along with note durations and time signatures. |
I’ve Got Rhythm
Dictation— Rhythm Grid and Single Line Rhythm Dictation Contains 3 Rhythm Grids for pupils to complete (based on crotchet and
pairs of quavers beats and rests) and two single line rhythms to complete in
2/4 and 3/4 time. Answers
provided. All of the accompanying
audio extracts are provided on the audio file. |
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I’ve Got Rhythm - Plenary
Review Activities A series of lesson reviews where
pupils review their learning and understanding. |
Key Words,
Concepts and Musical Knowledge |
Rhythm, Pulse, Beat, March, Waltz, Time Signature,
Conducting, Accent, Rhythm Grid Notation, Semibreve, Minim, Crotchet, Quaver,
Pair of Quavers, Bar Line, Bars, Ostinato, Cyclic Rhythm Polyrhythm |
Music Theory |
Note Values - Semibreve, Minim, Crotchet, Quaver,
Pair of Quavers Simple Time Signatures Bars and Bar Lines |
Links to GCSE
Music |
Rhythms of the World Music for Ensemble |
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Pupils create their own 8-beat rhythm using
crotchets and crotchet rests before notating this in single line rhythm
notation and extending it. Can be done
without ICT. |
Pupils find the rhythms given in a word search
grid with notes being substituted for the traditional letters. Can be done without using ICT. |
Pupils solve simple mathematical sums using
note durations instead of traditional numbers. Can be done without using ICT. |
Pupils sort the names of different weather
phenomenon into different rhythm patterns.
Can be done without using ICT. |