CLC & YYLC: Duration - beat and rhythm

Across years 3-6, students have been learning about the various aspects of Music. The 4 areas of Music curriculum (see below) have been implemented in the Performing Arts classroom using MUSIC ROTATIONS, allowing multiple exposures to RHYTHM and BEAT with different songs as inspiration. We can:

• Practise existing songs with instruments

Students have been continuously practising basic playing techniques of ta (1), ti-ti (2), triola (3) and ti-ka ti-ka (4) on the keyboard and xylophone, requiring coordination and fine motor skills

• Listen and follow a musicogram (visual music sheet) of existing songs

Students interpret rhythm symbols and visuals, such as dots, dashes, and lightning bolts and use their finger to trace or tap on the symbol as the music plays.

• Discuss and write about Music, including its meaning, message and genre

Students complete comprehension questions using a similar sentence starter template.

• Create music sheets of existing music with rhythm symbols

In the cushion corner, students collaboratively listen to the song's lyrics and match each word or series of words to rhythm symbol flashcards, such as ta, ti-ti, triola, ti-ka ti-ka or rest. The floor ends up looking like a supersized music sheet.
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 Whilst the lower year levels have been learning to keep the beat 'steady,' the middle and upper levels have also been learning that some beats are ACCENTED (more powerful), and that beats in songs can have different METRE signatures. For example a simple quadruple (1,2,3,4...1,2,3,4), a simple triple (1,2,3...1,2,3) or a simple duple (1,2...1,2). 

Through BEAT and RHYTHM, we have discussed facts and opinions of music from different time eras and genres. For example:

• We Will Rock You - Rock
• Comin' Round the Mountain - Folk
• You Are My Sunshine - Country / Lullaby
• What It Sounds Like - K-Pop
• Uptown Funk - Pop
• All Star - Alternative Rock