Lesson video

Hello everyone.

It's me again, Mrs. Steele, and I'm back with another music lesson.

In today's lesson, we're going to be learning about rhythm.

Here we go.

By the end of today's lesson, you will be able to identify the rhythm in songs that you sing, and you'll know the difference between beat and rhythm.

Here are the key words that we'll need in our learning today.

Beat.

The playing or showing of the steady pulse, like the ticking of a clock.

Tempo, how fast or slow the music is played.

Rhythm, the pattern of sounds that we play and sing.

Syllable, a part of a word.

And stick notation, a way of writing rhythms down.

We know that it's important to warm up before every music lesson.

We need to stretch our muscles to make sure that we are ready to sing safely.

Join in with these warmups so that you're ready to sing.

(lively music) Let's warm up our bodies.

We'll start with our shoulders.

And let's say hello to our arms.

(arms shuffling) And the other arm.

And our middle.

(children patting) All the way down to our toes.

Give your toes a wiggle.

Let's warm up all the muscles of our faces.

Show me your happy face.

Show me your grumpy face.

Show me your big face.

Show me your small face.

Show me your silly face.

Show me your thinking face.

Join in with these breathing exercises.

Copy me.

(hands rubbing) (Mrs. Steele blowing) (Mrs. Steele hissing) (upbeat music) (class buzzing) <v ->Kitty caught the kitten in the kitchen.

</v> Kitty caught the kitten in the kitchen.

Kitty caught the kitten in the kitchen.

<v ->These songs and chants will help us to warm up further</v> as they help us to use our bodies and our voices in lots of different ways.

Let's start with "Lemon, Lime.

" Here's the video.

Join in.

(metronome ticking) Ready, steady.

Off we go.

Lemon, lime, keep in time.

(claps) <v Class>Lemon, lime, keep in time.

(claps)</v> <v ->Make it neat.

Feel the beat.

(claps)</v> <v Class>Make it neat.

Feel the beat.

(claps)</v> <v ->Not too fast, not too slow.

(claps)</v> <v Class>Not too fast, not too slow.

(claps)</v> <v ->Ready, steady.

Go, go, go.

(claps)</v> <v Class>Ready, steady.

Go, go, go.

(claps)</v> <v ->Lemon lime.

Keep in time.

(stomps and clap)</v> <v Class>Lemon lime.

Keep in time.

(stomps and claps)</v> <v ->Make it neat.

Feel the beat.

(stomps and claps)</v> <v Class>Make it neat.

Feel the beat.

(stomps and claps)</v> <v ->Not too fast, not too slow.

(stomps and claps)</v> <v Class>Not too fast, not too slow.

(stomps and claps)</v> <v ->Ready, steady.

Go.

Go.

Go.

(stomps and claps)</v> <v Class>Ready, steady.

Go.

Go.

Go.

(stomps and claps)</v> <v ->Lemon, lime.

Keep in time.

(claps and stomps)</v> <v Class>Lemon, lime, keep in time.

(claps and stomps)</v> <v ->Make it neat.

Feel the beat.

(claps and stomps)</v> <v Class>Make it neat.

Feel the beat.

(claps and stomps)</v> <v ->Not too fast, not too slow.

(claps and stomps)</v> <v Class>Not too fast, not too slow.

(claps and stomps)</v> <v ->Ready, steady.

Go, go, go.

(claps and stomps)</v> <v Class>Ready steady.

Go.

Go.

Go.

(claps and stomps)</v> <v ->Next, join in with "Walk and Stop.

"</v> Let's walk.

(upbeat music) ♪ Oh, well you walk and you walk and you walk and you stop ♪ ♪ Oh, well you walk and you walk and you walk and you stop ♪ Let's march.

(upbeat music) ♪ Oh, well you march and you march and you march ♪ ♪ And you stop ♪ ♪ Oh, well you march and you march and you march ♪ ♪ And you stop ♪ Let's skip.

(upbeat music) ♪ Oh, well you skip and you skip and you skip and you stop ♪ ♪ Oh, well you skip and you skip and you skip and you stop ♪ Let's hop.

(upbeat music) ♪ Oh, well you hop and you hop and you hop and you stop ♪ ♪ Oh, well you hop and you hop and you hop and you stop ♪ Let's fly.

(upbeat music) ♪ Oh, well you fly and you fly and you fly and you stop ♪ ♪ Oh, well you fly and you fly and you fly and you stop ♪ And finally, let's sing "Dr. Knickerbocker.

" Here comes the video.

(lively music) ♪ Dr. Knickerbocker, Knickerbocker, number nine ♪ ♪ I just got back and I'm feeling fine ♪ ♪ Now, let's get the rhythm of the hands (claps) ♪ ♪ Now, we've got the rhythm of the hands (claps) ♪ ♪ Now, let's get the rhythm of the feet (stomps) ♪ ♪ Now, we've got the rhythm of the feet (stomps) ♪ ♪ Now, let's get the rhythm of the hips ♪ ♪ Now, we've got the rhythm of the hips ♪ ♪ Now, let's get the rhythm of the number nine ♪ ♪ One, two, three, four ♪ ♪ Five, six, seven, eight, nine ♪ After all that, are you ready to sing?

Do your muscles feel loose?

Is your throat relaxed?

And are you alert and ready to focus?

Fantastic news.

Let's get going.

We are going to begin by comparing beat and rhythm.

We've got a new song to join in singing today.

It's called "Star light, Star Bright.

" As you sing, feel the steady pulse.

Here comes the music.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Star light ♪ ♪ Star bright ♪ ♪ First star I see tonight ♪ ♪ Wish I may wish I might ♪ ♪ Have the wish I wish tonight ♪ Let's sing Star Light, Star Bright again.

This time, tap the beat on your knees.

Here's the music.

♪ Ready steady ♪ ♪ Off we go ♪ ♪ Star light ♪ ♪ Star bright ♪ ♪ First star I see tonight ♪ ♪ Wish I may wish I might ♪ ♪ Have the wish I wish tonight ♪ Here's a song we know well, it's "Engine, Engine, Number Nine.

" As you join in, march on the spot and move your arms back and forth like train pistons on the beat.

Here's Engine, Engine, Number Nine.

Get ready.

♪ Ready steady ♪ ♪ Off we go number ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Toot, toot, toot, toot ♪ <v ->Listen carefully to this recording</v> of Engine, Engine, Number Nine.

Tap the beat gently on your hand as you listen.

What do you notice?

Here comes the music.

Listen carefully.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ What did you notice as you listened and tapped the beat on your hand?

Lucas spotted that the beat was getting faster and faster.

Well done if you spotted that too.

Most music has a steady beat.

Sometimes the beat is faster or slower.

We use the word tempo to describe how fast or slow the music is.

Can you keep the beat when the tempo changes?

In Engine, Engine, Number Nine, this time, tap the beat on your knees as you sing.

Keep the beat steady and neat even when the tempo changes.

And your big challenge here is try not to tap louder when the beat gets faster.

Here comes the music.

Get ready to tap to the beat and keep it steady even when the tempo changes.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ Something else is different in this video of Engine, Engine, Number Nine.

Watch closely to notice how the teacher is clapping along.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Toot, toot, toot, toot ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Lochness line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Toot, toot, toot, toot ♪ What did you spot?

Did you notice that the teacher is not clapping the beat?

Did you spot what she is clapping?

Yes.

The teacher in the video is clapping along to the words of the song.

Well done if you noticed that.

The teacher in the video was clapping the pattern of the lyrics of the song, they were clapping every syllable.

When we clap the pattern of the lyrics of a song, we are clapping the rhythm.

The rhythm is the pattern of sounds that we play and sing.

Sing and clap the rhythm of Engine, Engine, Number Nine.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Engine, engine, number nine ♪ ♪ Going down the Bristol line ♪ ♪ See it sparkle ♪ ♪ See it shine ♪ ♪ Engine, engine, number nine ♪ ♪ Toot, toot, toot, toot ♪ It's time to work as a whole class to show the beat and the rhythm of Engine, Engine, Number Nine.

To do this split into two groups.

One group is going to show the beat by marching on the spot while the other group claps the rhythm.

Then swap groups and repeat.

If you've mastered that and you fancy an extra challenge, you could try it at a faster tempo.

Remember to keep the beat and rhythm steady and neat if you do this.

You're going to want to do this at your own pace where you are.

So I'm going to show you the slide that you need and then you can choose whether you'd like to do it nice and steady or to try it at a faster tempo.

Maybe you'll try both.

Here's the slide that you'll need.

There you go.

Now, it's time to press pause and complete this challenge showing the beat and rhythm of Engine, Engine, Number Nine.

See you later.

How did it go?

Did you keep a steady beat as you marched and sang?

Did you clap the rhythm accurately and did it match the pattern of the words when you did this?

And did you try it at a faster tempo?

Were you able to keep it steady and neat or perhaps your train came off the track?

Great work, everybody.

Let's move on to developing our understanding of rhythm.

To help us understand more about rhythm, it can be helpful to see the rhythm written down.

One way of writing rhythms down is by using stick notation.

Chant the first line of Engine, Engine, Number Nine and clap the rhythm.

Notice when there are two claps in a beat or when there is only one.

Press pause to try that.

The word "engine" has two syllables or in stick notation, we can call that "Ta-di.

" (claps) Engine.

(claps) And the word nine has one syllable.

In stick notation, we call that "Ta.

" (claps) Nine.

(claps) So using stick notation, the rhythm looks like this.

Engine, engine, number nine.

Clap and say the rhythm of Engine, Engine, Number Nine following the stick notation.

You could use the audio button to help you with this if you'd like to.

♪ Ready steady ♪ ♪ Off we go ♪ ♪ Ta-di, ta-di, ta-di, ta ♪ ♪ Ta-di, ta-di, ta-di, ta ♪ ♪ Ta-di, ta-di, ta-di, ta ♪ ♪ Ta-di, ta-di, ta-di, ta ♪ Now, it's time to join in singing "Burnie Bee.

" Perform the beat actions as you sing.

Here comes the video, join in.

♪ Ready, steady ♪ ♪ Off we go ♪ ♪ Burnie Bee ♪ ♪ Burnie Bee ♪ ♪ Tell me when your wedding be ♪ ♪ If it'd be tomorrow day ♪ ♪ Take your wings and fly away ♪ Now, can you sing the song again?

This time clapping the rhythm of the words.

It's going to look like this.

Clap the rhythm of the words following the syllables.

It's my turn first.

Burnie Bee.

(claps) Burnie Bee.

(claps) Burnie Bee.

(claps) Burnie Bee.

(claps) Brilliant.

Now, let's clap the rhythm of the words following the stick notation.

It's my turn first.

Burnie Bee.

(claps) Bernie Bee.

(claps) Burnie Bee.

(claps) Burnie Bee.

(claps) Well done everyone.

It's time for a check-in with our learning.

The word "Burnie" has two syllables.

Burnie.

(claps) The word Bee has how many syllables?

Can you show me with your fingers?

How many syllables in the word Bee?

Yes, that's right.

The word Bee has one syllable.

Bee.

(claps) Now, let's put all of that together and clap the rhythm following the stick notation.

Press pause to try these first two lines.

Now, try the next two lines.

Notice that there's something different about that last line there.

You can still clap it and follow the syllables and I'll reveal why I've done that in a minute.

Press pause to clap these last two lines following the stick notation and the bees.

It's time for a check-in.

Which rhythm matches the last line of Burnie bee?

It was missing, wasn't it?

Listen carefully to each of these three stick notation rhythms.

Then press pause to decide which one you think matches the last line of Burnie Bee.

Listen to rhythm A.

(wood tapping) Now, listen to rhythm B.

(wood tapping) And now here's rhythm C.

(wood tapping) Press pause to decide which of these three rhythms matches the last line of Burnie Bee.

Here comes the answer.

Rhythm C is the last line of Burnie Bee, isn't it?

Take your wings and fly away.

(claps) Well done if you spotted that.

Excellent understanding all about rhythm.

Now, it's time for our last musical challenge of this lesson today.

We're going to play the beat and rhythm of our song Burnie Bee following the stick notation.

To do this, you're going to split into two groups, then choose two percussion instruments, one to play the beat and one to play the rhythm.

Then as you sing the song, one group will play the beat on their instruments and the other group plays the rhythm on their instruments.

Then swap groups and repeat.

I'm going to show you the slide that you're going to need to do this.

Here it comes.

If you're in team beat, follow the hearts as you play, and if you're in team rhythm, follow the stick notation.

It's time to press pause and try that challenge where you are.

Remember, you can use the audio button to help you if you need it.

Remember to swap groups.

See you soon.

Welcome back everyone.

Who do you agree with?

Jacob says, "When we played the rhythm, it matched the syllables of the words we were singing.

The stick notation matches the pattern of the words.

" And Aisha says, "When we played the beat, it matched the syllables of the words we were singing.

The stick notation shows us how many beats to play.

" Press pause to decide who you think is right here.

Here comes the answer.

Jacob's right this time.

When we play the rhythm, it matches the syllables of the words that we sing, so the stick notation matches the pattern of the words.

Well done if you noticed that.

We've come to the end of another music lesson.

Let's have a think about everything we've learned today.

We know that most music has a steady beat and the beat can be fast or slow.

When the beat is fast, we say it has a fast tempo and when the beat is slow, we say it has a slow tempo.

We know that the rhythm matches the pattern of the words or syllables of a song, and we know that using stick notation is one way of writing down the rhythm of a song.

Fantastic musical learning this time everyone.

I can't wait to see you again soon.

Bye.