Recognising musical symbols

Key Stage 1

Music

Rhythm

﻿Hello everyone. My name is Ms. Hart and welcome to lesson five on exploring musical symbols. In this lesson, we are going to do lots of work on rhythm and pulse. Please make sure you have completed lessons one to four first. So you understand those terms. Put your smile on, get your hands ready because we're going to do lots of clapping today. And let's go. In this lesson. We are going to understand the difference between pulse and rhythm. We're going to follow rhythm notation. We're going to perform rhythm notation and we're going to perform different patterns together. In this lesson, you will need your hands. We're going to be doing lots of clapping and tapping today, and you guessed it. Your brain Activity one to understand the difference between pulse and rhythm. Before we go on with today's learning, let's just recap those three with them singles that we used last week. So instead of using an X for one beat, we are now using a straight line called a tap, instead of two crosses, we now have the symbol with two lines joined together called 'Ti-Ti'. And that is two beats in a heartbeat. And we have a Zed, which is a, 'shh' and we're going to put our hands out. Okay. Should we have practise at copying each other's patterns? So my turn, your turn. Remember to say the tall 'Ti-Ti' or 'shh' out loud for me, my turn. 'Ta' 'Ta' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ti-Ti' 'Ta' 'Ta' 'Ta' 'Ta' 'Shh' 'Shh' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Shh' 'Ta' 'Ta' 'Ta' 'Shh' Well done. Let's go on with our learning. Remember if I clap the rhythm. Don't clap this one back. You are not allowed to clap it. Can you remember what that rhythm looks like in 'Ta's and 'Ti-Ti's? Have a little think 'Ta' 'Ta' 'Ti-Ti' 'Ta' I'll put this on the screen now so you can see it throughout this game. Are you ready? Remember? You've got to clap all of the correct rhythms. Don't clap this one back. Did you clap that or did you remember? Let's keep going, Don't clap this one back. Let's keep going. Don't clap this one back. One more turn at this game. Don't clap this one back. Now. I'm going to make it even trickier this week. There are now going to be two rhythms that you can't clap. Don't clap this one back and don't clap this back or 'Ta' 'Ta' 'Ta' 'Ta' You can see it on the screen. Now, are we ready? So there are two to listen out for. Remember to use that thinking voice and say those words in your head to help you. Here we go. Don't clap this back. Did you remember the new pattern? Let's keep going. Don't clap this one back. Well done. If you manage to keep in, in all of those goes with our two rhythms. Well done. Remember if you would like to play the game again, you can rewind the video. Okay. So on the screen, there are two rhythms written. I've made a mistake in one of them, which of them are written correctly? Have a little look. Maybe you want to clap them through first. Which one is written correctly. So we teach right? That's right. It's number two because in number one, one of the 'Ti-Ti's is written upside down. Lets clap number two. My turn first, 'Ta' 'Ta' 'Ti-Ti' 'Ta' which is actually the same as the game. We've just done. Don't clap this one back. Well done. If you spotted the mistake in number one. Okay. Last week we learned a new song called Peter taps. Can you remember how many hammers he had? Five one, two, three, four, five And what are we going to try and do with our hammer throughout this song. We're going to keep a steady pulse. Okay. So we're going to go straight into this one because I think you can remember it Okay, we're going to start with one hammer. Are we ready? ♪Off we go♪ ♪Peter taps with one hammer♪ ♪one hammer♪ ♪one hammer ♪ ♪Peter taps with one hammer♪ ♪all day long♪ ♪Peter taps with two hammers♪ ♪two hammers♪ ♪two hammers♪ ♪Peter taps with two hammers♪ ♪all day long♪ ♪Peter taps with three hammers♪ ♪three hammers♪ ♪three hammers♪ ♪Peter taps with three hammers♪ ♪all day long♪ ♪Peter taps with four hammers♪ ♪four hammers♪ ♪four hammers♪ ♪Peter taps with four hammers♪ ♪all day long♪ ♪Peter taps with five hammers♪ ♪five hammers♪ ♪five hammers♪ ♪Peter taps with five hammers♪ ♪all day long♪ whew. Did you manage to get all the way to the end with all of your actions and keeping in time to the pulse. Well done. If you managed it on the screen, you can see what the rhythm looks like. Can you remember what each of the symbols mean? The straight line is a 'Ta'. The lines joined together 'Ti-Ti' and the Zed is a 'shh' I will cut the rhythm through once first. And I'm going to say the sounds of those rhythms. My turn one ,two, three. four. 'Ti-Ti' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ti-Ti' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ta' 'Ta' 'Ta' 'Shh' Did you hear me count to four at the beginning? That's because this song is grouped in notes of four. Let's see if we can clap it through this time. Remember to wait for the four at the beginning. One, two, three, four. 'Ti-Ti' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ti-Ti' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ta' 'Ta' 'Ta' 'Shh' Did you get it all right? Well done. Activity two: Following rhythm notation. Right, we are going to play the guess, the song game. On the next few slides you are going to see the ribbons of songs. We have been learning in this unit, and you have to guess which song it is from the rhythm. I will clap it through first and then I will clap it again. But I will give you a clue. Let's see if you can guess all of the songs correctly. Here we go with the first one.

Did you get it? Well done if you've got it already. This time, I'm going to give you a bit of a clue. I'm going to hum. The pitches of the song, the highs and the lows. Okay. Listen carefully. Off I go. Did you get it? It was ♪Hey. Hey.♪ ♪Look at me.♪ ♪I am waving♪ ♪can't you see?♪ Should we sing it together? Ready? ♪ Off we go, Hey.♪ ♪Hey. ♪ ♪Look at me.♪ ♪I am waving♪ ♪can't you see?♪ Well done if you managed to guess that song, let's move on to the next one. Right. Number two. Remember there are two levels. So I'll clap it first and then I will hum and clap it. Here we go. Did you get it? Now for the second time And it was Peter Taps. Should we sing it through together. Ready? ♪Off we go. ♪ ♪Peter taps with one hammer, ♪ ♪one hammer, one hammer.♪ ♪Peter taps with one hammer,♪ ♪all day long.♪ And there was a rest at the end wasn't there? Onto our last guess that song. This one has the same rhythm for four lines and then a different rhythm. Maybe that's a little clue. Let's have a listen to this one. Now I'm going to give you one more, it's all code. I can't hum that one because it is a chant. It is using our speaking voice. Have you got it? It was engine engine number nine. Are we ready? Off we go. Engine, engine number nine going down Chicago Line If a train a should leave the track will I get my money back? Yes. No. Maybe so. Did you get all three guesses right? Well done. If you are really thinking hard and using your thinking voice to guess which song it was. Activity three: To perform rhythm notation, Right we're going to learn another chant now called yes we can. Can you remember what the word chant means? It's where we use our speaking voice, but we stay in time with the pulse. There isn't any pitch in this song. I'm going to say it first. And then I would like you to have a listen and then we'll learn it together. My turn. Can you use your speaking voice? Yes we can. Yes we can. Can you use your loud voice? Yes we can. Yes we can. Can you use your whispering voice? Yes we can. Yes we can. ♪Can you use your singing voice?♪ ♪Yes we can. Yes we can.♪ Which bit of that challenge do you think you are going to say? You're going to do the, 'yes we can' part, this is a call and response song. So I'm going to use a different voice each time and then I want you to answer using that voice. Yes we can. Yes we can. Should we have a practise? Off we go. Can you use your speaking voice? Yes we can. Yes we can. Can you use your loud voice? Yes we can. Yes we can. Can you use your whispering voice? Yes we can. Yes we can. ♪Can you use your singing voice?♪ ♪Yes we can. Yes we can♪ Well done. Can you think of a different voice we can use? I'm having a little think. Hmm. Oh yes! We can use our thinking voice. So I might go like this. We're not actually making any noise at all. You might want to even come up with your own ideas. You could use a humming voice or a high voice, or a low voice. See if you can come up with your own ideas. So up until now, we have learned about 'Ta', 'Ti-Ti' and 'Shh'. And we know that they all fit in a heartbeat. That means that's a 'Ta' is one beat or one heartbeat. We know that 'Ti-Ti' is one beat, even though there are two sounds they share the same heartbeat and 'Shh' is one beat as well because it still takes up time. We're going to use that knowledge of beats now to think about how notes are grouped together in different pieces of music and songs. When we write down music, we have to group notes together because otherwise the lines will get far too long and confusing. And we might lose where we are. Notes are often grouped into groups of two, three or four. Sometimes we can have eight. Sometimes we can have seven, but our usual one is four. On this screen you can see now that there are two numbers at the start we call this a time signature and a time signature is telling us how many beats are in a bar. And the top number is the really important one telling us that there are four beats in a bar. If I look at this, I've got 'Ti-Ti' 'Ti-Ti' 'Ti-Ti' 'Ta' That makes four when I've got to four, I pretend lining to say, yeah, that adds up to four. I'm going to start counting again. And we call that line a bar line. Then we do another group of four and put a bar line. If we want to finish the piece and we've got to an end, we have something called a double bar line, two lines together. And that means finished. You can now see a song on the screen that we know already, but it is written correctly. There is a time signature at the beginning telling us that there are four beats in every bar and there is a double bar line at the end to say it is finished. Let me clap this to you to see if you can recognise which song it is. Have you got it already? I'm going to give you an clue to help you out. This is a call and response chant. My turn. I'll clap it again for you. Did you guess it? It was 'Yes we can.' Can you use you speaking voice? Yes we can. Yes we can. 'Ti-Ti' 'Ti-Ti' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ta' 'Ti-Ti' 'Ta' On the screen, you will see 10 different rhythms and in each box or bar, there are four beats. I'm going to clap one to you and then I want you to guess which number I have clapped. Are you ready? Here we go. 'Ti-Ti' 'Ti-Ti' 'Ta' 'Ta' I'll clap it again. 'Ti-Ti' 'Ti-Ti' 'Ta' 'Ta' Which number did I clap? Number.... seven. Well done if you've got it right. I'm going to do another one now. Hmm which one shall I choose. 'Ta' 'Ta' 'Ta' 'Shh' Once more? 'Ta' 'Ta' 'Ta' 'Shh' Did you get it? It was number... five. Let's have another go. This time I'm going to make it a little bit harder because I'm going to use my thinking voice for the sounds. Are we ready? Here we go. I'll do it once more. And it was number... three . Last one. Remember if you're enjoying this game, you can play it with somebody in your family at home. Right, I've picked my number. Here we go. and for the last time Number... eight. Activity four: To perform different patterns together. On to our last activity, performing different patterns together. On the screen, you will see four different rhythms. I would like you to have a practise clapping each of those rhythms for me. Pause the video if you would like a little bit more time, clapping the patterns through now. You will now see a video where there are four videos. Each screen will show a different rhythm. You choose your favourite one and see if you can add it into the performance. If you would like to, you could choose different rhythms. The video shows rhythm one and then two and then three and then four, but feel free to mix them up and have a go yourself. Lets recap: What is rhythm? Is it the pattern of sounds? The heartbeat of the music? Making sounds using our bodies? or the length of sound, whether it is long or short? Have a think. The answer is the pattern of sounds. Well done if you chose this answer. Our first activity today is the game. Don't clap this one back. Well done for your fantastic learning today, you have tried really hard throughout this unit. If you would like to please take a picture of some of your work and send it to your class teachers, or if you would like to please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnWithOak.

Recognising musical symbols

Recognising musical symbols

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UnitMusic / Rhythm

Music