playing or singing the same thing at the same time

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

to make a percussive musical sound with the body

a musical part that supports the main melody or chant

the organisation and feel of the beats as: strong-weak-medium-weak

Task A - body percussion (c)

British English CC

To Stop the Train (video - building the song with the actions)

Task A - body percussion (b)

Task A - body percussion (a)

Join in when you spot the body percussion patterns

Train Train Unison

To Stop the Train (audio)

To Stop The Train (video)

Freedom Train

Warm up sequence

She'll be Coming Round the Mountain (vocals)

She'll be Coming Round the Mountain (piano accompaniment)

Knock on the door (sung vocals and spoken vocals)

Knock On The Door (instrumental)

Adding body percussion to a song

Music

Developing pulse and moving in time to the music

Building a thicker texture with a chanted ostinato

Building a thicker texture with a sung ostinato

Developing part singing

Performing songs with simple accompaniments

In this unit pupils add simple vocal accompaniments to songs. They learn chanted and sung ostinati, adding these to songs they have learnt. Pupils practise in order to improve and understand the importance of maintaining a steady pulse.

Singing for performance: adding a simple vocal accompaniment

When we sing the same melody together, we are singing in ...

We can {{}} our singing with a layer of body percussion sounds.

True or false? The beat is the music’s heartbeat - the pulse is how we show it!

how loudly or quietly the music is played

a combination of notes to make a memorable tune

Starter Quiz

True or false? The beat is the music’s heartbeat - the pulse is how we show it!