Lesson video

Hello, and welcome to another music lesson with me, Miss Miner.

And I'm very much looking forward to this lesson as we will be developing our understanding from the last lesson on compound time, and the differences between simple and compound time.

Let's go.

What will we cover in this lesson? We'll start off with a warm up, not so simple.

We'll then move to music in simple and compound time.

Following that, we'll understand compound time signatures using a song that we already know.

And finally, your challenge will be to add time signatures to rhythmic notation.

In this lesson you will need just your body.

However, do you make sure that you are clear of distractions and you found a quiet place where nobody will disturb you during the lesson.

Make sure to turn off any notifications on any apps or conversations that you have running.

When you're ready, let's go.

So now we're going to try and remind ourselves of the song we used at the end of the last lesson to help us distinguish the difference between simple and compound time.

If you're having trouble remembering how that song goes, do have a listen to start with and join in when you feel you know it.

♪ Sing in simple time ♪ ♪ No reason rule or rhyme ♪ ♪ Monotony gets in my way ♪ ♪ Something with a bit more sway ♪ ♪ Alicia and Freddie Mercury ♪ ♪ Preferred all the beats broken down into three ♪ ♪ With a swing and a sway I got the gist ♪ ♪ But simple time I sometimes missed ♪ ♪ Sing in simple time ♪ ♪ No reason rule or rhyme ♪ ♪ Monotony gets in my way ♪ ♪ Something with a bit more sway ♪ ♪ Alicia and Freddie Mercury ♪ ♪ Preferred all the beats broken down into three ♪ ♪ With a swing and a sway I got the gist ♪ ♪ But simple time I sometimes missed ♪ ♪ Sing in simple time ♪ ♪ No reason rule or rhyme ♪ ♪ Monotony gets in my way ♪ ♪ Something with a bit more sway ♪ ♪ Alicia and Freddie Mercury ♪ ♪ Preferred all the beats broken down into three ♪ ♪ With a swing and a sway I got the gist ♪ ♪ But simple time I sometimes missed ♪ Pause the video to practise this song.

When you've sung it a couple of times through, press play and we'll carry on.

So let's see what you can remember when it comes to moving to the metre.

Now, today we're going to be listening to two extracts of music.

One of which is in simple time.

And the other one of which is in compound time.

Now I'm not going to tell you which one's which, we're going to have some time to listen.

And once we've listened and we've decided whether it's simple or compound time, we're going to move accordingly.

Let's see how we get on.

What do you think? Simple or compound time? When you've got it, start moving.

One and a two, and a one and a two and a one and a two and a one and a two and a.

Let's see what you think about this piece of music.

Find the pulse first.

Does it have that swung or swinging feel of compound time? Or does it feel more regular, more like simple time? Start moving when you know.

One, two, three, 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.

One, two, three, four.

One, two, three, four.

One, see if you can split those beats in half.

One and two and three and four and one and two and three and four and one and two and three and four and one and two and three and four and one, two, three, four.

One, two, three, four.

One, two, three, four.

One, two, split them in half.

One and two and three and four and One and two and three and four and One and two and three and four and One and two and three and four and.

Well done.

Our first piece of music was in compound time and was in fact in 6/8.

And our second piece of music was in simple time, and that was in 4/4.

Four quarter beats in a bar.

Pause the video to practise the clapping patterns for both simple time and for compound time.

When you've done that, press play, and we'll carry on.

What is simple time? Is it the musical metre in which each beat can be simply halved or quartered? Is it a piece of music that just contains one note value? Is it children's songs such as nursery rhymes? Or is it musical metre in which each beat can be split into three equal units? Point to the answer you think is correct.

That's right.

It's musical metre in which each beat can be simply halved or quartered.

For example, in the last activity, we did one and two and three and four and, splitting each beat in half.

So now we're going to play our game Switch, as we did in the last lesson.

We're going to go from hand-clapping in 2/4, that's two quarter beats in a bar, simple time, one and two and one and two and one and two and one and two and.

To 6/8, one and two and a one and a two and a.

Now you may be thinking, what does 6/8 have to do with two in a bar? Well, just like I've shown you, and just like you've shown me, there are still two main beats in the bar, one and a two and a, but there are six little beats, one, two, three, four, five, six, which is why it's known as 6/8.

Both 2/4 and 6/8.

So the simple time and the compound time both have two main beats in the bar.

The difference is in simple time, they can be split in half.

One and two and.

And in compound time, they can be broken down into units, into three units.

One and a two and a One and a two and a.

Your job is to be able to switch between the simple time and the compound time, between 2/4 and 6/8.

Let's start with the 2/4 time, the simple time.

One and two and one and two and one and two and one and two.

Switch, one and a two and a one and a two and a one and a two and a one and a two, switch.

One and two and one and two, switch.

One and a two and a one and a two and a.

Switch, one and two and one and two, switch.

One and a two and a one and a two and, switch.

One and two and one and two, switch.

One and a two and a one and a two, and switch.

One and two and one and two.

Switch.

One and a two and a one and a two and a one and a two and a one and a two, switch.

One and two and one and two and.

Well done.

Here is a vocabulary reminder.

Compound time, musical metre in which each beat can be split into three equal units.

On the screen, you can see three different examples of compound time.

If you have a look at the top line, this is an example of 6/8, and little bit like the activity we've just been practising , one and a two and a.

As the notes, as the, you can see the notation underneath, you can see each beat is broken down into three, but there are still two main beats in the whole bar.

Have a look at the second time signature.

This is 9/8.

Now those of you who are very good at your three times table will know that nine divided by three, because each beat can be broken down into three, is three.

So there are three main beats.

One and a two and a three and a one and a two and a three and a.

Even though there are three main beats, it can be broken down into nine little beats.

The final time signature you can see on the screen is 12/8.

Again, those of you that know your three times table well will know that 12 divided by three is four.

And therefore there are four main beats in this bar, one and a two and a three and a four and a, one and a two and a three and a four and a.

So although there are four main beats, each beat can be broken down into three.

Meaning there are 12 little beats in each bar of 12/8.

Let's remind ourselves of a song that we used in the last lesson from Zimbabwe called Sorida.

This song is in compound time.

Let's remind ourselves of the song and sing it together first before analysing it further.

Join in with me if you remember.

Well done, let's try that one more time.

♪ Off we go ♪ Well done.

Now let's sing that one more time, but looking at the notation in this way.

So we're thinking of the rhythm notation, as well as the lyrics.

♪ Off we go ♪ Well done.

Were you able to read the rhythm notation as we sung? And you may have noticed that we did the first line twice and the second line twice, and that sign or symbol at the end of each line symbolises a repeat, which means we go back to the beginning of that line and do it for a second time.

Now that we've sung the song and we've had the opportunity to read the rhythm notation as we sing, we need to decide which time signature would be most appropriate for this song Sorida.

Would it be 6/8, 9/8, or 12/8? Think about what we spoke about earlier on in the lesson, 6/8 is where there are six little beats in the bar.

One and a two and a, and two main beats per bar.

9/8 is where they're on nine little beats in the bar and three bigger beats.

One and a two and a three and a.

And 12/8 is where there are four main beats in the bar.

Each one can be broken down into three little beats, meaning that there are 12 little beats altogether, one and a two and a three and a four and a.

Have another look at the notation on the screen.

How many big beats are there per bar? Each of those big beats can be broken down into three little beats.

So how many beats will there be per bar? That's right.

It would be 6/8 time.

Now I would like you to pause the video, to find each of the main beats in this piece of written music.

Have a look at the way that the notes are beamed together and have a think about how many main beats there might be per bar.

Do you think there are two main beats per bar or three main beats per bar? Let's have a look.

There are three main beats per bar, which would mean this piece of music is in 9/8.

When you're ready, press play and we'll continue.

Where was Sorida from? Was it from the U.

K.

, Italy, Zimbabwe, or Ghana? Point to the answer you think is correct.

That's right, it's from Zimbabwe, meaning hello.

So what is compound time? Is it to musical metre in which each beat can be simply halved or quartered? Is it a piece of music that just contains one note value? Is it children's songs such as nursery rhymes? Or is it musical metre in which each beat can be split into three units? That's right, each beat can be split into three.

So here comes the challenge.

I would like you to add in the bar lines to this piece of music.

Can you find where the beats are? And that will give you a good clue as to where the bar lines should go.

As you can see at the beginning of this piece, the time signature is 6/8, meaning there are six little beats in each bar, or two larger beats.

I'll give you a clue.

There are four bar lines to put in all together.

Pause the video to decide where they might go.

When you're ready, press play, and we'll find out the answer.

Let's have a look.

Here's where the bar line should go.

Each bar has six little beats in it or two larger beats.

So that brings us to the end of the lesson.

A really big well done on all the fantastic learning you've achieved in this lesson.

I've got two final things I'd like you to do now.

Firstly, think back and identify one key thing you've learned today.

It's totally up to you what it is.

Secondly, if you'd like to, please take a picture of your work and ask your parent or carer to share it with your teacher so that they can see all the fantastic things you've learned.

If you'd like to, please ask your parents or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnWithOak.

Now don't forget to complete the end-of-lesson quiz.

Well, all that's left for me to say is thank you.

Take care and enjoy the rest of your learning for today.

Bye.