How many beats in a bar are there in a time signature of 4/4?

How can we successfully create rhythmic music without instruments?

Key Stage 3

Music

Stomp and Sing

Playing percussion instruments with your hands

In which musical period was the composition "Hands Free" written?

Which two of the following are body percussion techniques?

How many sections are there in binary form?

How many sections are there in ternary form?

﻿Hello and welcome to your music lesson today. My name is Miss Al-Hanoush and in today's lesson, we're going to be exploring and recapping everything that you have learned from lessons One to Six in this unit already. So, up on your feet for a warm-up. Let's begin by warming-up our minds and our bodies. Just listen to the sounds around you. How many can you count? And listen to your heartbeat. And focus on your heartbeat, as you breath in and then out for four counts. Here we go. And again. One more time. Excellent. Well done. Okay. Can you look up for me? And down. And to your left, and to your right. Roll those shoulders backwards. Then roll them forwards. And pretend that you're a puppet and there's a string, an imaginary string holding you up. So your posture is nice and straight. And make sure that your feet are shoulder width apart. Do you remember this? ♪ Bring me a little water Sylvie ♪ ♪ Bring me a little water now ♪ ♪ Bring me a little water Sylvie ♪ ♪ Every little once in a while. ♪ You're going to sing that with me. Remember where the steps and the leaps are. Especially on phrase 3, we've got that high leap. Make sure you keep that internal pulse steady and strong. And let's put some dynamics in as well. So we're going to start piano quietly. We're then going to build up to four date by the third phrase, and then back down to piano for the last phrase. Here we go. One, two, three and ♪ Bring me a little water Sylvie ♪ ♪ Bring me a little water now ♪ ♪ Bring me a little water Sylvie ♪ ♪ Every little once in a while. ♪ Fab. Can you remember the body percussion? So, ♪ Bring me a little water Sylvie ♪ Let's have a go. Here we go. It's on the screen for you. One. Two. Three. Four. ♪ Bring me a little water Sylvie ♪ ♪ Bring me a little water now ♪ ♪ Bring me a little water Sylvie ♪ ♪ Every little once in a while. ♪ Well done. Okay, if you didn't manage to do it, see if you can put the expression in this time as well. So we've got, Sylvie, body percussion, and our expression. Here we go. One. Two. Three. Four. ♪ Bring me a little water Sylvie ♪ ♪ Bring me a little water now ♪ ♪ Bring me a little water Sylvie ♪ ♪ Every little once in a while. ♪ Did you manage to get your expression in there? Did you manage to put the body percussion in alongside the lyrics? Well done, if you did. Now you are nice and warmed up. In this lesson you will need, a piece of paper, a pencil, your body for making lots of vocal and body percussion sounds, and some water to keep you hydrated, because you will be moving around a lot. You will also need a quiet space to work in, and to make sure any apps or notifications are turned off on electronic devices. So they don't disturb your learning. At this point if you need to pause the video and go and get yourselves ready. Feel free to do so, and then resume the video when you're all set up. Let's take a look at today's agenda. You're going to begin by recapping some basic rhythmic notation and time signatures. And then create and perform a body percussion section. Which you will then add to by creating and performing a vocal section. And you will then perform your entire body percussion composition towards the end of the lesson. Let's begin by recapping some basic rhythm notation and time signatures. On the screen is some rhythm notation. Take two minutes to pause the video, and tell me what you can see. Name at least four different things that you can see. Pause the video now, and then resume once you've got you your four things. What did you find? Did you spot the time signature at the beginning? This tells us what? That's right, how many beats are in the bar. So how many are in the bar? Four. Well done, if you got that. What about rhythms? Can you tell me what these notation rhythms are? So these are crotchets, one beat. Well done. These are, quavers, that are joined together. Fantastic. Well done, if you got that. What about this? A crotchet rest. Well done if you got that. And this one? Is a quaver rest. Well done if you got that. And how much are our crotchets worth? That's right, one beat. And quavers? Half a beat each. Crotchet rest, one beat. And quaver rest, half a beat. Well done if you got those right. And the final thing on here, that we haven't said yet. Those are bar lines. So did you spot the bar lines? And what do bar lines do? Our bar lines come at the end of every bar to tell us that we finished however many beats are in the bar. So in this case, four beats in the bar and then we draw our bar line. One, two, half and half, three, four, bar line. Let's see if we can clap this rhythm together, after a count of four from the metronome. One Two, three, four. Rest Well done if you managed to get that in time. Watch out for that syncopated rhythm in bar 3. If you'd like to have another go at that, you can rewind the video and play along again. Now that we've recapped crotchets and quavers and their equivalent rests. Which rhythm can you hear? I'm going to play one of the rhythms below, I'd like you to tell me which one it is. One, two, three, four. Well done if thought it was rhythm B. Okay, clap that with me. Rhythm B. One, two, three, four. Awesome job. This time I'm going to put two bars together. So two rhythms. One after the other. And I'd like you to tell me which two and in which order I play them. Here we go. One, two, three, four. Which two rhythms did I use? Well done if you said rhythm C and then rhythm A. Let's play those together, rhythm C first and then rhythm A. One, two, three, four. Well done. So here's a quick game that you can do at home. If you've got somebody else in your household available, you can pause the screen now, you can clap one of those rhythms to them, and see if they can guess which rhythm you are clapping. You can also do what I did then which is to line up two rhythms side by side, and play two different rhythms, and see if they can guess which two as well. And if you're feeling brave, you could do three or even four, and have a four bar rhythm that they need to guess the order of. So quick quiz. How many beats is a crotchet worth? Well done if you said 1 beat. What about a quaver? Well done if you said half a beat. A crotchet rest? Is one beat. And then a quaver rest must be? That's right, half a beat as well. So the note and the rhythm should have and equivalent value. So a crotchet and a crotchet rest, they both equal one beat. A quaver and a quaver rest, both equal half a beat. For your first pause task, I'd like you take 5 minutes and bullet point everything you know about rhythm notation. This could include note lengths, how to draw the notes, what time signatures tell us, what bar lines do, and if you get stuck you can rewind the video to where I asked you to tell me what you see. As an extension if you have other household members present, can you teach them what you know and how to read the rhythm notation that you know? You could even pause the video on the which rhythm can you hear slide, and get them to guess which rhythm you're clapping. If you already read music and know more notation than I've taught you, then you can write down as much as you know about notation. I'm sure you will surprise yourself. So pause the video to complete your task and then resume once you are finished. Now that we've recapped basic rhythm notation and time signature four four. You are now going to create and perform a body percussion section. Do you remember this from lesson five? One, two, three, four That was our Stomp inspired body percussion piece that we performed together. How many different sections were there? Three. Can you name them? Our intro, our main groove, and our outro. What did we use? Which technique did we use to perform our intro? Addition. And what technique did we use to perform our outro? Subtraction. Well done if you remembered those. And for our main groove? We used and sonatina which we repeated? Four times. Fantastic if you remembered that. Well done. Do you think you can remember the stomp main groove, and the intro and the outro? And see if you can perform it with me? Let's have a go. So, it's the three sounds that are on your left hand side of the screen. Let's see if we can do them and see what you remember. I'll go a little bit slow for you. Okay. Here we go. One, two, three, four. One, two, three, four. One, two, three, four. Our main groove. Again. Third. Four Outro Well done, if go that. Even better, if you can go back and perform that again, but put some expression, including dynamics in. That would be awesome. For this next part of the lesson, you are going to begin to create a body percussion piece. And we're going to begin by focusing on the intro, body groove, and outro. Let's think back to our Stomp inspired piece. The intro built up using addition, and the outro was broken down using subtraction. So how can you use that information to compose your own intro and outro? Here's an intro example that I have composed. One. Two. Three. Four. One. Two. Three. Four. Five. Six. Seven. Eight. Nine. Ten. Eleven. Twelve. Thirteen. Fourteen. Fifteen. Sixteen. Can you perform it in time with me? Here's our counting of four. One. Two. Three. Four. Stamp. Two. Three. Four. Stamp. Clap. Seven. Eight. Stamp. Clap stamp. Eleven. Twelve. Stamp. Clap stamp. Fifteen. Stamp. Let's have a go again. This time I'm not going to say what you need to do. Here's your counting of four. One. Two. Three. Four. Two. Three. Four. Five. Six. Seven. Eight. Nine. Ten. Eleven Twelve. Thirteen. Fourteen. Fifteen. Sixteen. Did you spot what happened in each bar? So here's bar one. Here's bar two. Here's bar three. And then, bar four. I used the technique of addition. So, bar one, stamp. Then in bar two, I added a clap after my stamp. Bar three, I added a stamp after my clap. And in bar four, I added a stamp onto beat sixteen. So the fourth beat of my bar. So how could I make that intro, my outro? Thinking about our stomp inspired performance before. That's right. I could play it backwards. So, we're going to this time start with bar four. So we're going to play it from here, so from left to right. And then we're going to go for bar three. And then we're going to play bar two. And then bar one. So we're actually going to use subtraction this time. I'm going to give you a counting of four. Here we go. Remember, we're starting on bar four. One. Two. Three. Four. One. Two. Three. Four. One. Two. Three. Four. One. Two. Three. Four. One. Two. Three. Four. One. Two. Three. Four. So there's one way that you can do an outro, using subtraction. Your next pause task, I would like you to spend ten minutes creating your own intro and outro, using addition and subtraction. The worksheet that I used, is in the downloadable resources. And you can write down your ideas onto there. I suggest you only use two or three body parts. As it will make it a little bit easier for you when you begin. And then, as an extension once you've got used to your intro and outro you can then start to add more body percussion sounds. See if you can add in some syncopated off beat rhythms. And then see if you can then perform your intro in time with another household member. So you can teach them your intro and your outro. Pause the video to complete your task. And then resume once you're finished. Now that you have composed and intro and an outro it's time for you compose a body groove. Let's think back to our Stomp inspired performance where we had a main groove. That's the same kind of thing. So on the screen, I have got my own body groove. And it's worth how many bars? Two. Well done. Which three sounds are we using? Stamp. Thigh slaps. And a clap. Mkay. So, let's see if we can put this together. Let's try after four. One. Two. Three. Four. Stamp. Rest. Semi-quaver rest. Stamp. Clap clap. Rest. Stamp Well done if you got that. Let's try that once more. One. Two. Three. Four. Stamp. Rest. Semi-quaver rest. Stamp. Clap clap. Rest. Stamp. Mkay. If it helps to say those out loud, feel free to do that as well. Okay. This time, we're going to now use this as an sonatina. So, what's an sonatina? I can hear you screaming, it's a repeated pattern. And how many times did we repeat this, when we did our main groove in our Stomp inspired piece? Four. So we're going to repeat this, four time. Here we go, after I count in. One. Two. Three. Four. Mkay. So there it is four times. So, how can you use this to now make your own body groove example? Note that I've only used three sounds there. To make it quite simple. Note that I've used two bars only. So I know that it's easier to repeat. And I've also written it down. Which is a great thing to do if you want to remember it. For your next pause task, I'd like you to spend ten minutes creating your own body groove. You can use the worksheet that I used in the downloadable resources. Remember to only use two to three body parts. And then when you're comfortable with that, as an extension you can begin to add more body parts in. Or you can add another two bars, to make it a four bar sonatina, if you really want to challenge yourselves. Can you add in some syncopated rhythms? And see if you can perform your body groove in time with another household member. Pause the video to complete your task. And then resume once you're finished. Now that you've created and performed a body percussion section, you're now going to create and perform a vocal section. Take a look at this structure of our piece on screen. You've now composed your intro and your body groove. And I've now placed a vocal groove in between the body groove and your outro that you've already composed as well. So we're now going to focus on, how you can do your vocal groove. How many different vocal sounds can you make? Quite a lot. Do you remember our lesson two, beat boxing lesson? We focused on the three main parts of the drum kit. Let's just take a listen to those. Here's our bass drum sound. And our hi-hat. And last but not least, the snare drum. Can you remember how these three sounds went when we beat boxed them? So a bass drum is our sound. And we use our diaphragm to really push that sound across the room. Have a go with me after four. One. Two. Three. Four. Well done if you did that. OK. What about the high hat? There's two different sounds for the high hat. We can have an open high hat, or a closed high hat. To play a closed high hat we play a sound. So we stick our tongue at the back of our teeth. . Have a go with me after four. One. Two. Three. Four. Well done. And to make an open high hat sound, we use a sound. So Try that, . So if you put them together you can get, So you can go from an open sort of closed high hat quite easily. Try that after four. One. Two. Three. Four. Brilliant, well done. So here's an example of a vocal groove that I have written out. And I'm going to perform this as an sonatina. And we're going to do it four times. So it's using those three sounds, the main part of a drum kit. The bass, high hat, and snare. Can you pause the video and have a go at this, before I show you how it goes? So, here's how it goes. One. Two. Three. Four. So, let's see if we can loop this, and make it a repetitive sonatina. We're going to see if we can do it four times. Here we go. One. Two. Three. Four. And there's my vocal groove. But how can you use that example, to build your own vocal groove? For your next pause task, I would like you to spend ten minutes creating your own vocal groove. The vocal groove chart that I used is in the downloadable resources. So feel free to download that and write your rhythms on there. I would only use two to three vocal sounds and see how you get on with those first before incorporating other sounds. As an extension, can you use different sounds? So for example, those DJ scratching sounds that we talked about in lesson two. See if you can perform your vocal groove in time with another household member. And like I said earlier, if they can, can they add a rap over it to your vocal groove as well. Pause the video to complete your task. And then resume once you're finished. Now that you've created and performed a vocal section it's time for you to perform your body percussion composition. So here is the structure of your performance. You need to play your intro first, using addition. Then you're going to put your body groove in. Then your vocal groove. And then your outro, where you use subtraction. Don't forget to add in some expression into your performance. Throughout this unit we have looked at dynamics, phrasing, timbre, and articulation. As an example, your intro could get gradually louder, using a crescendo. Where as your outro could get gradually quieter, using a diminuedno. Remember expression is really important, to give a personal response to the music. For your next pause task, can you structure and perform all of your composed parts? So your intro, body groove, vocal groove, and outro. Make sure you keep a steady pulse. Use a metronome if have one. And don't forget to add in some dynamic marking for expression. Perform it to your household. Can you teach it to them? And as an extension, add a new section before your outro. This could be improvised or if you have other members of your household willing to join in, you could always create a poly-rhythmic section. Layering different rhythms on top of each other. Pause the video to complete your task and then resume once you're finished. Let's just revisit today's lesson agenda. You began by recapping basic rhythm notation and time signatures. You then created and performed a body percussion section. And created and performed a vocal section. And then put all of your different sections together to perform a whole body percussion composition. Well done. What a busy pause lesson you've had. You have done so much this lesson, and I'm super proud of you. So, well done. Final pause task for you. On your piece of paper, I would like you to answer the following question. How did we successfully create rhythmic music without any instruments? Take two minutes to pause the video, and write this down on your piece of paper, and then resume once you've finished, and we'll go through the answers. How did you get on at answering that last question? How did we successfully create rhythmic music without instruments. Well, we used our bodies. So we used vocal percussion, and we used our body percussion as well, and we used the techniques of addition and subtraction in our intro and our outro. And we also used the technique of using an sonatina throughout our body groove and our vocal groove as well. And putting those together, and structuring them, gave us a rhythmic performance. Well done. That's all for me today. Please go and do the end of lesson quiz, so you can see how much you've learned. And then if you like, you can jump onto the next series of lessons. That will show you, how we can use our bodies even more to make music. So, go and do that quiz, then have a rest, and I'll see you soon. Goodbye.

How can we successfully create rhythmic music without instruments?

How can we successfully create rhythmic music without instruments?

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Exit quiz

5 Questions

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UnitMusic / Stomp and Sing

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